"Rethink what we believe is already working"

To often does the human race settle for good.  Why settle for good when you can do GREAT!  The same applies to teachers.  Sometimes teacher get into the idea of settling for what is good, both in their classroom instruction and in student expectations.  If we expect good from students, what then is going to propel them to do great.  We need to always be expected the great from our students.  Above and beyond, Ellin Oliver Keene states that teachers always need to "rethink what we believe is already working" (Keene 57).

All throughout my high school athletic career my basketball coach would always tell me, "if it is not broken do not fix it."  However, I could not disagree more with this.  Just because something is not broken does not mean that it doesn't need improvements, or maintenance if you will.  Teachers especially always need to be cognoscente of their instruction, what works and what does not.  Year to year, student to student, a teacher needs to rethink instruction.  Although an idea may work one year with some students, that idea is not a set mold.  Teachers need to be able to adapt to a new year, a new student, new standards, and new modes of learning/thinking.

One way in which teachers can rethink what already seems to be working that Keene highlights is the Literacy Studio (Keene 57).  As a new teacher I am still experimenting with what works and what does not.  Although I have never used a literacy studio model in my own classroom, based on my understanding of what Keene is saying a literacy studio model should be designed so that the student's intellect is able to thrive.  While, I have not used this model I really think that it is a great idea.  Going through the ideas outlined in Figure 3.2 on page 58-60  I see a lot of ideas that jump out at me.  First of all it naturally makes sense that students will be more interested in topics of their choosing.  I do not have the exact source on hand, but I once read an article explaining how students become more profound readers if they are allowed to pick books of their own choosing.  Just like Keene alludes on those pages, if a student is allowed to choose their books or choose a given topic then of course it is something they are interested in that book or topic.  When a students is actually interested in the material then they are more likely to become completly immersed in the material. 

In my classroom I do guided reading, so I enjoyed Keene's section on invitational groups (Keene 61).  While going through this chart I picked up on things that I may be doing well and things that I need to improve on.  As a first grade teacher I feel that I think outloud pretty well.  I am constantly telling my students what  I would predict or how I would go about solving something.  However, one thing that Keene highlights that I think needs to improve is the idea that "the teacher is free to focus exclusivley on the invitational group, having taught the rest of the class to read and write independently for long periods of time.  There are no interruptions."  Teaching first grade, this step is very difficult.  There are always interruptions and students are still struggling to read and write on their own.  However, by the middle of the year I think my students will be able to master this task. 

Question and Idea's for Chapter Two--Four Perfect Pebbles

As I continue to read Four Perfect Pebbles I still believe that I would read this story with sixth grade students.  Although some might challenge this idea, saying the the complexity of the material is too demanding and sixth grade students would not be able to handle the material,  like Keene promotes we need to challenge our students.  How can we expect our students to think critically and truly understand if we do not have high expectation for them.  This book and bring out students intellectual side and get them thinking and discussing.  Below are some ideas and questions that I would use in reading chapter two--A Small Town in Germany.

Before Reading:

-Have students write a brief summary of what the title--Four Perfect Pebbles-- means (quiz).  Then discuss.
-Review student predictions for chapter two
Key Vocab: Gypsies, Poles, denounced, remedy, swastika, Aryan, emigrated, annexed.

While Reading:

-Find Hoya and Tilsit on a map and display it to students.



                         Hoya

-Discuss with children the war of 1914-1918.  If following the history standards students will have already learned this but it would be good to review what the conflice was about.

-Discuss the way in which the German Government is set-up.

-Describe what an Aryan looked like in the eyes of Hitler.

-If you were the Blumenthal's would you try to leave Germany?

-Should the US have let more people emigrate?

After Reading:

-Recap how Hitler came to power.

-Make predications about the next chapter

Reactions to "A Small Town in Germany" --Chapter 2--Four Perfect Pebbles

I really like the way that Lila Perl and Marion Blumenthal have layed out this story.  While the story may not be straight forward and linear, like most stories children may be familiar with, I feel that the way the past, present, and future is utilized makes the story more effective and adds much more depth and meaning to it.  Chapter two is basically just a history of the Blumenthal family and an explanation of how Germany became to be ruled by Hitler and the Nazi's.  I believe that by starting chapter one in the concentration camp with Marion and the Blumethal's the reader is able to feel more deeply connected to Marion and her situation.  Right from the very beginning the reader is emotionally attached to that character and it makes the reader more interested in Marion's story leading in to chapter two. 

