Corinthia Myrick

       I am a firm believer in Dewey’s theory. I believe children learn best when they are in collaboratively experimenting on different concepts especially in reading. Dewey’s theory makes the child critically think, instead of being completely dependent on the teacher. Children can communicate with each other different creative ideas while it is fresh. I believe children would benefit more when the teacher teaches them concepts and the students can elaborate and show creativity as long as the concept doesn’t change. It creates an equal and fun-filled learning environment where children can be themselves and learn to the best of their abilities. Imagine a cub coming into the world trying to learn the ins and outs of the forest. The black bear has her cub and nurtures it for the first few weeks, but the cub now has to survive the harsh life in the jungle on its own. The mother bear doesn’t nudge the bear to follow in her steps. She goes to the river and gets a fish. She eats the fish without serving the cub. The cub is confused and cries. The cub watched his mother eat berries and fish in the forest for about three hours before he jumped in the pond to rescue his own dinner. The cub found protection against the harsh weather watching his mother. Before his mother knew it, the cub wasn’t a cub anymore and was surviving harsh storms and feeding her as she taught him when he was younger. I stated this short story because it effectively describes my philosophy of reading and my journey through this program in education. It is inquiry-based learning at its best and I believe people learn through experiences. This is how I’ve centered my education through the program and instruction and professional learning in the classroom. 

       I think my professional learning in this program has helped me in teaching diagnosing students in reading. Prior to taking several reading courses in this program, I was exposed to reading diagnosis but the texts were not as practical for diverse learners. Acknowledging the new information given in these courses, I believe that I’ve made continuous gains in instruction because it is now organized and practical for both myself, and the students. One of the best parts about teaching reading is being able to watch the students grow. This program affirmed my teaching strategies. Teaching vocabulary and basic comprehension strategies is essential in student development and learning. I use vocabulary in my math and science class to provide support to reading comprehension strategies. I did not realize that vocabulary development played such an instrumental role in the reading process. Working with several pieces of data confirmed that this practice was correct. I will continue to use this method while teaching the STEM and Engineering courses at my school.  

            In the beginning of the semester, I mentioned in a discussion group that the foundational skills of reading are vital in reading development. In particular, phonics was the most important. Now, I have a minor shift in thinking. I believe all of the reading domains carry a specific and significant purpose because they are interrelated. Comprehension, fluency and phonics work together heavily. If the student is unable to decode words it will be hard for them to master comprehension strategies. I am not questioning the way teachers and reading specialists monitor miscue analysis. I think this was most awakening part for me as an educator because I may have graded a few papers incorrectly because of the misconceptions with the grading procedures with miscue analysis.

         As I matriculated through the semesters, I was introduced to my most favorite course, Critical Reading of Children’s and Young Adult Literature. I  started to grasp a deeper meaning of comprehension and how to be critical of the text. This in turn will help the reader understand what the author is saying and doing. According to Oxford English Dictionary, critical is expressing adverse or disapproving comments or judgments. Critical is also expressing or involving an analysis of the merits and faults of a work of literature, music, or art. Critical derives from the Latin word criticus,  which means fit or suitable for decoding, and or capable of judging. “Latin is the language of diplomacy, professions, and higher learning.  But the focus of education shifted from training for the Church to the general acquisition of “literature,” in the sense both of literacy and of cultural knowledge.” The word critical came about in mid-sixteenth century. During this time, “English remained somewhat peripheral on the continent, it had been transformed into an immensely powerful expressive medium, as employed by Shakespeare and Marlowe. This movement is now known as the Renaissance which unleashed new ideas and new social, political and economic forces that gradually displaced the spiritual and communal values of the middle Ages.” Authors started to create beautiful images to (re)present their writing in that era and to produce images to stand against time. It is important to be able to read critically in order to teach how to read critically. While being critical with reading it requires you to evaluate the arguments in the text. One would need to distinguish fact from opinion, and look at arguments given for and against the various claims. This also means being aware of your opinions and assumptions (positive and negative) of the text you are reading so you can evaluate it honestly. It is also important to be aware of the writer's background, assumptions and purposes.

        This Masters program has also guided and shaped my thoughts on being an administrator.  The second course with the heaviest impact on my learning was Leading Teacher and Student Learning. I was given the opportunity to study a local school and diagnose the problems that affect and effect the learning environment. The school I chose to study is currently placed on the watch list for under-performing schools. This school is a Title 1 school. It is a federally-funded program designed to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments. This school is also considered an inner-city school serving about 98% of the students with free or reduced lunch. After observations I noticed several problems hindering growth at the school. Communication is a factor that hindered ongoing professional learning and growth for teachers. The teachers have great ideas for activities and lessons, but do not share them with other teachers. There are also classes without follow up. The school policies lack support, which ultimately affects teacher attitudes and willingness to participate.Another condition that hinders the professional learning and growth for teachers at this particular elementary school is the scheduling of meetings. A teacher experiences a lot throughout the day such as fatigue, behavior problems, and trying to meet unrealistic expectations.

