Appropriate Parent Involvement in Education: A Research Proposal

Nicholas Fiedler

Dr. Shutkin

ED 100

9 November 2015

Appropriate Parent Involvement in Education: A Research Proposal 

I believe that parents play a very important role in the education of their children. Without parental involvement, many children would not have the opportunity to become educated in the first place. The abiding influence a parent can have leads students to achieve great things in the classroom, and even later in life. Especially as children grow older and become more independent, their need for someone to be a guide indicates a need for parental involvement in their lives. While I do believe parents should be involved in their children’s lives, I do not believe that parents should control their lives. 

In the field of education this particular subject warrants some disagreement as to the appropriate amount of parental involvement. Many times teachers often feel as though they are not free to do their jobs because parents are overly involved in the system. Between emails, phone calls, meetings, and conferences, where can a teacher feel open to instructing students in such a way that guarantees no parental roadblocks? This conversation is one worth having sooner rather than later. What is an appropriate amount of parental involvement? I believe that parents should be involved to some extent throughout primary and secondary school, but with specific limitations. 

The few instances of intense, unwelcome parental involvement certainly makes the topic of appropriate parent involvement problematic for teachers everywhere. How involved should parents be in their child’s education? What limitation should be placed on their relationship to the school? How should this be communicated to the parents? 

In an ideal world, parents and teachers will be able to communicate openly, and effectively regarding what is best for the students. This is only complicated by the general imbalance of current parental participation in schools. If it were not for my parents constant reminders to do my homework and give my classes by best self, then I would not be where I am today academically. On the other hand, if it were not for some certain parents, many teachers would not have a disdain for parental communication. 

In order to guarantee a healthy learning environment for students, a conversation must be held in order to strike a balance between parental involvement and teacher discretion. Furthermore, and appropriate means of communication must be established in order for transparency amongst all members of the educational community. I plan to examine these things in the analysis of my research. 

FieldBlogPost: Gearity Elementary

Before entering Gearity Elementary School, Mrs.Sugar told us that we need to "be flexible" both on that day, and in all of our teaching experience. This reigned true for our visit to this school. I was assigned to the Art room. Upon arriving, myself and another student waited for the teacher to arrive. After a considerable amount of time, we moved to the gym. Here I was able to answer the question...What characteristics make this a good school?

What I was able to glean from my time in the gym was that Gearity is all about the kids. This was perhaps the defining characteristic that distinguished it as a good school in my mind. It was apparent in the attitudes of the teachers, and in the kids that this is a place where students enjoy being. The kids were participating in a cup stacking activity in their gym time, and the sheer joy radiating from their faces indicated that they loved what they were doing. Another thing that stood out to me was the use of student ambassadors that showed us around the building. Although the art teacher never showed up, the young lady that showed me to the art room gave me the lowdown on everything and anything in the art room. I could tell by the way she was talking about crayons and paint that she enjoyed coming to school at Gearity.

Hathaway Brown Pt. 5- The Final Visit

This past Veterans Day (11/11/15) I walked to Hathaway Brown for the fifth and final time this semester. What waited for me there was a day full of observations with three different teachers, in three different classes. Overall, this visit put a fitting cap on my field observation experience.

I started the day in third period American History with Mr. Hoffman. Seeing as it was Veterans Day, he started the class by passing around a picture of one of his family members that served in World War I. This created a very personal, and pertinent connection between history and present. After talking briefly about the history of Veterans Day, the class proceeded to begin their discussion of their newly begun chapter: Slavery and the South. A large part of discussing historical topics is providing students with a considerable amount of contextual information necessary to understand how people of the time period thought and reasoned. That is what the majority of the class entailed. Mr. Hoffman spent time talking about the different types of farming, and the rise of agriculture before the Civil War. One thing that Mr. Hoffman did was make jokes or humorous comments regarding some of the information. This effectively made students seemingly interested in an otherwise antiquated, and boring topic. Another method Mr. Hoffman used that made the information relevant to students was the use of videos.We viewed a "Crash Course" video by John Green about the antebellum South, and Mr. Hoffman plans to show Lincoln, the new film starring Daniel Day Lewis, and Gone With the Wind. 

Next period I attended Mr. Ciuni's English class. I entered into a discussion of the students first reading of The Arabian Nights by Muhsin Mahdi. The discussion started with a review of vocabulary terms, and an understanding of how they connected to the reading. Next they moved in to a discussion aimed at solidifying characters and their roles in the reading. The final portion of the class included a group activity where the girls were asked to identify things in the text they found disturbing and "fantastic." What particularly struck me about this class was how eager and open each student was to share their opinion on the assigned reading. The conversation never fell to a lull, and the opinions and points made by each student were not misplaced, and always revolved around the topic of discussion. I feel as though it is apparent that Mr. Ciuni cares deeply for each of his students, and as a result the girls feel comfortable in his classroom. I hope to be able to create a similar classroom atmosphere.

After a satisfying lunch of chicken and waffles and a brief planning period, I attended Mr. Frazier's English class. This was my third, and final class of the day. Lucky for me the class was continuing their discussion of The Awakening by Kate Chopin. In this class, however, they were really digging into the text. Although they were offered the chance to break into small groups, the class decided to engage in a full class discussion of the reading. The only other thing that they did that I found effective and fun was an "Around the World" review of vocabulary terms for the test the next day. It was both a great way to review the terms, and was fun for all involved.

I am so incredibly thankful that I was given the opportunity to shadow the teachers at HB. I have observed many different teaching styles that have allowed me to reflect on my own intended style. Thank you to all of the teachers that made my experience possible!

