Wednesday, September 2, 2009
Watson case study
The assistant principal's evaluation of Michael's class actually questions his teaching style and thereby challenges his philosophy of education. It seems Michael's teaching style and student rapport are getting in the way of his need to be more demanding. What do you think? Is Michael right? Or is Alan right? Consider Michael's strengths and challenges. How might they affect your positions here?
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Wow! What a difference in educational opinion by the two professionals.....I found this article to be quite interesting...I have heard this before that some teachers are to into the relationships of the kids and not what they are teaching...I believe that it is important for teachers to get to know their students and to have that positive relationships...I want to be that teacher that kids can come to if they have a problem and don't know where to go...we all must of had a few teachers and professors that we felt more comfortable going to with problems or just to talk...think about what they did for us...they got to know us as people and shared part of themselves with us.....there are many different ways to teach and as we all know we all have different styles and opinions.....aren't we supposed to help these kids be thinkers...not have them just spit back information...I feel that we do need to have high expectations for our students...however need to give them room to grow as thinkers too...So I would say that I would be more like Michael.....I think that Alan had a few points that might be helpful...but I think that we are teaching a new generation of students that are going to need to think on their feet........I don't know what you all think...but thats where I am headed with this case study.....
ReplyDeleteI agree with Erin that we need to connect with our students; they need to see we are interested in them and where they are coming from...they will tune in more to someone who is interested in them. I don't think the case study gave us enough information about Michael's class expecations/norms to judge him...he certainly has not had enough time with his students for Alan to come down so hard on him. Alan had a teaching style that worked for him and he thinks that style is the one that should work for everyone. Maybe Michael will find great success from his methods on those all important assessments...it's tough in a hig achieveing school with everyone "going by the numbers". REgarding Michael's style, I tend toward alittle more control over the classroom to start (esp. with contributions) and ease up as the year develops and students take on the personal responsibility required for their own learning.
ReplyDeleteWondering what others think of Alan (also in a new job and likely being "watched") and his need for control?? Nancy
Reading the article I kepts thinking that the head of the department, Dale, made meaningful suggestions to Michael that improved his teaching yet let him keep his style. The assistant prinicpal however expected Michael to teach the same way he did, perhaps because he knew the content so well. Alan makes his concerns known but is unwilling to believe that Michael's style can teach as well as his own. I feel however that Michael's style is more meaningful and higher on Blooms Taxonomy. Alan wanted rote memorization where Michael required applications, analysis, synthesis, and evaluation from his students. Michael was actually teaching his students to think and therefore preparing them more for college and the real world. On the flip side, Alan is very right that Michael has no way of knowing who has truely read the chapter. I remember sitting in classes similar to Michael's in college and BSing my way through it. I cought on to the flow of the conversation and added just enough to make it sound like I knew what I was talking about. I think that Michael could merge more of the two styles to make a "Super" teaching style.
ReplyDeleteCommenting on Michael's relationship with his students... I think that the report that Michael has with his students is wonderful, however this relationship can be dangerous as well. Michael can be accused of inappropriate behavior, especially with the young women in his class because he is so willing to come in early and is so friendly with them. If Michael was younger this appearance would be worse because he would be closer in age to his students. Unfortunately the truth is people like to cause trouble, speculate, and talk about others! I've seen this in my own career being a young teacher in a k-12 school. Because I am very outgoing and sociable and truly interested in the students, some teachers have made comments about me even though all my contacts with students have been professional in nature. Students feel very comfortable talking to me about problems both academic and non academic in nature. I feel that Michael's relationship will make his students work harder for him because they understand he is sincerely interested in their learning, however Michael will always be criticized by his colleagues who do not understand his desire to make a difference in the lives of his students.
ReplyDeleteAt the risk of making it seem like I'm taking the easy way out, I believe that they are both correct in some regards. While I believe that it is incredibly important to establish a rapport with your students that reaches outside of the classroom, it is just as important to create a consistent and structured environment that includes high expectations and establishes control over the daily lessons. I want to be able to connect with my students on a personal level; however, I also want them to know that I have high expectations in my classroom. I think that the age of students that you teach also plays a large role. In the elementary grades, a structured environment may be much more necessary than in a high school, undergraduate, or graduate class.
ReplyDeleteGood morning, everyone!
ReplyDeleteI feel that Michael has a wonderful rapport with his students, but the following is just one of many examples of how things can get too comfortable. Michael is teaching in a High School and Katy is a young woman. Scheduling a meeting with her alone was not a good idea. Observation: I think Alan was correct. Pacing is so important for educators and if I only covered a few vocabulary words during a whole period, I would worry. Michael can have a stimulating, exciting discussion and still get the work done. It is sad that we have to be clock watchers, but it is also a reality. Carolle Isabelle
At first this article got me all cranked up!! I was actually angry at Alan for his evaluation of Michael’s lesson and ultimately his teaching style. Then I stepped away from the article for a few days. I was able to read the thoughts of the others in the class and my original snap reactions became more rounded. I am a true believer in that as teachers we need to be people first to our students. Our students must feel a sense of belonging and a genuine care from us. However, I find a valid argument that there needs to be a line that should not be crossed and that line should be well defined. I also agree that there needs to be a structured learning environment where expectations are pushed and shattered everyday. But who is to say how that should look to an observer. The different structures, routines, and expectations in different classrooms can and hopefully look different. As an undergraduate at CSC we were so often taught about something called the “teachable moment”. Michael was using the opportunity to capture the dying idea of the teachable moment. We need to be careful of squelching the path a lesson goes down because it is not something we planned in the design of the lesson. Again I agree that as educators we need to shape the conversation so it does not get too off topic. But the idea of idea exploration is so incredibly crucial to students/people as free thinkers.
