Comment on this chapter using the following format:
1.a salient sentence or passage, and why it stood out for you
2. a question you would like to ask the author
3. one or two key ideas you got from this reading, and why you believe it/they are important
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Quote(s):
ReplyDelete“And all of us must constantly question what we are doing. The only rhythm to get into is the rhythm of change.” (p. 187)
This quote is a mantra I expect to use in my teaching. With everyone I talk to and collaborate with, I look forward to questioning. It is in my interest to understand why and reasons behind certain actions, or programs. I want to learn from practiced teachers, and what they do, and adapt these ideas to my teaching. The profession of teaching will be changing and is ever changing, but I must be an element of this change.
“Change is possible. Most people really want things to be better.” (p. 194)
In my opinion, I think this should have been bolded in blue, because it is so true! People want things to be better, but we all stand aside and come up with excuses, instead of actively working to change. I don’t know why this happens, because we all generally have similar beliefs in changing education and making it better, but it’s only a few who step out and actively DO something. Change is possible, and we need everyone who is willing to contribute to do so. If it’s something they believe in, why not contribute?
Question(s):
How does it feel to be Dennis Littky with so many accomplishments ad successes you have had? What do you think about your contributions to our society? What do you wish to see in the next ten years regarding your movements for change in education?
Key Idea(s):
The important key idea from this chapter is the emphasis on going out there, and making it happen. Change must happen in the way Gandhi pointed out, through us, through leading by example. “We must be the change we want to see in the world.” There are plenty of us here who have the belief in change for education, and who can make it happen.
QUOTE: “Education is not about who can speak the loudest. It’s about the students and teacher wanting to listen to each other. A truly personalized, small school allows that to happen.” Page 189
ReplyDeleteThis really stuck out to me because of the preceding lines. I had never considered the use of textbooks and worksheets by teachers to be an effect caused by teachers and students unwillingness to listen to each other. But it makes sense; I look back on my own high school days and realized that many teachers often used these worksheets and textbook work as a time for the class to be silent. Very rarely was discussion one of the goals of the assignment.
QUESTION: I really don’t have a good question. I think Dennis summed it up pretty nicely. I’m sure there are questions out there, but most of mine for this chapter have been answered in the chapter or through other various readings.
KEY IDEA: The key idea in this chapter is obviously change! Change is necessary, we all know that, but we all feel like we aren’t capable of making the changes ourselves. But we don’t have to make them ourselves; we have to get other people on board. Chances are that there are lots of people out there who want to make the same changes but nobody is willing to talk openly about what needs to be changed! Why are we so stuck on doing things “like we’ve always done them”?
"If we wanted it easy, we'd be doing another job." I actually disagree with this quote. That is, I HATE office jobs, specifically because they are easy and monotonous. As pessimistic as I am about life in general ("we're going to die anyways, live a little") I can not understand why people are so willing to just fall into "tracks" and let life take them through the boring parts. As much as I am a supporter of "going with the flow" I refuse to do so if it means preventing me from a free-thinking and free-acting environment... at least, I refuse to do so for long periods of time. In this sense, this job will be easy- easy to wake up in the morning, easy to wear myself out, easy to the point where I don't count the minutes to my next break.
ReplyDeleteQuestion: It is hard to make things happen when people keep hitting you down. (not the question.) How? How do you keep going? I would feel like mantras aren't the only thing that keeps motivation going- you need other people. This requires a sort of "marketing" appeal, which I am the first to admit I am very bad at.
Key points- Execution is difficult. We found in class that the agreement to the execution is difficult. I think simplification is also an important point- find what you want ultimately and repeat the mantra, but loud enough that other people start to repeat it as well. I think that is the only way to "Make it happen."
A personally significant sentence or passage, and why it stood out for you:
ReplyDeleteThe passage that I liked the most was on pages 192-93 “Friends of Change.” Since we've kind of discussed the “how to” part of this change that is so often lacking from our ideas on reform, I liked this attempt to point out some necessary elements of this change – the how to elements. It still isn't the grind-work part, but this really made me think about what has to be in place before any physical changes can be made. This is a list of the mental and attitude changes that are necessary before anything can happen. I think these are the topics that have come to our mind first in the planning of our own school designs.
A question you would like to ask the author:
Are the longitudinal studies on students who have graduated from the Met available for us to see?
One or two key ideas you got from this reading, and why you believe it/they are important:
Littky uses this chapter to acknowledge the problems that will inevitably be encountered when we, or anyone, try to change the existing system. He is pointing out that problems show up in every part of life, and this is no different, but that should not make us give up. He wants us to go out and try...I think he has succeeded, because we are already well on our way!
Key Idea: The key idea of this chapter is to not take any excuses and go out there and make a change. He shows this through his example of everyone seeing that the school would be great but someone else wouldn't go for it. The answer to this is for everyone to work together and make it happen.
ReplyDeleteQuote: "Don't confuse discomfort with being successful"(188).