BlogPost10: The End is Near...So Summarize!

Over the course of this class I have had many opportunities to reflect on my feelings and opinions on a number of topics within the field of education. In doing so, I have had the ability to grow my understanding of the issues currently facing the field, and more fully comprehend my own personal beliefs as a pre-service teacher.

I have taken notice of my natural tendency to agree with the claims being made by each author we have worked with this semester. Whether it be Delpit and her ideas of seeing through beliefs and the importance of accepting language, or Rofes and his thoughts on sexuality, or Rofes and his methods of educating students, or even Ayers and his instructions to build bridges. Each and every time we have discussed the work of these authors, I have found myself supporting their arguments.

As a result of this, I have been able to identify my own beliefs, and the concerns I have in becoming an educator. For example, I know that I am deeply concerned about the well being of my future students. I feel as though creating a safe environment for them is essential to being a great teacher;another idea with which I am interested. Great teaching is a semi-subjective label. What, then, must I do as a teacher to be labeled as such? Through this course I now know that I must care about my students, promote activity, know what I am teaching well, and many other things (all of which I can never be certain).

Teaching is a constantly changing, and developing art. As a pre-service teacher I can try my best to refine my practice, but nothing can prepare me for what I will actually be met with upon entering the classroom. Lucky for me, this course has provided me with a groundwork with which I may move on in my studies; more aware of the ever changing, demanding, amazing field of education.

Appropriate Parental Involvement in Education: A Selected Annotated Bibliography

Nicholas Fiedler

Dr. Shutkin

ED 100

November 3 2015

Appropriate Parent Involvement in Education: A Selected Annotated Bibliography

Hollifield, J. H., Center on Families, C. L., & Johns Hopkins Univ., B. M. (1994). High Schools Gear Up To Create Effective School and Family Partnerships. Research And Development Report, (5)

This article talks on a number of different studies and analyses of parent involvement in elementary, middle, and high schools. The commentary on parental involvement in high schools proved to be very informational. The author included an in depth look at ways to include parents at the high school level, and interspersed data from surveys throughout. As the article goes on it talks about other topics that are seemingly unrelated to my topic, however there are other facts I found to be helpful when the authors mentions “parent centers.” 

I intend to use this source to back up some of my claims with the statistical evidence provided, and with some of the facts and opinions stated in the piece. I will admit that the war is a bit dated. However, I will use this to my advantage by showing how attitudes expressing a desire for parent involvement have been satisfied over time. 

Kremer-Sadlik, T., & Fatigante, M. (2015). Investing in children’s future: Cross-cultural perspectives and ideologies on parental involvement in education. Childhood: A Global Journal Of Child Research, 22(1), 67-84. doi:10.1177/0907568213513307

This study offers a look at cross-cultural differences in parental involvement in a child’s education. Middle class families with students in elementary school were observed in Los Angeles and Rome, Italy. The distinguishing differences were declared, and discussed within the piece. This study was critical of both American and Italian standards of parental involvement. 

This piece will be particularly useful in offering a naysayer opinion to my thesis. The evidence presented in this article can be used to argue that parents should be very involved in their children’s education, as the opposing attitudes in Rome seem to restrict the future career opportunities of students. Furthermore, the idea that the involvement of parents in homework is perhaps the greatest way in which parents are involved in education is one that merits some discussion in my paper. 

Lloyd-Smith, L., & Baron, M. (2010). Beyond Conferences: Attitudes of High School Administrators Toward Parental Involvement in One Small Midwestern State. School Community Journal, 20(2), 23-44.

This source is a study of the attitudes regarding parental involvement of principals and principal figures at secondary schools in South Dakota. The study claims that the attitudes of administrators, in relation to family involvement, ultimately has an affect on the ways in which the family is involved. Through studying the opinions of these principals on a small scale, we can perhaps identify some of the issues in the topic of parental involvement at the high school level on a large scale. 

I will use this source to support the claim that parents need to be actively involved in their children’s education throughout all grades, K-12. I will also include some of the methods these principals offered as ways to involve parents in an attempt to elaborate, and support the claim further. Some of the statistical data can also be used to support this claim. 

Robbins, C., & Searby, L. (2013). Exploring Parental Involvement Strategies Utilized by Middle School Interdisciplinary Teams. School Community Journal, 23(2), 113-136.

This study examines the different ways in which middle school interdisciplinary teams are promoting parent involvement. Three different middle schools were examined, as were the sentiments of many teachers and parents from these middle schools. A great emphasis is placed in keeping parents involved throughout the years in which parental involvement begins to dwindle. 

I will use this study to express support for the claim that parents should remain involved in their child’s education throughout their time in primary and secondary school. The study will also be used to provide healthy ways in which parents can remain involved actively in the schooling system. 

Sarre, S. (2013). Time in reconstructing the (school) child. Childhood, 20(4), 521-534 14p. doi:10.1177/0907568212475100

This study observes the transition of power, and diminishment of parent responsibility as students grow older. This study claims that overall parental involvement grows less important as children become more autonomous. The is evident in things such as later bed times, and a general disinterest of parents regarding whether or not their children are doing their homework. The main focus of the author was to articulate the natural shift in responsibilities from parents to children. 

I will use this source to show how parental involvement does dwindle over time. By showing this, I can then more effectively argue that parents should be more involved in in the secondary education of their children. It will strengthen my argument to show that it is natural for this shift in responsibilities to take place. 

