Running Head: Different School Models

Different School Models

Brenda Linville
EDU 650 Teaching Learning and Leading in the 21st Century Prof. Joyce Frazier

12/3/2013

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Type of School Interviewee Interviewer Process Total Population

School A Unity Christian School Private Christian School Teacher B, Teacher K-12 Brenda Linville

School B Bluff Elementary School Public School Teacher A , Teacher 5 Grade Brenda Linville E-mail, Face-to-Face
th

Differences/Similarities "While public schools are financed through federal, state, and local taxes, private schools charge tuition, or a fee, for students to attend, though rates and fees vary between schools. For the most part, private schools are supported by families that can afford them(Newman, 2013, 2.1).

Phone, Face-to-Face, Email 127 K-12 419 K-5 The biggest difference is the population of the school. School A's total population is about the size of School B's elementary population. School A serves many different communities while School B must stay within an attendance zone for the city. "Districts determine the attendance zone, or community, that will attend each school site, and students attend the school in that zone" (Newman, 2013 ,2.1). School A is partnered with upper class families in the community. Most families can afford to pay for school lunches. School A does not provide statistics for the school on the school website. School B is a Title 1 school, meeting criteria for NCLB grants to improve student performance. (Title I , 2013) Teacher ratio seems to look very similar, yet School B's student teacher population does not reflect class size. There is more Special Education teachers for School B. Class size for School A are approximately 10-15 students per class. School B's class size range from 22-30 students per class.

Demographics Caucasian population

14 communities, 40 churches 99%

26,800 city population 77%

% Free or Reduced lunches % Gender

>3%

74%

45% male 55% female

56% male 44% female

Student Teacher Ratio

10:1 My classroom ranges from 10 to 20 students per class period. Because we are a small school, I teach some grades together, nd rd th such as 2 , 3 , and 4 in one class.

11:1 Although we try to keep class sizes small, there are some teachers who have up to 30 students in the classroom at one time. I currently have 21 students in my classroom. At the beginning of the year, the th school hired a 5 grade teacher to keep class sizes under 30 students. Student behavior, a wide variety of potential and so little time to complete all tasks. Re-teaching, extended activities, one assignment can assess more than one skill. Procedures I have in place do not always address each

Key issues Facing

Different intellectual abilities within one room, also relationships between schools and families. Middle of the road assignments, average kids do not need my help, lower kids receive my help, effective kids can have challenges added to

School A and B seem to struggle with the differently abilities in the classroom. School B wanted to complete every task; School A was more concerned with the quality not quantity. While both schools wanted to address the issue of a broad mixture of intelligences in the classroom, they used different techniques to accomplish the objective.

How do you deal with the issues

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assignments. Role of Technology We have smart boards in each classroom; we use it as a resource tool, not one that takes the place of teaching. Technology is a tool that has become prevalent in our society. We use it so that students will be prepared to engage the world in which they will live. But it is neither the cause of, nor the solution, to any of the major issues of education. To use technology to overcome adversity and to use our minds to go beyond technology. student individually. Smart board, 5 laptops, 4 tablets, and access for each student to have a computer. We do many things on the computer.

School A uses technology as a tool to support teaching, School B uses technology to replace some of the teaching to help meet the needs of different intelligences. According to the NETS-S teacher are to "provide a vision of technology integration that promotes active student learning and engagement of higherorder thinking as they use technology to increase productivity, solve problems, conduct research, and communicate with others" (Niederhauser, 2007).

21 Century Skills

st

Students need to be able to read a large variety of texts in a large variety of contexts and comprehend them, even if the topic is not one that interests them. Students also need to be proficient in all kinds of technology. Reading

Today, teachers are faced with challenges to increase awareness and knowledge to students st using 21 Century skills. These skills are "deemed essential for student success in college and a career" (Mosenson, 2011). School A is focusing on a broad st range of skills to equip students to for the 21 century. School B is teaching students to use technology, but not to become dependent on it. There is great contrast between the two schools. Reading starts in lower grades K-1, possible that School A's K-1 curriculum focuses on reading much more while School B's curriculum focuses more on concepts. School A supports reading as a foundation to other core subjects. School B supports comprehension within reading and other core subjects. School A's teacher models behavior, School B's teacher focuses on teaching strategies to meet all intelligences. According to Howard Gardner's theory of multiple intelligences, "Each kind of intelligence focuses on a different ability that individuals possess" (Newman, 2013). School A and B believe the student needs to be active in the classroom, although School A does not follow a student center model. A teacher centered model focuses on the teacher's rules and procedures. They are the dominate leader in the classroom and expect compliance from the students. (Newman, 2013)

Area of needed support

Math/life skills

Most important skill

Reading/and the ability to think and tell the truth, and know truth from lies. I am a personal model, I do not expect my students to do anything I am not willing to do.

