Home Visits

I was asked some questions about home visits recently and thought I would post my answers here since I haven't posted in quite a while.

What suggestions can you give a teacher to conduct a positive and purposed home visit?

Go to their home with a positive and accepting attitude. Find something complementary to say about the home, cooking, yard, or something else that is honest and helps put the family at ease. Many of the families feel stressed at the idea of a teacher or anyone else in their home. Bring their child’s portfolio or samples of their work and art. For each concern you have to discuss with the family have at least two positive things to mention as well. Don’t shy away from the hard topics but emphasis them in a positive way, show the families that you are there to support their child and advocate for them. Prove to them that you are an ally.   

What has been your best home visit?

I think my best “home visit” was actually one that occurred in my classroom. It was my favorite because they brought the whole family so I got to talk with my student, both parents, two siblings, and a visiting grandparent. It was a joyful visit and made my student proud to show off his family.

What has been your worst home visit?   

I wouldn’t say that I’ve had a “worst” home visit because they were all productive and gave useful insights. I pulled up to a home and could see and smell their neighbors smoking marijuana on their own porch. The family knew it was an issue and couldn’t let their child play outside because of it. A portion of the home visit was spent on helping the family report the issue.

Also, I do not recommend giving families your cell phone number unless you have known them some time and have built a relationship. I gave my number to a mother as a way to comfort her but it ended up getting abused when she had a series of mental health incidents. Instead, I would advise teachers to emphasis the use of their business email but let them know that you check it every day. You may still want to use your cell, but you will probably be added to their Snapchat/Facebook and end up seeing things you may not want to have seen as their child’s teacher (also vice versa).

What suggestions you have for teachers to avoid problems when visiting parents?  

Don’t mandate that the visit MUST be in their home. Let families know that it is the preferred choice but that you are also willing to meet at a library, McDonald’s, or other neutral area. If neither is possible, allow the “home visit” to happen at the school but do it in a less formal setting, sit on a couch and have toys out for students to play with. Be flexible with times as much as your school will allow; many families have difficult work schedules. Take notes! Also, have a book or list of community resources that you can reference or give to families. Many families are more likely to open up about financial or emotional hardships when in the comfort of their own home. At the very minimum I recommend having information for the Department of Human Resources, WIC, local Area Education Association, local food pantries, abuse shelters, low cost clinics, women’s health clinics, ELL services, literacy services, rehab facilities, and non-emergency police numbers. Make sure that this information is in their home language.

Do you include the child in the home visit? If you do, what activities you do with the child?

I always include children in home visits and conferences. I’m a big believer in student portfolios and children love to show off their work to their families. When talking with families about concerns and celebrations I like to include the child and ask them their thoughts about how things can improve or what they liked best about a project.

What information do you collect on home visits?

• How are you feeling about your child’s education so far?
• Do you have any concerns about me, the classroom, or your child’s development?
• What are you proud of about your child?
• What time does your child go to sleep and wake up in the morning? Do they wake during the night at all? We usually talk about how a preschooler needs ten hours of sleep at night in addition to their two hour nap during the day.
• How does your child eat at home? Then we compare that to their eating habits at school and discuss healthy eating and how to introduce new foods.
• How much time does your child have with electronics? We also usually talk about appropriate time limits and limiting media to those rated G and PG.

If there are concerns about the home environment I try to address them as tactfully as possible but also try to evaluate if it is my own culture influencing my opinions. Sometimes things that may be a concern to the teacher are normal for that family and you have to decide if you are being biased. For example, I had a student whose family was devout in their religious practices and would attend church for three hours several nights a week, meaning that the child did not get to sleep until 10pm on those nights. Was it my place to judge that family? No. However, I did emphasis getting the child to bed early on other nights and made sure that he was the last one woken up after our daily nap. 

Transition Plan

I started student teaching last Monday. It's been very busy, but I've enjoyed it. It's interesting to work with someone who uses teaching methods very much at odds with my own, but I think it will be an important experience for me. As an additional assignment, my supervisor asked me to write a detailed plan of how I will handle transitions between the classroom and other areas of the building since, while seemingly small, it is a vital part of classroom management.

