Since each student has their own learning style and comes from a unique perspective, it has always stuck me as most appropriate for teachers to facilitate learning, rather than deliver knowledge. I have incorporated this idea into my lesson planning as often as possible, partly by designing activities that encourage student to discover important ideas on their own- a method referred to in class as the inductive strategy. The method engages the students in at least two apparent levels of learning. Students 1) Think about the content material they are studying and derive the main idea on their own such that they have ownership of the lesson 2) Learn how to think and derive concepts on their own- an important skill.

Thursday's lesson on mitosis is one example of how I have used the inductive strategy in the classroom. Students were first given three minutes to think about all that they know about the cell and genetics, and to try to derive a possible process of cell division. Next, students were given small pieces of construction paper, each depicting one phase of mitosis, and told to work individually to put the pieces in an order that might be used for cell division. Students were then instructed to look up mitosis in their books, and to label each of the pictures they had ordered with the correct name of the phase. Students wrote the description of each phase in their own words next to the appropriate phase name. The class reviewed the concept together, with the students participating in the discussion. Finally, students were assigned a short paragraph for homework in which they were required to write out the process of mitosis, including all of the phases, in their own words.

While students did not learn the process of cell division by memory as indicated by Friday morning's quiz, they did actively consider the process and use more thinking skills than they might have in a lectured lesson. Hopefully they are one baby-step closer to working comfortably scientific modes of questioning.

Friday's taxonomy lesson covered different phyla of the kingdom Animalia, and I used an activity that required the students in our section of BiologyI to derive the composition of each phyla themselves. Specifically, each student received a set of photographs (separate cut-outs) including several examples of organisms from each phyla, nine separate labels, each containing the name of one of the animal phyla and the organisms it contains, and nine short descriptions, one per phyla, on separate pieces of cut construction paper. They were required to group the pictures, phyla descriptions, and labels on nine separate pieces of notebook paper, such that each sheet contained one label (red), one description (purple), and the appropriate pictures. Since this was a somewhat unconventional way of teaching the animal phyla, I used the "Muddiest Part of the Lecture" strategy outlined by Donna Qualters to find out if the students found anything about the lesson particularly unclear or difficult.

Since there are only two students in our section of the class, we interact with them frequently. The "Muddiest Part of the Lecture" strategy allowed them to voice any quiet criticisms or concerns. At the end of the period, I collected their anonymous comments on any unclear parts of the lesson. Each student commented that most unclear part of the lesson was the pictures. Since success at the activity required the students to identify the organisms according to description, they struggled with organims that had similar characteristics but belonged to different phyla. While part of the problem is simply that different organisms have similar appearances with only subtle differences in morphology and description, I can be especially careful if I use the activity again to choose pictures that clearly emphasize the morphological differences between organisms. We will of course review each student's work next class so that each is clear about the differences between phyla. The strategy was helpful, and might be more so in class with more students since a smaller proportion of students in a large class might be willing to openly voice their concerns. I would use the method again to check on the effectiveness of a lesson and pinpoint problem areas in teaching strategy or content.

A response to "Rural Schools: Definite Problems and Potential Solutions."

Joel’s focus paper on the challenges facing rural schools is a well-constructed essay that carefully considers some of the factors affecting the quality of education available to students in rural areas. A highly relevant topic, especially for those of us who will be teaching in the delta, the obstacles characteristic of rural schooling might be difficult to fully understand, in both their complexity and power. Understanding the root of the problems, though, seems vitally important to developing an informed approach to competently addressing the issues. Joel’s paper offers an excellent analysis of the most central issues, and suggests potential solutions. He points out the source of the struggle, providing some perspective than can be put to use.
While understanding the issues is one part of the challenge, applying that knowledge by finding appropriate solutions is another. The primary problems addressed in the essay included:

1) Low levels of education among adults in rural areas negatively affecting the academic achievement levels of children

2) Little technology and lack of consistency and experience among teachers as small and often collapsing tax bases result in poor funding and low teacher salaries in rural areas

3) School consolidation resulting in long commutes and further shrinking the available funding for the schools themselves

The essay also addressed positive aspects of rural schooling including small schools that both allow teachers to form close relationships with families, and also lend themselves to smaller class size. Suggested solutions that use small schools as a starting point included

1) Maintaining small school sizes by increasing funding to rural schools so that they can
hire and keep good teachers

2) Increasing funding for technology to allow for more long-distance learning
programs and therefore accessibility of effective teachers

3) Incorporate families into the process of rural education

While it is specifically noted in the paper that simply throwing money at rural schools is not the answer- that careful management and cooperation are also vital- it is also clear that funding is an important element of the only apparent solutions. As first-year teachers entering low-performing schools, some of them rural, it seems important to consider how we might practically address these issues through the hands-on approach that we will be taking.
There seem to be two core components of a solution, or two different levels at which these problems can be controlled. They are 1) In the communities themselves and 2) At the state and federal levels of government. Since funding and appropriate use of funds is required, it seems that teaching effectively is only a part of the solution. We are each one person, one teacher, only, and this seems to pose the question of what else we can do.
The funding aspect is more difficult. As discussed in Joel’s paper, government has begun to address this issue. Also, the group of people in the MTC is clearly one of tremendous voice; some of us are journalists, some of us lawyers, scientists, some have been teachers before, some of us will be doctors, and we are all writers. We speak and we vote, and maybe we will be able to use that voice to help ease some of the most intensive problems. As far as mending a community, encouraging employers to stick around and other roots of the problem-Any thoughts? (Maybe that should be my focus paper.)
Finally, maybe there will be ways for us to create cooperation, one of the solutions discussed in the essay, in the communities where we will be working. Since I’ve never taught in a rural school, I am rather uncertain of what to expect. However, perhaps we will decide it is appropriate to try to somehow include families in education-? Thoughts?

One hundred and sixty-three hours (and seven minutes) ago we said our good-byes in the gravel drive-way to which I have always come home, 1300 miles from here. There have been a lot of partings in the past months and years, and the past month or so has been particularly abundant in them. It seems that we are always saying good-bye.

And now there is here. The accents, the kindness, the warmth (off both sorts-human and physical), these create an environment that is deliciously enveloping. Only, this process of welcoming is acheived with such Southern ease, it is subtley unsettling. The culture seems so quick to welcome, to become home, to be comfortable, and is rather good at it in a nearly aphrodisiac sort of way, and yet (forgive me for this) I am still feeling a little foreign.

Still, I have never felt so eagerly in my element so quickly. It is not that I am fully confident- very far from it. However, it became clear upon first meeting of the MTC that we share reasons, attitudes, and priorities. It feels like a group of individuals (and of course this is just how it feels to me- I'm sure each of is different) that are ready to be professionals because we know that professionalism is the least of what will be required to acheive what we intend- to teach, well.

I also must admit experiencing something I have not for some time: I want to impress these people. I know that my focus will shortly adjust to be entirely directed at the kids we'll be teaching. Right now, though, the details are flying, sorting themselves out, and I can't help being completely blown away by the obvious passion that is here, and wanting to connect, to share ideas. These people care, deeply and honestly. As adults, as people with the power to do something about it. There are a million little ways to make mistakes: The praxis, teaching and planning skills, social skills, nerves, organization, etc. The need to succeed is so great, and it feel so easy to miss or mess up something important.

Then there are the schools. I saw the town where I'll be teaching, looked around, met a student. It wasn't a perfect place, but it energized me further, made me want to start. We'll see how it goes...

Had more, but its really time for study and sleep.