Chapter two was a very nice history lesson.  I feel that it did a very nice job telling the story of how Hitler and the Nazi's came to power.  It was very interesting to see how the Blumenthal family and the rest of Germany reacted to Hitlers rise.  At first everyone just thought that Hitler and his beliefs were just nonsense (Perl 12).  Hitler was able to rise to power so quickly and with so much ferocity because nobody was truly aware, nor wanted to be aware, of what Hitler was capable of.  Then of course when Hitler garnered so much power, people were  too afraid to defy him (Perl 18).

To Understand-- Chapter 2

I think that enthusiasm and passion are two qualities that make a great teacher.  If you are able to spread your passion and enthusiasm in the classroom then you will be able to engage students and help them develop their own intellectual lives.  In the beginning of chapter two in Ellin Oliver Keene's To Understand, she shows her passionate and enthusiastic side--this turned me on to Keene.  The first chapter I was a little bit unsure of her character and I had a hard time connecting with her.  However, immediately in chapter two, on page 20, when Keene was sharing her enthusiasm with her husband I knew that she has a true sense of passion for education.

Keene faced a predicament in which she had a hard time turning her students intellectual side on.  Sometimes she would have brilliant conversations with her students, but other times it was like pulling teeth.  I know that exact same feeling from my own personal experiences teaching.  When your students are talking and are getting engaged and excited you leave school feeling like the queen or king of the world because you did something--you helped your students understand.  However, there are days when you leave school feeling as though you could have done more or something different.  One of Keene's solutions to this problem was to have high expectations everyday (Keene 21).  I like this idea.  If we don't expect our students to think outside the books or deeper about the curriculum, then of course they are not going to produce those amazing intellectual moments.  We need to push and model our students in order to get to a higher intellectual thinking. 

I really like the way Keene has set up her book.  As she admitts, her book is designed to show teachers how we can get students to understand rather than tell educators how too (Keene 23).  Each state, each school district, and each teacher run their classroom differentently.  It would not be benificial for Keene to list step by step what to do, because that simply would not work for everyone.  It is wise for Keene to leave it open ended because it allows each educator to adapt it to their own teaching style and curriculum. 

As a first grade teacher, while I am reading Keene's ideas I am constantly thinking about how I could use her work in my classroom with my students.  One thing that I am struggling with though is her idea of observable outcomes (Keene 26).  I feel that this step is extremely difficult with first graders.  First graders are not able to communicate a lot of reason.  Right now I am teaching my students to reason.  If they solve an addition problem I asked them how they solved it and I ask them to walk me through the steps.  Half of the class can tell me the right answer, but they struggle with how they did it.  As I read through all the outcomes of understanding I had a hard time seeing how my students would be able to develop though cognitive strategies.  With that said, I am still holding high expectations like Keene says we should!

I completly agree with Keene in that we should "teach a few concepts of great import, teach them in depth over a long period of time, and apply them in a variety of texts and contexts" (Keene 31).  While I agree with this and would love to see it done, I feel as though it is easier said then done.  I dislike where our education has been going as of late and I believe that Keene's ideas are great for the ideal classroom.  As much as I would love to do the things she describes it is very hard realistically.  You have to cover so much material in such a sort time that you do not have time to teach things for a long period of time or just the most important concepts.  State standards require so much and time is so limited.   

 

Using Four Perfect Pebbles in the classroom--Chapter one

While reading the first chapter in Four Perfect Pebbles  I noted some question and ideas that could be used to help students gain a better understanding of the text.  I think that this text might be very hard for children to relate too because they are so disconnected from the ideologies of concentration camps and the Holocaust.  Although genocide is still happening today in places like Africa, and even on a smaller scale, racism in the United States I think that students might have a hard time seeing how these concepts relate to them--thus why is it important?  For this reason I think that it is extremely import to help make students see the connection and importance through questions and various outside discussions. 


Ideas before reading:


-Have students take a look at the front cover.  Based on the title and cover see if they can come up with a prediction of what the story might be about.


-Have students look at the table of contents and see if they can predict the events of the story based on the chapter titles (like Dr.  Cohen demonstrated with us in class). 