Purpose:  
When developing a classroom management plan a teacher must consider how they will handle everyday disturbances like bathroom breaks and transitions between the classroom and other areas of the school.  If a teacher is to earn and maintain the respect of the students they must be prepared to deal with all activities of the day, not just the curriculum.  

ITSC Standard 6:
Demonstrates competence in classroom management.

6.b. Establishes, communicates, models, and maintains standards of responsible  student behavior.

6.c. Develops and implements classroom procedures and routines that support high expectations for student learning.

6.e. Creates a safe and purposeful learning environment.

While working in (the) second grade classroom at (this) school I will work with established routines and to rules to foster an environment of respect and consistency among teachers.

When transitioning from desks or carpet area I will instruct students to leave their work and dismiss them by row so that they may form a line near the door.  “Please leave your work where it is at.  Row one, please walk around quietly and line up by the door for break.”

As each row of students line up I will remind them of classroom behavior expectations and provide positive support for those meeting expectations.  “______, I really like how you are standing still and facing me while we wait.  I appreciate that.  ______, please turn around, you may talk to your friends at recess.”  If there are several students disregarding the rules I will turn out the lights as an additional reminder that we are leaving the class and make a statement like, “I’m waiting,” so that they know their actions are holding up the class.

Once everyone demonstrates that they are listening and ready to go I will open the door for the door-holder and instruct the line leader to lead the classroom down the hall to the restroom or towards another area of the school.

Restroom:
Students will follow the previously established procedure and form two lines, one for boys and the other for girls.  Four girls will be allowed into their restroom and three boys in theirs.  If students do not need to use the restroom they are allowed to get a drink and then sit in front of the lockers.  If on our way to lunch, students must wash their hands even if they do not need to use the toilet.  While waiting on students to finish their business, I will verbally reinforce positive behavior while physically moving between the hall and restroom entrance to ensure that students see that they are being supervised.  “______,” thank you for waiting so patiently and acting like a role-model for your friends.”  “_____,” thank you for picking the paper towels off of the floor even though you didn’t leave them there.  Doing that shows that you care about our school.”  "Paw Points may also be handed out as an additional incentive to students.  If students are taking too long in the restroom I will first give them a verbal reminder of what they should be doing before giving them a slow countdown.  “Second graders, we need to be finishing up and washing our hands.  Please hurry up. . . Five.. Four.. Three..”

Once all the students are seated by the lockers and accounted for, I will instruct them where we are going next, whether it is back to the classroom or another area of the school.  “Second graders, Now we are going to quietly stand up and walk back into the classroom and continue with our work.  Please do not stop to talk with your friends or make poor choices.”  I will then state the line leader’s name and gesture for them to begin walking.  I will open the classroom door for one of the door holders and watch as the students enter the class and ensure that they are continuing work from earlier.  I will make sure to positively reinforce at least one student that is acting appropriately.  “______, thank you for listening and following directions. I really appreciate it,” and give that student a paw point.

Specials, Lunch, Etc.
When students are moving to another area of the school and have lined up as previously mentioned, I will lead them to their destination along with the line leader.  At each door I will stop and wait for all the students to catch up.  Once all the students are quiet I will open the door for a door holder and continue.  I will do a non-verbal reminder of a finger-to-the-lips.  If they do a good job I will say something like, “Thank you for walking so quietly in the halls.”  If heading up stairs I will wait at the top of the first platform for all students to be in the stairwell and quiet before continuing onto the next flight.  Once on the correct floor I will stop at the door and wait for silence before opening that door for the next door-holder.  If the students do a good job in the stairwell I will complement the group by saying, “Thank you again for listening and walking quietly.”  If they have troubles I will stand with the door closed until they are quiet and ready to continue.  

Once in the hall outside of their destination I will instruct the line leader to “loop” down the hall and back so that all the students may enter the hall and stay in line formation.  As they line up I will mentally make sure all students are accounted for.  Once that is done and the students are quiet (I will wait) I will remind them that it is _____ time that that they need to listen to ______ and follow directions.  Then I will open the door and make sure the person in charge is ready for the class.  Once I receive confirmation I will give the door to the door-holder and allow the students to enter before closing the door and returning to my duties.