      As a result, during planning time, most teachers are zoned out and not paying attention. I realized with all of these problems, there had to be a solution.  I came up with a list of possible solutions but I only thought about how teachers felt. My train of thought started with receiving support from administrators who recognize the need for learning and growth in the areas of need. A factor that would enhance the ongoing professional learning and growth for teachers this particular school is providing resources in the classroom that can actually be used. A lot of the resources that are given to the teachers at the school are not being used because some teachers do not have the proper training to utilize the resources. 

After listing the complaints of the teachers I started to attempt to think like an administrator. I decided to list possible solutions for the problems hindering the teachers’ professional growth. First, I wanted to start by enhancing the communication, scheduling, and excitement around the school. Next, I wanted to provide a variety of professional learning activities that will benefit all needs. Then I would suggest opportunities to work (teacher-planning) during the school day. Finally, revisit and modify the master schedule to accommodate needs of the school. This in turn would create a stress free environment for the teachers. Statistical data would improve and it would be a more hands-on learning environment because teachers would be able to plan effectively.

      I realized teachers are the heart beat of the school. If the administration and the teachers are not acting as a unit, the whole morale of the school will ultimately fall apart. As a teacher apart of the governing body, one must maintain an open mind to make monumental shift to make successful changes with the school. Scheduling plays a huge factor in the structure and development within the school. If the extra support cannot assist classroom teachers, the idea of having a push support becomes useless. Professional development that is useful can benefit teachers. It is important to find a variety of strategies to meet the needs of students because although students are targeted a low performing, those students may face a deficit that needs immediate hands on intervention oppose to using standard based interventions to meet their needs. I was completely turned away from the thought of being an administrator. I mentioned this whole process because it was tedious and it was a culminating piece of all three of my courses dealing with administration and post-secondary education. 

      The last and most important resource I’ve gained from the program at Michigan State University is the use of on-going technology, which I was able to shape in a course prior to Capstone Seminar. This course was Concept of a Learning Society. Unfortunately, in such a technology driven economy, educators are forced to teach these in depth technology strategies. It’s more than a 21st Century problem. I was totally opposed to using so much technology. I realize now, it goes back as far as Plato (with the written word), Gutenberg (with the printed word), Shakespeare (with handheld devices - read the book to understand what "tables" are), Thoreau (with rail and electricity connecting people), and other historical figures. The methodology is strong, however the push within the Common Core curriculum forces educators to push technology in the lessons. Now, I incorporate technology in every lesson plan. The use of the interactive board has become the most engaging piece of instruction with various learning styles. Ideally, the technology should ultimately become unseen, in working through the process of learning in which it is.

      This program shaped my thinking. It is up to the teachers to fight and reconstruct how these students are taught and most importantly, remember where we started as educators. I found that I am not interested in losing the benefit and the intrinsic rewards of teaching students and adults. So often we become complacent in the lost art of education and forget the real meaning and joy that comes behind shaping and sculpting the minds people. After research in several classes, politics have pushed the educational system into turmoil, widening the achievement gap with specific minority groups. 

       For instance, the same resources aren’t provided in the across school districts. Achievement gaps go deeper than what we see on the surface like the school-to-prison pipeline. For example, a single mother may have to work an excessive amount of hours just to make ends meet which leaves little time for her to actually rear her child and make sure they are on top of their school work. Poverty might force a teenager to have to abandon school prematurely to help pay bills. These financial hardships tear families apart because both parents are being overworked, or being swept into crime. This affects the psyche of children by hindering their ability to develop trusting relationships with adults. This also can prevent children from learning and trusting their teachers to guide them in the right direction.

       After reading all of the affects in the delayed development of students reading and the achievement gap, my values in being an educator have not waivered. Being inside the classroom, instead of the administrative side, is my heart’s desire. I am fortunate enough to have gone through this program to challenge my thinking. I felt uneasy about certain discussion topics, but the open forum gave me various perspectives from people around the world. I’m grateful to have strengthened my philosophy of teaching and my philosophy of reading. One thing I know to be true, every child has a right to a free and equal education. As long as I am an educator, I will put my best work forward and shape and mold my students in the way this program has done me.  Stepping foot into the field of education is the best most earth-shattering decisions I’ve made thus far. The life lessons that are being taught are unprecedented. The pride I’ve gained in the program of such an arduous task is unparalleled.  Education supports my vision and every day my students give me a reason to fight for more.