Archive for the 'My Marquette Experience' Category

Welcoming Dr. Lynne Knobloch-Fedders to the COED Family

The Knobloch-Fedders Family

An undergraduate alumna of Marquette University, Dr. Lynne Knobloch-Fedders is returning to her Wisconsin roots this fall and joining the faculty of the Counselor Education and Counseling Psychology department. We’d like to take a moment to introduce her so you can get to know her better!

COED: Tell us about yourself!

Lynne Knobloch-Fedders: My husband and I met at Marquette, and we are both proud undergraduate alumni. After receiving my Ph.D. from Miami University in Oxford, Ohio, I served on the faculty at The Family Institute at Northwestern University, a clinical and academic institute which specializes in couple and family therapy, for 16 years. I am thrilled to be returning to Marquette, to join the academic community I came to cherish as an undergraduate.

My husband and I have three children, Kathryn (9), Carsten (6), and Sophia (4). They are very fun, but keep us very busy! In the free time I do have, I love gardening, playing tennis, swimming, and taking long walks.

Where did you grow up? Are you new to Milwaukee?

LKF: I’m a Wisconsin native (I grew up in Oshkosh, and my husband is from Sheboygan). We are delighted to return home to Wisconsin to be closer to friends and family. I love Milwaukee and can’t wait to explore the changes that have occurred in the city over the past few years. I’m also a huge fan of the Milwaukee Brewers and Green Bay Packers, and we are looking forward to attending Marquette basketball games as a family.

What is your favorite educational experience?

LKF: As an undergraduate at Marquette, I learned how to embrace the social justice mission of the Jesuit educational tradition. I am looking forward to contributing to that mission as a faculty member in the College of Education.

My faith is also very important to me. Marquette is where my Catholic identity was fully formed, and I am very pleased to be able to rejoin the campus faith community.

What do you see as an exciting opportunity for this upcoming academic year?

LKF: I am looking forward to the opportunity to reconnect with the Marquette community, and meet students, faculty, and staff from around the university. I’d also like to build research collaborations across the university and within the greater Milwaukee community.

What drew you to Marquette and the COED?

LKF: I love Marquette. I am so proud to able to rejoin the Marquette community, and to be able to work alongside the many talented students, faculty, and staff of the College of Education.

Dr. Knobloch-Fedders will teach “Family Counseling,” “Research Methods,” “Intermediate Statistics,” along with “Evaluation and Measurement.” Want to know more about the College of Education? You can learn more about our new faculty and degree programs by visiting us today!

Year One: Complete

Denali_Mt_McKinley

By Danny Smith

Waqaa!

So I feel as if I start all of these saying how much better I’ll be about posting … blah blah blah…well, I don’t have to do that because it is summer and I am back to living the same boring life you all lead! I have been done for about a month now though, and have been back in the lower 48 for a few weeks. I have been sitting here wondering what I would write about and how I should write for the last few weeks. I think that this post will again be reflective, but before I do that, I want to list all of the new things I have tried or done in the past year:

New Foods Tried:
1. Akutaq
2. moose (dried, sticks, stew)
3. muskox (stew, chunks)
4. fish, dried (halibut, smelt, pike, whitefish,salmon, probably a ton more)
5. fresh and wild berries (cranberry, blueberry, salmonberry, blackberry)
6. seal oil
7. seal
8. shelf-stored milk
9. bird (duck, crane, goose, ptarmigan)
10. and the most important from an Alaskan’s P.O.V.: Tillamook Cheddar Cheese

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New Things Attempted:
1. halibut fishing (proceeded to give to an elder at fish camp)
2. camping
3. salmon drifting (then used that salmon as bait for halibut)
4. wearing waders
5. holding a rifle
6. maqii (steam bath)
7. teaching by myself
8. running a student government
9. fundraising for a senior trip (despite it not working out)
10. trick-or-treating as an adult and walking into homes instead of knocking
11. speak a new language (Yugtun)
12. waking up at 6AM to fish alone before school
13. living without wifi at home
14. water conservation
15. -60 temperatures
16. seal skin/fur hat (never knew that fur was more than just for style)
17. SIOP lesson plans
18. Word Wall
19. casual conversations with students about firearms…
20. hauling water
21. riding in a sled of mail being pulled by a snowmachine over a melting river
22. riding on the back of a snowmachine
23. calling snowmobiles snowmachines
24. raising my eyebrows instead of saying ‘yes’
25. Iqmiik (aka black bull, or the native chewing tobacco)
26. flying to district trainings
27. not going through TSA to fly
28. Amazon Prime taking 2 weeks to deliver
29. paying $100 for a couple things at the store
30. boardwalks instead of roads