When picking students up from specials I will follow the same routine, including informing them of where we are going and what my expectations for their behavior include.  Procedures may vary depending on circumstances but the actions mentioned here appropriate for general use and coincide with (my mentor teacher)'s management plan.

Assessment, Science, and Learning Theory

When thinking about science and how you assess student, it seems that many people (teachers, parents, administrators, politicians) are still focused on vocabulary and breadth of surface knowledge instead of that student's depth of understanding.  Content knowledge is sought instead of critical thinking.  However, because people are worried about student grades, assessment has become spotlighted in recent years, especially after NCLB.

Assessment should be considered carefully and done with purpose.  When thinking about your science goals for students, you must consider your assessments to ensure that you are assessing your goals and not just your content.  You must provide authentic opportunities for students to demonstrate the skills you are wanting them to learn.  Assessment is a part of teaching and should reflect the teacher's philosophy of teaching as well as learning theory.

In learning theory I tend to lean more toward the cognitive side of things.  Behaviourism has it's points, but has ethical implications that I would rather not delve into. 

With cognitive learning theory, there are three main branches.  Social, constructivist, and developmental.  Each theory has a different focus, so how you assess should mesh with the theory that you teach by.  If you believe in a blend of theories, blend, but develop or choose your assessment with purpose instead of personal convenience. 

Social Learning Theory - Children learn through communication.  They learn through interactions with peers, family, teachers, etc.  There is a focus on building knowledge through a relationship between the student and a more knowledgeable mentor.  Vygotsky was a social learning theorist and also pushed the idea of the zone of proximal development.  If social learning theory holds weight with you as a teacher then assessment should be about that communication of knowledge though discussion.  SLT also means that the should use formative assessment so that they know where a student is and how much that student should be pushed while staying within their ZPD.

Constructivist Learning Theory - Everything is built on prior knowledge.  If a student's mind was a house then new information is furniture.  When learning, the student either fits that information into a pre-existing room (assimilation) or the student builds a new room for that information to go into (accommodation).  If a teacher believes in CLT then they must also use formative assessment so they know how to teach their students.  The teacher must determine if they are building upon old information, introducing new (but related ideas), or fighting misconceptions (conceptual change). 

Developmental Learning Theory - Children develop in stages that limit understanding.  The younger a child the more concrete examples of subject matter must be.  With young students, content may developmentally appropriate but assessment must also be concrete.  The teacher must think about making the questions more accessible or must make the test less abstract.  Have students demonstrate their knowledge through action and problem solving instead of pen and paper.

Science Education in Urban Schools

When thinking about strategies that might generate interest of science in underrepresented groups I know how I feel.  Teaching students from diverse cultural and economic backgrounds is a passion of mine.  Thankfully, it seems to be a passion for others as well and is something that is being researched more each year.  An article titled Research in Urban Science Education: An Essential Journey discusses a conference that had a great deal of discussion on urban science education and how it affects students of racial minorities.

“In comparisons of student performance on science assessments, students in the Untied states are outperformed by students from other “developed” nations.  The goal of “science for all” continues to be unattainable, particularly in the urban setting where science achievement gaps exist between some groups of African American, Latino, Native American, and Asian American students and their white counterparts.  There is a critical need for research-based information to guide the solution of achievement gaps in science,” (Fraser-Abder, Atwater & Lee, 2006)

When discussing what should be done, the article also had quite a bit to say about future research topics, but few answers.

“Many researchers and reformers recognize that what is missing in reform strategies is the creation of a personalized environment that promotes engaged and caring student-teacher relationships . . . Urban science classrooms often lack appropriate science instruction materials and supplies, a state of affairs often exacerbated by a more generalized lack of resources and funding in urban schools serving large numbers of underrepresented groups of students . . . The students’ linguistic capabilities and cultural heritages, along with their socioeconomic status and exceptionalities and disabilities, must be taken into consideration,” (Fraser-Abder, Atwater & Lee, 2006)

I translate it as such, as teachers of underrepresented groups we must show students that we care about them and respect their backgrounds.  Students must be encouraged to embrace their identity while working on academics.  For a student to be moved by a subject area they must see someone like them represented in the field.  Show students that there are others like them who are successful in science.  Let them interact with the subject manner in a concrete way that pushes them to draw connections between science and their own life. 

