Can I just
go to Finland and Singapore and intern for a few years? I would even be willing to do it for free
(kidding - halfheartedly). It is so
inspiring and hopeful to see what amazing things those countries are doing for
education. I believe our nation is
making some initial shifts towards these models, whether it is enough or focused
in the right direction is debatable. However, these shifts are making it possible
for me to do more for my students on an individual level even without state or
national supports. I teach Kindergarten.
The only Standardized test that affects Kindergartners is the IRI. As long as my students can say letter names
and sounds and decode a little, I really am free to create and develop my
classroom curriculum. (Fortunately, I
have a principle that supports and trusts me to be a professional!) I feel very little pressure to teach to the
test. The CCSS gives us a National Curriculum, like Finland. I use the national
curriculum of CCSS and Practice Standards to guide me, but how I get there
depends upon the needs of my students. I identify the needs of my students by classroom
assessments. I know that my assessments and following lessons are not as
developed as those in Finland and Singapore who have opportunities to
participate in quality PLCs.
The lack of
backing and encouragement from the political arena, places us as educators in a
unique position. What we can and will do
for our students is dependent upon our own personal educational code of ethics
and perceived responsibilities. Like
Finland and Singapore, I believe continued development of the teacher is key to
student success, as shown by my efforts in seeking out a master’s program. I only teach half-day, so fortunately (or unfortunately,
depending on how you look at it), I have personal time to donate towards my own
professional development. There are many
ways that I have and will continue to improve myself as an educator. I can
continue my memberships and readings published by professional organizations. I
can search out resources and online communities to answer questions or address
issues I face in my classroom. I am
coming to understand the importance of action resource within my own classroom. I need to continue to make efforts to modify
and improve my instruction from what I learn.
I also need to make efforts to reflect on what I am doing and the effectiveness
of it. This is hard to do independently.
I can actively search for others interested in collaboration to help
make this easier.
Both Singapore
and Finland have a government that supports education. They have done much in
the past that has built a level of respect and trust from the community. The lack of support from politicians and
sometimes the community in our country, forces me into a PR role that those
nations’ governments fulfill. I acknowledge
it is impossible to wear all hats successfully, but I can do a little bit. I believe that as individual professionals in
the U.S. we do what other nations’ educators do collectively with support from
their political system and community. Using
Finland and Singapore as positive educational models validates the efforts I
have made and encourages me to continue to improve as a professional educator.
I very much agree with your thoughts. I implemented CCSS this year in my classroom, at least as much as I could. I still have lots of room to improve and it will take time to reach total fidelity. I think there is always lots of steps in the journey when you make changes in curriculum or teaching methods. I feel very much like educational practice is shifting back to meaning driven teaching with the focus being engagement in learning and lots of real life, hands-on teaching and learning. I dusted off lots of my Math Their Way games and activities and pulled out many expository texts and talked and discussed with my students more often. When given the opportunity children in any country turn on their curiosity and let is flow. I, too, am blessed with a principal that believes in my decision making skills and teaching ability. I do feel pressure to get all of my students to the proficient level on our high stakes test ( IRI),but I recognize that as the floor and definitely not the ceiling. There were many positive things that I read and viewed about other countries that I know happens where I teach ( my school, my district) too.
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