There are a ton more things I could add, but cannot think of at the moment, but there they are: 40 new experiences in the course of a year. As far as reflecting back goes, I’ve realized while writing this post that those lists kind of summarize my experience. I’d love to sit here and reflect on teaching practices and such, but that would get quite boring for the majority of you. As far as teaching goes, though, I will be spending the month of July working on lessons and such — many of which I have to just completely abandon and re-make due to how poorly designed they were. I think knowing our curriculum now and knowing my students and how they learn as individuals will benefit me tremendously going into next year.

As for my plans on staying or leaving is concerned, I have not made a decision on that. This upcoming year will definitely be the determining factor. My plan at the moment though is to be present (elders will tell the younger community members this often: to just be present in the moment and in my words, observe and absorb) and take things as they come, and then evaluate at winter break.

As far as this blog goes, I will probably keep it going throughout next year as well based on how popular it was among you all this past year. However, I am going to be realistic and not claim to have a post every week or every other week. I WILL try to keep it up once a month, or at the bare minimum bi-monthly.

I hope you have all enjoyed this year with me and have a great summer!

 

Home Safe and Sound… But Changed

use 3The students from our first-ever, COED-led study abroad trip to Peru have returned! After a month in Peru, all seven students have written extensively on their experiences as part of the course. However, you’ll find that their adventures outside of the classroom were just as educational.

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Read on to learn more about Claire, Addy, Sara, Amy, Liz, Amy, and Carrie have learned in their own words!

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Get Involved: From Milwaukee to Cape Town

By Charlotte Adnams

Something that I really appreciate about Marquette’s College of Education is the immediate immersion into the elementary, middle, or high school settings. Throughout these couple years, I have been able to work with students of different age groups, diverse needs, and school districts across Milwaukee. Because of these experiences of working with different students, it has encouraged me to become more involved and exploring of other volunteer opportunities where I can work with students.

1 There are so many groups across Marquette’s campus that focus on volunteering and mentor programs. Whether it be working on math with high school students during the week, or doing arts and crafts with young 1st and 2nd graders, there are many opportunities to get learn more from the students across Milwaukee’s schools. To find a program or organization that best suits you, the Marquette Involvement page is helpful or check the bulletins with bright, numerous postings throughout Schroeder Complex.

2 Start your own group! Each Friday at the beginning of my college career was spent among dozens of 1st-4th grade students at an inner city elementary school. At the after school program I mentored various young students while we completed an art activity. All of this was possible because a group of passionate Marquette students formed the group just a few years before. Grab a few other friends and start something you think can make a difference (hint: you can do something great and you will make a difference!).

3 Embark on an opportunity that takes you somewhere new, boosting your skills and understanding of the importance of educational diversity. One opportunity is the Marquette Action Program (M.A.P.) where Marquette students venture across the country during Spring Break learning and acting upon justice issues, one of the many including education.

Another is a program that I came across at the end of my sophomore year from a COED newsletter. One Heart Source (OHS) has “designed and operated volunteer programs for university students who seek to broaden their context of humanity and the world through results-oriented service learning.” The experience I had with One Heart Source in Cape Town, South Africa was completely unique, empowering, and honestly life changing. I was able to mentor a student individually and in small groups throughout the time that I was there, and then engage in dialogue with fellow OHS members and leaders. I highly encourage this experience, and taking a peak around their website).

Photo from One Heart Source

Expanding our education opportunities can be so beneficial and can broaden our experience diversities, so get out there and explore the many options across Milwaukee (and the world)!

Teachers to the rescue

nairBy Dhanya Nair

This Labor Day weekend was all about being a couch potato for me. My husband and I binge-watched Stranger Things on Netflix though I was occasionally troubled by guilt pangs about impending readings for school. Stranger Things is set in the 1980’s and revolves around four pre-teen nerdy boys who love playing dungeons and dragons. One of the four boys goes missing one evening, and the plot quickly thickens with secret government spy-operations, teen romances, an alternate dimension (the upside down), and a blood-thirsty creature which reaches through walls.