Walker, J. T., Shenker, S. S., & Hoover-Dempsey, K. V. (2010). Why Do Parents Become Involved in Their Children's Education? Implications for School Counselors. Professional School Counseling, (1). 27.

This article examines why and how parents can become involved in their children’s education from the understanding of a school counselor. The author claims that school counselors have an ongoing duty to involve the student’s family in his or her education. Outlined in the article are a number of ways in which counselors can promote an atmosphere where parents feel welcome, and students can see their parent’s involvement. The article also claims that increased parent involvement can have positive effects on students motivation and achievement in the classroom. 

I intend to use this article to support the claim that parents should maintain involvement in their children’s education. Also, I will use this article to argue that parental involvement is not only the responsibility of parents and teachers. Rather, involvement needs to be a collaborative effort between all parts of the educational system, perhaps even especially so from school counselors. 

FieldBlogPost: Hathaway Brown Pt. 4- The Awakening

This past Thursday I walked to Hathaway Brown yet again to view a junior English class. The instructor, Mr. Marty Frazier was very welcoming and accepted me into his class very openly. Upon being seated I was given a book and a worksheet so that I would be able to follow along in class. Class that day was centered around the discussion of Kate Chopin's The Awakening. The Awakening was written in the 1900's, but staged in the 1800's, so needless to say it is a bit dated in terms of age. However, its message is one that still resonates with women everywhere, and Mr. Frasier was able to make it relevant to the girls in his class.
Mr. Frasier made connections (one defining characteristic of great teaching) between themes that were perhaps a bit more advanced. For example, he related the entrapments of domesticity to a less than desirable homecoming experience. In doing this he created a class atmosphere in which students feel free to converse with one another, and the teacher, in regards to the topic being discussed.

FieldBlogPost: Hathaway Brown Pt. 3- The Wicked Walk to the West

My walk to Hathaway Brown this morning was met with a rainstorm that would have made even Dorothy and Toto nervous. The sidewalk was spotted with puddles certain to soak my socks, and the wind continuously blew rain into my face. Unfortunately Dorothy and Toto most likely would have been more nervous upon arriving at the school, as I learned today that one HB alumna is known for being particularly wicked. Thats right, Margaret Hamilton, who plays the Wicked Witch of the West, was a previous student of Hathaway Brown. She is one among many of the HB alumni who has gone forward in life to achieve incredible things. I was able to observe the education of the future successful HB alumni today in a US Government, and ninth grade English class.

I once again fond a seat around the table in Mr. Hoffman's room; this time for US Government. For the first part of class he explained to his students the topics for a future essay on the information presented in the chapter. This included connections to modern day government, and topics through which students were able to freely respond, such as the call for a twenty-eighth Amendment. The class then moved into a review of important vocabulary and people for the upcoming test. This particular practice was not something new to me, but was executed in a different manner. Rather than Mr. Hoffman telling the students which words or people would be on the test, the students asked Mr. Hoffman whether or not specific terms would be included. The students directed the majority of the review session. Another observation I made during this time was that Mr. Hoffman has created a place where students feel more than comfortable sharing their thoughts and opinions on what they are learning. These interjections are never misplaced, and always allow for class discussion. The remainder of the class consisted of the viewing of two pertinent School House Rock videos, and the discussion of more current events.

At the sound of the bell I was escorted downstairs to Mr. Ciuni's freshmen English class. I joined the class in the midst of the reading and analysis of Shakespeare's Twelfth Night. After beginning with a few general "housekeeping" notes, Mr. Ciuni asked the class to break into groups and create tableaus (similar to a freeze frame) of scenes from the play. After every group was finished, they would present in front of the class. The rest of the students would have to guess who was playing who in the scene, and what was happening. With some minor glitches, the class guessed each scene correct. Mr. Ciuni had them do it a second time with a different scene, and made sure they emphasized that being "over the top" is the best way to ensure the audience would know what is happening. The girls did so, and each scene was able to be guessed almost immediately. This activity, and its two rounds, related to the focus the class had while reading Twelfth Night; staging and directing. The class discussed how to evoke a response from the audience with the way things are portrayed on stage. What was amazing to me was how enthusiastic each student was about doing something hands on in class. Mr. Ciuni also was very enthusiastic about the activity. I certainly want to emulate his level of enthusiasm in my teaching.

While I may not have observed any future Wicked Witches in my classes today, I am positive I have met the girls that will help to shape our future world. Backing each of these girls is a committed, passionate group of teachers that are determined to bring out the best in each student.

FieldBlogPost: Hathaway Brown Pt. 2-The Return to HB

On Tuesday afternoon, I made the walk around Fairmount Circle and up to Hathaway Brown to observe Mr. Hoffman's US History class. While I only spent one hour at the school, what I observed in his class was well worth the walk.

To begin the typical history class one would expect perhaps a review of topics previously discussed, or the context in which the next section of the course takes place; not in Mr. Hoffman's class! Rather the girls started by marching around the table to the tune of a popular jazz song; an all but alien practice to Mr. Hoffman's students. This ultimately livened up the atmosphere, and got the girls excited for class.

The discussion that followed centered mainly around current events of the last week. Any student that was so inclined was asked to share a current event so that the rest of the class could have a meaningful discussion about the topic. A range of current events from Donald Trump to police brutality were shared, and the conversations pertaining to each one left me absolutely shocked. These juniors in high school were able to make connections to other news stories, to historical happenings, and to the political scope of the event. What aided significantly in the coherent flow of the conversation was the extent of Mr. Hoffman's knowledge on the events being discussed. He was able to inject certain facts or opinions into the conversation in order to stimulate responses from the girls.

