You’re Invited: Celebrate Teachers & Teaching

logo-highres-wide-031113We all know that teachers do some of the most important work in our society … but perceptions about teachers and teaching are not always so kind.

The central importance of teachers to the success of our youth and our region’s continuing economic and social development is misunderstood or, often, overlooked.

As a result, the Education Deans of Greater Milwaukee (EDGM), a collective comprised of deans from nine area higher education institutions, has instituted a celebration honoring the work of teachers in the Milwaukee area. The event is open to the public and all who support the work of teachers are encouraged to attend.

Join us for an evening of celebration honoring outstanding teachers in the Greater Milwaukee area.

Celebration of Teachers & Teaching
Thursday, October 16
Alverno College Conference Center
3400 S 43rd St
Tickets: $25*

Festivities begin at 6:30 p.m. with heavy appetizers and a raffle-style auction
Brief awards ceremony will take place at 7:30 p.m.
Cash bar will be available

*Each admission includes appetizers and 10 tickets for our Celebration of Teachers & Teaching silent auction, which includes gift cards and items donated by: Afro Fusion Cuisine, Alverno Presents, Becky’s Blissful Bakery, The Chef’s Table, Comet Café, Evolution Gastro Pong, From Milwaukee with Love, Great Lakes Distillery, Harley-Davidson Museum, Indulgence Chocolatiers, Marcus Hotels & Restaurants, The Milwaukee Art Museum, Milwaukee Food & City Tours, Nueske’s, Patricia O’Brien & Co., Present Music, Purple Door Ice Cream, Rishi Tea, The Ruby Tap, Skylight Theater, SURG Restaurants, The National Café, Transfer Pizzeria and Cafe and Wolf Peach Restaurant.

ALL PROCEEDS from this event will help to establish an EDGM fund to promote teacher professional development and advancement of the reputation of the teaching field.

Myers-Briggs: A Method for Differentiated Instruction

MyersBriggsTypesBy Clare Hulsebosch – As a high school student, I always struggled.

I did not struggle with understanding content or the difficulty of material being taught. On the contrary, I never could stay engaged or understand the point to getting a good grade. The issue was not my teachers. I actually had tons of amazing teachers in high school that engaged most students.

I struggled with something different than them.

The summer in between my freshman and sophomore years at Marquette, I took the Meyers-Briggs test. My whole family decided to take it when my older brother came home from his first day of work, and he told us how scarily accurate it was. At first, I thought it sounded kind of ridiculous. I thought no 72-question test could accurately pinpoint who I was—but then I took it.

Every description was spot on. It explained why group work was only ever detrimental to me, but was very helpful for my twin brother. The test explained that I work best with a goal in mind, which is true, because I find the idea of grades, bonuses, and promotions arbitrary. I do work because I want to do something that benefits other people, not because I get something out of it.

It completely changed how I studied and looked at school, but it also helped me see how the field of psychology can help me in my classroom.

Tests, like the Myers-Briggs, could be a great way for teachers and students to get an idea about how differential learning could be applied in the classroom. The teacher knows which student will be an INFJ (Introverted, Intuitive, Feeling, and Judgmental) versus an INTJ (Introverted, Intuitive, Thinking, and Judgmental). These students may both seem similar, but INFJs are actually people-oriented introverts, so they often learn best by observing in a group setting. INTJs are idea-oriented introverts, so they get very intense about different ideas or theories.

My mom explains it by differentiating between the nurse and a doctor in a room. Both are vital to the workings of a hospital, but different types of people are suited for different jobs. The nurse wants to help the person and make their time in the hospital as comfortable as possible, while the doctor wants to solve the problem – their patient’s illness. One works to help the person, and the other works to complete an idea. They are both working towards the same goal though—the patient getting better.

This difference could be instrumental in teaching students. It could help a teacher decide how they approach a book when describing a concept, or how they group students. Instead of grasping at straws when looking for various methods of differential learning, personality tests could give a teacher a solid base of where to start.

Going Along for the Ride

from the blog www.stuckincustoms.comBy Clare Jorgensen – Preparing for my field experience feels like I’m preparing for a big trip.

I’m making up appropriate outfits, I’m mentally picturing what the classroom will look like, and I’m getting any supplies ready that I might need. Like any “trip,” I have a mental itinerary showing how everything should go, and I know I must get as much as possible out of this experience. Any trip should be fun and fulfilling, and I should be able to experience something new.

This mental image is of course the ideal situation where I have a grasp on everything when I get there, but I know that will not be the case.

The truth is that I have no idea what is going to happen when I am at the high school I have been assigned to this semester. While I may dream of an absolutely perfect classroom where all the students will be attentive and have halos over their heads, I must grasp reality. After all, I am going through field experience so I have the opportunity to visualize what I must do when I become a teacher. This may include how I deal with students or how I teach certain lessons. It would be amazing if I knew what was going to happen this semester at the high school, but time machines do not exist yet.

I need to have an open-mind and use what I have been taught in the last year in order to get the most out of the experience. It is important to prepare for many mistakes and to learn from those mistakes. This will be a fun and fulfilling experience, and like the trip I imagined, I know I will experience something new and exciting, but there is of course more to it.

Instead of imagining myself going on a planned trip, I should think of this experience as an unexpected road trip. I will not know what turns I will take, and there will be some bumps along the way. However, I will enjoy the ride and realize at the end how important and fun the experience was.

All I have to do now is get in that car and start the engine.

Insights From a (Second Year!) School Counselor

second-yearBy Sabrina Bong – This time last year, I was sitting in my brand-new office, highlighter in hand, studying a map of the school.

