When I began taking the psychology class, I remember thinking to myself that it was going to be extremely difficult and I will probably not learn much in there. But my thought changed after doing the very first assignment. We were asked to talk about what it was that made us want to be teachers. I never really thought about it, but when I did, I began to realize more and more that it is my passion and that I want to do all that I can for the students and those who I will meet, which meant that I needed to change my attitude about succeeding in psychology. And strangely enough,
that would be a concept that we would learn later on, changing what was previously learned and adapting it to what is currently being learned. And so from day one I paid close attention to what was being taught and I tried to implement what I learned in my daily life. (my poor husband must be tired of me stating what form of learning I am in) And now I feel like my theory, which is still in a growing process and probably will be till the day I day, is a basic and understandable theory.
What?
After re-reading all my posts and taking the lovely final, I feel that students really need a greater sense of who they are and what their capabilities are. Everything we learned seemed to me to be based on that theory, which was from chapter 10 our very last chapter that we studied. From Piaget's theories to basic behaviors, it was a demonstration to where the child was inside. Meaning Piaget talked about how students progress from stage to stage. The stages were built on where they were cognitively which was in relation to previous learning and growth. When they became firm in their stage, or when they were able to progress showed a strong sense of how they viewed themselves and what they were able to do. Behaviors were the same. Most students behave better when they are confident with their surroundings and with their strengths. Although they might test the waters, they are still willing to shape up and get focused again. Another example is shown with any learning opportunity. From taking tests, to social environments, to the basic acceptance of others is largely shown in the confidence of the individual.
So What?
After I wrote down the reason as to why I wanted to be a teacher, then I needed to step up to the plate now, rather than waiting until I am a teacher and I'm in the classroom. So, noticing that a lot of the students success is based on efficacy and self-esteem of the individual, then I need to learn all that I can on how I will be able to build this in my class. I can't be a passive teacher, but rather, a teacher that is there for the students and not for herself. It is about the future and about learning and growing for me as well. The students need the experience to learn and to grow, not me. Even though I am sure it will happen.
What now?
Seeing this connection, I want to be able to build an atmosphere where this can be developed and where the students feel the freeness of doing so. Now, I'm not talking about the overly wow we're so amazing type of atmosphere, but rather one built on the principles of honesty, learning, and a lot of the theories that were learned in our Psych class. Where I can use RAD effectively and where I can help out with racism if there is some. A place where learning and understanding can develop and where students can achieve what they can imagine. I need to continue to learn and to grow and to always remember that this is what I wanted to do and that I need to do it my very best so that I will be able to leave my students better than what I found them.
Homework #2
And the saga continues… part II
What?
The continuation of drama, ‘Homework or no homework that is the question’. Mr. Orson Scott so eloquently put it, “Kids are going to drive when they're sixteen. So do we make them spend an hour a night pushing pedals and turning a steering wheel for ten years prior, so they'll be "used" to it?” He has a point. In this episode he addresses the why we give homework in more details. I believe the “what” to this article is that he really wanted to make sure that we understood that homework is always not the best idea. That there are other ways to teach and to have the students become more interactive with their learning. I liked his rules and feel as though I can apply some of them to my own teaching. Homework is not evil, but rather, if used correctly, an opportunity for learning. But he is right, most of the time it is not used correctly.
So what?
I feel like this portion is a little redundant to what I said for the first article, but really, so “what” is that we, as teachers, really need to consider the why we give homework or anything for that matter. Not like we need to think about it time and time again, but that we need to consider what we are doing and if it will benefit the kids or if it will make it worse for the kids. I think if we really consider the why then we can measure if it is effective and it probably will help us out too.
Now what?
Well, I think I might use some of the rules that he set forth to have little to no homework for children under the grade of 6th and to have no homework over holidays to help the students to relax some. I feel that all teachers should do that last one. But really, he does have a point, if it is really about the students then we need to do all that we can to make sure that their learning is being as effective as possible. We want them to succeed and we need them to succeed. I mean that is why we become teachers, right? Well, it was a fun article to read. Crazy man though.
What?
The continuation of drama, ‘Homework or no homework that is the question’. Mr. Orson Scott so eloquently put it, “Kids are going to drive when they're sixteen. So do we make them spend an hour a night pushing pedals and turning a steering wheel for ten years prior, so they'll be "used" to it?” He has a point. In this episode he addresses the why we give homework in more details. I believe the “what” to this article is that he really wanted to make sure that we understood that homework is always not the best idea. That there are other ways to teach and to have the students become more interactive with their learning. I liked his rules and feel as though I can apply some of them to my own teaching. Homework is not evil, but rather, if used correctly, an opportunity for learning. But he is right, most of the time it is not used correctly.