-Have students fill out a KWL chart of the Holocaust.  Then give a mini-lesson about the Holocaust.


-Discuss present day genocide or racial hatred --Rwanda, Darfur, racism.


Questions/Ideas while reading/after reading:


-Research about Bergen-Belsen
-Where does the title Four Perfect Pebbles come from?
-What would you do or how would you feel if you were in Marion's place?
-Finish Mama's story.  "when you were just a baby in that small town in Germany..."

"Four Perfect Pebbles" --Chapter 1 Reactions

Four Perfect Pebbles is a powerful book right from the very first page.  The whole time I was reading I was just in complete amazement that events like this ever happened and are still happening today.  When one thinks of Holocaust literature the first book that comes to mind is The Dairy of Anne Frank, but this is another great book to add to the arsenal of  Holocaust literature that can and should be taught in schools.

While reading the first chapter I had to do quite a bit of additional research, just as I would have my students do.  Once again, going back to Keene's beliefs and ideals, I feel that it would be absolutely necessary to research background information with your students in order for them to more fully understand the book.  I myself needed to look things up in order to paint a better picture in my mind of the setting and to relate more to the character.

The first thing that I researched was the actual concentration camp in which the story began--Bergen-Belsen.  This is something that I would also do with my students in order to gain a greater depth of background knowledge.   As stated in the text, the Bergen--Belsen camp was located in Northwest Germany.  Although, aaccording to the Jewish Virtual Library, (http://www.jewishvirtuallibrary.org/jsource/Holocaust/Belsen.html), there were no gas-chambers or the typical forced labor that we usually associate with concentration camps, Begen-Belsen was still not a "camp" by any means.  Disease and hunger were the most common cause of death at Bergen-Belsen.  Located below is a map, and highlighted is Bergen-Belsen.

Picture provided from (http://www.ushmm.org/lcmedia/map/lc/image/bbe72020.gif)

Although I am fairly well versed in Holocaust history many students may not be.  I did not have to research much extra about the Holocaust in order to understand because I have that prior knowledge.  However, before reading this story with my students I would give a few mini-lessons on WWII and the Holocaust, once again to promote a better understanding of the events that will be described in the story.

I think it is so interesting to see the Holocaust through the eyes of a child.  The students who will be studying this book will be around the same age as Marion, which I think helps them put things in to perspective.  Throughout the first chapter I love how Marion's innocence and youth is portrayed.  Even when she is subjected to a concentration camp and is living a most dreadful life she is still able to be filled with hope.  On page two of the text when she at first thinks a cart of naked bodies is perhaps a big cart of firewood that will keep her warm.  Then again on page seven with her belief of the four perfect pebbles.  Her spirit shows that even in the most horrific times it is important to have hope and believe in good. 

I thought that this was a terrific chapter.  It engaged me and I could definitely see myself teaching this to a group of sixth grade students.  One thing that I loved on the writer, Lila Perls, part was the way she book ended the first and second chapter.  She ended the first chapter, "'when you were just a baby in that small town in Germany...'(Perl 9)" and began the title of chapter 2 with"A Small Town in Germany" (Perl 10).  I just thought that was a very creative touch and allows a lot of room for student predictions. 



Four Perfect Pebbles: A Holocaust Story

Four Perfect Pebbles: A Holocaust Story follows the struggles of a young girl, Marion Blumenthal, and her family during their stay at Bergen-Belsen and beyond.  The title Four Perfect Pebbles is derived from Marion's belief and hope that if she were to found four identical pebbles her family would stay together and be safe from Nazi harm.

Before even picking up the story to read I was wondering in my head if this book would be feasible to read with elementary students.  From my own education experiences I do not remember learning about the Holocaust until seventh or eighth grade.  Of course one cannot judge before they read the book, but I still was unsure about whether fifth of sixth graders could handle the extent of the holocaust.  If one was to look solely at educational standards, the Holocaust would fall into the realm of sixth grade social studies.  I don't doubt that sixth graders would be mature enough to handle the sensitivity of the holocaust, but going back to Keene and her dilemma with student understanding, I was stuck wondering if sixth graders would actually be able to understand the complexities of the book and the holocaust. 

