ED 200 Week One Part 3 (Fall 2020)

<strong>Creating Your Identity Through the Method Acting Approach | Greg Bryk | TEDxQueensU</strong>


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<em><span style=”color: #993300;”><strong>Questions continued:</strong></span></em>
<p style=”padding-left: 40px;”><em><span style=”color: #993300;”>8. What is meant by borrowed robes?</span></em></p>
<p style=”padding-left: 40px;”><em><span style=”color: #993300;”>9. What is the connection between creating and empowering?</span></em></p>
<p style=”padding-left: 40px;”><em><span style=”color: #993300;”>10. Who do you want to be? In other words, what is your narrative now?</span></em></p>





Last lesson we gave some thought as to stories and narratives. We also thought about the way other people’s stories about us can impact our own life.

What does it mean to teach?


If I believe every kid is going to have a good education, then I want to make sure that I’m in the classroom giving the good education. >> Today, like your agenda says, we are going to hand back that quiz and look over it real quick.

And I have an extra credit opportunity for you today.


Shelby Harris has been teaching in Idaho elementary schools for 13 years.

By nature, teachers are control freaks.

You’ve got your head in the game today?

>> Yeah. >> Are you sure? >> Yeah.

You have the control of the classroom, you have control of their grades, of their behavior of everything.

And I’m the classic control freak.

Shelby The kids who are already failing in middle school, they just, I mean, they’re on a path right now that’s just sad.

And I want better for them than that.



Every kid can be successful.

There’s not a single kid out there that doesn’t wanna be successful.


This is the foundation.

This is where it all starts.

If you don’t have a good foundation, you can’t build anything on top of that.

It’s all going to crumble.

So if I can’t get them a solid foundation where they can build of, they are never gonna be able to go through the next level.

Before I did this, I was a store manager for RadioShack, sold electronics.

I didn’t feel like I was really making a difference.  Some of the kids that do come in here they really don’t have a lot of people in their corner.



Joel I have willing kids, at the same time, where I got them is a lot lower than where they need to be and a lot lower than where a lot of other teachers throughout the country have gotten their students. >> Most of Joel’s students aspire to go to college.

I had my freak out sessions to try to figure out how I can get them, how every single minute in class I use, is used to academically push them to where they need need to be.


Student: I want to get a good job. I want to go to a good college.


Supervisor (regarding Matt):

His challenge is the technical challenge.

It’s understanding reading process for students who are reading around the first, second grade level. >> What is a T, I sound make? >> Ting?



The thing we talk about all the time, is how do I get to all those kids who sit in my lesson everyday, totally confused, and I can’t get to them. >> Shelby faces a common dilemma, who to teach.

You can focus on the top kids, who have mastered the lesson and are hungry for more, or the kids who are stuck and need your help.

The traditional approach is to teach to the middle, losing the kids on the bottom and boring the kids at the top.


I’m already a week behind and like, I need to move.


Lindsay’s class has taken their second district test, and the scores are not good.

>> The district gives you these five points of the year, where you have to be through this material.

So some of your kids get it, and some of them don’t get it, but the day, I’m already a week behind and like, I need to move.

Like we need to move on.


I can’t understand.

They are, why they are still struggling on it.


didn’t get through everything I wanted to get through, actually.

I want you to focus on these tasks for right now. >> I don’t understand what I’m doing wrong. >> Okay, so why are you stuck-stuck?


In the traditional approach, direct instruction, information, and ideas are traveling in one direction only.


 But how does he know, and how do they understand that concept?

>> With student driven teaching, where a teacher encourages students to ask questions and drive the conversation.

The ideas and information travel in both directions, so that a teacher can know, where his students stand at all times.


I have such huge hopes, but I’m so scared.

[MUSIC] If it doesn’t go well, I think I’m gonna take it so personally like I failed in this.

[MUSIC] >> It’s kind of like you’re the parent, you wanna be there every step of the way.

[MUSIC] So it’s not about me.

All I can do is just hope that everything I’ve taught them and everything they’ve learned from me, and from each other has all paid off.


A large majority of our kids scored better than the district average and are prepared to move forward.



In three months, 70% of Shelby’s class made accelerated growth with three students advancing two grade levels.

> When he tested in February, he was at a fourth grade level.

In three months time, you gained a whole year.

Chris. >> [APPLAUSE] >> Danielle.

So you tripled your expected growth.

Today I would like to share with you a documentary about new teachers. Notice the questions I have provided at the end of the video. You might want to keep those questions in mind as you watch the documentary.

The documentary is an hour and a half long so it might help you to have the questions on hand while watching the documentary.


Now on with the show

Clicking on the TEACH link will take you to Films on Demand. Or, view the embedded video below if it is available on your browser.


We all have had a teacher who’s shaped us, inspired us, even scared us, and whom we can credit with having empowered us to become who we are today. To look at education in America, Oscar-winning filmmaker Davis Guggenheim brings us his third documentary TEACH, which asks the question, What does it take to be a teacher? Offering a rare glimpse inside four public school classrooms, Guggenheim invites us to follow the struggles and triumphs of America’s education system through the eyes, minds, and hearts of its most essential resource: teachers. Intense and emotional, this year-in-the-life of four public school teachers illustrates how tenacity, innovation, and a passion drives these educators as they navigate the ups and downs of the 2013 school year.



Response Questions Continued From Last Lesson

We will continue thinking about narratives and how narratives impact students and teachers. Each of the teachers in this documentary has a story, or a narrative. The stories they have of themselves helps them maintain a positive attitude and to persevere through the difficult times. The story each one possesses also helps them overcome challenges that others might find too difficult. And, the story they have helps them relate to the students they teach.

As you educate yourself you will become increasingly more aware of the narratives that give our schooling practices meaning.



Answer each of the following questions in a couple of sentences each.

18. How do you think Shelby Harris would describe herself as a teacher? In other words what story does she have for herself as a teacher?

19. What is the story Shelby Harris has for her students? In other words, what does she believe about students?

20. How do you think Joel Lagorma would describe himself as a teacher? In other words what story does he have for himself as a teacher?

21. What is the story Joel Lagorma has for his students? In other words, what does he believe about students?

22. How do you think Matt Johnson would describe himself as a teacher? In other words what story does he have for himself as a teacher?

23. What is the story Matt Johnson has for his students? In other words, what does he believe about students?

24. How do you think Lindsey Chen would describe herself as a teacher? In other words what story does she have for herself as a teacher?

25. What is the story Lindsey Chen has for her students? In other words, what does she believe about students?


This is the last of the questions for your “First Response Set.” Please compile questions 1 through 25 in one document and email them to me at ulvelad@wou.edu.


Have a great weekend.