interview with a student

Amber Chun

Interview with a Student

*This interview was done using facebook chat

Amber: so what kind of classes are you taking?

and like which ones ur favorite and why?

Sarah: um. the classes i'm taking are... calc ab, latin vergil, creative writing, meas, drama, and physics right now. I think my favorites are drama and creative because there's not a lot of stress being in those environments compared to my other classes

Sarah is a senior at Iolani High School, my old high school, in Hawaii. It is a very academically challenging school. Sarah’s course schedule is challenging. To interpret what classes she is taking: AP Calculus AB, AP Latin: Vergil, Creative Writing, Modern East Asian Studies, Theater, and Physics. She balanced out her two difficult AP classes with easier classes like Creative Writing, Asian Studies, and Theater. She focused on her strengths and took classes she would enjoy. She likes Creative Writing because it “is a good outlet for” her. She admits, “i find that a lot of myself creeps into my writing”.

Amber: do u sense any like boy/girl favoritism or discrimination in ur classes?

Sarah: i'll have to say that i find a really STRANGE favoritism going on in my latin class.

strange because my teacher seems to favor students who really don't work at all for the class.

Amber: why do you think that is?

Sarah: no, but it seems like they've got strong characters and maybe he likes that.

Amber: like their loud with big personalities?

Sarah: yeah

Many teachers seem to like students who interact in class. Loud students’ names and faces stick in the teachers’ minds. Quiet students, maybe smarter sometimes, but don’t contribute to the class. Teachers’ like students who have strong personalities because they bring energy to the classroom that brightens the teachers’ day. Students discourage learning when they don’t contribute their ideas and thoughts. Students, who come excited to learn, though they may not be the smartest or hardest working, promote the flow of ideas. Just today my Professor was saying how he liked my class better than his other class because we freely discussed our thoughts and bonded with one another. We weren’t afraid to challenge a classmate’s theory or agree with another’s statement. If the class is silent, learning and trying to prompt discussion is painful and discourages teachers. The teacher isn’t necessarily favoring those students who have strong characteristics, but the teacher feels valued and forms a different connection with those types of students. If students are shy and quiet, it is hard to form relationships with them and they are often forgotten.

Amber: Do you notice any differences between how boys and girls behave in school?

Sarah: hmm

i think the older we get, it seems the less noticable the differences are.

i can definitely see it with the younger kids that hang out in duval's room.

Amber: what do u mean?

Amber: the girls are really still have their romantic views about love and life in general.

they talk about things as if it's all still so big and new.

the guys, it seems, keep to themselves a bit more.

they observe.

Amber: not really integrated?

like 7th and 8th graders?

Sarah: yeah.

the boys stay with their boys.

and you can see that they're trying to find that "cool" vibe.

Seventh and Eighth graders are entering a whole new world because at Iolani there is no Middle School, so seven through twelfth grades all interact on the same part of campus. Seventh and Eighth graders are often awkward and still not used to their growing body. Girls and boys tend to cling to their own sex because they feel more comfortable. Girls are scary to boys and vice versa. Boys try to act tough like the senior boys even though they have not fully developed. At this stage, boys still tend to be shorter than girls and haven’t fully developed their muscles. Girls feel awkward and gangly. Many girls have self-esteem issues, those of which are magnified when they see senior girls who are confident and “perfect”. All the gossip and drama is new to Seventh and Eighth graders who are eager to be “in the know”. They focus on trivial gossip like how “so-and-so” has been going out for two weeks and how serious it looks.

Philosophy Statement

Amber Chun

Philosophy Statement

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. ~William Arthur Ward


The question is: What kind of teacher will I become? Will I inspire tomorrows youth to change their minds,

change their lives, and change the world? How can I make a difference?I believe that good teachers are those who care about their students, while challenging them to reach greater heights. Many teachers quote, “I will open the door, but it is you who have to walk through it”. But why would students walk through that door? A teacher can open the door, but if the student is not inspired or made curious about what is on the other side, then why should they walk through the door? Teachers and education create opportunities for America’s youth by encouraging them that there is a future and it is attainable. A teacher who is interested and excited about their subject makes a student interested and excited. A teacher who comes prepared to teach, who takes the extra time to continually research their subject, and who tries new approaches is a good teacher. My favorite teachers are those who refer to current affairs, put in the time to read, not only the textbooks, the books we talk about during history class, and use different styles of teaching. My philosophy is that being a teacher is a lifestyle not a job.