That makes me sound a little crazy, but I had just spent half the morning running around with my then-6th grade students, looking for different classrooms. Even though my students were aware that I was just as new to this building as they were, it was still embarrassing walking down random corridors before announcing, “Oops! Doesn’t look like it’s this way,” and doubling back down a main hallway. Hence, the map. We had just gotten maps of the school for Open House, and I had been able to snag one a few days early.

Fast forward a year. This year, my students (and I) are much more at ease with the building. All of us can walk around the building and, for the most part, know where classrooms are. Let’s just say that my students have developed some sort of confidence over summer. Maybe I have as well.

The funny thing for me is that we have a new counselor at my building. She isn’t a novice to the counseling thing, but she’s new to the district. A lot of my coworkers have been saying, “Oh, it must be weird seeing a person’s first year from THIS perspective,” meaning that I am no longer viewing that first, terrifying year from a first-person point of view. And to be honest, it is a little strange. I am watching Katie try all of these new things and learning all of these concepts in a strange, deja-vu sort of way.

I know exactly what it was like sitting through my first staff meeting. I clearly remember sitting down and learning how to use some of the computer programs. I remember meeting with someone about the curriculum we deliver in class. Only this time, I am the person teaching these things. I am teaching computer programs and curriculum. I am not only participating in staff meetings, but I get to help run a meeting once a month.

But the biggest change has been how much I’ve grown (not physically — although I still dream of the day I will be over 5 feet tall!) Over the summer, I have seen how much my students have matured. Many of them are now beyond the drama. They problem-solve on their own and move around the building with more confidence and assurance. But I’ve realized that I am the same way. I no longer walk through the school in a tentative, hesitant manner. I walk with confidence, because I know where I am going. I give more eye contact. I find that I am able to talk to staff much more easily than before.

And the best part? I feel more confident. I can make decisions without analyzing every single nuance.

This year, I am sure, will be a journey. It is the dawn of my second year, the year for me to make my mark and really come into my own. I hope I will get the chance to see my students do the same. I am really looking forward to it!

Tuesday Trivia: September 16, 2014

How much do YOU know about Marquette University and the College of Education?
Test your knowledge (and win cool prizes) every Tuesday!

TuesdayTrivia

What was the name of the Marquette alumna and longtime MPS teacher who donated $2 million estate gift to the university over the summer, half of which went to the College of Education?

 

Claim your chance to win by leaving the correct answer in the comments section below anytime today between 7am – 11pm. And don’t be afraid to play, even if someone has already posted the right answer! One winner will be randomly selected from ALL correct answers and announced the following day.  The winner will be posted on our Facebook page and notified by email.  Please note that you must have a valid email address listed in your comment or WordPress profile to win.

Starting the Year Strong: Five Things to Accomplish before the End of September

5-Things-I-Wish-Id-Known-Before-Becoming-a-Consumer-Advocate1By Nick McDaniels – Another school year is here! And I am excited.

My students are amazing. Some of them I am teaching for a second or third year. I am more comfortable with my preps, teaching the exact same schedule two years in a row for the first time in my career. But with all this excitement and comfort, I still need to remember that there is a lot of improvement to be done, for me, and for all teachers. A little universal goal setting goes a long way for us professionally.

So here’s my take on five things I, and every other teacher, should try to accomplish by the end of September.

  1. I should have spoken to, emailed, US mailed, every parent/guardian of every kid on my roster. These relationships are critical to the long term success of my students.
  2. I should have planned at least one exciting field trip/experiential activity for our students at some point this year. With the increase in testing and decreasing in funding, such experiences are becoming rare without significant teacher initiation. Our students deserve learning outside of the classroom.
  3. I should have had multiple serious conversations, and planned lessons around, the “after-me” prospects of my students. For my seniors, this means talking about college and the world of work and what they need to get ready. For other students this means getting an understanding of what students need for the next year and discussing those things with students.
  4. I should have heard significant contributions from every student in my class during discussions. If by the end of September, I can’t recognize someone by their voice and voice alone, I am not engaging ALL of my students enough.
  5. I should have be sure to have looked at the PARCC test samples and critically examined how it will impact my students. PARCC is here. It will take time away from teaching and learning, but it is a gatekeeper, for teachers and students. How can we tackle it, move beyond it, and begin to teach again.

I’d say, at the beginning of every school year, if I have set and met these goals by the end of September, the year will be a good one. So here’s to it.

My Journey So Far as an #MUEducator

Im-so-excitedBy Amanda Szramiak – Words cannot describe how excited I am to officially be considered a “blogger.” I keep telling people I “blog,” and I feel so hip.

But, since this is my very first blog post,  I thought I’d start by telling you a little bit about myself and my journey so far as a Marquette Educator.

I came to Marquette in the fall of 2011 not knowing exactly what I was going to do with my life. I was not sure of what I should make for breakfast let alone decide my career path. I started off a Communications Studies student.  I thought I would get a variety of knowledge and options from this pretty broad major. I went back and forth my freshman and sophomore year deciding if I should stay in the College of Communications or switch.

One day, I was at my home helping my eleven-year-old sister with her homework. We were doing math, and Cassidy finally “got” the material she was struggling with.

You know those moments in life when you stop and say, “AH-HA!” ??  That was one of those moments for both of us.

When I got back to school, I went to meet with the Undergrad Advisor, Tina McNamara, and I knew I was doing the right thing.

Can I give a shout-out in my blog post? Because if I can Mrs. McNamara definitely deserves one!

In the College of Communications, I never had that relationship with my advisor, and I never really felt quite right. But, once I had that meeting, I felt at home.

Even though changing my major late set me back for graduation, I could not be happier with my career choice. And, with every education course I take, I fall more in love with my major. I look forward to sharing my love for education with all of you!


What is a Marquette Educator?

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