Display images of scientists and researchers who were women, black, Asian, Hispanic, Native American, Indian, disabled, or who came from economic hardships.  Research those people in class and have a different “science mentor” each week.   Teach the nature of science so that students who aren’t white, affluent males are interested.  Science can be fun, social, interactive, and changing.  It can be for kids who like to play outside or sit in front of a computer.  For students to be interested in science, they must see themselves as potential scientists, no matter where they come from or what language they speak.

Fraser-Abder, P., Atwater, M., & Lee, O. (2006). Research in urban science education: An essential journey. Journal of research in science teaching, 43(7), 599-606. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/tea.20156/abstract

Teacher Actions and Student Goals

In a previous post I listed nine student goals for student classroom that my Science Methods course came up with this semester.  One of the standards that I need to meet to satisfy the course standards is to, "Clearly promote (student) goals through teacher behavior/actions."  It's interesting that I put this goal off because honestly, it seems very basic to me.  If you want your students to do certain things, then provide opportunities for them to do so.

1. Students will demonstrate a robust understanding of science content.
2. Students will apply problem solving/questioning skills in daily life.
3. Students will demonstrate the ability to work collaboratively.
4. Students will effectively communicate ideas (e.g. methods, explanations, information).
5. Students will apply and relate science concepts beyond the science classroom.
6. Students will research and clearly defend their reasoning using credible sources/evidence.
7. Students will demonstrate curiosity.
8. Students will demonstrate self-reflection.
9. Students will use imagination and creativity in their work.

If a teacher wants his/her students to demonstrate they must allow their students to speak or create something that displays their knowledge.

If a student is to apply their knowledge and questioning skills in daily life that teacher must make their concepts concrete and transferable.  If science concepts are supposed to to transfer to outside of the classroom then the concepts discussed in the classroom should have roots in student experience.

When a teacher want students to work collaboratively, that teacher must allow those students to work as a team, speak, argue, debate, team up, and work it out.  Teachers need to have good classroom management but they do not need to be authoritarian for their students to be respectful and on task.

If a student is to communicate their ideas, they must first be confident enough to speak and have ideas of their own.  Free thinking and free speaking is a right that should be nourished in all children through thoughtful use of observation, experimentation, discussion, varied text, and less direct instruction.

For students to research and defend they must have access to credible research and the confidence to back it up.  Students must have faith in their own knowledge and voice.  That means you, as a teacher, must be credible.  You must guide them away from content misconceptions while allowing them to make their own decisions.

If students are to be creative and self-reflective then they must know their own self.  To be creative is to have the confidence to think beyond one's usual comfort zone and to make connections between different ways of thinking.  To be self-reflective is to be aware of your own strengths and weaknesses.  Students must have opportunities to succeed and fail.  Sometimes success doesn't teach us a thing while failure leads us to try new things.

Try, try again.

Dewey's Learning Model and Student Goals

"The sustained use of an effective, research-based instructional model can help students learn fundamental concepts in science and other domains. If we accept that premise, then an instructional model must be effective, supported with relevant research and it must be implemented consistently and widely to have the desired effect on teaching and learning," (2006).

"Dewey implies an instructional approach that is based on experience and requires reflective thinking. In contemporary terms, doing hands-on activities in science is not enough. Those experiences also must be minds on," (2006).

 

John Dewey was a forefather of art integration, learning through nature, learning through interactive processes, and the school as a social institution. His ideas fully interweave social and developmental learning theories while placing great emphasis on conceptual change theory as well. Dewey believed that school must be a social space where students could touch and explore what they were studying, and what students studied was determined by what they didn't quite understand. Teachers were to seek out student misconceptions and then create learning situations for the students that would test those misconceptions and nudge students in the right direction merely through observation, interaction, and reflection.