So what?
I feel like this portion is a little redundant to what I said for the first article, but really, so “what” is that we, as teachers, really need to consider the why we give homework or anything for that matter. Not like we need to think about it time and time again, but that we need to consider what we are doing and if it will benefit the kids or if it will make it worse for the kids. I think if we really consider the why then we can measure if it is effective and it probably will help us out too.
Now what?
Well, I think I might use some of the rules that he set forth to have little to no homework for children under the grade of 6th and to have no homework over holidays to help the students to relax some. I feel that all teachers should do that last one. But really, he does have a point, if it is really about the students then we need to do all that we can to make sure that their learning is being as effective as possible. We want them to succeed and we need them to succeed. I mean that is why we become teachers, right? Well, it was a fun article to read. Crazy man though.
Homework #1
What?
First, the gentleman who wrote this article I feel has a deep issue of homework and has been bruised by it ever since he was a little tike and is determined to make sure no one has to feel the pain that he felt so many years ago. Although, in short I partially agree, I feel that it really all depends on what the purpose behind homework really is. Also, I would agree about the tests, it is all about the tester, not really what you know. However, as his article continued, I began to see more and more as to where he was coming from. He would like to see that students are learning what they need to learn or even what they want to learn rather than doing busy work and homework just to say you did homework. That homework needs to be thought through so that it can build the student rather than make them hate their beloved subject or loath the idea of homework all together.
So what?
Well, I think that I’m going to have to consider what he is saying for a moment. Although I think he just has anger problems, I do see his point. I think that he does present a decent argument. He addresses the fact that homework can take up a lot of time and energy for it to just be an activity to keep the student busy. Pointing out that doing homework only raises the score on tests only a little bit shows how homework really isn’t where students are learning from.
Now what?
And if students are not learning much by doing homework, then really, me as a teacher, needs to consider the why behind any assignment that I give. I don’t think that homework is evil. It prepares the students for college and for what they will be doing to gain further education. But, if it isn’t useful then I would agree with the gent who wrote the article, Orson Scott Card, and then it shouldn’t be used. So, my pledge is to make homework useful and not to drive my students to a deep hatred to learning and to a subject that they love so much. We will see how that goes and if it works.
First, the gentleman who wrote this article I feel has a deep issue of homework and has been bruised by it ever since he was a little tike and is determined to make sure no one has to feel the pain that he felt so many years ago. Although, in short I partially agree, I feel that it really all depends on what the purpose behind homework really is. Also, I would agree about the tests, it is all about the tester, not really what you know. However, as his article continued, I began to see more and more as to where he was coming from. He would like to see that students are learning what they need to learn or even what they want to learn rather than doing busy work and homework just to say you did homework. That homework needs to be thought through so that it can build the student rather than make them hate their beloved subject or loath the idea of homework all together.
So what?
Well, I think that I’m going to have to consider what he is saying for a moment. Although I think he just has anger problems, I do see his point. I think that he does present a decent argument. He addresses the fact that homework can take up a lot of time and energy for it to just be an activity to keep the student busy. Pointing out that doing homework only raises the score on tests only a little bit shows how homework really isn’t where students are learning from.
Now what?
And if students are not learning much by doing homework, then really, me as a teacher, needs to consider the why behind any assignment that I give. I don’t think that homework is evil. It prepares the students for college and for what they will be doing to gain further education. But, if it isn’t useful then I would agree with the gent who wrote the article, Orson Scott Card, and then it shouldn’t be used. So, my pledge is to make homework useful and not to drive my students to a deep hatred to learning and to a subject that they love so much. We will see how that goes and if it works.
Math Investigations
My mom started teaching here in Utah when they switched their math learning to investigations. I remember walking in on their meetings and hearing her and the other teachers talk about how they were going to incorporate them in their teaching. They would come up with visual aides and other tools that would help them help the students understand what they were doing. I now only realize that they had no idea what they were doing themselves and they were trying all means to gain a better footing on the material. 4 years of teaching math by investigation my mom would now stand by the benefits that it can bring to the learning within the classroom.