Unlike the majority of the student body, I enjoy difficult teachers who challenge my abilities and hate easy lazy teachers. I enjoy learning. I would rather receive a hard earned B and learn then receive an easy A and come out of the classroom learning nothing. I would rather take the harder classes than the easy ones, not because I need to prove myself, but to be the best I can be. If I become a teacher, I want my students to learn

and come out of my class feeling accomplished. I don’t intend on being an easy teacher, but I want my students to work for the A. I don’t intend on discriminating against race, sex, or mental/physical ability. I will treat everyone equally and with respect. However, if a student is struggling, has a disadvantage, or is having trouble with their home life, I’m not going to ignore it. I’ll work with the student so they can understand and get their work in on a timely fashion. If a student is stressing out or having problems outside of school, I’ll work something out with them and maybe they can turn an assignment in late or come for extra credit. I don’t want teaching to take over my life, but I will devote as much time as I can to my students. I understand that I might become the teacher depicted in the picture to the left and that it isn’t easy. Trying to get teenagers interested in the political system of the American colonies is not easy. Watching students doodle, fall sleep, “secretly” text behind their books, whisper meaningless gossip, and do the homework for their next class is bound to make any teacher go crazy with the amount of disrespect shown. But the accomplishing feeling of watching a student be engaged, receive a good grade because of effort, or ask for help to further understand makes up for their foolishness. I hope I understand in twenty or so years that the annoying student sitting in the back picking their nails was once me.

I plan on becoming a high school history teacher. I want to inspire students and get them to love history as much as I do.

http://www.youtube.com/watch?v=dq6d2XZxdXE&feature=related

This is a video of what not to do. I would never lose my temper in front of a student especially yell and throw desks. I would let students express their opinions and thoughts. I wouldn’t let my personal life affect my teaching. History is a difficult subject to teach because to most students it is a boring subject. Some history textbooks are extremely dull and are only read before tests or papers. My old teacher called our textbooks a doorstop. One of my history professors in college uses several smaller texts, which I think is useful and practical. Each text is

lighter to both read and carry while being specialized in a certain event, era, or subject. I’m not sure if this will work with high school students because they might forget which books to read or bring; however, English classes use several novels over the course of a year, thus it can be possible for history. I plan on having them, at first in groups and then individually, do research and present different events to the class. For example, they would have approximately half the class period to present the Industrial Revolution in Britain. For the reminder of the class period, students would ask questions and I would continue and add information to fully cover the time period. This would get students involved and learn from a different perspective. Each presentation would come with an outline of the project

and a paper. For the presentation they are free to do whatever they want to teach the class. They could put in a game or activity, power point, video, etc. Other activities I would plan are debates or trials. The debates would be straightforward, if it’s during an election year, I would have the students debate each candidate. A trial a mock debate, where every person is assigned a different role: Martin Luther King JR., Hitler, Stalin, Jury, Judge, defense and prosecution lawyers, etc. An example of a trial is good verses evil and the question is whether humanity should be allowed to survive when God is the judge. These activities can inspire students because they can practice what future professions they might what to go into. The presentations represent a teaching career or public speaking while the debates and trials represent a profession in law or activism. I’m also going to incorporate art and music in my curriculum. I’ll show the changes in both music and art through eras and how those changes are significant for that time period. For example, England’s music changes between secular and religious during the reigns of Queen Mary and Queen Elizabeth. I’m hoping I will inspire and intrigue art students or music students. I will also try to assign as many papers as I can to help students improve their writing skills. Most of my papers will be short two to four page essays, however, at the end of the year, I plan on assigning a long research paper.

I’m really excited to become a teacher and have a lot of ideas for my future classes. I want to be a great teacher and think I have the mentality and drive. I want current students to recommend me to future students to be their teacher next year. I want to be the teacher that everyone can relate to and feel comfortable enough to hangout in my room. I want to be very involved in school activities like faculty-student basketball challenges or obstacle courses. I want my students to succeed.

Americas Education System

Amber Chun

Reflection

The United States’ education system has come a very long way, however, in the modern world we are lacking. The American colonies schooling system was extremely different depending on location. In the North, there were school boards in charge of public schools. In the Middle colonies, the population contained many different cultures and religions, which made the schools private and church run. In the South, there were many large separated plantations so children would either attend boarding school or were hired private tutors.

