Bullying as True Drama

This is a response to the article Dr. Sohn posted in his e-mail. It struck a chord with me because I was bullied a bit during my middle and high school years. Though it may seem harmless, it takes a toll on you. Though cyberbullying was still at its infant stage at my school when I was growing up, you could see bullying everywhere.

In middle school, there was a boy who constantly belittled and made fun of me. One day, I had enough. When the teacher went out of the room, I got up, and starting beating the snot out of this guy. No blood, but he was shocked that I would dare lay a finger on him. As the entire class was also in shock, I said out loud, " Don't you ever mess with me again or next time, I will kill you." Opps, a little over the top, but I literally "beat" him at his own game. I believe he later transferred schools. Also, no one told on me that day.

In high school, some students made fun of me here and there, but like the article mentions, " it's only high school." I remember another student who was bullied all the way from middle school till the end of high school. People were calling him gay and other nasty names. Some even beat him up when he tried to stand up for himself. I've witnessed one of them, wanted to stop the attackers, but I didn't. I kept to myself and not bring any attention to myself. I honestly think that had a negative effect on me which followed me to college! During my junior year in college, I slowly began to find my voice again. I've always regretted not helping him and I will never forget that day. I've tried to contact him several times to catch up, but he won't meet with me. Bullying ruined his social skills and out look on life. Thanks to friends, the Army, and to a great extent (yes, I will put this) God helped me through downs to where I am now.

To conclude, I wonder how my bullies and others turned out after high school. I question if they changed or stayed the same. For the ones I've found, it seems like they put bullying in the past and live great lives. I wish I can say the same for the other guy who suffered all throughout middle and high school. I also think it will be interesting to see some of them at my 10 year high school reunion. Bullying is a problem, no matter how small or insignificant it may seem. As a future educator, I want to prevent any sort of bullying from happening in my classroom or school. Using techniques like restorative justice may be an integral strategy stop to bullying at the source as well.

p.s. there's always more to the story than people may see. Key & Peele are awesome (language warning)
http://www.youtube.com/watch?v=CUvFeyGxaaU

Chapter 14

Looking at the diagram on p. 505 in Ormrod’s text. Write down some ideas for three or four different types of assessment.

Paper-pencil assessment: I believe it can be good for all students, but more beneficial for those students who do not speak/participate in class. It's important for students to convey their thoughts via writing, but for others, it is way for them to put in their input without having to speak in class. Though teachers may find these students annoying or non-participatory, some students do not like speaking out in class. Like the PLEs we currently do now, I think using a diary, journal, or internet blogs, such as this, can help students express themselves in a different way and still get participation points. I know if my teachers utilized more creative ways for participation, I wouldn't have gotten so many bad grades in school solely because of participation.  

Performance assessment: I believe performance assessments can be a whole lot of fun and bring more energy into the classroom. If I were to use this in my high school history classroom, I would use performance assessments for my class projects. For example, I would give my students the option of either doing a skit, video, music video, or etc, to convey their knowledge through technology or pure creativeness. As I got this idea from my high school history teacher, even introverted me had loads of fun with these assignments and motivated me to start participating in class more. 

Authentic assessment: As a aspiring teacher wanting to teach in the "inner city," I want to implement this assessment to bring out the most in these kids. Though it may be similar to the paper-pencil assessment, I believe in the power of writing. In the beginning of the school year, I plan on using a diary, journal, or blog to bring out a different side of these kids. Sure, many will think this idea is stupid, but I'll tell them to give it a chance. I'll say something along the lines of, "History tends to repeat itself, but for you guys, You have the power to make your own history. Make it count ladies and gentlemen... yolo," something like that. I want them to document themselves throughout the year and every now and then, have them share what they wrote about. It can be about school, their lives, worries, the good times in life, etc. As the year continues, I will incorporate my class with their journals and make it both an academic and personal history lesson.

14.2
I believe there are advantages to both criterion and norm referenced assessments. Under criterion, it can be helpful in understanding a student's weakness in a subject. Once pinpointed, a teacher can then thoughtfully create ways to better service those that are having problems. It can also help gauge on how effective a teacher's lessons are being disseminated via the class. Under norm, a teacher can also get a better assessment on their students' test taking abilities. From here, a teacher may also revise his/her lesson planning to better the lower performing students. I do not have a problem with criterion referenced assessments, however, I see a disadvantage with the norm referenced assessment. Since this does not measure a student's academic prowess, I can not think of a way of how this will impact a student besides his/her test taking skills.  This may be a scheme of standardization, but if I were to choose an assessment for my future teaching, I will consider the criterion referenced assessment.  

p.s. Principal Skinner from the Simpsons... words of wisdom or neglect? 
http://www.youtube.com/watch?v=eHsinpmpZZA 

Chapter 13

In creating a high school learning environment that is conducive to learning, I will implement three aspects to bring the most out my future students. First, I will promote a general sense of community and belongingness. I want sense of community within the classroom, no matter the "social status" of a student. In my class, no one will think he/she is better than someone else in any matter, but that they are in my class to learn and have fun doing so. I will emphasize that everyone is a valued member in the classroom and that they have a say in the class. Second, I will communicate and demonstrate that school tasks and academic subject matter has value. As an educator, it is my job to not only motivate, but to convey the importance of education. Whatever the students' plan in life, it is my job to broaden their horizons, to think big, and dream awesomely in conjunction with education. Third, I will make sure that students are always productively engaged in worthwhile activities. I hope to never, for a lack-of a better phrase, "half-ass," any lesson plan. I will be methodical and organized with my notes and lesson plan. I will always try and think outside of the box to better motivate and give the word, "education," more meaning and importance. It will be my goal to stimulate a craving for the topic(history) I will teach. Though there many other ways to create a positive learning environment, I will start with these three.

For misbehavior, we have gone over different strategies in learning how to deal with "bad" kids. For myself, I do not think I need to develop a continuum of responses in dealing with misbehavior. I believe an educator must have interpersonal tact when dealing with misbehaving students. For high school, I believe talking to them privately and/or having restorative programs will help simplify problems with behavior. Though my Army experience is still limited, there are TONS of ways being an officer correlates with being a teacher. I believe my methods of being an leader in the Army can be transmitted to the classroom. Whether it be in the Army or the classroom, it can only work with interpersonal tact, chats, and if need be, having restorative programs. I am a proponent of "real talk" and I hope to develop my tact as a future teacher. (cross my fingers and knock on wood)

p.s.
A question we should all ponder:
http://www.youtube.com/watch?v=VXNj2BobjJ4

Chapter 11

I wanted to combine my answer as the questions correlated with one another. As an aspiring inner-city high school teacher, there are 3 ways I would incorporate these theories in my classroom. I would use humanism, social cognitive theories, and socialcultural theories. The three theories help form the inner-good and potential for students to express and broaden their horizons. I would think many will also learn critical life skills if aspects of these theories can be reinforced/taught/emphasized in the classroom. Whether the student chooses the path to college, military, job, or etc, he or she will come out of the classroom to not be ready for the real world, but also to be better people as well. Sure, teaching my subject matter is important, yes... and the students understanding the subject matter is important, yes... but if I can also help, even a little, and set them up for success using humanism, social cognitive theories, and socialcultural theories, then I will believe I did the best I could in being an educator. I am always reminded of the quote from the Disney movie, Ratatouille, " Anyone can cook." When I can take that quote and turn in into, " Anyone can learn," it excites me to take on the burdens/joys/failures/successes in bettering the lives of young learners.