I know that not many liked the idea at first. But who likes switching from what they use so commonly to using something that seems foreign and strange. Investigations are another way to look at math. It gives the student a chance to apply their learning more constructively. So if they are studying a concept like fractions, they have learning hands-on experiences that help them learn that concept and retain it better. Most of Alpine liked it, if you talked to the ones that wanted to have it in the classrooms, but as far as teachers go, it wasn’t too accepted. But everything new that isn’t your idea to start with is normally not welcomed with signs and banners. It takes time of using it to really test out what it can do before welcomed signs are even starting to be thought of.
Now investigations are becoming used more and more and they are starting to see some outcome to them. Or at least the teachers are starting to be more open to them. My mom has been talking to me about them and how they can be useful and helpful to the teacher and student within and outside the classroom.
I know that not many liked the idea at first. But who likes switching from what they use so commonly to using something that seems foreign and strange. Investigations are another way to look at math. It gives the student a chance to apply their learning more constructively. So if they are studying a concept like fractions, they have learning hands-on experiences that help them learn that concept and retain it better. Most of Alpine liked it, if you talked to the ones that wanted to have it in the classrooms, but as far as teachers go, it wasn’t too accepted. But everything new that isn’t your idea to start with is normally not welcomed with signs and banners. It takes time of using it to really test out what it can do before welcomed signs are even starting to be thought of.
Now investigations are becoming used more and more and they are starting to see some outcome to them. Or at least the teachers are starting to be more open to them. My mom has been talking to me about them and how they can be useful and helpful to the teacher and student within and outside the classroom.
Ferile Minds
Reading this article was rather fascinating. I have always believed that the first year was essential to a child's learning and growing. Although, many disagreed with me, it was fun to read in the article that they agreed with me. I liked how they talked about the simple ways to show love and to help your child grow is nothing new. They said, "The importance of hands-on parenting, of finding the time to cuddle a baby, talk with a toddler and provide infants with stimulating experiences" is what should be happening for children, but since not all are born under such favorable conditions, Preschools/day cares need to provide opportunity for the brain to expand in the same manner. I liked how Dr. Harry Chugani said that there "is no excuse for ignoring the environment's power to remodel the brain. We may not do much to change what happens before birth, but we can change what happens after a baby is born." I liked that because it lays it out. It is the responsibility of all of us to take care of our young ones and to help them be as effective as possible. After this point in the article they lost me. As they went into the importance of genes and all things that could help the development of the brain. I was basically lost, but then I was found toward the end when they started talking about 'windows of opportunity'. I hope that I will continue to apply what they taught. They the window for learning does not close abruptly, but rather it can open and if we are continuing in our teaching and learning we enable the brain to continue to be active and open for learning and improving. I really thought the article was effective and that it gave me a different understanding to what the brain really is all about.
Piagetian Tasks
Piagetian Tasks
All the tasks I did were to my nephews (for this task I did a 5 year old). I did it unknowingly to them in hopes to get a better understanding as to where they were on the Piaget’s stages. The first one that I did was with a cup of milk. I actually had two glasses of milk. One was in a larger glass, the other in a smaller glass. I drank the smaller and then poured the larger one into the larger glass. I asked if there was a lot in the smaller glass, they said no. Then I poured the milk from the smaller glass into the larger glass. I asked if there was now more milk in the larger and you could probably guess what they said… yes. Amazing. This shows that their stage is at the preoperational stage. I saw that they understood what was being asked, and then they hesitated on their reasoning and thought about it for a second before responding. Which is why I come to the conclusion that they are in the beginning stages of preoperational stage because although they thought there was more milk now in the larger glass than the second, they still hesitated to say something until they were sure about it, which means that they are slowly moving into the preoperational stage rather than being strong in the sensorimotor stage.
The other task that I did was with cars. This one I used my 3 year nephew. We were playing with cars and I lined the cars up in 2 rows so that they would be even. I had my nephew look at them and I asked which one was longer, he just looked at me dumbfounded and continued playing with the cars. I then scooted one row up so that it would appear longer. After doing so I turned to my nephew and asked him which one was longer, he pointed to the row that I just moved. Interesting. This showed to me that he is in the preoperational stage too. He stopped to think about what I was asking, but in the end logic was not the issue. Rather it was how it looked and appeared and beyond that to him of course the longer row would be longer. I also found it interesting that he was content with what he saw and he never second guessed himself. It was as he saw it.
