Classroom Peer Observation Notes

Transcription

1 Date: 3/13/12 Classroom Peer Observation Notes Evaluator: Mark Sallade Location/Class: Classical Christian Academy, Senior High Civics Mark provided an outlined format of notes taken during my class. This was the conclusion of a Impact Study I conducted with my students during a series of lessons on Progressivism. There were portions of the study I did not let me students know were being tested and all aspects of the expirement was revealed and explained as a general intro to the unit. The main thrust/purpose of the study was to challenge my stiudents thinking. The school I teach at is very conservative and so are my students. I chose the Progressive movement (which is similar to the modern liberal movement) to provoke their thinking and discernment skills. EVALUATOR OBSERVATIONS Nuts! missed the opening. (Mark was a little late to the opening of class so I had to relate to him how I introduced the lesson today) PERSONAL COMMENTS/REFLECTIONS I had been gleaning my students for several weeks, suggesting that I did not necessarily agree with a conservative position any longer. I suggested that I was struggling with certain aspects of the Progressive notions since I read Theodore Roosevelt s New Nationalism speech (which we are currently studying). After engaging my students in a series of in class discussions and debates on certain progressive ideas, I started the class with an argument with one of my students, Emily (she was in on the gag and was willing to allow herself to be treated rudely by my tone and language). I insulted her and called her intelligence into question - this was the shock introduction I started the class with then revealed it was all an act. After applauding the student helper, I apologized to the class for leading them on the past several weeks and began my explanations, namely, that we can be swayed by anyone in authority (such as a teacher) and can even be intimidated into believing concepts we disagree with (such as a teacher insulting a student into submission).

2 Classroom Peer Observation Notes EVALUATOR OBSERVATIONS Good affirmation of the values and perspectives of the students. Effectively extended a valuing interaction w/students (more on the level of post graduates) Govt. Church Family Why didn t anyone come to Emily s defense? Cleveland & Daniel Boone raison d etre? PERSONAL COMMENTS/REFLECTIONS I had began this expirement with a quiz that challenged my conservative students thought processes - they each wrote wonderful essays in the quiz challenging the progressive notions provided in the questions. I praised each student individually for their dedication and deep thoughtful work. I showed a segment of the 2007 Presidential Democratic Debates where Hillary Clinton defined Liberalism as Modern-day Progressivism. Since we have been studying Roosevelt s New Nationalism speech, which defines succinctly the Progressive notions, I wanted to bridge these old, early 20th century ideas with something practical in my student s experience today. The day before I reviewed a chart that shows the three main spheres of human existence and how Progressivism suggests that government take over the role of the other roles - especially when those roles fail fulfilling their purposes. Mark later indicated that the church really should be our purpose of reality or existence. I also had discussed a contrast between Grover Cleveland and his insistence on keeping government out of personal, financial problems. I had emphasized Cleveland s 1887 veto of a seed bill proposed by Texans following a draught. Earlier, in my role as a Progressive Convert I had acted as if I was disgusted with this inept, inactivity and deliberately left out certain details. Now I filled in the blanks (details such as Cleveland s FULL quote, not just a portion, where he suggested there was enough local help to support the Texan farmers that were hurting). I suggested that there is not much written following the veto - but we could look at the Texan voting record. The state still voted for Cleveland (even though Harrison eventually will win the 1888 election). I showed these details to indicate that modern

3 Classroom Peer Observation Notes EVALUATOR OBSERVATIONS You to the research Good analysis of fallacies of logic PERSONAL COMMENTS/REFLECTIONS day interpretations of Cleveland s inactivity was not viewed as such by those who s bill was vetoed. I used this to show how to encourage to check that all information is being provided in any analogy. I stressed that each student should ask questions and DO THE RESEARCH and check everything! I then started an analysis of how logic can be derailled by false assumtions, half truths, emotionalism and violation of basic, essential principles. I will use the fallacies of logic and Roosevelt s Progressive Platform as my main outline for the next several weeks. [Personal Reflections] What would yo do differently? Very stimulating Good AVs Good review of steps forward the culmination Good acting How do you respond to being belitled/criticized (eg. NIC - practice) Reflection vs. deflection (when dealing w/an issue) After class, following some praise, Mark asked what I would do differently. I had created a person who was refused by the church for aid, who did not have a job, who needed help - and tried to guilt the students into accepting Roosevelt s ideas for this unfortunate person s needs. I used this as an example of being guilted into violating the Constitution and other principles - because it appears the right thing to do. In the future, I won t create an unreal person to do this, I will find a real example. My students were deeply troubled by my creation and I feel badly I misled them. It would be preferable to find a real person in a similar situation. Mark and I did not get a chance to discuss much after class. But he did tell me of a situation where a colleague was belittled in another setting and how it influenced him to avoid such behavior. Mark knew of my plan to work with Emily and suggested I could spend more time on asking the students - how would you respond in such situations? He also suggested another example in Daniel Boone and his refusal of government aid.

4 Actual Notes

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7 Class Presentation

8 ...though the people support the Government, the Government should not support the people. Grover Cleveland Speech to Congress February 16, 1887

9 Progress Era

10 Progressivism

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12 Progressivism

13 Liberalism

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15 The Three Spheres The Church Goverment Society (Family)

16 BEWARE!

17 Grover Cleveland

18 Grover Cleveland

19 Grover Cleveland "I can find no warrant for such an appropriation in the Constitution; and I do not believe that the power and duty of the General Government ought to be extended to the relief of individual suffering which is in no manner properly related to the public service or benefit. A prevalent tendency to disregard the limited mission of this power and duty should, I think, be steadfastly resisted, to the end that the lesson should be constantly enforced that, though the people support the Government, the Government should not support the people."

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25 Theodore Roosevelt

26 Theodore Roosevelt

27 Progressivism Party Platform 1. Equal Suffrage 2. End Corruption 3. Public Services 4. Courts 5. Justice 6. Social/Industrial Justice

28 New Nationalism

29 BEWARE!

30 A Real Suffering Soul Well,...sort of...

31 BEWARE!

32 But examine everything carefully; hold fast to that which is good; abstain from every form of evil. I Thessalonians 5:21, 22