It can be a challenge to effect change at school and
district levels when other colleagues are stuck in a holding pattern in their
teaching practices. Some teachers are
not willing to try new innovative techniques in their instructional
planning. Others are not aware of the resources
available. While other teachers just
refuse to conform. Although, change is inevitable
some people do not accept change easily.
Often new teachers with new ideas and enthusiastic attitudes are met
with disdain. Some school and district cultures
do not leave room for teachers to make the significant changes that are
necessary to improve the science program as a whole. In these situations, teachers must make
changes in their classroom that will meet the needs of all learners.
The change I wish to see take place to improve the science
program at my school and district starts with me. I can do my part to blend new strategies into
my teaching practices. I can also integrate
technology into my lessons to engage students and give them practice at using
technology in a manner that will benefit them in school and later in their
careers. Students reap the benefits of
performing tasks similar to those of scientist when they participate in hands-on,
minds-on labs.
Experiencing authentic science can spark an interest in
science that will lead students to pursue an education and career in the STEM field. Creating lessons with relevance to students
by including real world scenarios can play a major part in increasing
participation. Providing opportunities
for my students to enhance their critical thinking and problem solving skills
through inquiry-based learning is a way for my students to experience high
quality science instruction. To ensure
that other students in my school and district experience high quality science instruction,
I collaborate with colleagues.
When I encounter new resources, ideas, websites,
lessons, or professional articles through Walden, I am generous in passing this
information along to colleagues. I have
not had the privilege of effecting change on a district level. As I continue to network, I hope to make a
connection with individuals on that level who are willing to listen to ideas
and suggestions about improving the science program. One way to get my feet wet is to get involved
in the politics of education. When I use
the word politics, it makes me apprehensive about venturing into such treacherous
waters. They are tricky waters to
navigate. However, it is probably a good
idea to start attending more meetings held by the school board and other professional
organizations in order to share my vision for the science program in my school
and district.
Alethea,
ReplyDeleteYou are so right in your views of why science education could become stagnant in some schools. I feel the same things at my school, but most of us are young teachers who are enthusiastic and who are sharing ideas of improving instruction. However, there are a few who continue to use methods which just do not work and getting my Master's through Walden has just made these people stick out even more. Even more so now that my two older children have made it to middle school. I do not know what is more frustrating, being an educator OR a parent when your child is struggling due to the lack of knowledge their teachers have in effective instruction and meaningful assessments. Luckily, I am able to influence these teachers by collaborating and sharing the things I am learning through my courses at Walden. Most people listen, but change is hard to make when teachers are already set in their ways. I am mostly trying to model and set examples of what works for me and how this change to my teaching has had an impact on my students.
Janice,
ReplyDeleteI can relate to your comment about your frustrations as an educator and parent when you are confronted with teachers who are not effective and their practices are outdated. I experienced this same situation with my child. Likewise, it can be very frustrating for the child, as well. My support enabled my child to succeed in an otherwise monotonous learning environment. Sharing ideas, strategies, and testimonials with colleagues along with setting an example is the approach I also use with veteran teachers.
Alethea
Alethea,
ReplyDeleteI completely agree that we educators need to be innovative in delivering science instruction.
Oftentimes as a teacher, especially in science, I feel like my hands are tied. My district mandates daily: 90 minutes of reading instruction, 70 minutes of math (including an additional 3 days per week of a computer math program called Successmaker--20 minutes each time), Second Step behavior curriculum (30 minutes one day, 5-10 minutes each of the other 4 days), 45 minutes of writing and then whatever is left, we have four science kits to teach in the year.
At the end of our 4th grade year, students will take a state test in reading, math and writing. Guess which subjects take precedence? :) Science is my passion, so of course I fit in science as much as I can, which is ultimately 40 minutes, 3-4 days per week.
The problem, ultimately is not the teachers. The problem is the districts who put the pressure on teachers with time constraints and lack of prioritizing science. Most teachers I teach with love to teach science because they see the interest and motivation to learn in their students. They must first pack their day with the district "MANDATES" and then fit in science when they can.
Until I am president of the School Board, this is the hand I am dealt. Not whining, just looking at the reality of it. :)
Janie
Janie,
ReplyDeleteI realize that teachers' hands are tied in many situations. It is a constant cycle of introducing new strategies to increase students achievement when in the end teachers will be constrained by mandatory instruction requirements. It appears that in education one thing is said and another thing is done. Teachers want to promote STEM, but they can not under present doctrine. Whether people want to admit it or not, instruction is driven by testing. Until that doctrine is buried there will be no real improvement or change. The problem-solving, critical thinking individuals that we want to create and that we need to move this country forward will continue to be a dream.
Alethea