Comprehension

Classroom style of teaching

I use all the styles of teaching. I use them to meet the different lessons.

Role of students

The role of the student is to follow or receive guidance from one more experienced than they are. There has been a trend in education (and in families and churches) that a student's individuality should be the driving force behind their education. This is a false understanding. A student's individuality should be encouraged as we are all

Students role is to be an active learner, not a passive one. However the teacher needs to make sure students are active in their learning.

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image-bearers of God; this does not mean that the student should guide the classroom. Role of teacher The teacher is the educated professional and needs to be the guide. With regard to the learning process, there is no better way to learn than to teach. This is a well-known fact, but most don't see the parallel to the paradox Christ laid out; there is no better way to lead than to follow and serve. Therefore, the teacher is to serve the students by leading and guiding. The differentiated studentcentered model is what is taught, but it is not really happening in most places. I don't know that teaching has changed as much as the educational system and what teachers are expected to do. Anytime government takes control of an institution (like education) it gets worse. There are so many mandates to fulfill that I think teachers feel they are too busy doing the things they have to do (collecting data, filling out paperwork, learning the latest trends in education and standards) that they don't have time to teach. Dealing with students who are apathetic. Teachers role is to sometimes model, sometimes coach, and sometimes guide.

School A and School B believe the teacher is a guide. School A believes in a teacher centered model. School B uses both the student and teacher centered model depending on the activity. "In the teacher-centered model, students are generally perceived as passive participants in the classroom and the needs of the teacher come first. In contrast, the student-centered classroom focuses on the needs of the student. Students are actively engaged in making decisions in the classroom, including those about rules and procedures, and they have a level of ownership in their learning" (Newman, 2013, 4.1). School A has stuck to its traditional values for teaching, although they have recognized that the student centered model is being used more in public schools. School B has adapted to the student centered model by becoming a coach. School B stated that behavior is becoming more of an issue with the way of teachers.

How has teaching changed

Curriculum has changed significantly. Teachers are more often a coach to guide student learning than they used to be. Learning is more active than it used to be. Teaching is more prescriptive for each student. Students come to school with more behavior issues that teachers have to deal with.

Key issues you face

Finding resources for teaching new curriculum and dealing with behavior problems.

School A is dealing with behavioral issues more than curriculum issues; this may be due to the fact that School A is sticking to traditional teaching styles. School B finds it hard to obtain resources to teach the new curriculum. School B is also dealing with behavioral issues that may or may not be related to the new curriculum. Teachers face challenges in fully implementing the standards, there needs to be more professional development to support implementation. (Jenkins, 2013)

DIFFERENT SCHOOL MODELS Unity Christian School Unity is a private Christian school located in Western Illinois near the Mississippi River. The

school provides services for 14 surrounding communities and local churches. My interview was with the K-12 Art instructor, Teacher B. She was knowledgeable with school population, gender percentage, and financial capabilities of student parents. Teacher B holds many hats within the school; she teaches all Fine Art classes, Art History classes, she is also responsible for bus coordination, yearbook, and the school newsletter. Teacher B has worked for Unity Christian School for more than seven years. Bluff Elementary School Bluff Elementary school is one of four local elementary schools located in Clinton, IA. The school provides services for more than 400 students. Teacher A , 5th grade teacher, agreed to interview with me. She is one of five 5th grade teachers in the school. She is not trained in special education, therefore it is required that certified teachers for IEP students assist her throughout the day. Contrast and Similarities The comparison between public and private education can prove to be complex. The initial interview process with the teachers was the first indication of the multifaceted differences between the two schools. The private school teacher, Teacher B, was more available to complete the interview process in many different settings. On the other hand, Teacher A, from the public school, proved to be more challenging. Teacher A felt more comfortable completing the interview mostly through email exchange. She did not have time in her day to set aside for an interview. Her priorities focused on lesson planning, scoring, recording, and completing reports.