His original model of instruction is the grandfather of the modern BSCS 5E learning model.

Dewey	BSCS 5S
Sensing Perplexing Situations   Clarifying the Problem   Formulating a Tentative Hypothesis   Testing the Hypothesis   Revising Rigorous Tests   Acting on the Solution	Engagement   Exploration   Explanation   Elaboration   Evaluation

At its heart, 5S is Dewey's model. You could argue that engagement and evaluation are additional steps that surround the original six of Dewey's model but I think that those areas may have been more implicit in his teaching.

In a previous post I mentioned goals for students. If a teacher uses the Dewey/5S learning model for teaching their students they will have a solid structure for which to build content knowledge and other goals. Goals may vary, but because of those goal's focus on the nature of science and Dewey/5S model's focus on the student the two easily work together. Each part works in tandem to ensure that students learn content, communicate effectively, collaborate with peers, relate concepts to other areas, and self-reflect.

If a teacher is going to have goals that rely on student self-efficacy, reflection, curiosity, and observations then they must teach using a framework that allows for those things. You must have a purpose to your lessons that are more complex then "hands on," "fun," "assessment," and the like. As a teacher you must think holistically about what part of your students' thinking is mistaken and how you can push them to discover the correct theory on their own. As a teacher you must always be thinking, "so what?" What is the point of this activity and where are you going with it? How does this concept build upon previous content and how will I tie it to later content? How can I further this class's understanding of the nature of science?

Student led learning is a wonderful concept but a teacher must have a framework on which to build consistent teaching methods that are engaging and research driven. Experimentation is fine, but make sure that how you teach is done with good, research driven, models in mind.

                Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). Retrieved from BSCS website: http://science.education.nih.gov/houseofreps.nsf/b82d55fa138783c2852572c9004f5566/$FILE/AppendixD.pdf

ELL Differentiation

When it comes to differentiation of science lessons, I think that it's important to focus on the student's needs first.  Many of the methods used to teach English language learners (ELL) would work fantastically with good science teaching. 

With early ELL students it is important to provide sensory support during each lesson.  The more concrete you can make a lesson, the better an ELL student will learn.  According to constructivist learning theory, this is true of all students. 

To paraphrase my instructor, teaching science is just a way to teach thinking.  Some tips for the education and assessment of ELL students are featured in Differentiating Instruction and Assessment for English Language Learners by Fairbairn and Jones-Vo.

• Afford access to the curriculum by using realia, pictures, diagrams, models, demonstrations, graphic organizers, nonverbal communication, videos, computer-assisted instruction, etc.
• Allow sufficient wait time.
• Apply the same academic content standards to the learning of all students.
• Ensure that directions are clear; confirm that students understand them.
• Activate ELLs' interests and prior knowledge as they relate to content.
• Embed the development of higher-order thinking throughout instruction.
• Make the abstract comprehensible by first demonstrating concrete applications or examples.
• Concentrate on student meaning rather than on correctness of expression.
• Create and use assignments.assessments that allow students to demonstrate content knowledge, skills, and abilities without language mastery, (2010, Fairbairn and Jones-Vo).

That said, there are many teaching methods used with teaching English and reading that would be harmful in teaching science and thinking skills. 

• Focus on correct answers rather than errors and ommissions.
• Inform students of the daily objectives for each lesson in terms of both language and content.
• Build confidence by rewarding all attempts to communicate, (2010, Fairbairn and Jones-Vo).

In my classes we have talked quite a bit about responding to student answers.  There is a lot of debate on wether rewarding answers/comments is actually helpful to students.  With science learning it is prefered that student comments are acknowledged, discussed, or used but not confirmed, denied, or celebrated.

Also, with science students do not need to know the objectives before they learn.  Reading teachers must be explicit with vocabulary and expectations.  However, in science as student may need to know some vocabulary, but they don't always need to know the madness behind the method. 

Fairbairn, S., & Jones-Vo, S. (2010). Differentiating instruction and assessment for english language learners: A guide for k - 12 teachers. Caslon Publishing.