The last task I did was with my 1 month old nephew. With him I had to be a little more creative, but I really want to test out Piaget’s theory and stages and so I thought, why not? It was fun to do it on him. I had him looking at me, really glaring at me, and while I had him staring I asked my husband to come over to try to distract him from looking at me. It took a few minutes for the little guy to glance over at my husband. His focus was completely on me and what I was doing. I was so pleased with my observation. It proved that Piaget really does know what he is talking about. My nephew would be in the sensorimotor stage. He remained in the moment and could do nothing else until he was satisfied with looking at me. He was completely focused on the here and now situation rather than what was happening around him. So, my conclusion with Piaget is that he is correct about the stages and what happens within each stage.
All the tasks I did were to my nephews (for this task I did a 5 year old). I did it unknowingly to them in hopes to get a better understanding as to where they were on the Piaget’s stages. The first one that I did was with a cup of milk. I actually had two glasses of milk. One was in a larger glass, the other in a smaller glass. I drank the smaller and then poured the larger one into the larger glass. I asked if there was a lot in the smaller glass, they said no. Then I poured the milk from the smaller glass into the larger glass. I asked if there was now more milk in the larger and you could probably guess what they said… yes. Amazing. This shows that their stage is at the preoperational stage. I saw that they understood what was being asked, and then they hesitated on their reasoning and thought about it for a second before responding. Which is why I come to the conclusion that they are in the beginning stages of preoperational stage because although they thought there was more milk now in the larger glass than the second, they still hesitated to say something until they were sure about it, which means that they are slowly moving into the preoperational stage rather than being strong in the sensorimotor stage.
The other task that I did was with cars. This one I used my 3 year nephew. We were playing with cars and I lined the cars up in 2 rows so that they would be even. I had my nephew look at them and I asked which one was longer, he just looked at me dumbfounded and continued playing with the cars. I then scooted one row up so that it would appear longer. After doing so I turned to my nephew and asked him which one was longer, he pointed to the row that I just moved. Interesting. This showed to me that he is in the preoperational stage too. He stopped to think about what I was asking, but in the end logic was not the issue. Rather it was how it looked and appeared and beyond that to him of course the longer row would be longer. I also found it interesting that he was content with what he saw and he never second guessed himself. It was as he saw it.
The last task I did was with my 1 month old nephew. With him I had to be a little more creative, but I really want to test out Piaget’s theory and stages and so I thought, why not? It was fun to do it on him. I had him looking at me, really glaring at me, and while I had him staring I asked my husband to come over to try to distract him from looking at me. It took a few minutes for the little guy to glance over at my husband. His focus was completely on me and what I was doing. I was so pleased with my observation. It proved that Piaget really does know what he is talking about. My nephew would be in the sensorimotor stage. He remained in the moment and could do nothing else until he was satisfied with looking at me. He was completely focused on the here and now situation rather than what was happening around him. So, my conclusion with Piaget is that he is correct about the stages and what happens within each stage.
Week of Deep Views Ch 6
What did I learn? I learned that we even have an opportunity to redeem ourselves in college. The last test that I took in this class, I did horribly. I found that so odd as a walked out and for the first time today, the 27th of October, I was able to look at what I did wrong and I learned so much more than by just accepting the loss of a grade and moving on. Talking about moving on, lets talk about what I really learned in class apart from why I messed up on the test. We learned about the 3 steps of Memory. I really enjoyed learning about this because I am trying to remember things each day and I find that I am not doing a great job at it. So we looked at the steps... 1- Sensory Registar which is everything that we are "sensing". The duration is short and it has unlimited capacity to do good. 2- Working memory, which pulls knowledge for the sensory memory by paying attention to what was learned. It also has a short duration but it is longer than the sensory memory. To keep it here you need to repeat or rehearse what it is that you are learning. 3- From there it goes to the long term memory which has an unlimited duration and capacity. Then within the long term realm of memory it can then be placed into one of the 3 groups. 1- Declarative/semantic (fact and knowledge) 2- Procedural (how to knowledge) and 3- Episodic (memories, ae events/pics)
Why did it grab my attention? I enjoyed learning about the mind because it fascinates me as to how much it can do. I enjoyed learning about the steps and how it can go from one to the other. Then to see what the long term memory can do was way neat.
Now What? I now want to start using this knowledge to help me retain what I learn. By placing more into the long term setting or the working memory so that I might remember things more readily. I then thought that it would be fun to teach my students each year how their brain works and how they can utilize to their fullest capacity. It could be fun and it might even be useful. You never know.
Why did it grab my attention? I enjoyed learning about the mind because it fascinates me as to how much it can do. I enjoyed learning about the steps and how it can go from one to the other. Then to see what the long term memory can do was way neat.
