On Standards in Practice
Generally speaking, I don't really know how I feel about standards. I know that there is an obvious need to have benchmarks for measuring student learning and growth, but teaching is such an interpersonal act. These benchmarks must be evidence-based and data-driven to validate student growth and learning, but how can they account or adjust for the interpersonal emotion-based interaction that is teaching?
As a "pre-service teacher" who is learning how to develop his own pedagogical philosophy, I find that the NCTE standards outline what teachers should do, such as teaching students to read a variety of texts across genres, apply their understandings to new texts and interactions, and use their knowledge for their own personal use in the future. I believe that these naturally accord with what an English teacher should do as a dedicated educator, and I find that it also accords with Bloom's Taxonomy through verb similarities; an important thing we must unpack as Wormeli communicates in his video.
As for the Common Core standards, I find that they are quite vague. What does it mean to "write arguments to support claims in an analysis of substantive topics or texts," or "write routinely over extended time frames?" I feel that in general, these could be applied to a wide range of topics and themes. Yet I also know that in conjunction with certain curricula that are prescribed by certain districts along with overwhelming standardized tests, pedagogical freedom is limited.
But because the standards are vague, I believe that teachers can manipulate them to advance their own educational goals. If one can create a lesson that has students "write narratives to develop real or imagined experiences" or "produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience," then they meet the prescribed standards and also create an interpersonal learning environment.
Over this Spring Break, I had the opportunity to observe Aimee Ryan's classes at North Providence High School. In her pedagogical approach, the most important thing is simply caring for one's students and in her words, "meeting them were they're at" to teach them most effectively. Thinking of this experience while reflecting upon the standards, I find that while all of these standards may impose certain ideals, it is up to teachers to be themselves when it comes to teaching, to be able to "meet students were they're at," and to use these standards as a tool to advance their own educational agendas. If teachers can do these thing while being their caring selves, then I believe that they will be successful educators.
As a "pre-service teacher" who is learning how to develop his own pedagogical philosophy, I find that the NCTE standards outline what teachers should do, such as teaching students to read a variety of texts across genres, apply their understandings to new texts and interactions, and use their knowledge for their own personal use in the future. I believe that these naturally accord with what an English teacher should do as a dedicated educator, and I find that it also accords with Bloom's Taxonomy through verb similarities; an important thing we must unpack as Wormeli communicates in his video.
As for the Common Core standards, I find that they are quite vague. What does it mean to "write arguments to support claims in an analysis of substantive topics or texts," or "write routinely over extended time frames?" I feel that in general, these could be applied to a wide range of topics and themes. Yet I also know that in conjunction with certain curricula that are prescribed by certain districts along with overwhelming standardized tests, pedagogical freedom is limited.
But because the standards are vague, I believe that teachers can manipulate them to advance their own educational goals. If one can create a lesson that has students "write narratives to develop real or imagined experiences" or "produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience," then they meet the prescribed standards and also create an interpersonal learning environment.
Over this Spring Break, I had the opportunity to observe Aimee Ryan's classes at North Providence High School. In her pedagogical approach, the most important thing is simply caring for one's students and in her words, "meeting them were they're at" to teach them most effectively. Thinking of this experience while reflecting upon the standards, I find that while all of these standards may impose certain ideals, it is up to teachers to be themselves when it comes to teaching, to be able to "meet students were they're at," and to use these standards as a tool to advance their own educational agendas. If teachers can do these thing while being their caring selves, then I believe that they will be successful educators.
I agree with you on the evidence-based and data driven approach to determine the growth of the students. Also, just as in Aime's class, the students knowing that you care about them and about their success, makes them want to try hard and move outside of their comfort zone to be better, thereby improving the academic skills needed to be successful.
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