DIFFERENT SCHOOL MODELS Ideally it would have been interesting to have both women in the same room during the interview, to see how they would have related to one another through different points of view and for them to see that they struggle with many of the same issues.

After the interview, a reflection of how I developed my classroom philosophies made me realize that I tend to follow the teacher-centered model more than the student-centered model of teaching. Although, I also feel as if there could be a balance between the two teaching styles. I fully agree that the teacher should be the authority in the classroom, yet offer options for students to lead in some areas of learning. My philosophy of education stands in tack after the interview, I believe there is always room for learning within teaching. To be an effective teacher according to the NETS-S, teachers need to Facilitate and Inspire Student Learning and Creativity. This can be accomplished by engaging students in exploring issues using technology and promoting collaborative partnerships and reflections to clarify students' creative processes. Finding balance between teacher-centered and student- centered classrooms can also be achieved by following the NETS-S, Design and Develop Digital Age Learning Experiences and Assessments. By developing the objectives for the lesson and designing the lesson to use technology, I can allow the students some control over their learning. Customizing lessons and learning activates can also addresses the diverse learning styles of the students. (Education, 2008) I would like to research more on the behavior issues and how they reflect the different styles of classroom management; teacher-centered vs. student-centered classrooms. Teacher centered classroom management requires students to depend on the teacher for direction and discipline which also leads to student compliance. Student centered model classroom management allows the students to assume some control over the rules, procedures, and decisions made in the classroom. (Newman, 2013, 4.2) The question remains, "Is there a correlation between negative behavior and authority given

DIFFERENT SCHOOL MODELS to students?" and "Is there positive behavior between teacher authority and compliance resulting in positive behaviors in the classroom?" Within the classroom that both teachers stated that the most serious is the issue of negative behavior. Negative or positive behaviors must be dealt with immediately. Rewards or praise should be

issued for positive behavior and consequences should be given for negative behavior. Dealing with each student individually is also a key component to managing behaviors. Each student should be addressed separately; punishments or consequences should not be handed out for the class as a whole. To help maintain control and authority in the classroom, it is essential to keep the students engaged in the learning process. Using technology to help engage a student in the classroom is a key standard that teachers must address as we move into the Twenty-First Century. When comparing private to public schools, the issues with students are virtually the same. Teachers must be able to address multiple levels of intelligences, as well as deal with behavioral issues in the classroom. Maintaining student engagement can prove challenging when dealing with classroom management, lesson planning, and assessments. By following the standards set for teachers in the International Society for Technology in Education, teachers can better address teacher responsibilities, as well as student responsibilities. Students need to be inspired by the teacher and be engaged by expanding their knowledge through both face to face communication as well as virtual environments. Teachers need to design and develop learning experiences that provide students with tools to foster student learning and creativity. It is essential for teachers, whether in public or private education, to promote student engagement, inspire creativity, model digital responsibility and citizenship by participating in professional leadership conferences, and being a teacher who demonstrates a desire to be a lifelong learner. (Education, 2008)

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Reference:
Title I . (2013). Retrieved November 4, 2013, from Clinton Community School District: http://www.clinton.k12.ia.us/pi_title_1.cfm/ Teacher A. (2013, November 6). Teacher. (B. Linville, Interviewer) Education, I. S. (2008). National Education Teachers Standards. Retrieved November 2, 2013, from ISTE: http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2 Jenkins, S. a. (2013). The missing link in the CCSS initiative: Professional deveopment for implementation. Academy of Educaitonal Leadership Journal, 17(2), 69-79.Retrieved from http://search.proquet.com/docview/136820481?accountid=32521 Mosenson, A. B. (2011). Teaching 21st century process skills to strengthen and enhance family and consumer sciences education. Journal of Family and Consumer Sciences, 103(1) 63-69.Retrieved from http://search.proquest.com/doview/887107514?accountid=32521 Newman, R. (2013). Teaching and Learning in the 21st Century: Connecting the Dots. Niederhauser, D. S. (2007). Evidence of NEST-S in K-12 classrooms: Implications for teacher education. . Jounal of Technology and Teacher Education, 15(4), 483-512. Retrieved from http://search.proquest.com/docview/200075990?accountid=32521 Teacher B (2013, November 2). Teacher. (B. Linville, Interviewer)