However, my thoughts quickly changed after reading the first chapter of Four Perfect Pebbles and chapter two in Keene's book.  After reading these two seperate entities I discovered that Four Perfect Pebbles would absolutely be a great book to read with sixth graders.  Like Keene mentioned, how can we ever expect our students to think at high levels if we do not push their intellects and challenge them to discover new things. Obviously before reading Four Perfect Pebbles in a classroom setting it would be wise to get parental permission, but I think by not reading this story you would be doing your students a disservice.  It is not just a story of the Holocaust, for it also teaching empathy and understanding.  The Holocaust is a terrible event in our history and whether we like it or not the truth is that it happened.  Rather than shelter our kids from the truth we should help walk them through it to develop a deeper understanding of the events that took place.

Although I have only ready the first chapter I believe that this book would be a great edition to any sixth grade curriculum.

Teachers--Life Long Learners

As a teacher one must commit to being a life long learner.  An educator is constantly learning from their students, learning from their coworkers, and learning from experience.  At the end of the day when the students board the buses and go home the teachers job is not done.  After the school bell rings, a teacher should be immersed in the world of learning in order to educate and help their students understand in the most effective way.  Not only does it make you more prepared as a teacher, but it helps you communicate to your students the idea that learning can be very fun and rewarding.

In To Understand: New Horizons in Reading Comprehension, Ellin Oliver Keene implies that we, teachers, must develop our intellectual lives in order to better serve our students and promote a greater sense of understanding (Keene 18).  A teacher should be able to convey the idea that learning if fun and that it can be done just for learners sake, not just because they are told to do so or because they will be rewarded, albeit by grade or prize (Keene 13).  I agree with Ellin and believe that we need to promote learning and portray it as a success tool.

Although I agree with Ellin and believe that teachers need to develop their own intellectual lives to promote student learning, I must admit that so far I have failed at this.  As a first time teacher and a recent college undergrad graduate, I find it hard to just pick up a book and read because I want to learn something new.  The last four years I have spent all my time devoted to books and work that I did not have an interest in, but rather that I was required to read or do.  I was forced into writing essay after essay in which I had little interest in.  While I was not interested I still worked hard because working hard meant the reward of a good grade.  All the rigorous work  and the extrinsic reward left me just wanting to relax and escape the world of books and learning.  This is exactly what I do not want for my students.  School should not be a chore, it should be a hobby.    If we can promote our own love for learning, perhaps we can instill that in our students.

Are standards and testing hampering student comprehension?

State standards and standardized testing continuously create controversy in the world of education.  Are teachers "teaching to the test?"  Are standardized tests bias?  Are they designed to adhere to the traditional bell curve, automatically setting some students up for failure?  Are they really set in place to help fix the achievement gap?  Through standardized testing our nation has develop this ideology that only tests scores can show a students intellectual growth and capacity.   However, do these tests really show our students understanding?  This is the question that plagued Ellin Oliver Keen in her prelude to To Understand: New Horizons in Reading Comprehension.


It is no doubt that our society has become fixated with testing.  Teachers, now more than ever, are afraid to stray to far from the test and rarely ever do so.  Teaching to the test has become a very common thing and elementary and high school classes alike.  As long as students are able to remember information for a brief period of time and circle the right answer on the test we assume the student understands.  This idea could not be more opposite than that of Keen belief, and my belief as well.  Just because a student is able to "retell, answer questions, and learn new vocabulary," as Keene writes, it does not mean they understand (Keene 5).


While Keene admits that helping students truly understand, as opposed to retelling or simply answering question, can be a time consuming endeavor she points out that the extra time is worth it (Keene 15).  Teaching first grade this year, I complete realize that I myself am guilty of speeding through the day trying to get everything done.  The day is short and there is so much to cover, I myself would have a difficult time trying to experiment with Keene's ideas.  However,  I really like Keene's idea of "quality v. quantity" (Keene 13).  Education is not about how much material you fit into the day, it is the quality of what you teach.  If you rush your students through the curriculum each day, trying to fit in EVERYTHING, yet your students are struggling to truly understand, what impact have you actually had?  I don't want to be a teacher who pushed their students along, hoping that they will get good test scores in the future.  For what good is "learning for learning sake" (Keene 7).  I want to be a teacher who makes an impact and will help students become investing in education and all that it had to offer.