Later in class the focus shifted from current events to a discussion of working in the United States, to a PowerPoint on American Nationalism. Mr. Hoffman progressed through the slides in a typical fashion, but always made sure to stop and ask/answer questions pertinent to the information. He also made sure to stop at appropriate times to elaborate and develop ideas that may have been somewhat difficult for students to understand. The craft displayed by Mr. Hoffman is certainly one that I wish to integrate into my own future style.

BlogPost8 It's All Greek to Me: Understanding Great Teaching

It is my hope that I will one day become a high school Language Arts educator. As a result, it is inevitable that my future students and I will be reading many novels, stories, and passages. Allusions to Greek and Roman myths, gods, and goddesses reign significant and prominent throughout many literary works. I plan to educate my future students on the significance of such myths so that they can fully grasp the meaning and far reaching implications of the stories we will be reading. In order to do this, it would fare well to do a brief unit on Greek/Roman Mythology (this is the topic on which I will focus this response). Whilst instructing them, I will make sure to keep in mind the many notions and dispositions of the authors we have covered in this ED100 course.

In To Teach: The Journey, in Comics, Bill Ayers stresses the importance of "building bridges" in education. He claims that this is a movement "toward broader horizons and deeper ways of knowing." What he means to suggest is that it is imperative to make connections between what students are interested in/what they already know, with what it is they are learning. Ayers wants us to build bridges from knowledge, to greater, deeper, fuller knowledge and understanding. In doing so, we as educators are ensuring a form of student engagement that cannot be guaranteed in the typical lecture/notes structure. So, in the example of my Greek Mythology lesson, I can begin the bridge building by starting with a look at Greek/Roman mythological presence in popular culture. For example, I could start by asking students if they wear Nike clothing; then ask if they know what Nike means; then explain that thousands of years ago when someone said Nike, they were talking about the Greek Goddess of Victory. This would serve as a springboard for a discussion of other cultural references, wherein I would offer a god, goddess, or character (i.e. Achilles) and we could work to establish how they have significance in today's everyday world (i.e. Achilles' heel). Another way in which I could build bridges is use an activity wherein students will try to match up present day celebrities with Greek gods and goddesses who's descriptions match similarly (i.e. Beyoncé and Aphrodite). Hopefully these activities will "bridge" the material pertinent to people thousands of years ago, to the interests of the students of today.

Simply talking about and analyzing the information with students will not be enough for me to teach effectively. I find it necessary that students take advantage of their learning, apply it to what is happening in the world around them, and use it to grow their understanding; closely reflecting the beliefs of renown educator Paulo Freire. In his analysis of "the banking concept of education" he offers an opposing education form that works to motivate students to make the world their own. he dubs this form "problem posing education." One of the things that Freire writes is that education is a "constant unveiling of reality." I feel as though this notion most accurately reflects the function a Greek mythology lesson. The information is not being taught because students will need to pass a test, or know it for a future job prospect. Rather, Greek mythology is taught so that students may more fully understand the plethora of literary allusions and references that we hold most dear today. Following the logic of Freire's argument, once students have been educated in a problem-posing/liberating way, they will be free to explore and understand the world around them in their own perspective, through the lens of their new-found education. As far as problem-posing education goes, I am not sure how many issues are currently facing the world regarding Greek mythology. Regardless, I will work closely with students to examine possible issues today that connect closely with the stories we will read (i.e.Narcissus and Echo).

In her work Stir-and-Serve Recipes for Teaching, Susan Ohanian stresses the importance of recognizing teaching as an art form. She writes, very passionately, that "the profession requires more than a spontaneous overflow of good intentions or the simple cataloging and distribution of information." Her apparent call to originality is something I will hold close as I instruct students. While it may be easier to draw lesson plans from other educators, I ultimately have a responsibility within the field to be a creative lesson planner. So in the example of a proposed Greek mythology lesson, I will personally create, or stylistically change my activities to follow the reading and discussion of the myths/bios of gods/goddesses. I would have made sure to do so in the way in which I build brides at the start of the lesson as well. I will also, in accordance with Ohanian's call to action, be open to the changing environment of the classroom. As many stories and notions are up to many different interpretations, I will anticipate the diversity of understanding,as well as many other possible twists and turns within the lesson.

One disposition that I will aim to hold close to always is the notion that the best teachers are enthusiastic about the content they are teaching. This concept, as well as many others are explored in Robert DiGiulio's piece about great teachers. He writes that there are nine great qualities of excellent teachers. Enthusiasm for teaching the subject matter is inseparable from teaching the subject matter well. DiGiulio writes that all of the most memorable teachers had an enthusiasm about them that allowed their students to "'pick up on their excitement' for the subject." Is that not the measure of a successful teacher? To have students remember them, and by extent their class because of the enthusiasm demonstrated by the instructor? I would say so. I intend to be enthusiastic always in the classroom, regardless of whether or not I am teaching Greek mythology or other matters. Keeping a positive attitude when working on things that are not so exciting (i.e. reading the actual myths) will be a powerful tool in my effective teaching tool box.

