Virtual Vocabulary
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Home Learn More Inspiration About the Author
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About the Author
My name is Meaghan Brownell. Yes, that is me taped to the wall.
I am an avid bookworm and am passionate about helping students learn and grow.
I received my BA in English and my Single Subject Teaching Credential from Sonoma State, and I am currently getting my MA in Innovative Learning from Touro University.
I am going into my second year of teaching at American Canyon Middle School. I have been teaching Scholastic's Read 180 reading intervention program to 6-8 graders, which is where my research takes place. I focused on the importance of how we teach vocabulary to students, because of its relation to reading comprehension.
I am an avid bookworm and am passionate about helping students learn and grow.
I received my BA in English and my Single Subject Teaching Credential from Sonoma State, and I am currently getting my MA in Innovative Learning from Touro University.
I am going into my second year of teaching at American Canyon Middle School. I have been teaching Scholastic's Read 180 reading intervention program to 6-8 graders, which is where my research takes place. I focused on the importance of how we teach vocabulary to students, because of its relation to reading comprehension.
My Teaching Philosophy
As a new teacher, there are still many things I want to learn, and will learn about both teaching and being a teacher. For now, there are a few things I already know.
First, my students are people. They are not just numbers or grades. They aren't just someone who sits in my class, does the work, and leaves. All of my students have stories, and lives outside of school. I believe it is important to show our students that we know they aren't just students. I have built relationships with my students, who know my classroom is a safe environment for learning and growing, and who know I support them both inside and outside of the classroom.
Next, in line with the first, respect is mutual and earned. There are horror stories of teachers who demand the respect of their students, but do not give it to them in return. This is not the way to go about being a teacher. When my students first come in my class, I let them know how I feel about respect. I inform them that I will respect them, and I expect them to respect me, and each other, in return. And we talk about what that looks like. Listening when someone is talking, not making bad comments, being supportive and collaborative. All of this helps to build the respectful environment in my classroom.
Finally, every student can learn and grow. In my intervention classes, I have a lot of lower level students, and students with special accommodations. Nothing can stop these students from learning. I do everything in my power to provide what my students need to be able to learn. But more importantly, I never give up on them, and I always help them believe they can keep growing.
First, my students are people. They are not just numbers or grades. They aren't just someone who sits in my class, does the work, and leaves. All of my students have stories, and lives outside of school. I believe it is important to show our students that we know they aren't just students. I have built relationships with my students, who know my classroom is a safe environment for learning and growing, and who know I support them both inside and outside of the classroom.
Next, in line with the first, respect is mutual and earned. There are horror stories of teachers who demand the respect of their students, but do not give it to them in return. This is not the way to go about being a teacher. When my students first come in my class, I let them know how I feel about respect. I inform them that I will respect them, and I expect them to respect me, and each other, in return. And we talk about what that looks like. Listening when someone is talking, not making bad comments, being supportive and collaborative. All of this helps to build the respectful environment in my classroom.
Finally, every student can learn and grow. In my intervention classes, I have a lot of lower level students, and students with special accommodations. Nothing can stop these students from learning. I do everything in my power to provide what my students need to be able to learn. But more importantly, I never give up on them, and I always help them believe they can keep growing.
Technological Pedagogical Content Knowledge
Technological Pedagogical Content Knowledge (TPACK) is a framework to understand and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology enhanced learning environment.
At my school, technology seems to be so ever present. But in my Read 180 class, the program is so structured and scripted, there aren't many times when I can incorporate technology other than the daily minutes they are supposed to spend on the Read 180 software. I try to see how I can adjust projects within the units to bring in the elements of technology to help build engagement and technological skills. For example, an end of unit project prompted kids to come up with an idea for a movie, and I had them create a pitch for it and record it to "send off to movie producers" [aka me]. Just that element alone helped give the project a new reality, and they got more into the project.
With a school that is so project based, it is hard to work without technology. The PBL units teachers create engage students and give them real world problems to be involved in. I have seen the ideas students have come up with, and heard the discussions they've had, but having technology be as prevalent as it is can make things incredibly difficult. Many students get distracted by having the internet world at their fingertips. They often get caught playing games, chatting with other students, or using the technology inappropriately. It is a price we have to pay to do these projects. We need to keep a watch on the students, and monitor their technology usage.
At my school, technology seems to be so ever present. But in my Read 180 class, the program is so structured and scripted, there aren't many times when I can incorporate technology other than the daily minutes they are supposed to spend on the Read 180 software. I try to see how I can adjust projects within the units to bring in the elements of technology to help build engagement and technological skills. For example, an end of unit project prompted kids to come up with an idea for a movie, and I had them create a pitch for it and record it to "send off to movie producers" [aka me]. Just that element alone helped give the project a new reality, and they got more into the project.
With a school that is so project based, it is hard to work without technology. The PBL units teachers create engage students and give them real world problems to be involved in. I have seen the ideas students have come up with, and heard the discussions they've had, but having technology be as prevalent as it is can make things incredibly difficult. Many students get distracted by having the internet world at their fingertips. They often get caught playing games, chatting with other students, or using the technology inappropriately. It is a price we have to pay to do these projects. We need to keep a watch on the students, and monitor their technology usage.
Lasting Learning
I was unsure what to expect when entering this program, but I am exiting it having learned many new things.
My research project alone gave me a new perspective at analyzing my students work and needs, and how to brainstorm ideas to use with them to better meet their needs and improve learning. Seeing positive results was encouraging, and I believe I can continue using strategies like the ones in my research paper to assist my students. During the program, we were motivated to look into new tools to utilize in the classroom. I discovered many websites, apps, and other tools that would be beneficial to different learners, and bring in other engaging activities into the classroom. My Blog
Here is the link to the blog I kept during the MA program.
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