MAC Week 2 - Response
to Melinda, Maui & Middle School
Melinda,
You raise several interesting thoughts in your blog… First, I was always fascinated with the
ideals of a Montessori School. When
shopping for my daughter’s preschool, I was eager to try a position at
Montessori. To me the idea of no grades,
means skipping quickly through concepts you may already now and working harder
on new ones. However come in my “Mother
Cohort” frowned upon the Montessori method, focusing on children falling behind
due to no negative feedback as a motivator.
I now imagine it a place for both… Those flying ahead of the rest and
those struggling to grasp concepts that were left behind on others. I still wonder what you do in the case of
grade promotion. If a student is
“capable” is it possible to have a 7-year-old 8th grader or maybe a
14-year-old 3rd grade student?
What do you do?
Secondly, I also liked the quote from Zander about life
looking like an obstacle course. I
really appreciated their ideas on being a contribution. There is no “better than” in
contributing. Leaving behind the
measurement system and embracing contribution would truly be
transformational. However, making such a
transformation may make me uncomfortable….
Original Post:
Week 2 Reading
Post-Art of Possibility
CHAPTER 1
Everyone has a different perspective of a particular event
or situation. This chapter reminded me
to think outside the box. This is a skill that all educators should have. A
classroom teacher needs to be able to look at situations and in a short period
of time make adjustments. This could be a conduct situation or an academic
situation. Look for different ways to deliver a lesson. Look for different ways
to redirect a student that is not engaged or disrupting others in the
classroom.
CHAPTER 2
Again with this chapter I am using the information to
reflect on my classroom and how I can approve my teaching skills. Are there
good students and bad students? Or do we give them that label? What are their
possibilities? They are endless; I have to help them open the door to find
these endless possibilities. During my time as a teacher I have met some
remarkable people. These people are my mentors. They are “can-do” people and
exude positive energy. Being around them or reading their books can bring me
into their world of “can-do.” This is a gift to share with students they are
“can-do” people. They need to be reminded of that and provided situations where
they “can-do.”
CHAPTER 3 - AN “A”
This was an interesting chapter. I am a teacher working at a
Montessori school. We do not give grades. Progress reports indicate “capable”
and “proficient.” Middle school students
want to know what grade they are receiving on their work. Rubrics have
fulfilled this purpose. Rubrics give information to the student to guide them
through an assignment. When the assignment is completed the score of the rubric
is equivlant to a grade.
I am amazed with the class at USC giving specific grades to
only certain students. Sounds like a psychology study. I am not sure how I
would feel if I was one of those students.
My interest is in the class art the New England
Conservatory. What a great idea to have students write letters explaining why
they deserve an “A.”
Chapter 4
From our earliest days, we understand that there are tasks
ahead of us to accomplish and landmarks to achieve. Life often looks like an
obstacle course. Zander & Zander (2000)
I think we move along on our path in life with the ups and
downs. The choice of the method used to deal with the ups and downs makes each
one of us who we are. Trying to look at life in a positive manner is very
important to me.
Photo: http://commons.wikimedia.org/wiki/File:Montessori_Kugeln.JPG
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