Another characteristic that DiGiulio discusses in his piece, going hand in hand with enthusiasm, is "having a solid command of the subject matter" being taught in the classroom. He asks us to consider whether an effective teacher must be an expert in their subject area. Certainly, I would agree, that in some respects of education a teacher must be an expert. Now, this does not imply that teachers must be living breathing encyclopedias of knowledge to be used at the leisure of the students. Rather, the teacher should know enough to answer the questions of students, or direct students to the correct means through which they may obtain an answer. In my classroom I will make a point of being knowledgeable about the material. For example, using the mythology lesson, I will research the historical context of the myths, and current interpretations of the myths so that I may be able to better guide students to complete understanding. I know full well that I will not become a mythological expert, but I hope to harbor a wealth of information to share with the students.

Finally, after all has been taught, I will be self-critical of the work I have done; a notion that Bill Ayers discusses in To Teach: The Journey, in Comics. Ayers writes that self-criticism is necessary for "renewal and growth." In other words, it is necessary to evaluate the effectiveness of your teaching. Certainly I can emulate the proposed style outlined above, but if I never sit down and assess what is working and what is not, I will never grow, change, and perfect my style as a teacher. So, looking at the Greek lesson, did I teach every item fully? Wholly? Which activities worked? Perhaps I spent too much time on Achilles. Maybe Achilles is not necessary. Asking these questions of myself is what stimulates self-criticism. Without practicing this disposition, I can ensure that I will never achieve the success of a great teacher.

In his 2014 Oscar acceptance speech for his role in Dallas Buyers Club, Matthew McConaughey explained that his hero is himself in ten years; that way he always has someone to chase after. He perpetually works to become a person he knows he can never be, for ten years later his hero will still be ten years away. I like to think in these terms when considering myself as a teacher. My perfect teaching style is out there. It is just years away. I will work constantly to achieve the status of a great teacher, knowing full well that the best is still to come. What makes a great teacher in my opinion? Well certainly it is one who effectively implements the ideals of Ayers, Freire, Ohanian, and DiGiulio as discussed above, but it is also someone that is constantly challenging and changing what it is about using those ideals that makes teaching great. A great teacher understands that there is a better form of their teaching somewhere down the line; whether it be in ten years, or ten minutes. Understanding great teaching can seem like understanding Greek. Unlike Greek, however, and luck for us, there are a number of different ways to interpret exactly how one can be a great teacher.

FieldBlogPost: Shaker Heights High School

This morning our ED100 class traveled to Shaker Heights High School to do our second round of full class teaching observations. Each student was given a two period itinerary, consisting of two different classes in which to observe. I was able to it in on a Psychology class, and a Physics course. As I quietly sat in the back of the room, I made an attempt to relate the teaching I saw in the classroom to the qualities of a good teacher as outlined by Robert DiGiulio in the reading for class. The query that focused my observations asked which of the qualities each teacher showed. Lucky for me, I was able to find a number of connections.

Mrs. Sheppard, the psychology teacher, was the first person I observed today. The lesson was centered on the cognitive abilities of children, and how they affect behavior and mental processes. In what could have been pinned as a boring lecture, Mrs. Sheppard remained very enthusiastic. She continually maintained a positive tone and attitude when talking through examples and new ideas. Also, her distinctive character emanated from the way she presented herself in the classroom. She sat on a physio-ball chair when talking with the students, and continued to move around the room in a comfortable manner. The tone she took with her students relayed to me that she genuinely cared about their learning, and put their needs first. One thing that Mrs. Sheppard has done is created a classroom atmosphere where students feel comfortable asking critical questions. This has ultimately resulted in a mood of productivity in the room that better engages students in their learning.

At the sound of the announcements I walked immediately next door to room 259 for Mr. Schmidt's physics class. I was instantly greeted with his enthusiastic personality. He was working on the conclusion of a review session with a class as I sat down in a seat. The next class was doing more of the same review. He would pose a question that was on the worksheet they were working on, and ask for students to answer. What I noticed about the characteristics he showed was that he was very knowledgeable on his discipline, held students accountable for their learning, and believed that all students could succeed. Many times a student would offer a wrong answer, and rather than say "wrong" and move on, he would work though the problem to identify what the student did incorrectly. Also, at one point one student referred to another as "dumb." Mr. Schmidt addressed this by simply asking the name called student to work with him through the problem. Afterwards, every student was on the same page, ready to move forward.

All in all the trip to Shaker Heights High was very educational. Not in the manner that we observed educators, but in that I learned a little about myself, and good teaching at the school. By identifying the characteristics of good teaching, as discussed in class, I grew in my own understanding of great teaching.

FieldBlogPost: Hathaway Brown Visit #1

Upon walking through the doors to Hathaway Brown, a PreK-12 all girls private school located just off Fairmount Circle, I entered a building teeming with over one hundred years of rich history. While the current location has only been set since 1925, her reputation for academic excellence and top tier education has been around for ages longer. Luckily I was able to sit in on a few of the classes that occur during a typical HB school day. Amidst classes full of attentive girls, seemingly challenging content, and extraordinarily effective teachers I made observations in a single-subject seventy page notebook. While I was able to record the sights and sounds and feel of each classroom, I was unable to accurately capture the pride that each student, teacher, and administrator expressed in knowing they were an integral member of this high achieving community. 

