The three chapters for this weeks module dealt specifically with the theories of learning. There are three points, all of which deal, with the well-rounded teacher as well as the well-educated student.
First is the importance of the acquisition and development as critical thinking skills (p. 343). These are the skills which allow all persons to examine claims and evidence critically to turn them over in their minds, and determine whether or not these ideas have merit. These skills are those which students will use most frequently in their daily lives. Beyond the mere facts of learning, critical thinking teaches a student how to think rather than simply what to think. I found this to be most interesting because it is this skill which I feel quite often lacking in modern education systems. If students were to graduate with perfect grades, but did not acquire these skills, their eductaion would be almost useless. Rarely are situations in the real world as neat and tidy as the problems which students will face in examination while in school.
Coupled with the development of critical thinking skills is the process of overlearning (p.348). That is, learning a skill beyond the point of mastery. Just as critical thinking skills provide the logical background for all critical assessment which people will perform throughout their lives, overlearning aids in this by permitting a student to move beyond a mere recall of facts. By knowing the factual events of a historical event beyond perfect recall, students move beyond the what and can begin to ask how and why such events occurred.
Finally, an interesting piece of evidence which caught my eye was the claim that the more a student provides well-though explanations within a small group of other students, the more student explaining learns about the subject (p. 376). I thinks this reflects the collaborative nature of education, not jsut from student to student, but between student and teacher. By pondering explanations to serious questions, both the student and the teacher must think critically about these questions, so that they may arrive at the truth.
Wednesday, December 16, 2015
Wednesday, December 9, 2015
Classroom Management Scenarios
Classroom Management-The Incorrect Method
Classroom Management-A More Correct Approach
The videos I have included display both an improper and a proper method of classroom management. In the first video, the teacher goes immediately to punishment (p. 252), but does so in such a manner that he has probably lost his student's respect. Instead of a quiet reprimand (p. 261), he instead has immediately raised his voice and spoken down to the student, upsetting her to such a degree that she may not return to class that day. Instead of responding in anger, this teacher should have done as the second video shows.
In the second video, nothing has changed except how the teacher approaches and speaks to the student. First, he approaches the student and speaks quietly, reprimanding her in such a way to remind her of the classroom rules (p. 261). After reminding her of the rule, he tells her, in a non hostile manner, to put away her cell phone (p. 488). Furthermore, the teacher uses an assertive discipline approach (p. 497), telling the student that he wants her to turn off her phone so that she will be able to pay attention to what is being taught because there is a test the following week on the subject matter and he wants her to do well. He also gives her an opportunity to make up the missed work by being available after class for her to go over what she missed.
While the second video was not a perfect example, it does show a more proper way of managing a classroom. The situation did not devolve into a screaming match, but instead became a learning opportunity, giving the teacher the chance to reinforce classroom discipline with this particular student.
Classroom Management-A More Correct Approach
The videos I have included display both an improper and a proper method of classroom management. In the first video, the teacher goes immediately to punishment (p. 252), but does so in such a manner that he has probably lost his student's respect. Instead of a quiet reprimand (p. 261), he instead has immediately raised his voice and spoken down to the student, upsetting her to such a degree that she may not return to class that day. Instead of responding in anger, this teacher should have done as the second video shows.
In the second video, nothing has changed except how the teacher approaches and speaks to the student. First, he approaches the student and speaks quietly, reprimanding her in such a way to remind her of the classroom rules (p. 261). After reminding her of the rule, he tells her, in a non hostile manner, to put away her cell phone (p. 488). Furthermore, the teacher uses an assertive discipline approach (p. 497), telling the student that he wants her to turn off her phone so that she will be able to pay attention to what is being taught because there is a test the following week on the subject matter and he wants her to do well. He also gives her an opportunity to make up the missed work by being available after class for her to go over what she missed.
While the second video was not a perfect example, it does show a more proper way of managing a classroom. The situation did not devolve into a screaming match, but instead became a learning opportunity, giving the teacher the chance to reinforce classroom discipline with this particular student.
Module 3: Keeping the Class on Task
The readings for this week dealt with an area I am especially interested in, since most teachers find this area to be problematic: classroom management. Although I found both chapters to be thoroughly engaging and interesting, I will focus on the three points which stood out the most for me.
