My Movie Project

I am using Window's Movie Maker 6.0 for Vista.

Also, this class is awesome. That is all.

The Common Core Standards

http://www.corestandards.org/

After reading that, I am learing about the Common Core Standards that have been recently adopted by Oklahoma Schools.

This is not an unfamiliar term, in fact I have encountered it several times, but never had the time, at the time, to question what they were. From what I understood, they were akin to some new curriculum that was to be implimented or some otherwise change to what was currently taught in the oklahoma classroom which would affect all teachers.

Rather, Common Core appears to be a more unified method of teaching math and english skills that will allow community memebers a better understanding of what is being taught and how. It is an interesting concept and I see how it could be effective if implimented properly.
I am not scared by the Common Core, other than the prospect that now every Tom, Dick and Harry is going to want to tell me how to run my class that they know what I will be teaching. Of course, these do not seem to apply themselves to the science classroom and right now are only applied to math and English.

The resource above could tell anyone significantly more than they ever wanted to know about Common Core, though I suspect there are plenty of other websites overburdened with opions about the subject should someone wish to seek that instead.

Chapter 11 - Top Ten Rules that Govern School Authority over Student Cyber Expressions

Where does the First Amendment end and cyber bullying begin? As it turns out, The First Amendment never ends, but it does not protect you from slandering someone else or impeding their personal freedoms. This is one of the things that Cyber bullying does and, so long as it happens within school or is undeniably related to school, school systems have some control over it. Censorship of cyberbullying follows ten rules listed in this chapter that are designed to help a school system know their boundaries and their rights to preventing and removing cyberbullying. The chapter also makes a note that, just as the First Amendment itself, these rules are not always 100%, but they do the job more often than not.

                The first rule recognizes the First Amendment as a real and pertinent document to students. The subsequent rules recognize the school’s rights in different circumstances, both on and off campus.  The School does not always have the right to interfere in certain circumstances, but it can get involved when the bullying happens on school grounds or in reference to the school.

                Given the importance of online student communication in the classroom, it is essential for me as an instructor to be familiar with my ability to be involved with cyber bullying. While I feel the school should do all in its power to help students who are also victims in any circumstance through whatever means the system can, it is nice to be informed of the exact instances where we can interact and pose our own enforcement.

                The other side of this set of rules is equally important, as it does recognize students’ rights to express ideas and opinions that might not agree with what I say in the classroom, or even my own  moral values. It is my hope that I can encourage students to think critically about what they believe and understand. So if they can be encouraged to do so by sharing their feelings with others, without hurting others, they should know they are always allowed to do so even if those ideas are contrary to the opinions and ideas of others.

Chapter 10 - Preventing Cyberbullying

Cyberbullying is a terrible reality. This section makes that apparent in its first section. However, much as real bullying is a very real concern in real life we still expect our children to interact with others face to face and, like it or not, hiding them from the internet will not render them effective adults. To the contrary, early and well guided exposure to the internet may help us avoid some of these problems.

                The chapter gives an outline of how to go about preventing cyberbullying. The first step is to determine whether or not cyber bullying is a problem within the school. Anonymous testing is the suggested method, with a clear definition of what cyber bullying entails. This also involves making sure that fellow instructors have a clear understanding of cyberbullying. The passage also seeks to inform parents and maintain their involvement in online activities with their children. The chapter also mentions the necessity of law enforcement under extreme circumstances.

                I plan for a significant portion of my course to involve online interactions and discussions. This means not only to have positive relationships with classmates, but an in depth understanding of proper internet etiquette all round. From my own experience, the problem facing students on the internet is the idea that the computer is a safe place. While this can be true when the internet is used with some discernment, it is a great deal to ask from students while offering no training or guidance.

                To gain this understanding, students will not only need to be informed, but also have practice and a watchful eye. It would be prudent for me, in this scenario, to ensure that high school students collaborating over the internet could have those conversations reviewed and would be allowed, in class, some time to become familiar with such concepts before they were let loose into cyberspace to research and talk unobserved. As such, I can completely understand the suggestion of parent involvement and teacher guidance, as well as the opportunity for personal exploration. Teaching students that the internet is a real place with real consequences is possibly our best tool in allowing them to realize that they are responsible for both their own safety and activity, as well as the safety of their peers.

Chapter 9 - Policies Procedures and Contracts

Chapter nine deals, in its first section, with contracts as beneficial tools for the education system. Being an organization with numerous components, organizations and individuals all responsible for different groups within the community, it is easy to see why the contract stands out as a useful option. It is customizable, renewable and highly revisable if the proper steps are taken. It also ensures that everyone is either informed of the policies or, with their signature, able to be reminded of them. Without consent, then permission may not be granted for certain actions the contract otherwise allows, giving equal protection.

