[Logan Robinson]

Arlo,

Thanks for your thoughtful blog post and selection of a meaningful image. I think you do a wonderful job highlighting a huge issue in our education system. The image you depict of the bell ringing without a “so what” moment is dead on. This concept of class as almost a “means to an end” is sad and ultimately I think is one of the reasons we have such a difficult time. So often as you mention it seems that in public school classrooms the great potential is not given a chance to be met. The focus on getting through material instead of granting space for the students to dictate more where their learning goes is a major flaw, but is also one that has proven to be very difficult to fix in our system.

Your passion for students and in particular this topic really shines through in this post. This question of balance is one that I myself have been struggling with all term. It makes teaching seem almost an impossible feat to do correctly, efficiently, and well. I think you have an amazing eye for creativity in the classroom and it seems that tutoring was a experience that made you want to grant students the time they deserve to fulfill that potential.

[Logan Robinson]

Alec,

Thanks for your insightful blog post! I really enjoyed reading about your perspective on diversity in Mr. Johnson’s classroom. You bring up a good point in that some parts of diversity the teacher can control others they cannot. Regardless of the identity of the teacher, they will almost positively not fit or be able to relate to each of the students. But, it is nice to hear that, even in such a diverse classroom, Mr. Johnson does a good job making sure everyone’s voice is heard. I like your suggestion about focusing on group selection, as I think this is also something my teacher could work on.

I feel the same way about our tutoring journey! It has been so fun to watch these kids grow and open up. I’m glad they have expressed how meaningful your presence has been. I have similar experiences in my fourth grade class with working to help the students while not giving them the answer. Typically I ask them a lot of questions to gauge where the disconnect really is instead of assuming they know something that actually was the problem. This might be more annoying for high schoolers, but I use that tactic in coaching too which I have high schoolers for. Excited to hear about how your homework assignment goes in your blog next week!

[Logan Robinson]

Chisom,

Thanks for your great post! When I was working at Breakthrough this summer our mentors would always talk about the importance of listing things on the board for students to read when they walk in. It is cool to see this in a real classroom by a real teacher. I also can definitely relate to asking if anyone has any questions and getting blank stares back.

I like that Ms. Hebs has the students follow along to the PowerPoint, seems intentional and in support of a variety of learning styles. Interesting that she is so reliant on worksheets, but it seems to, as you mention, allow for flexibility. Sounds like the way she utilizes the various methods work together, however I’m not sure they would work for all teachers or classrooms.

[Logan Robinson]

Angela,

Thanks for your insightful comments about Mrs. Talbot and her classroom environment. Your wide variety of examples in fun rewards that she presents to her students makes me want to be a part of the class! I think it’s really great that a lot of those come as the students walk in, as I think you’re dead on that the students are ready to learn as a result. (maybe a bit of backwards reinforcement) I also think immediate feedback, as we have discussed in class is a great classroom tactic. In the classroom I tutor we do similar things to the Frayer Model, the KWL charts.

I also think it is great that your tutoring has helped you realize how you fit into authority. I have this problem at times, but recognizing the benefits are a good step! But, sadly I also think you’re right that teachers have a ton on their plates and may just be chronically overworked.

[Logan Robinson]

Price,

Thanks for your response!

It is interesting that you feel like Mr. Dube does not really prioritize Erikson’s complex of identity crises. I appreciate that you acknowledge that this may not be as a result of poor teaching, it just is not the focus. I think you’re correct in your statement that additional group work might promote more of a track to identity understanding and maybe he could make the start of class conversations more inclusive by having each student pick a topic each day or something.

Your connection to covid in your placement on Marcia’s identity theory is really astute. I hadn’t really thought of that in regards to that theory, but you’re totally correct! We’ve definitely discussed it’s impacts on our and the students identities, but I’m appreciative that you brought it back in regards to Marcia. I also think we are all in a similar state as college students as far as moratorium goes.

[Logan Robinson]

Renee,

Thanks for this thoughtful response and for opening up about your experiences. I am sorry, and sadly not surprised, to hear that you haven’t had as great of an experience with gender in the STEM classroom. It definitely makes one wonder how many more females we’d have in STEM if they were encouraged to ask questions and pursue STEM instead of forced to do everything on their own. It also makes me sad that often STEM is a field in which being well-rounded is almost discouraged as you mentioned. I am also very sorry to hear that your professors were so unhelpful or accommodating during a time when you needed it.

In response to your identification of students’ self-selected groups tending to be gendered. That is definitely something I often see in classrooms. I also find it interesting that often even in my classes here groups end up being gendered. It is nice to hear though that Mr. Wiebe seems to do a good job of not gendering the students in things like discipline, etc and also just accepting them. The fact that he is able to account for outside factors in his students lives is, I agree, very refreshing and makes me happy! Teachers are such critical adults in students’ lives who are in a role to be able to help and be an extra sounding board, so I am glad you found one who is.

[Logan Robinson]

Shaw,

Thanks for your insightful blog post! I really enjoyed reading about your algebra class and its relations to Vygotsky. I found it particularly interesting to hear about the grading system that the teacher uses based on the classes’ levels. I definitely think  that is an excellent example of Erikson, but also see your application to Vygotsky. It makes me wonder if any of my teachers growing up did that as well.

In response to your MKO example, I had a very similar experience in with my fourth graders on a worksheet about rounding. Your “humanization” of the numbers is a method I also used to try and get the student to understand which way to round the number. I was thinking that in addition to its connection to ZPD, maybe this is an example of the usage of language Vygotsky emphasizes.

Also, your observation of the conversation between Mrs. Talbot and the absent student definitely brought up the dilemma of individualization in education. While I think it is super valuable and important, there is a difficulty that falls on the teachers as a result. Often as students we personalize our teachers, thinking they only teach us and our class, but it is so crazy to think that they have multiple versions and classroom dynamics to sort through.

[Logan Robinson]

Your observation of the already difficult transition to high school being made virtually impossible after being quarantined for the start is a really good one. That is something that nobody can really bring back to those students, so the adjustment really is a challenge.

I am also intrigued by the points you bring up about various incidents that have occurred since the pandemic. In an age where already angsty teenagers now also have access to various social media platforms, like TikTok, it is not surprising that they go to that as a vie for attention post-pandemic. It also ties back to the discussion of being online for the past year and missing vital social development time in-person. The escape that being online brought definitely has made kids like the ones in your class more bold in a way.

I think you are spot on in your hypothesis that due to the pandemic some of the students are a little stuck in the concrete operational stage, as the transition to formal operational occurred for some of them during the pandemic. The fact that they are struggling with identifying themes also speaks to Piaget’s stages, as that is a more hypothetical/abstract understanding that has to be inferred rather than explicitly spelled out for them.

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