The show harks back to simpler times when children had to rely on board games for entertainment, books for edification and flights of fantasy, and teachers–not google–to understand constructs. In their quest for their lost missing friend, the three boys are aided by a girl with psychic powers, a dedicated police officer, and concerned family members; but, for me, the star of the whole operation was Mr. Clarke, the boys’ science teacher. The boys accost him at a funeral for understanding how an alternate dimension can exist and be accessed, use the audio-visual equipment he furnishes their school with, and even call him on a weekend night to build a sensory deprivation chamber! Phew! Mr. Clarke! Of course, the boys were logically sound and hence were able to understand and execute their teacher’s instructions flawlessly. The only time I ever called my science teacher was when I tried to make soap at home in an aluminum container and realized science could never be my calling!

Mr. Clarke was the unsung hero of the show for me because he simplified theories for his students, encouraged curiosity, made himself available to his students even during his time off, was compassionate towards his students’ developmental tasks, and reinforced faith in the power of science. Having said all this, Mr. Clarke’s depiction in the show did seem simplistic to me. However, I do wish I had a science teacher like him. Maybe, I am doing a disservice to all my teachers by wishing this. My teachers have helped me fight all sorts of Demogorgon, I have relied heavily on them in the past for understanding the world around me, and still rely on them to correct my grammar, equip me with ideas, bolster me with kindness, and provide me with words of wisdom. If knowledge is power, then all those teachers who consider teaching their true calling are superheroes, my kind anyway!

To the Next Freshman: Remember to Call Mom

nature-field-summer-quantity.jpgBy Noel Hincha – A nervous student rushes into a classroom to sit down amongst a sea of others tapping their pens against fresh paper. Another student races with sandals beating against scorching pavement, trying to make it to the first education class. Now, fast forward about nine months. A sleep-deprived-coffee-high student parades out of the last final exam and into a liberating summer vacation. Another student waves goodbye as their roommate packs up the final box and waits for the congested elevator to make it to the ninth floor. The first year is done, and freshmen transform into sophomores.

Here are words of wisdom from one class to the next:

  1. Procrastinate less. Take charge and dominate the syllabus. Manage your time wisely, as in focus on school and prioritize. Visit your professor’s office hours.
  2. Stay humble. Your grades constantly ebb and flow, so try not to be overly confident with one good grade. Always study.
  3. Group projects. Whether you are a follower or a leader, eventually you will have to own up to responsibilities or crash and burn with your manufactured squad.
  4. Be involved. Join clubs and talk to the awkward guy next to you. Build yourself a network both personally and professionally – it all begins your first year. Have fun.
  5. Deep breathing. It takes time to adjust, try not to sweat it; however, always remember: mental health is just as important as physical health. Be healthy, sleep well.
  6. Stay true. Try not to compare yourself to others. The college experience is unique and, rightfully, all yours. Be yourself.
  7. Explore Milwaukee. Pop the Marquette bubble and venture out downtown, at the beach, in the bus, and around the South Side. This is your city, now.
  8. Love learning. Isn’t that why you’re here?

As Graduation Approaches, Reflect on the Many Lessons Learned

2475149762_a1aae0c22d (1).jpgBy Amanda Szramiak – One of my favorite things about education courses is that our midterms and finals usually ask us to apply what we have learned over the course of the semester to our professional development. I think this form of assessment is truly beneficial to myself as a student but also as a future educator, as it allows me to reflect on the knowledge and skills I have acquired during my teacher education training and how I can apply it as I pursue my journey into full-time teaching. Here are some of the things I have learned:

Middle School Really Isn’t So Bad
At the beginning of the class, I assumed middle school learners were difficult to deal with, easily agitated, and uninterested learners. For some reason, I had this preconceived notion that middle school learners were the hardest group of students to teach. While I had no reasoning behind these assumptions other than hearing horror stories, I was extremely skeptical about teaching in the middle school grades.

Thankfully, I have learned an immense amount of information about middle school learners and how to teach these specific learners, which has eradicated my previous thoughts about adolescent learners. All learners, at some point, are difficult to teach. Whether a student is having a bad day or they are not understanding the materials, all students struggle, not just middle school learners. This realization allowed me to see my own ignorance. Similarly, there are some days when students are more eager to learn than others, and that is okay.

When I realized this, I concluded that no matter what age I teach, I will have to make sure my students are aware that some days are going to be better than others. I am thankful for my middle school students in my field placement this semester because they have shown me the importance of treating them like young adults. Middle school learners need to know that they are not in elementary school anymore, and I must motivate them to learn and engage in school as the young adults they are.