After meeting my mentor teacher, Mr. Carl Hoffman, I was quickly handed off to another History teacher, Mrs. Ali Day. Mrs. Day is the instructor for a Freshmen/Sophomore Ancient Cultures class. On this day, the class was at the tail end of a section on the history and relation of different religious traditions, specifically the three monotheistic religions (Christianity, Judaism, and Islam). Students were asked to take out their laptops, and download a PowerPoint  from HaikuLearning (similar to our Canvas). Next, the girls were asked to move in to groups of 3-4, all of which were pre-picked. The assignment went as follows: Students were to observe, along with the rest of the group, images depicting art or architecture from the three major monotheistic faith traditions. In the “Notes” section below the slide, students would record which of the three faiths (many times more than one was possible) was represented in the picture. What proved to be most shocking to me was the genuine respect and desire for involvement that each student expressed in the activity. Mrs. Day has quite obviously created an atmosphere in which students feel as though connecting with the content, and the teacher are essential to successful education. Furthermore, Mrs. Day made a point of connecting students learning to prior knowledge about the subject matter, and tied the lesson into a global context. Both of these actions have been attributed to effective teachers in Dr. Shutkin’s class, and many others. 

The next class I observed, AP US History with Mr. Kevin Purpura, was a blast from the past (as I am a previous APUSH student). The students were beginning a new unit on Jacksonian America. One thing that particularly stuck me as interesting the very college-like feel the course took. The information was presented in what felt like a lecture, with an overlapping, all-encompassing visual aid. Furthermore, the attentiveness and curiosity of the students was amazing! Mr. Purpura commands a classroom in which his students feel free to ask deep and meaningful question that pertain to the information being discussed. The almost dialogue-like nature of the course made even me, single day observer, feel like part of the conversation. One thing that Mr. Purpura did that made the course seem relevant was connecting the information to everyday life. For example, he talked about the radical political ideology of Andrew Jackson and asked who a modern day example would be. The students very humorously responded with “Donald Trump.” 

My third and final class of the day was Art History with Mr. Jamie Morse. The girls in this class were busy reviewing for a test the next day on Baroque artists. I felt ready to take a test on these artists after the conclusion of class! It was amazing to me how Mr. Morse could capture and keep the attention of a class, and make the review for a test so riveting. What I noticed right out of the gate was the enthusiasm that both the teacher and students shared. Next, the genuine appreciation and respect that all students showed towards the subject, and the content of the review. What absolutely stunned me was how much information each student knew, and or retained for the review. Mr. Morse would pull up a picture, and students would comment on the use of light, or the types of people being painted; things that I never could have thought. 

The last thing that really stood out to me about my first visit to Hathaway Brown was the arrangement of the classrooms. First, the distinguishing characteristic of an HB room is the large, wooden table in the center of the room, with accompanying wooden chairs. Interestingly enough, each classroom felt as though the subject being taught there belonged in that room. For example, Mrs. Day’s maps on her wall gave the feeling as though the religions being learned about had global implications. The furniture and lighting in Mr. Purpura’s room made it seem as though it was an executive office where important conversations take place. Finally, Mr. Morse’s room felt as though it were a small room in an art museum. I am positive Bill Ayers would approve. 

BlogPost7: Fall Break!

Blog Post IT

In the article The Banking Concept of Education, Paulo Freire voices his thoughts on the current, versus an ideal, form of education. He dictates that the current form is called the "banking concept" of education. This means that students act simply as depositories to be filled to the brim with information. On the other hand is problem posing education, wherein questions and problems are raised in the classroom in hopes that students will solve them; all in attempts to give students a greater understanding of the content. Amidst his compelling argument, Freire also makes some powerful connections and statements regarding the teaching profession. He allows us as readers to dig below the text, and wonder how we will be preparing our future students for the world.

Well into the piece, Freire makes his claim writing, "Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of women and men as conscious beings, and consciousness as consciousness intent upon the world." This struck me when reading it because he talks about education in a light that I have not yet considered; education as an agent of liberation. Freire asks us to understand that when we are educating children, in a way we are setting them free. We are ridding them of the oppression of ignorance and allowing them to find their own way in the world. This is where his argument forms, since current methods, according to Freire, of freeing the oppressed are inherently oppressive. He asks us, as future teachers, to evaluate how we will be asking our students to learn. Will we be simply filling them with information? Or asking them the questions that allow them to be free in this world? I plan on using the second tactic.

Another interesting distinction he makes is the role teachers should be playing in the classroom. He explains that "through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers." I have often heard it said that a teacher learns many things from his or her students, but the fact that he is pinning it as such an integral part of effective learning really makes it pop from this passage. Also, he names these "new terms" in such a way that he makes the teacher as much of a learner as the students. When the intelligence of the class grows symbiotically, all members benefit. Students are encouraged to think deeply, answer confidently, and question constantly. It also proves to be in the students best interests when they are actively involved in their education, or rather, their liberation.