In 1779, Thomas Jefferson proposed a public schooling system. Before Jefferson’s proposal, the only schools in America were private schools run by churches. Jefferson believed “that citizens must deliberate publicly and use their reason to decide among competing ideas for guiding the democracy” (37) His curriculum included English, Geography Math, and Latin and Greek as well. He wanted scholarships for the poor and for the school to be paid by state taxes. His proposal was not carried throughout the nation. But in the 1830s, when Horace Mann argued for a common school program that were “free public schools for the sons and daughters of farmers, businessmen, professionals, and the rest of society. The common schools and the opportunity of education gave the poor a chance to enhance their economic statuses. The old ways of colonial America were slowly disappearing. As the country grew, your family name and the old wealthy were not as prominent and important as they once were. Public schools gave a greater majority the opportunity to rise to high political and economic power.

The common schools were the start to today’s education system. Class sizes could have from six to forty students. The teacher normally taught all eight grades at once. In the front of the room by the teacher’s desk was a long bench. The teacher would call up a class and they would sit on the bench and recite their lessons. Each class would have about ten minutes. Subjects included reading, writing, arithmetic, grammar, geography, writing, spelling, physiology, and drawing. Students learned the basics of reading, writing, and math; however, most students did not stay in school long. Many students were needed at home or in the fields for harvests, which is how summer break was created.

Today’s schooling system is extremely different, however, in recent decades has dwindled compared to other nation’s education programs.

http://www.cbsnews.com/stories/2005/09/13/national/main838207.shtml

In 2005, the United States spent 5.3% of our GDP on education which is ranked 56^th in the world. America’s literacy rate is 99% above the age of fifteen. The Untied States is well below average compared to many other countries like Japan. According to the New York Times “Students in the United States are lagging behind their peers in other countries in science and math”. http://www.nytimes.com/2007/12/05/education/05scores.html

American schools only require 180 days of school, while Germany and Japan require 195 to 200 or more. America also has “the shortest school day, a mere six and half hours, all packed into the morning and early afternoon. Countries such as Denmark and Sweden boast a staggering 40 to 50 hour school week”.

http://www.saratogafalcon.org/content/us-education-falling-behind-those-other-countries

College professors complain about American students, saying their writing quality is horrendous. Japanese students, whose first language is Japanese, write better English papers than do Americans whose first language is English.

In many countries a good education and the ability to continue to college is a privilege, however, in America it is considered a right. Americans need to re-evaluate the importance of education and no longer take it for advantage. Across the world, in lesser-developed countries, education is scarce and only for the wealthy. Japan and Korea have a single nationwide test after high school to determine whether students continue on to college. The ACT or SAT tests are not nearly as difficult as the tests in Japan and Korea. In France students come out of high school and go straight into specialty schools to determine their professions. American citizens are spoiled by our education system. In order for the Untied States to continue to modernize and maintain a world power, we must update our education system to ensure intelligent and aware citizens.

Narrative

Amber Chun

Narrative

“Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand”

-Chinese Proverbs

Education is one of the most powerful tools a person can possess. It is the teachers’ job to involve and engage their students in the learning process. Good teachers are those who are excited about their subject and excited about their job. I did my observations at Redlands High School and sat in on a Senior Economics class and a Junior AP US History class. Both classes were extremely different, not only because of age, but because of intelligence and engagement. The first class I observed was Economics with Ms. Turnpaugh. She was very familiar with her students and often asked them about their personal life. She asked a student if her day was better than it had been the day before. They were taking a test and she kept a close eye on them. However, I witnessed a few students cheating. They were taking a scantron test, which made it easier for them to share answers. It was very hard to tell who was taking the test and who was finished however because the seats were so close together. With the teacher’s desk in the upper-hand corner at the same level as the desks, it was hard to see the students in the opposite far corner. If students finished the test they were allowed to put their books and bags back on the desk and could listen to their ipods. Ms. Turnpaugh said that the kids were quieter after tests if they were allowed to listen to their ipods. I could tell, however, that the students were taking advantage of my presence. I distracted Ms. Turnpaugh with my questions or she was looking at her computer screen. Students could easily cheat because of close proximity. If she believed students were cheating, she would immediately warn them and keep an eye on them for a few minutes. When two girls who sat next to each other turned in their tests at the same time, she examined both tests to check for cheating. I asked her what the schools rules were for cheating and she said that, since it’s a public school, the most the school can do is suspend them or give them a failed grade for that class. Expulsion was hard because there was nowhere else for the kids to go.