ReplyDeleteI think Michael is brave. He has not fallen in to the career path of emulating something or someone who has come before him. He has started to find out who he is as a teacher and he is exploring and growing. Will he make mistakes along the way? I hope so!! If he does not learn who he is as a teacher through some trial and error he will never attain his full potential.
As for the demanding school... Who is to say that his students will not achieve the same high standards as all the other teachers in the school. There is more than one way to skin a cat.
As I read this article I have to say that I was waiting for the other shoe to drop. Everyone has made excellent points about getting to know our students and letting them know that we are here for them regarding both academic and non-academic issues. I had not thought about Michael meeting with Katy so early in the morning until Carol raised the issue. I am wondering what our guys think about meeting female students privately at any time of day? What about female teachers meeting with male students privately? Somehow I don't think there exists as much social stigma in that regard, or am I just being naive?
ReplyDeleteI am not really sure about who is "right or wrong" in this teaching situation. I agree with what everyone had to say and especially wonder about Michaels regular routine and classroom expectations. I know as a new teacher review day is usually a fun day in my classroom because we play jeopardy and the kids get all cranked up. Like Michael I don't usually ask the students to raise their hands and wait to be called on because I use student dialogue to teach and drive the lesson. I stronly feel that Michael will leave the teaching profession if he is forced to model everything after Alan's expectations and methods. Palmer talks about this on page 24 stressing the importance of finding your own teaching style and being true to yourself. More later . . . I saw all the posts and wanted to get in on the conversation.
My immediate reaction is in regard to Michael’s teaching style. He seems to have a gift of being able to engage his students – to encourage and support their participation. I agree with MMerrill that Michael gets his students to think! I believe his enthusiasm for learning is contagious, which is why I think his students become engaged in the first place.
ReplyDeleteThere is also a huge difference in Michael’s reaction to the two observations. Dale, the Math Dept. Chairperson, is very encouraging and supports Michael in a very respectful way. In their meeting after the observation of Michael teaching the (Obituary) lesson, Dale begins the discussion with positive comments and then shares some good suggestions. This is done with respect, and because of this Michael goes on to implement the suggestions. This demonstrates that Michael is a person who wants to grow in his profession – he listens and works toward a goal. It also reinforces the idea that people need to hear positive as well as constructive comments. (So do students!) From this observation, Michael responds positively and moves forward.
The next observation is done by Alan Matthews, assistant principal. The reaction Michael receives from Matthews is entirely different than Dale O’Brien’s. Matthews is not supportive and is very negative and cold. Where Dale is positive and supportive in giving specific suggestions of what Michael might do to improve in his teaching, Matthews is negative, non-supportive and does not offer any suggestions as to what or how Michael might do to make some changes. He tells Michael to reread his report, sign and return it in the morning, and be thinking about their conversation and come to him for suggestions about methods. From this observation, Michael feels frustrated and discouraged. I do love the fact that as Michael exits this observation review, he sees his students and they remind him about their “early morning appointment.” Michael’s spirits lift and he says, “Let’s go, everybody. I have a class to teach.” This is what students can do for a teacher. When you see students loving learning and taking initiative to make learning happen – it’s infectious! You forget about the Alan Matthews.
Matthews is the last person I would want to go to. Matthews also tells Michael about his own teaching style prior to becoming assistant principal. He is absolutely the type of instructor I would have disliked…I would take the Michael instructor any day of the week. His students are excited about learning and it is apparent through the conversations they have in the hall.
I will say that I did kind of question the friendliness Michael is establishing with his students – but without more insight, I really can’t say it is inappropriate. Bottom line: respect is critical to helping people move forward in making change. I give Dale O’Brien an A+, and I think Alan Matthews needs to take some leadership courses and deal with some of his own self-issues. Is that too strong a statement?
edechen - I agree with you - especially the teachable moment! Yes!
ReplyDeleteWow! I thought I knew what I was going to say until I read everyone’s comments. I think the fact that Michael began working outside of teaching first, allowed him to bring into his classroom interpersonal skills. Sometimes I see teachers who fail to develop these partly due to the isolation of teaching and partly due to their personality. I agree that Dale’s comments on Michael’s observation were more positive than Alan’s. Yet both of them were trying to “fix” Michael’s teaching by trying to impose what they thought was best. Their philosophies, priorities and practices clearly did not match Michael’s. It was also evident to me that Michael had developed a clear sense of true self. He knew that he wanted to teach and didn’t feel right until he did. Also, as he left Alan’s office, you could sense the self-doubt in him until he ran into his students again. Then he was sure that what he was doing was right.
ReplyDeleteI agree that there has to be a sense of control/structure within the classroom. However, for some people, they have this innate ability to have organized chaos amidst wonderful learning. While others, need quite, structure and predictability. Both can work unless you go too far in either direction. I wonder if individuals such as Alan understand the impact that their comments have on new or any teacher?
I agree that sometimes teachers try to be student’s friends in order to get them to like them. I believe that we do not need to be their friends. What we need to be is a caring adult in their lives. I did not get the sense that Michael was too friendly or crossing boundaries. Michael was able to connect with his students by being a caring adult. It was evident that there was mutual respect between them.