Now What? I now want to start using this knowledge to help me retain what I learn. By placing more into the long term setting or the working memory so that I might remember things more readily. I then thought that it would be fun to teach my students each year how their brain works and how they can utilize to their fullest capacity. It could be fun and it might even be useful. You never know.
Development of Learning Ch 3
What?
I loved today's class. I was learning so much and that doesn't always happen. The things that I loved learning about was that we are all so similar. That we all go through some sort of stage. It is one of those things that you know, but that is never really understood because everyone around you seem to act that they have their act together and that they have no problems at all with what is happening. Another thing I enjoyed learning this time was how things might be learned. It was from Erikson's model of psychosocial development. He spoke of learning trust and mistrust and other attributes that are developed throughout a person's life and how they are learned. I agreed with him for the most part, but as far as the attributes being learned in only one stage of life, it just didn't seem right. For example, mistrust and trust he said is learned in the infant stage. Well, I feel like I had great trust until I got older and soon experience would teach me not to trust others. It has been hard to not always trust others and so I am learning to trust others again. But my goodness, it was definitely not learned when I was a baby. Really, though, sad that it was learned. Hmm... So- great class.
Why?
I think that this chapter was way important to learn because it is the root of so many children's lives with whom we will be teaching. I feel that without knowing how to help and understand them then in some essence we fail with teaching and helping them. Teaching is not only about giving knowledge, but also about understanding and teaching attributes that might help students be better than before, or believe in the ability that they have to be more. Also, for those students who are on ball, understanding where they are coming from will help teach them so that they don't get too "bored" with not progressing. Understanding the development in behavior has been so helpful thus far...
So what?
It establishes that there needs to be a basic understanding as to where students are coming from. It will help me understand my own children, when that time comes, but also with my husband. Understanding the stages and growth can help me with all my classes. It will help with adjusting assignments to meet needs and help me with helping the kids understand themselves. I hope to apply this information today and then continue learning about it so that I will be well versed in this area. Sounds fun to me.
I loved today's class. I was learning so much and that doesn't always happen. The things that I loved learning about was that we are all so similar. That we all go through some sort of stage. It is one of those things that you know, but that is never really understood because everyone around you seem to act that they have their act together and that they have no problems at all with what is happening. Another thing I enjoyed learning this time was how things might be learned. It was from Erikson's model of psychosocial development. He spoke of learning trust and mistrust and other attributes that are developed throughout a person's life and how they are learned. I agreed with him for the most part, but as far as the attributes being learned in only one stage of life, it just didn't seem right. For example, mistrust and trust he said is learned in the infant stage. Well, I feel like I had great trust until I got older and soon experience would teach me not to trust others. It has been hard to not always trust others and so I am learning to trust others again. But my goodness, it was definitely not learned when I was a baby. Really, though, sad that it was learned. Hmm... So- great class.
Why?
I think that this chapter was way important to learn because it is the root of so many children's lives with whom we will be teaching. I feel that without knowing how to help and understand them then in some essence we fail with teaching and helping them. Teaching is not only about giving knowledge, but also about understanding and teaching attributes that might help students be better than before, or believe in the ability that they have to be more. Also, for those students who are on ball, understanding where they are coming from will help teach them so that they don't get too "bored" with not progressing. Understanding the development in behavior has been so helpful thus far...
So what?
It establishes that there needs to be a basic understanding as to where students are coming from. It will help me understand my own children, when that time comes, but also with my husband. Understanding the stages and growth can help me with all my classes. It will help with adjusting assignments to meet needs and help me with helping the kids understand themselves. I hope to apply this information today and then continue learning about it so that I will be well versed in this area. Sounds fun to me.
Piaget vs Vygotsky Ch 2
What?
What was learned was a whole lot of something deep. We talked about Piaget and his opposite Vygotsky. Both did research on the learning of children and adults and both came up with information that would help in both of the areas. To me both had an interesting way looking at the brain and because of both their views it gives us a more complete view on how the brain works and how we all learn. Piaget was more of Cognitive Constructivism, meaning the building of knowledge in the brain. While Vygotsky was more of a Social Constructivism, meaning to build knowledge through interaction with others. The things we learn are dependent on cultural. Both men let us remain deep with how people learn and how they retain knowledge. Also, both were able to provide views of the brain that helped me understand more so how we all learn and how we all progress in school and in life in general.