I didn’t quite agree with Ms. Turnpaugh’s teaching style. She said she tested them every Friday on a new chapter. However, all the tests were scantron and there were no written papers. She said she didn’t have time to grade papers, which is why she never assigned them. She said that in the past she would assign papers but she often had difficulty grading them on time. I disagreed with her on this method. Writing is an extremely important tool and is necessary in college. My professors constantly complain that

today’s students are horrible writers. I contribute this fact to teachers like Ms. Turnpaugh who are too lazy to grade papers. She complained that grading papers was the worst part of her job. A student’s education should never be compromised due to laziness. She also used the same tests every year. Though she had two different versions of the test, in my experience, students who have previously taken the tests will help students currently in the class cheat. Previous students cantell current students what is exactly on each test and what is important to study. Ms. Turnpaugh also does not make her own tests, but instead puts information onto a website which creates it for her. This isn’t a bad idea, however, in my opinion, it makes the tests easier. At the University of Redlands, I have yet to take an all-scantron test. Which brings me to the conclusion that students need to experience tests outside of scantron. Writing, the ability to remember information, and be able to convey that information in an educated manner is very important to test taking. Scantron tests don’t help students memorize information because the answers are already given to you.

http://www.foxnews.com/story/0,2933,255438,00.html.

http://www.youtube.com/watch?v=LNWjQRkHs24.

The second classroom I visited was AP US History with Mr. Atchley. He told me that this was his 37^th year teaching. He graduated from Redlands High School and the University of Redlands. Both Mr. Atchley and Ms. Turnpaugh attended Redlands High School and both started their careers as substitute teachers. Mr. Atchley joked that he had taught the President of the high school. The students were a lot more invested in learning than the seniors of Economics. However, as juniors, they were a lot more immature than the seniors. A majority of the students sitting in the center or front of the class were engaged and answered questions. However, those sitting in the back corners often whispered or handed notes. But if I were in Mr. Atchley’s class I would have fell asleep or chatted with my friends. He lectured the whole hour of class and seldom asked students questions. The students could answer his questions seventy percent of the time. The only aspect of his lectures that were interesting and informative was his personal stories. The students would listen when he told his story about Ceasar Chavez visiting Redlands High School. However once he started talking about feminism students began to drift off. Mr. Atchley also used an out of date textbook. He said he had been using the book since he started teaching and that he was very comfortable with it. I did not agree with this choice to use a book that was not even being printed anymore. There is a reason textbook companies update textbooks. Though it may be for profit, history is constantly being discovered. New facts about the past are being uncovered. His book, most likely doesn’t cover any current events like George W. Bush and the War in Iraq. The textbook was also very heavy and dense. I would personally not want to read that textbook. However, Mr. Atchley was a very nice man and loved his students. I could tell he loved teaching and he loved students.

Both classrooms were very different with the teachers, teaching style, classroom setting, and students. Ms. Turnpaugh used a PowerPoint everyday, while Mr. Atchley lectured. I feel like a balance between the two would be the best. I would use a PowerPoint to help my students learn key terms and take notes more efficiently. I would use the PowerPoint as a guideline, but mainly lecture. I would relate historical events to current events and also put them in a modern perspective. I would not only teach history, but would also assign current affairs projects to keep my students updated with the history being created around them. I would also involve the students more by assigning them events to present during class instead of my lecturing. I feel like those student presentations would help them learn better and they could see events from a different perspective.

Teacher Interview

I interviewed my old theater teacher, Robert Duvall, over the phone and asked him how he felt about being a teacher. I asked him what he loved most about teaching. He answered that it is “gratifying to see students learn and grow and succeed”. The best feeling is impacting a student’s life in a positive way. As a theater teacher, Mr. Duvall has a chance to see his students grow from uneasy ninth graders to mature seniors. He says that to help in that process is a privilege. His award is seeing his students succeed, whether it is in life, in theater, or in academia. Though Mr. Duvall is a teacher, he says he is constantly learning everyday. He says that even though he is the teacher, he learns from his students. Teachers don’t learn how to be teachers from books or classes, but through experience and that first year of teaching is crucial. I asked if a new teacher would know if they wanted to continue with this after the first year. He said that if summer break ends and you don’t feel excited to see your students and teach again, then you shouldn’t be a teacher. Winter, summer, spring breaks are periods where teachers can be refreshed and by the end feel ready to start again.

http://www.youtube.com/watch?v=lWXwziQEa8w&feature=related

Reciting one of his favorite quotes, “Teaching will take up as much time as you give it”, Duvall reflected that balance was necessary. The balance between your home life, leisure time, and school life is essential. Too much stress, too little time spent with family or friends, or too much student interaction isn’t good for a teacher because it can wear them down. The first few years creates that balance. People don’t become teachers for money, but for the love of teaching, of the passing of knowledge and experience to a new generation. However, even teachers need support and the feeling of appreciation. Feeling valued and positive reinforcement from students, faculty, administration, or even family members really helps teachers continue to work everyday with a positive outlook. If teachers feel like they are unwanted, they don’t teach to their full potential.