First, although I have always seen it used, I never knew about the Premack principle (p. 258) as such. This principle states that first a student does what a teacher wants, then they will be allowed to do what they want (within reason). This allows teachers to use a reinforcer as a potential reward for students when they perform the desired behavior. This strategy is used by teachers by also by parents, by getting students to perform the low frequency behavior and having it reinforced. I fully intend to use this principle myself one day, as it seems to be an effective tool. I did not realize before reading the chapter, however, the importance of performing the low frequency behavior first. Without this action on the part of the students, the reinforcer does not reinforce the desired behavior. Instead, they learn that by making promises to perform the behavior, they will get what they desire. I saw this method misused quite frequently when I was a student, with other students getting a teacher to agree to a reward before performing the behavior the teacher desired. The result was the students spent the class period doing what they wished, and never got to the work the teacher wanted them to accomplish in the first place!
I also liked how chapter 5 mentioned the use of reprimands in managing a class (p. 261). When I hear the term reprimand, I know I often think of a loud, firm scolding. I always thought that such an approach would be less effective in a classroom setting, with many other students present. Indeed, according to the text, that is exactly what the research shows. When students are reprimanded publicly, this often embarrasses the student and ends up reinforcing the negative behavior the teacher wants to cease. Better results are gained when a teacher quietly speaks to the student, preferably in a private setting. The student does not lose face, and the teacher does not lower themselves by yelling at their student.
Tying in to this is the third point of interest. Assertive discipline is neither passive (letting students behave as they wish) nor is it confrontational. Instead, teachers who use this approach maintain composure, speak firmly and clearly, and maintain eye contact with their students (p. 497). They are calm and collected, speaking from a position of authority while not being threatening. It is these teachers who often have the best classroom management, because their students are made aware of the rules and know what is expected of them. Yet, students also realize why their teacher behaves in such a way: because he or she cares about the education of his or her students. Although this approach may not be perfect, I believe it does emphasize the goal of classroom management, which is to have a safe and healthy learning environment where students know they are there to learn.
First, although I have always seen it used, I never knew about the Premack principle (p. 258) as such. This principle states that first a student does what a teacher wants, then they will be allowed to do what they want (within reason). This allows teachers to use a reinforcer as a potential reward for students when they perform the desired behavior. This strategy is used by teachers by also by parents, by getting students to perform the low frequency behavior and having it reinforced. I fully intend to use this principle myself one day, as it seems to be an effective tool. I did not realize before reading the chapter, however, the importance of performing the low frequency behavior first. Without this action on the part of the students, the reinforcer does not reinforce the desired behavior. Instead, they learn that by making promises to perform the behavior, they will get what they desire. I saw this method misused quite frequently when I was a student, with other students getting a teacher to agree to a reward before performing the behavior the teacher desired. The result was the students spent the class period doing what they wished, and never got to the work the teacher wanted them to accomplish in the first place!
I also liked how chapter 5 mentioned the use of reprimands in managing a class (p. 261). When I hear the term reprimand, I know I often think of a loud, firm scolding. I always thought that such an approach would be less effective in a classroom setting, with many other students present. Indeed, according to the text, that is exactly what the research shows. When students are reprimanded publicly, this often embarrasses the student and ends up reinforcing the negative behavior the teacher wants to cease. Better results are gained when a teacher quietly speaks to the student, preferably in a private setting. The student does not lose face, and the teacher does not lower themselves by yelling at their student.
Tying in to this is the third point of interest. Assertive discipline is neither passive (letting students behave as they wish) nor is it confrontational. Instead, teachers who use this approach maintain composure, speak firmly and clearly, and maintain eye contact with their students (p. 497). They are calm and collected, speaking from a position of authority while not being threatening. It is these teachers who often have the best classroom management, because their students are made aware of the rules and know what is expected of them. Yet, students also realize why their teacher behaves in such a way: because he or she cares about the education of his or her students. Although this approach may not be perfect, I believe it does emphasize the goal of classroom management, which is to have a safe and healthy learning environment where students know they are there to learn.
Wednesday, December 2, 2015
Module 2: Everyone's Unique
The reading for this week consisted of several chapters dealing with student's development and the struggles they face. Chapter 4 was about the different needs of individual students. Chapter 5 dealt with the development of language and the difficulties various students face using it. Chapter 6 dealt with the differences in language development and with diversity in schools.
