Class

I'm looking forward to hearing the class's suggestions tonight. I think I know what I want to do with my proposal, but it will help to hear what the class thinks.

I am convinced it is important to stay on the same topic, but cut the proposal down.

Matt

Slaying the Yetti

The Yetti that my paper has become is haunting me. As I was putting together the rough draft, I just kept realizing items I was missing and then I'd add another # to the list of things it would take to bring the court into the classroom. Well, I can't take it anymore; I must slay the Yetti. I must breakdown and understand that I don't have to bring the court, the players, the cheerleaders, the score keepers, the officials, etc into the classroom to have a valuable research experience.

What I've realized is that I must pick one segment, one strain of coaching and teamwork and focus on that. I need to break it into parts. Until I do this, I will be wrestling a Yetti that I have no chance to beat.

Matt

I was a bit concerned ...

I was a bit concerned as I did the research for my annotated bib. I realized that my problem was still a bit unclear. Here are some of my concerns:

1) I seem to be working back towards the Sheep Dog. How am I going to bring the "team" concept into the classroom? Steve you made a good point-sports teams are played (predominately) by students who want to participate. The classroom isn't that selective, so you are stuck with student that would rather be sleeping, etc. I thought I might deal with this by creating a high interest task--one that the class commits themselves to, an authentic writing experience.

If that is the case, then why don't I just test the benefits of authentic writing in the classroom. What I'm arguing is that authentic writing is a PART of bringing the "team" concept to the classroom. In order to bring the team concept in to the classroom the experience must be authentic and students must want to do it. The idea I have to bring an authentic writing express into the classroom is to offer students a "real" job: have 9th grade students write a magazine/newsletter for 8th graders that focuses on adjusting to high school. This is only one part of bringing the team concept into the classroom.

2) The work must be authentic and the students need a clear goal: create a well written and designed newsletter that is finished on time and accomplishes its goal. This replaces the obvious goal "WIN" in athletics. The goal serves as a motivator and guide for the class. The hope is that students' attempts to create a "cool" newsletter will actually learn about language arts.


3) Create an environment where students rely and depend on one another for success. I want to establish a relationship like that on a basketball court. Each player fills a role based on his or her strengths. Then together the group becomes a team. How this will be accomplished in the classroom remained to be answered. I hope to create jobs that will fit students strengths. I might post jobs for the paper and have students create resumes and letters of interest.

Matt

My Problem is a problem

I still have a few more questions:

1) How many classes should I do this change with?
2) For some reason I see the "team" idea working better with the remedial students--I understand the "Self-Selection" aspect, but I want to create a scenario where I invite students to be part of the "team." Where they are making a decision to be a part of a "real" assignment.

Example Scenario: (To my remedial 9th graders)

As you know, I came from the middle school. I ran into my old principal and we were talking about how 8th graders have no idea what to expect in high school. We began talking about ways to solve this problem.
I offered our services. I told him that we might be able to create a magazine that addresses everything an 8th grader would need to know to survive in high school. It could be fun. We could include articles, photos, comics, etc.
But, I don't want to do this unless I have 100% commitment form you guys. We can't accomplish this unless we work as a team. We also need to realize that teachers and students will be looking at this magazine. We will depend on each other for success. It could be a lot of fun, but it will also take a ton of work.
I am not willing to put my name and reputation on something unless you guys tell me we can handle it. If you don't want to do it then will send it to another 9th grade class.
Etc., etc., etc.

I believe that I can sell my kids on this, but...

3) I agree 100% on methodologies--I need to begin focusing my methods.

My Shaggy Dog!

As I think about my problem--daily!--I start to feel a bit concerned. After being a bit sick today and trying to teach (and put up with student behaviors) I started getting concerned: How will I pull off the team model in the classroom when my own energy is running loooooow?

I have to find a way to make the change more systematic than personal. If it is simply up to me to motivate my class --when I'm sick, we're all in trouble.

I guess the items that I've suggested (team goal, real world work, etc) help to achieve the goals regardless of whether I'm 100%.

We will find out.

Matt

Reading 2/15/05 (make up for missing last week)

The reading for this week was------interesting. I'm not sure how practical it was to my own research, but it is still important to discuss it.

Chapter Five: Experimental Research
Understanding experimental research helped me better understand the type of resarch I will be doing. I know that sound odd, but it seems that the other types of research almost stem form the extremely controlled environment of the research lab. I still need to consider things like, defing the constructs of interest. I thought about this as I attempted to define my own research questions--how will I define the "team concept?" I also found the section on finding and recuiting subjects applied to my problem.

My Problem 2/15/05

My problem statement has been written, but I still feel a bit unsure of my topic. As I researched I realized that the idea has been tried and then tried again. I am still attempting to find my niche--but I haven't had any great luck. The fact that I am work in the lower level high school classroom gives me little uniqueness. I think I should focus on the way that I will attempt to bring the team concept into the classroom.

I will provide the class with a very specific common goal. A goal that will actually take a team efffort to achieve. Most of the other studies focus on the teacher as coach model--I guess I'm more concerned with turning the classroom into the playing field.

Matt

Writing about my problem

As I sat down last night (yes, I put it off until the last second) to begin writing about my problem, I realized that my problem wasn't yet clear in my own mind. If I know one thing about writing is that to write clearly about something it needs to be clear in your mind first. So, the resulting writing is unclear, unfixed, and wandering.

The good new, however, is that in attempting to write my problem my problem has become more clear. I would argue that my problem has gone from yetti to shaggy dog. I guess that is an improvement.

I'm looking for my classmates to provide some direction. I hope they are willing.

I would respond to our class reading, but I haven't read that yet-I'm putting that off until just before class (how long can it take to read 15 pages.

I'm looking forward to class tonight.

Matt