http://www.youtube.com/watch?v=pcmMaGGQvX0

When I asked what was the most important piece of advice he would give to new teachers, he said to never take anything personally. He says that if students are noncompliant, disruptive, or disrespectful, you have to understand that it isn’t a personal attack on you as a teacher. Many times outbursts are due to a student’s home situation, personal life, or a stressful school environment. Students like to test boundaries in classrooms and test a teacher’s patience, knowledge, and understanding. Teachers have to learn how to adapt to their students because every student and every class is different. Sometimes classes are very engaged and active but sometimes they are reluctant and stubborn. Every student learns differently and it is up to you as a teacher to modify yourself and your curriculum to fit that student. Teachers have to be flexible with day-to-day activities. You may plan to learn or do something that day in class, but if something goes wrong or the students become disinterested it is up to the teacher to make the decision to change the activity or modify it. If you plan on teaching the Reign on Terror during the French Revolution but students are still confused about the ideology for the Revolution, it is up to you as a teacher to stop and go back to the previous days lesson. Though a schedule is important, learning is even more important. If students do not understand the basics it is impossible for them to comprehend difficult concepts.

http://www.youtube.com/watch?v=dMdTBep3W9c&feature=related

-Goofy’s Teachers are People

http://www.youtube.com/watch?v=xxeL9bdSu-A&feature=related

-Goofy’s How to Dance

Amber Chun

EDUG 401

Stiler

Teaching for Educational Justice: Teaching as a Social Change Agent

Students all over America suffer from discrimination, including racial, economic, and students who have disabilities. It is hard to believe discrimination is a problem that still exists in today’s school systems from a state to teacher to student level. States give less money to schools in poor school districts and give more money to privileged school that show better test results. Teachers often favor certain children or judge and stereotype others. Students often create self-induced segregation by only having friends with students of the same race; this causes tension and aggression toward students who have friends of many races.

http://www.youtube.com/watch?v=MT0L1U-Rdj4

Many students that belong to racial minority groups often feel prejudices against them from other students and even teachers. “In 2003, white students made up 58 percent of the nation’s student population” (Oakes, pg. 6). This means about forty-two percent of students were racially minorities. White students are often more privileged by having more money and educational resources. Black and Hispanic students are stereotyped as dropouts because “in 2001 only 50 percent of African American students […] and 53 percent of Latino students graduated from high school” (Oakes, pg. 24). Asian students are considered smart and put into honors programs. Even though America is no longer segregated as a state, there is still racial tension in cities with a large numbers of low-income families. “In 1997, only 5 percent of segregated white schools faced conditions of concentrated poverty, compared with 80 percent of segregated black and Latino schools” (Oakes, pg. 16). Racial gangs threaten students who fear for their lives. Because of these gangs many students dropout of school because they no longer feel safe. Students segregate themselves based on race and refuse to be friends with students of other races because they consider them their enemies.

http://www.youtube.com/watch?v=GTvyMIBKuLM

Economic discrimination is when the state gives less money to schools in low-income cities and gives more funding to schools in high income, mostly white, suburbs. States care more about test scores than they do students. “Illinois and New York have the largest funding gaps between wealthy and poor children—well over $2,000 per student” (Oakes, 16). This means these states spend $2,000 more on wealthy students than they do poor students. Schools in low-income cities can’t even afford to buy books and supplies needed to teach; while schools in high-income suburbs thrive in newly renovated school buildings with textbooks and supplies to spare. Most of students who live in low-income cities are African American or Hispanic while students who live in high-income suburbs are white. Not all states have a spending gap between the wealthy and poor and many states are working to improve that gap to help all students.

The fact that discrimination both racially and economically still exists in America today is a sad truth. Americans need to be informed on this disparity and must take action to help our students. Students shouldn’t feel unsafe in schools but should feel welcomed to learn. Segregation in classrooms and schoolyards shouldn’t exist. Students should feel free to express their own opinions and creative thoughts, not stifled because of their race.

1/31/10 Snowboarding with OP at Big Bear

We went to Big Bear on Sunday to go skiing and snowboarding. This is a view from the lift <-- and this is a picture of my friend -->

favorite places

This is Makapu'u beach with a view of Rabbit Island.

This is a view from Pillboxes hike.