GET RID OF THE ZOMBIE SYNDROME

QUOTE:

"We must ensure that students are not merely physically present, coasting from class to class in an unspoken agreement with adults to behave as long as the challenge remains low." p. 382

REFELECTION

Get rid of the “zombie syndrome”. Our jobs as teachers in a perfect world should be easy and stress free, however this is not the case. We do not live in a perfect world and as a result, we are faced with a myriad of personalities and can never use the same approach to teach. Students should be able to respond, react and interact with the material presented to them. They should not however be subject to robotic treatment which is monotonous and a bore. We as teachers should actively engage students in tasks which will encourage them to challenge and not just accept the concepts and information presented to them. It appears that the students have been trained in an authoritarian system where all teachers assume the role of dictator. With this attitude we as teachers are not forced to work and therefore the students are not forced to learn or even think critically.

GROUP REFELECTION

After reading the chapter, and discovering various comprehension strategies, we noted that as teachers we had only employed a few within our classrooms. We did not realize that there were so many strategies, and as a result came to the conclusion that we might have failed our students unconsciously.

We could only defend the fact that we only remembered tapping into students’ prior knowledge because we somehow felt it necessary to do so for specific topics, as well as allow them to make predictions and ask questions. We were unaware of these practices, and to top off the cake with icing we were never really given directives as to how to perform certain tasks.

We allowed them to visualize, ask questions and make connections by asking them to draw or dramatize a particular aspect of a play or novel we were studying and they would mot frequently transpose it into their everyday situations. We always provided opportunities for practice and gave demonstrations although at times we were scolded for it.

Furthermore, we believe that although we tried, we did not try hard enough. We have considered the fact that we all need to employ new teaching strategies and attempt to incorporate all the cognitive processes to enable our students to be better strategic readers and writers. As much as we suppose we have failed the students, we think that other teachers have done the same in this regard, and that new measures should be implemented in an effort to aid the students in developing the foundation for acquiring knowledge.

REFLECTION #2

Am I a strategic teacher? The question, if you were to rephrase it, seeks to ask me, was I an effective teacher? After much denial, I can admit that I was NOT and probably NEVER HAVE BEEN a strategic teacher. Although at times I suppose that unconsciously, I experimented with a few minuscule strategies, most which I probably did correctly were always by way of accidents.
I FEEL BURDENED WITH THIS THOUGHT. I was never aware of ¼ of the strategies that we are currently examining, and it leaves me to ponder on a very disturbing issue:
v Have I really failed my students?
v Are they aware that I failed them?
v Do they blame me?
Because I blame myself and I can tell you I feel guilty and as a result have been bearing such a burden and this was one of the main reasons I decided to attend Teachers’ Training College.

At times I have been guilty of becoming frustrated when students did not understand a concept, however I now realize that probably I did not try hard enough. Although there were times that I had sat in other senior teachers’ classrooms to observe their practices, I must admit that none of them practiced any of these strategies although they had all been to Teachers’ Training College.
Moreover, in my frustration, I believe that I had neglected some members of the class and cast them off as lazy, and they in turn would have disturbed the class. I then realized, that it was not that they were incapable of learning, they had a mental block towards the subject, and I had to find ways which would engage them in the subject. I had to find a way and still have to find other ways to do more.

I know I was a good teacher but I never really analyzed the idea of strategic. The concepts I taught and the ways in which I did it were purposeful, but now as I reflect, they were hardly strategic. I know that I have a long journey to tread but I am persistent and confident that at one point in my teaching, I will stumble upon a great epiphany which will enlighten me and aid me in facilitating more engaging and authentic learning experiences for the diverse students who enter my classroom, which are purposeful as well as strategic.

I can imagine that every child has the potential to learn therefore we should make the concerted effort in getting them there. I do not think it should rest solely on me but it should be a collaborative effort, among teachers and teacher, teachers and parents, teachers and students and parents and students. Everyone has a part to play. In addition, there are foundations which students should have learnt in the earlier stages as supported by Chall’s in the stages of reading development. If students have not acquired a skill, why should they be sent up and allowed to continue? Teachers as well as parents need to make the initial effort. Take a stand and help them get there before they can actually get there. (If you know what I mean?)

I am truly sorry for the mixed perceptions but this idea of “strategic” is a little new to me. I’m trying and I hope I get there soon.