While my middle school students did confirm that middle school learners can be difficult to deal with at times, I am no longer deterred from teaching middle school because of them. My students were eager to participate in my lessons, and I think we were all able to learn something from each other

The Importance of Social-Emotional Support in the Classroom
Based on my experiences in my classroom and my field experience, I have learned a great deal about aiding the social-emotional support. The five most important lessons, in my opinion, are as follows:

  • Because middle school learners’ brains are constantly developing and evolving, it is imperative to “design lessons that include a full range of sensory experiences, including music, smell, touch, and emotion (“The Young Adolescent Learning,” Saylers and Mckee, p. 2). By incorporating different types of sensory-based lessons, I will be able to keep my students’ engaged and interested in the learning. This technique will also allow me to differentiate for the benefit of all students in my classroom.
  • As a teacher, I aim to “provide competitive learning opportunities, even while holding to cooperating learning frameworks” to ensure the success of my students on a level that surpasses textbook learning (“10 Strategies for Teaching Boys Effectively,” Gurian and Stevens). While this article predominantly addresses middle school boys, middle school girls also benefit from this type of learning because it shows students who are struggling with thinking about how learning has an impact in their outside lives, that the application of their knowledge means something beyond the classroom.
  • Because the middle school learners’ frontal lobe has not developed fully, I plan to incorporate emotion into my lessons because “emotion drives attention and attention drives learning”(“The Adolescent Brain-Learning Strategies & Teaching Tips,” p. 8). By incorporating meaningful experiences and emotions into the lessons, I will be giving my students opportunities to learn by using emotionally-charged messages and phrases to stimulate the amygdala, the storage center for emotion (p. 8).
  • In order to be the most effective teacher, I will ensure that all my students know my expectations because it is absolutely necessary for middle school learners to know exactly what is being asked of them (Taylor and Francis, 2015). Because middle school learners’ attention spans are constantly fluctuating, I plan to make all my expectations of them clear to reinforce the importance of structure in the classroom as well as in their lives outside of school.
  • Lastly, in order to facilitate the socio-emotional growth of my students, I will believe that all students in any type of school can succeed at high levels (“Characteristics of High-Performing, High-Poverty Schools,” p. 2).

Field Experience as Professional Development
One particular course and field placement experience have allowed me to grow as a professional and as a person. The first example of my professional development occurred during my direct instruction lesson plan in which I taught my students how to properly site different types of sources. First, I modeled the examples of different types of citations, and then we began to engage in guided practice. I soon realized that a fair number of students were not completely grasping the differences in citations and were not able use in-text citations.

Since “instruction is modified to accommodate each student’s rate of learning,” I paused. I told my students to continue on with the following citations if they were understanding the material (“Basic Philosophy of Direct Instruction,” p. 2). I re-explained how to properly take information from a sentence and turn it into a citation. This was one of the first instances in which I had to quickly adjust my explanations as well as the lessons, and I think these adjustments enhanced my professional development.

Similarly, in my EdTPA direct instruction lesson plan, I explicitly taught my students the vocabulary words from the two stories we were reading that week. I was intentional in choosing direct instruction because almost ninety percent of my class was receiving basic or minimal scores on all of their vocabulary tests. While direct instruction may not be my favorite type of lesson, I recognized my students’ need for explicit teaching, which highlights my professional growth.

While I think I will forever be improving my classroom management skills, I have been able to develop certain skills over this semester. Fortunately, classroom management has never been an issue in my previous field placements, as my students would simply listen to me. I considered myself lucky for this; however, I knew I needed to develop more classroom management skills to ensure I was a well-rounded and prepared teacher. I was worried about my cooperative learning lesson because my students were easily side tracked when they were able to engage in conversation.

Because of this concern, I made sure to stress the importance for providing individual accountability by telling my students they were each going to submit the worksheet they were completing, even if they were working on it with another student (“What is Cooperative Learning?”). This preplanned classroom management set the tone for the room because it made my students realize that they were all going to have to turn in a completed worksheet rather than just having one student finish all the work.

Throughout all my lessons, I did struggle to keep my students’ attention on me, and I think the classroom management tactic of remaining calm and composed while simultaneously being a good actress allowed me to develop a firmer presence in the classroom (“Seven Things Effective Teachers Do EVERY Day”). In allowing awkward wait times while maintaining a serious disposition, I think my teacher voice grew immensely during my field experience.

 

As I embark on a new journey next fall, I will carry the lessons I’ve learned throughout my teacher education training at Marquette, and will be forever grateful for the professors, cooperating teachers, colleagues, and students who helped shape me into the teacher I am today.


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