                From web pages to events to phones in the classroom and everything in between, contracts can help schools relegate what is allowed. Rather than rules of pure convenience, contracts should be designed from the mindset of prevention before action needs to be taken. While many actions can be taken in a school with no intent of misuse or malice, improper governance of those activities can allow accidents or harm when care is not taken. The use of contracts that are effectively circulated and enforced can help greatly in this area.

                The rest of the chapter gives an example of such a contract, dictating the school’s policy on the use of school computers as a resource. This contract clearly lays out what students are and are not allowed to do as well as their rights and lack-there-of while on school computers.

                I really don’t know what to think of this chapter. I have taught Sunday School for some time and have had extended experience with the student groups in our church and its outreach programs, as well as personal experience as a student. After all of this, I can safely say that I understand the importance and necessity of contracts within the school and even within the classroom. What I cannot understand is the point to which I would be responsible for anything other than informing someone that such a contract needed to be made and possible be involved in the outlining process.

                From my experience, contracts inform as to liability and responsibility, which is very helpful for any instance in which someone may either be unaware or have ill intent. I believe that, as a prospective teacher, I am well aware of the necessity of such documents, I just fail to understand how this chapter can be used by me as an instructor. I'm sure this is my own limitation and, again, I am eager to see what others have posted.

               

Chapter 8 - Assessment in the Partnership Pedagogy

This section discusses, not so much the compatibilities and incompatibilities of partnering and assessment, but rather the options for assessment in the partnered classroom. The chapter emphasizes the significance of assessment in the classroom as way for both teacher and student to gauge academic progress and lesson effectiveness, but also expresses that some forms of assessment are more effective than others.

                The chapter quickly shoots down the graded assignment as an effective measure of the student’s progress, stating that, in this instance, the point of returned evaluation is likely unhelpful to better understanding of that material. Rather, the chapter emphasizes the importance of self assessment as well as Ipsative, peer and real-world assessment in which students are largely responsible for editing and improving their own work.
                This chapter also discusses some method s for teacher evaluation, administrative evaluation parental evaluation and even offers some helpful insights into how we evaluate our self as a nation and a world.

                My response to this chapter varies widely. Overall, I enjoy the recognition that the single test and homework scores either imply you did not need to do it or are otherwise disappointing. I agree that this does not foster student responsibility or offer any boost in confidence to struggling students and very much support the Ipsative model which, in my opinion and the text’s accomplishes the opposite. I also think that the –real world and peer evaluations are helpful, though I am hesitant to allow high-school student to post homework on the likes of YouTube for evaluation.

                On the other hand, I completely disagreed with the notion of formulating class process and assignments around what the chapter believes is readily available technology. While many, even most students may have access to these devices, that is hardly all students and would be incredibly demeaning to students who do not have access to such technology. I agree that this could be nice if it worked as described, but I foresee that it would be too complicated even in our current technologically focused society.

                Lastly, I agree with the recognition that more than students and teachers should be evaluated. Everyone in the student’s life is responsible for their progress and it would be a poor idea to only consult that one variable assuming all others are sound. It is my hope that this chapter has made me more aware of my surroundings as a teacher and I have no doubt that it has provided some insight as to how to go about it.

Chapter 3 – Strategic Leadership

This Chapter was very complicated for me to understand. I believe it had something to do with using new technology and methods in the classroom, and how to go about it. It also lists several categories of individual that you might find in these circumstances.

                The chapter also gives some general advice on technology awareness that will help classrooms function better overall. These include the ability to recognize lesson that make effective and efficient use of technology. It also includes a general understanding of technology as a reasonable requirement, such as knowing how to troubleshoot any errors that might occur in technology you use commonly.

                I look forward to seeing what others have written concerning its contents and their opinions, as hopefully they will have found something I was not able to see. I found this chapter confusing, though I was able to agree with at least some of its points.

                If what I did understand was effective at all in getting to the point, I would like to think that many instructors involved with their class probably fit into several of these categories at once. Perhaps they use a new tool while some other teachers have become more familiar with a different tool that they are not comfortable with.

                I would hope, as an instructor who is concerned with the success of his students, that I would make it a point to keep my eye out for any potentially beneficial technologies available. I also agree that teachers should be able to deal with and troubleshoot their own technology problems to the best of their ability. We have all had the lecture that didn’t happen because the projector screen was malfunctioning, which is a ridiculous reason to waste everyone’s time.  While it does not solve all problems, knowing how to troubleshoot and prepare for technology issues can salvage a day’s lesson in the event that something critical to learning happens to fail.