BlogPost5: Sexuality and School

In the piece A Radical Rethinking of Sexuality and Schooling: Status Quo or Status Queer?, Eric Rofes explores radical and liberal conceptualizations of homophobia and heterosexism in schools. Many of the things he speaks to resonate with me personally, and my schooling experiences, yet many things he claims do not apply as well. His also explores modern ideas of childhood, and how it coexists with current notions of homophobia and heterosexism. All of his analyses lead me to question and ponder the state of the future educational institutions in which I will teach, in regards to LGBT issues.
In much of what Rofes says, there seems to be a disconnect between his ideas meant to encourage educators to uphold the rights of LGBT students, and those geared towards empowering LGBT students to use their sexuality, and supposedly disrespected rights, as a way to rebel against institutions. He makes the distinction that it is important for educators to celebrate the diversity of their students, and to uphold their rights. He claims it is of equal importance, however, to have students, and educators, that are willing to challenge the status quo, in hopes of creating a more enjoyable learning environment for all. In my experience, both teachers and students have worked together to challenge community norms, and allow for an accepting school atmosphere. One of the Theology teachers at my high school worked with a group of students this past year to create somewhat of a Gay-Straight Alliance. This group of students was held responsible for educating other students on LGBT rights, and their significance at a Catholic institution (seeing as they all attended parochial school). I feel as though Rofes' liberal conceptualization was represented by the student's drive to make LGBT rights known to others. I think perhaps the radical aspect of it was that it was done in such an environment as a Catholic high school. Students both upheld the rights of LGBT students, and used them to challenge social/communal norms.
Speaking of the rights of others, Rofes speaks at great length to the notion that children in today's society have no rights. He characterizes children as helpless human beings, left to nothing but the whims and wills of their parents. He even stakes the claim that children are treated now how women were treated before feminism. In an ideal world, according to Rofes, children would be granted with the opportunity to choose their family, and would be able to vote/voice their opinions. In claiming this, Rofes in implying that children would be more inclined to be themselves. Instead, children are thrown in to a system of education that oppresses them even more that the wills and whims of their parents. Bullies run rampant, and sexually deviant children are almost forced to repress their true selves.
It is my hope that in future educational environments, I will promote an atmosphere that is everything but what I have described above. I hope to foster a place where students are free to be themselves. I chose that phrase carefully because I do not wish to create a place where students feel pressured to "come out," or be open about their sexuality. Rather, I hope to encourage other students to be accepting of others; not in a manner that views everyone as the same, but celebrates differences. If the schools I teach in have Gay-Straight Alliances, or an LGBT group, I will not necessarily be a faculty advisor, but would definitely advocate the use of such programs. In the event that neither of these institutions exists, I would be happy to morally back the formation of such groups. I do believe that these organizations have positive impacts on school communities everywhere.

Field Blog Post: Mayfield Middle School

On the morning of October 1st around 9:30, I walked through the bright green hallways of Mayfield Middle School. Everything from the friendly staff, to the amazing students proved that Mayfield was, according to one student, "a wonderful learning environment for kids grades six to eight." In the few hours I was able to spend at this school, I took the opportunity to observe an eighth grade History course, and a seventh grade Accelerated Math class. What I was interested in looking at was how teachers interacted with their students. In what visible ways had teachers already formed connections, and built bridges between themselves and their students? My observations and inferences yielded some perspective on such.

Eighth grade History, the first class I observed, was a co-taught course on American History. The concept of "co-taught" was new to me upon hearing this, so my conversation with one of the instructors allowed for a greater understanding. In this model, one teacher is paired with another in an attempt to integrate and involve students with special needs. I had the privilege of speaking with the special needs instructor for this course. What was interesting to see was not only the use of two teachers instead of one, but also the way in which each teacher treated the students. When students would have an issue, or a question that could perhaps be satisfied on a personal, versus class-wide, level, whichever teacher was not currently lecturing would help out. Due to this personal attention, the teacher to student rapports I observed were slightly more familiar than those of a usual classroom. Students felt free to be themselves, and to express thoughts while in class. Also, the students in this class were preparing to play a "Trade Game" to explore the concept of mercantilism. The use of game playing and student's interests in order to tie in with the course content was another connection. It was apparent to me that the teachers had done an effective job of understanding the person behind each of their students.

Seventh grade Accelerated Math presented some of the same situations, but in a different context. While I was observing this class, students were working on a review sheet in order to prepare for a quickly approaching test. The atmosphere of the classroom, as a result, was a little more lax. Students were grouped at tables to work together, while the teacher was up and walking around to check work. Students also traveled from table to table to discuss problems, and occasionally non-math items. What genuinely surprised me was the complete respect that each and every student had for the instructor. Despite the seemingly chaotic nature of the classroom at times, when asked to quiet down, or return to work students were more than responsive. There have obviously been connections and bridges built between these students and the teacher. Without some sort of attempt to be more than just a mouthpiece for math in front of the class, the teacher would not have the respect she has today. I truly enjoyed my time in this class. After the period ended, I was delighted to hear the teacher talking about how much she enjoys teaching children. She was sure to include in her comments that there is nothing like teaching an advanced group of kids. She claimed that because they are all so bright, it is easy to help them learn.

In my time at Mayfield Middle School, it was easy to see some physical ways in which teachers have connected with their students. The levels of respect, and the ways in which students and teachers interacted showed me that building bridges is very important. I am glad that I was able to see the day to day environment of a middle school classroom. Overall, Mayfield was a wonderful first Observation Field Trip.

BlogPost 4: Speaking of Speaking...

In the selection from our text, Lisa Delpit writes, "[Teachers] should recognize that the linguistic form a student brings to school is intimately connected with loved one’s community, and personal identity. To suggest that this form is 'wrong' or, even worse, ignorant, is to suggest that something is wrong with the student and his or her family." Delpit is a known advocate for breaking the race barrier in schools, so it only makes sense that she mentions this in her writing about "Ebonics," or the language with which many African-Americans communicate. In speaking about the different ways in which students speak, she offers each of her readers an opportunity to reflect on the way in which effective teachers form connections with students. 
Many people would accept the sentiment that good, quality educators are able to build good, quality rapports with his or her students. Also, many may agree that this includes understanding a students background, and what sort of conditions they come from. What many people, including myself, fail to realize is that students, regardless of race, subconsciously relate the way they speak to who they are as a person. Delpit asks us then to see language, such as Ebonics, in a new light. Something she writes that struck me was how students who read words out loud in Ebonics still have to understand what it is they are reading. She explains that these students must, in a way, translate the reading into Ebonics to say it. 
As an aspiring educator, I can't help but wonder about what my future students will be like. Of course I can't prepare for each and every scenario, but reading things like the Delpit piece offer me some sort of direction. If one day I were to find myself face to face with a language barrier, I would hope to make like Delpit, and break it down. 