Why?
i felt that the information that I learned about the brain from both Piaget and Vygotsky were very informative. They gave me another look on how my teaching can affect how others learn. Not that all my lessons need to be just based on each learning principle, but rather that I need to always be checking my teaching to see if how I am teaching is being helpful or harmful to the students. I need to be teachable if I expect my students to be teachable. Also, I need to continue to learn more on Piaget and Vygotsky studies so that way I will be more effective as a teacher.
What now?
Well, I was thinking that I am in great need of applying these studies now, with my teaching. That I need to remember what they talked about and how it relates not only to those around me, but also to me. I need to also write down what it is that stuck out to me the most and how I felt I could apply it to my future classrooms. I really am just excited to start applying it and start observing others to see if I fully agree with what these men came up with.
What was learned was a whole lot of something deep. We talked about Piaget and his opposite Vygotsky. Both did research on the learning of children and adults and both came up with information that would help in both of the areas. To me both had an interesting way looking at the brain and because of both their views it gives us a more complete view on how the brain works and how we all learn. Piaget was more of Cognitive Constructivism, meaning the building of knowledge in the brain. While Vygotsky was more of a Social Constructivism, meaning to build knowledge through interaction with others. The things we learn are dependent on cultural. Both men let us remain deep with how people learn and how they retain knowledge. Also, both were able to provide views of the brain that helped me understand more so how we all learn and how we all progress in school and in life in general.
Why?
i felt that the information that I learned about the brain from both Piaget and Vygotsky were very informative. They gave me another look on how my teaching can affect how others learn. Not that all my lessons need to be just based on each learning principle, but rather that I need to always be checking my teaching to see if how I am teaching is being helpful or harmful to the students. I need to be teachable if I expect my students to be teachable. Also, I need to continue to learn more on Piaget and Vygotsky studies so that way I will be more effective as a teacher.
What now?
Well, I was thinking that I am in great need of applying these studies now, with my teaching. That I need to remember what they talked about and how it relates not only to those around me, but also to me. I need to also write down what it is that stuck out to me the most and how I felt I could apply it to my future classrooms. I really am just excited to start applying it and start observing others to see if I fully agree with what these men came up with.
Race and Gender Tests
Well, the results of those tests ended up being a shocker! Who would have thought that I was bias toward the African American culture? Not me. I liked the test, however, I don't know if it really measured whether or not I am bias or if I associate one gender with the norm of society. Now, I'm not disagreeing with them fully, but it was interesting to see that I have a small bias toward the other group. But when I thought about it, I realized that it is because I don't have a lot of interaction with the other group. I am left to the White branch of society to associate myself with. Now that I know that I do have a small bias, I hope to do more to not have that. Fun.
As with the gender, that didn't really surprise me. I already knew how I felt about the female role compared to the male role. They are about even to me, however, I feel that most men are stronger with the career side and that most women are stronger with the family side. But both are equal, its just the way we are as females and males, but if both want to do either, I'm all for it. For the most part.
So all together, the tests were informative and enlightening. And that is my conclusion.
As with the gender, that didn't really surprise me. I already knew how I felt about the female role compared to the male role. They are about even to me, however, I feel that most men are stronger with the career side and that most women are stronger with the family side. But both are equal, its just the way we are as females and males, but if both want to do either, I'm all for it. For the most part.
So all together, the tests were informative and enlightening. And that is my conclusion.
Individual Differences Ch 5
Individual differences:
So what? Gosh, I love this topic!! I think that it goes further than the classroom. It is who we are as a community. We learned about labels, about individual attributes, etc. that would effect how we teach. But in reality, it is how we treat others around us and how we label those around us without a "written" consent. It was interesting because we had an argument about labeling, whether we should or shouldn't and still no conclusion was made. Both sides did a great job presenting, but they still weren't clear as to why or why not labels are good. I won't go either way to be honest with you. I feel like labels are only useful if the student needs help outside of the teachers ability, however, the label should not be negative or made unless it can help the student arise to their potential. So class was very helpful to me.
Why? Why was it helpful? Well, it is because I needed to see more clearly where I place labels. I noticed that as the conversation in class started to build up with labels and non labels also with who learns from what method, I realized that I try to incorporate all in my teaching, but only to a certain extent. Meaning, I stop at anything that I didn't understand. For example, those with syndromes or those who learn better with math or logic. But I loved learning how I could teach for them and how I could start obtaining those skills. It especially hit me when we sang the smart song. Loved that. I would love to use that in my classroom from the very beginning. So that all students might learn to accept at a young age.
What now? Well, there are a few things that I need to work on. I need to start learning more about syndromes and about those around me, as individuals. I also need to think of ways as to how I would like to see this in my daily life and then in my classroom. According to me, if I'm not living it now, I won't be living it then, when I'm a teacher.
