While I was on paternity leave I posted the Scott Mcleod rant about Margaret Spellings and her, let’s say, less than thorough exploration of how the government should position itself on technology in the classroom.  I applaud Scott because according to his new post Ms. Spellings would like to hear from the rest of us.  Since I re-posted and since I am genuinely hoping this is not just an appeasement tactic, I feel the need to offer my two cents.  (Not associated with David Warlick or his two cents blog)

Here is my email, tell me what you think, and then send your own:

Secretary Spellings:

I teach 7^th grade communications at DuBois Area Middle School in DuBois, PA.  I have three years of classroom experience and I am actively working on my master’s degree in technology integration.  Technology has improved our schools and classrooms immeasurably.  The consistent and concise flow of information has allowed both administration and staff to have what is necessary to make decisions about individual educational needs.  Paper costs have gone down due to the use of an electronic database and student engagement is on the rise due to learning occurring in context. 

In my opinion, as an educator and technology coach, the integration of technology has dramatically increased my efficiency and effectiveness.  An access to current data through professional networking along with online organizational tools has provided me with the most precious gift in education, time.  I use that extra time to develop engaging material and to connect with 120 students on a personal level. 

Technology on its own does not have the power to prepare our students for the future or come close to meeting the 100% proficiency goals set by NCLB.  However, a knowledgeable educator, with access to the right information, can help build a foundation that will give students the tools they need to be successful in any avenue they may choose.  I am not usually in the business of telling the federal government how to operate, but in my opinion, if you want globally competitive students that are meeting the lofty goals set by NCLB then you need to invest in district specific support systems.  Do not try to mandate an across the board position, but give the districts the support and resources they desperately need to develop and implement specific plans that benefit their situation.

Thank you for your time and the opportunity to voice my opinion.

Sincerely,

Kenneth B. Pruitt

Educator

This week the class is learning more about rubrics within the discussion of teacher to student feedback.  This is what I submitted for discussion this week:

As we move our way through the degree program I try to adopt things that change weakness into strength.  The problem is that, as a new teacher, I find I am not often aware of my weak areas.  Feedback is one area where I have grown in this degree program.  I like to think of myself of a nice guy.  I talk with my students as much as I can and I try to reinforce the behaviors that I think are appropriate.  I have come to find that, although the students consider me easy to talk to about life, the classroom feedback I provide them is very general.  “Good job, well done, here is a good grade.” I am a guy against grades that is providing feedback in almost exclusively grade form. 

Lately, I am trying to incorporate more thought and even further action in my day to day feedback.  I comment on the overall design and color schemes of projects.  If possible I quickly bring up other examples and ask them to compare.  I ask if the students have come across interesting information related to their project.  I try to do what I can to spark a conversation about the content that the students are covering. 

Although I use rubrics, I don’t think I clearly explain why I do the things I do.  It is my goal in the future to include the vocabulary of feedback into the everyday classroom so that the students not only understand what I want, but can also see and understand it in situations outside of my classroom.    

Yes, I love myself; however, the purpose of posting this is to hear from other, more experienced teachers about the feedback they provide.  It may be teacher to student, teacher to teacher, or how you set student to student feedback.  Here is a cross section of  the people I would love to hear from:

Jim Gates

Ryan Bretag

Vicki Davis

Teacher Dude

Jennifer Dorman

Karl Fisch

Anastasia Goodstein 

Anyone else that wants to comment on the value of feedback in education.