BlogPost3: A Fall Morning on the Quad

This morning after my 9am class, I went to Einsteins, ordered a pumpkin coffee, then positioned myself in an Adirondack chair on the main quad. I watched people for a little over a half an hour, and observed what they did and where they were going
in hopes to learn more about them, and myself. Below: First is a list of my observations. I decided to include this just so anyone can see all of what I saw. Second, is a T-chart of  a few of my observations, and a few interpretations.

After completing this assignment I learned many things about myself. First, I came to know that I am very perceptive of detail. I found it a constant mental effort to slim down the length of my observations. Also, I discovered that one of the first things I notice when observing a person is their clothing. Identifying what each person is wearing allows me to remember them, especially when I can't place a name to a face. For example, I found myself assigning names such as "suspected professor," "nice polo guy," and "black shirt girl." Something that proved to be useful in my case was identifying what I was doing before writing down what others were doing. It allowed me to identify descriptive ideas first, then form educated interpretations. Overall, the things that people were doing at this time were not very different from what I expected. There were occasionally a few people who would catch my attention, such as "Dolly-girl," but my expectations were met with perfect normalcy. This Fall morning, Friday September 18, offered me a touch of self-discovery amidst the ordinary activity of a college campus.

Blog Post 2: Believing is Seeing...And Hearing...And Understanding...

According to Lisa Delpit, a prominent member of the education community, "We do not really see with our eyes or hear thorough our ears, but through our beliefs." Obviously our beliefs are not physical appendages through which we comprehend sensory data. Rather, what Lisa Delpit suggests is that our beliefs act as a metaphorical lens of sorts. A lens through which we see, hear, and understand, but in a way that is unique to each person.

Throughout the years we have lived our lives we have been crafting and perfecting these belief-lenses. Our formative childhood experiences perhaps had the greatest influence on the initial forming of what we believe. Everything we have experienced and comprehended since childhood has helped to construct the reality we now see. Furthermore, the beliefs and values we hold within ourselves today undoubtedly have early roots in our lives. For example, I grew up in a very loving environment. As a result, I value family and believe in the power of love. However, it does not take much to find another who may disagree with me. 

When we receive information, whether it be through reading or listening, we analyze it in two ways. First, we see or hear it with our eyes or ears. This is very simple and happens with hardly any effort. Next, almost as easily, we react to it based on our beliefs and values. Even in something as simple as reading an article for classroom discussion we can take a personal stance for or against the claims that the author is making. 

Finally, because our ability to understand things based on our beliefs is so second nature, one must be conscious of the opinions of others in making statements. While one thing may not have a particular personal bearing on one person, it may mean the world to another. This is of particular importance especially in the classroom. When responding to discussion questions it is best to keep an open mind. 

Blog1: A Little About Me

Personal info:
1. I prefer to be called Nick by my teachers and friends, and Nicholas by my family.
2. I am from Stow, Ohio.

3. I hope to become an Adolescent Young Adult (Grades 7-12) educator for either English, or History.
4.  I am a member of the JCU Pep Band. We play for all of the home football and basketball games. I play the Alto Saxophone.

I hope to become involved with the Student Union Programming Board, and perhaps a few other student organizations on campus. I hope to become more involved as the year goes on.

I enjoy long distance running, drinking coffee, watching TV shows (both live and from Netflix), reading for pleasure, spending time with my family, and hanging out with friends.

5. Family is what matters most to me.

Please click HERE to be directed to a New York Times article outlining the importance of family. The author draws from Bruce Feiler's book The Secrets of Happy Families: How to Improve Your Morning, Rethink Family Dinner, Fight Smart, Go Out and Play, and Much More. 

I, along with the author of this article, believe that who we are, and how we act, and even the way we learn starts with family. I have been lucky enough to grow up in a very tight-knit extended family. Through my many hours spent with my parents, cousins, aunts, uncles, siblings, and grandparents I have been given the many tools necessary to go out into the world and be of service to others. I love spending time with my family and I always look forward to our get togethers.

Learning Style and More:


6. In order for me to take intellectual risks in the classroom, there must be work through which I can be creative. When an assignment requires that I do more than recite facts, or vocabulary, or simply reiterate what the instructor has already dictated, it pushes me to explore the area outside of my comfort zone.

Education Past and Present:

7. Through my education at Holy Family Grade School, and St. Vincent-St. Mary High School I have come in to contact with many teachers. Unfortunately, I have not always had teachers who teach the class effectively. On many an occasion I have been asked by another classmate to explain concepts and review information discussed during class.

Through these interactions I have come to develop a love for educating others. Many teachers (including those in my family) have talked with me about the "Aha!" moment; that moment when a student finally understands the material. Although my encounters with these moments have been brief, they have proven to be driving factors in my journey to become a professional educator.


8. I believe that adapting classrooms to utilize twenty-first century technology is one of the biggest issues facing the field of education. Present day teachers are pinned with the task of experimenting with these technologies, and evaluating which ones work, and which ones seem to fall short. While many classrooms have already incorporated the use of projectors and technologically intelligent white boards, the use of technology as a teaching supplement continues to reshape the surface of modern day learning.


About Dr. Shutkin:

9. Dr. Shutkin, what was it that made you want to be an educator?

What was it that made you stay an educator all these years?