I like this quote because it makes me think of all of the conversations I have had with people about this book. Every time I talk to them about getting rid of standardized testing and building relationships with students I responses like, "sounds great but do you think it would ever happen" or "sounds like a lot of work." Its sad that this is the mindset that the current system has given people. That it is ok to let students just slip in between the cracks and push testing because that is what your job relies on. I would argue that if a teacher worked to gain the respect of their students, built relationships with them, made learning fun, and listened to what they wanted to learn about, then their test scores would be better than any others. It shouldn't be about worry about your job based on scores, it should be about the kids. Otherwise you don't deserve a job.
Q: The question isn't how to implement the system anymore. Its how do you open people's minds to make and change and do what is best for the students?
Quote:
ReplyDelete"The world will not evolve past its current state of crises by using the same thinking that created the situation." (p. 184)
I don't know how I can explain this any better other than to say that our current secondary education situation is a perfect example of what Einstein was talking about.
"If a man will begin with certainties, he shall end in doubts; but if he will be content to begin with doubts, he shall end in certainties." (p. 188)
I love this quote because it reinforces Littky's idea that it's ok to step out and "be the change." Start little, but at least start! Give yourself a break and know that your ideas might not work out right the first time. Those are good lessons learned and refine your ideas based on what you find. Don't put so much pressure on yourself to be "right" that you can't see past the failure to get back up and try again. We have to start somewhere, so start with doubts so you can always continue to make changes to better your school.
Question:
If your focus is one kid at a time, do you ever let one slip through the cracks. How do you handle those students who fall behind?
Key Ideas:
Change has got to start somewhere. If we truly care about kids and their learning, then we will fight for them. I could totally see myself being the teacher who throws out tests and replaces them with portfolios and exhibitions--and guess what? I CAN do that because I am not limited by the TEKS requirements because speech is not a core subject!!
“When it comes to education, we not only have trouble thinking outside the box, we put ourselves so far inside the box that we can’t even see what’s outside.” P185
ReplyDeleteEven after reading this book I still have trouble understanding the big picture schools. It is so hard for me to even imagine a school like this because it so different than any school I have ever been to. Schools are so structured today; especially the larger schools and they have to be to accommodate 4,000 students every day. Even the smaller schools are tied to a bell schedule, grades, and standardized tests. It is frustrating to know that I will be entering this environment, but at least I know what I am up against.
How do you see this change coming about? Through the legislature or the schools simply saying we’re going to do things differently now?
Key Idea: The system will not change on its own. People have to change the system and not simply tweak the existing structure. We need a new structure. The more we try to fit our students into the current system the more students we loose every year. We have to find a system that works for every kid and if that means having one million different systems then that’s how it should be. A personalized education is the only way for students to really learn. They must be allowed to take part in and take control of their own education. The school should be working for the student, not the other way around.
“So please don’t let excuses stop you from dreaming, or stop you from doing something (even just one thing) to change your school or the schools in your community for the better.” P. 196
ReplyDeleteI think people get caught up in the idea that we have to immediately change everything about education to start making things better for our students. This is a nice little reminder that even one thing can help.
“Everything we were already planning to do that day fit with what we had to do to come together as a community and get through that terrible time. Because everything we had to do that day was about being there for our students, about meeting their needs, about serving as a safe environment for them and their families, about creating a culture of respect and caring. Mourning our student was the curriculum.” P. 192
I think emotional support is one of the areas that schools lack in most severely. It makes so much sense that when a school is already set up around figuring out what students need on a day to day basis would be most ready to offer a safe haven for students.
What does the relationship between each school and the Big Picture Company look like once the school is established?
I think this final chapter offers us all jumping off points to take away. There are hints of actual things we can do to start making changes in our schools, no matter what our role in the community is. I also think the 6 Friends of Change are important to keep in mind as we make our way into the teaching world.
Quote: "If we wanted it easy, we'd be doing another job."
ReplyDeleteI think it is important for the outside community to realize the challenges that go along with being a professional educator. It isn't some stress free job where people just babysit someone's kids for a few hours. As for teachers, we know the job won't be easy going in so it is important for us to be able to handle tough situation once we get there. It is our job to be prepared so we can not be overwhelmed.
Question: How can we motivate another teacher who isn't putting enough effort into their job and is just going through the motions?
Key Idea: I think a key idea from the section is that a school is like a living organism. This means that everything that makes up the organism needs to be in harmony for it to succeed. Also, it means that every part of the organism plays an important role in the big picture. The students, teachers, administration, janitors, cooks, and everyone else who is a part of the school should be looked at as important. By doing so, it will create a positive environment that will cause the school to succeed.
QUOTE:
ReplyDelete“A lot of people call The Met an ‘alternative’ school. The ones who think this is a bad thing assume that what we do is based on a bunch of wild, ‘out there’ ideas that only apply to wild, ‘out there’ kids.”(p. 194)
The label of alternative school is more of a punishment to the students. Whenever I think of alternative schools I think of that is where the “bad” students go. School should not be a punishment. Kids should be allowed to study what they want and pursue their interests.
QUESTION:
How do you really put these things into action?
KEY IDEA:
A key idea that I picked up on was that Littky gives a pep talk to teachers, administrators, and school boards that they can go and change how their schools are set up and that everything will be ok. The whole idea about this chapter is that change is possible!