The shift of blame...
http://www.usatoday.com/news/opinion/editorials/2006-03-07-forum-students_x.htm This is the Internet site of a recent article I read about placing work ethic back on the students. The article discussed the shift in attitude from the student being responsible when they don't learn the material (10-20 years ago) to the teacher now being responsible.

This article got me thinking a lot about our 3 questions.: What we want students to learn (our big picutre/essential learnings)? How we will know when they've learned it (common assessments)? And, what will we do when they don't learn it? The third question is what the article discussed in detail. And I must somewhat agree with the argument. When did the shift happen that it is now almost 100% on the teacher's shoulders when students don't learn material presented, practiced, applyed, synthesis and assessed?

"When asked to identify the most important factors in their performance in math, the percentage of Japanese and Taiwanese students who answered "studying hard" was twice that of American students." - USA Today

I think this is so interesting. Why do American studnets tend to blame or credit their success to the teacher, but in other cultures studnets credit their success to "working hard and studying"?

I would love to hear other's thoughts as to when this shift happened? Why it happened? And is it realistic that without the students effort to work we can assure that all students will learn?

I want to tach them to dance in the rain, not just survive the storm...

So lately my struggle has been the ridiculous amount of excusses that teenagers can come up with. Excusses why they couldn't come in to see/talk to me, why they couldn't do the homework, why they can't study for a quiz on 10 words, why they couldn't complete a blog that they had two weeks to do, and why they don't know what is going on.

I truly pride myself on creating an active classroom where the students are continually engaged in their learning. However many of them see school as a struggle. A storm to get through (if you will :) My question is how do I get my many of my students to stop thinking about school as a storm to get through and create the intrigue, love for learning and self engagment to show them to enjoy the learning? So instead of just getting through their "storm" they can enjoy the journey and dance in the rain :)

I know that I am being completely idealistic to believe that I can truly instill the love of learning and self motivation in all of my students (especially the love of learning language), but isn't the love of learning and discovery what truly creates an autonomous, life longer learner. And ultimately isn't this our goal? (That students leave with the will and want to inquire and apply new knowledge and skills.)

So I guess I am continually struggling with how to light that fire for 35 kids, 5 different classes, all intrested in different things and at different levels. Yet maintaining some constistancy in vocabulary and skills so they are able to use Spanish to communicate with each other. (Without any of the same vocabulary conversation in the language is almost impossible.>)

I think what I am hoping for this year in 21st century is to learn new methodologies (preferable with technology) that get my students "dancing" so to speak. I think that PLNs could be a great start to get them personally involved in the world and their learning. I am hoping that cohort 2 can get some more information on integrating PLNs in the classroom with the students to get them engaged and creating their own learning. Is this in any of our upcoming agendas? Also I also would like to really dive into the logistics of having students construct their own learning and how it looks in a foreign language (or any classroom). What does the accountablity and assessment look like with a completely constructivist classroom. (I assume it looks nothing like A, B, C, D, F).