So what? Gosh, I love this topic!! I think that it goes further than the classroom. It is who we are as a community. We learned about labels, about individual attributes, etc. that would effect how we teach. But in reality, it is how we treat others around us and how we label those around us without a "written" consent. It was interesting because we had an argument about labeling, whether we should or shouldn't and still no conclusion was made. Both sides did a great job presenting, but they still weren't clear as to why or why not labels are good. I won't go either way to be honest with you. I feel like labels are only useful if the student needs help outside of the teachers ability, however, the label should not be negative or made unless it can help the student arise to their potential. So class was very helpful to me.
Why? Why was it helpful? Well, it is because I needed to see more clearly where I place labels. I noticed that as the conversation in class started to build up with labels and non labels also with who learns from what method, I realized that I try to incorporate all in my teaching, but only to a certain extent. Meaning, I stop at anything that I didn't understand. For example, those with syndromes or those who learn better with math or logic. But I loved learning how I could teach for them and how I could start obtaining those skills. It especially hit me when we sang the smart song. Loved that. I would love to use that in my classroom from the very beginning. So that all students might learn to accept at a young age.
What now? Well, there are a few things that I need to work on. I need to start learning more about syndromes and about those around me, as individuals. I also need to think of ways as to how I would like to see this in my daily life and then in my classroom. According to me, if I'm not living it now, I won't be living it then, when I'm a teacher.
Race and Gender Ch 4
So, I forgot to do this for last week. My bad. But here you go. I had a lot to say about it, so I'm hoping that I'll be able to explain myself.
So what? Good point. So what? We just learned about racial issues that happen within the schools and how we, as teachers can help out those students within our classrooms. I really think that it is important to know how to do this because it is reality. We are no longer the same straight line students as we use to be. It is now that we have to step up and create opportunities for growth within our classrooms for all racial groups. Whether they be Hispanic, or Native Americans, we need to know how to handle each group in our class.
Why? Well, I think I hit the why up above, but to sum it up, knowing about the racial issues that could occur in your classroom gives you the ability to allow all students to reach their potential. It gives them the opportunity to learn about others and to become one with learning and accepting each other.
Now what? I think now, I, myself, need to study and strive to understand other racial backgrounds. I need to learn how to incorporate all varieties of cultures within my teaching. To become more understanding would be good too. I'm excited to start working on this today. Actually I started working on it last week. Cool. I'm a week ahead.
So what? Good point. So what? We just learned about racial issues that happen within the schools and how we, as teachers can help out those students within our classrooms. I really think that it is important to know how to do this because it is reality. We are no longer the same straight line students as we use to be. It is now that we have to step up and create opportunities for growth within our classrooms for all racial groups. Whether they be Hispanic, or Native Americans, we need to know how to handle each group in our class.
Why? Well, I think I hit the why up above, but to sum it up, knowing about the racial issues that could occur in your classroom gives you the ability to allow all students to reach their potential. It gives them the opportunity to learn about others and to become one with learning and accepting each other.
Now what? I think now, I, myself, need to study and strive to understand other racial backgrounds. I need to learn how to incorporate all varieties of cultures within my teaching. To become more understanding would be good too. I'm excited to start working on this today. Actually I started working on it last week. Cool. I'm a week ahead.
Tests of Intelligences
So, my conclusion with the tests would be.... interesting. The results of the tests were interesting to see. My IQ isnt as low as I thought that I would be and my Multiple Intelligence definitely showed that I had more ways of learning than one. I was pretty even all the way around with that test. Scoring higher in both the Kinaesathetic and the Visual/Spatial groupings. But not by much. Really, it was even all the way across the map.
My opinion of the results would be, fair. They both made sense and it showed me where I am strong and also, where I am lacking. To me, it has given me an understanding of what it is that I need to do excel in what I am doing. I know strange, but they were fun to look at after I had taken them and to see where I was at.
My opinion about the test would be that they are informative, but not exact. They let you know information about yourself, but they don't tell you exaclty where you're at.
My opinion of the results would be, fair. They both made sense and it showed me where I am strong and also, where I am lacking. To me, it has given me an understanding of what it is that I need to do excel in what I am doing. I know strange, but they were fun to look at after I had taken them and to see where I was at.
My opinion about the test would be that they are informative, but not exact. They let you know information about yourself, but they don't tell you exaclty where you're at.
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Why are you here?
Good question. I tried everything not to be here. My mom graduated from the education program when I was 12. At that point I had decided that I would love to follow her footsteps and become a teacher someday. But as the years went by, so did that idea. I watched teachers and observed their lifestyles, I was amazed that they were content with what they were doing. They were ok working long hours for nothing and teaching kids that showed little to no respect. They also seemed, to me, to be not achieving much because they were trying to help their students either become something or behave long enough to get through the year. So, I changed my mind over and over again as to what I wanted to do. I went from wanting to be a Zoologist to wanting to be a mechanic. I skipped that profession and went straight to nursing, then to political science and anything else that I could think of to avoid being a teacher. But alas, it is my calling. When I finally rounded back to the teaching idea, after a LONG detour, I discovered that teaching was and is in my blood. I see it so clearly. Students are the focal point. They are the ones that need the opportunity to succeed. I have had teachers that have hindered my learning and have caused gaps in my education that have cost me years of cleaning up. But I have also had those teachers, my mom in particular, who have strengthened me as an individual and who saw me for me and what I could accomplish. For those, I am standing up to this calling. I am wanting to help individuals of all groups.
What motivates you?
The challenge of changing is what motivates me. I like figuring out new ideas that will help me improve and gain more knowledge.
Why do you succeed?
That is an interesting question. The question should be, do I feel like I succeed? I use to always feel as though I never succeeded in anything that I did. And in many ways I still do. I work hard at all that I am asked to do and I constantly try to rise above the norm. But many times I feel as though I fall short and therefore, in the end, for the most part, I do not succeed.
Why do you fail?
I fail because I believe that I cannot succeed. It is because I do not measure up to my own expectations and in result it effects all that I do.
How do you need to change you perspective and/or motivations in order to succeed in the elementary education program and become a GREAT!!! teacher?
I first off, I need to see the goal of becoming a GREAT teacher as something that is achievable. Then, I need to believe in the ability that I have rather than the ability that others wished I had. Meaning, there are so many opinions on what makes a GREAT teacher, that the goal seems almost impossible. And in that goal that is set by others, when it is not reached, then that is when you don't succeed. So, since I wish to succeed, then I need to shoot for the goal that will make myself pleased with as I strive to reach it through the years of teaching the await me.
Good question. I tried everything not to be here. My mom graduated from the education program when I was 12. At that point I had decided that I would love to follow her footsteps and become a teacher someday. But as the years went by, so did that idea. I watched teachers and observed their lifestyles, I was amazed that they were content with what they were doing. They were ok working long hours for nothing and teaching kids that showed little to no respect. They also seemed, to me, to be not achieving much because they were trying to help their students either become something or behave long enough to get through the year. So, I changed my mind over and over again as to what I wanted to do. I went from wanting to be a Zoologist to wanting to be a mechanic. I skipped that profession and went straight to nursing, then to political science and anything else that I could think of to avoid being a teacher. But alas, it is my calling. When I finally rounded back to the teaching idea, after a LONG detour, I discovered that teaching was and is in my blood. I see it so clearly. Students are the focal point. They are the ones that need the opportunity to succeed. I have had teachers that have hindered my learning and have caused gaps in my education that have cost me years of cleaning up. But I have also had those teachers, my mom in particular, who have strengthened me as an individual and who saw me for me and what I could accomplish. For those, I am standing up to this calling. I am wanting to help individuals of all groups.
What motivates you?
The challenge of changing is what motivates me. I like figuring out new ideas that will help me improve and gain more knowledge.
Why do you succeed?
That is an interesting question. The question should be, do I feel like I succeed? I use to always feel as though I never succeeded in anything that I did. And in many ways I still do. I work hard at all that I am asked to do and I constantly try to rise above the norm. But many times I feel as though I fall short and therefore, in the end, for the most part, I do not succeed.
Why do you fail?
I fail because I believe that I cannot succeed. It is because I do not measure up to my own expectations and in result it effects all that I do.
How do you need to change you perspective and/or motivations in order to succeed in the elementary education program and become a GREAT!!! teacher?
I first off, I need to see the goal of becoming a GREAT teacher as something that is achievable. Then, I need to believe in the ability that I have rather than the ability that others wished I had. Meaning, there are so many opinions on what makes a GREAT teacher, that the goal seems almost impossible. And in that goal that is set by others, when it is not reached, then that is when you don't succeed. So, since I wish to succeed, then I need to shoot for the goal that will make myself pleased with as I strive to reach it through the years of teaching the await me.
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