Chapter 4 was of the greatest interest for me because I have often wanted to help my students when they struggle, but sometimes I have been unable to do so. When this happens, I've felt very frustrated and helpless with no clear idea how I can help them. This chapter in particular gave me some insight into possible reasons why these struggles may be occurring, as well as offering ideas for how to aid students who are struggling.
One part which fascinated me was Gardner's theory of Multiple Intelligences. Gardner believe that there were eight separate groups of mental abilities which could be identified, but he did not believe that this number was a fixed amount. Instead, he felt that this was a working theory which would adapt to new evidence and was open to their being more than eight specific intelligences. Gardners's theory has been widely accepted within the education community and I think there are some very good points which teachers can take from this theory. Specifically, that teachers should modify instruction based on each student's needs, and any lesson should be taught in several different ways (p. 122). I think that these two ideas should be central to any teacher's philosophy, because they will help teachers become better instructor's and educators and will ensure that students' needs will always remain the highest priority.
A second point which caught my interest was mention of the Flynn Effect (p. 126). First documented by James Flynn, the documented trend shows that from the 1900s, since IQ tests have been used, the average IQ score has gone up nearly 20 points with each successive generation. This interested me because although IQ scores have risen, students seem less capable of critical, logical thinking and of intelligent discourse on serious issues. Perhaps this is because there is little formal training in logic anymore. This then makes me wonder if though each successive generation may be more intelligent, they are becoming less educated.
My third and final point of interest was the dispelled myth that girls are inferior to boys in mathematics (p. 127). In fact, research shows that girls are actually on the same level as boys in math. This caught my eye because at my last teaching position, I actually had two students (a boy and girl) who I tutored in mathematics. The young girl actually showed more interest and skill in mathematics then the young boy did. She was able to make the necessary leaps to move from lesson to lesson with more speed and displayed a rapid absorption of the material. This example from my own experience just buoys the research done to combat this myth which has done a great deal of harm to our youth: that a student's sex plays a major role in their success or failure in any given subject.
These topics were just a few which I came across in my readings. There were many more points of interest which cannot be mentioned here, all of which had the same effect: to make me want to be a better teacher.
Chapter 4 was of the greatest interest for me because I have often wanted to help my students when they struggle, but sometimes I have been unable to do so. When this happens, I've felt very frustrated and helpless with no clear idea how I can help them. This chapter in particular gave me some insight into possible reasons why these struggles may be occurring, as well as offering ideas for how to aid students who are struggling.
One part which fascinated me was Gardner's theory of Multiple Intelligences. Gardner believe that there were eight separate groups of mental abilities which could be identified, but he did not believe that this number was a fixed amount. Instead, he felt that this was a working theory which would adapt to new evidence and was open to their being more than eight specific intelligences. Gardners's theory has been widely accepted within the education community and I think there are some very good points which teachers can take from this theory. Specifically, that teachers should modify instruction based on each student's needs, and any lesson should be taught in several different ways (p. 122). I think that these two ideas should be central to any teacher's philosophy, because they will help teachers become better instructor's and educators and will ensure that students' needs will always remain the highest priority.
A second point which caught my interest was mention of the Flynn Effect (p. 126). First documented by James Flynn, the documented trend shows that from the 1900s, since IQ tests have been used, the average IQ score has gone up nearly 20 points with each successive generation. This interested me because although IQ scores have risen, students seem less capable of critical, logical thinking and of intelligent discourse on serious issues. Perhaps this is because there is little formal training in logic anymore. This then makes me wonder if though each successive generation may be more intelligent, they are becoming less educated.
My third and final point of interest was the dispelled myth that girls are inferior to boys in mathematics (p. 127). In fact, research shows that girls are actually on the same level as boys in math. This caught my eye because at my last teaching position, I actually had two students (a boy and girl) who I tutored in mathematics. The young girl actually showed more interest and skill in mathematics then the young boy did. She was able to make the necessary leaps to move from lesson to lesson with more speed and displayed a rapid absorption of the material. This example from my own experience just buoys the research done to combat this myth which has done a great deal of harm to our youth: that a student's sex plays a major role in their success or failure in any given subject.
These topics were just a few which I came across in my readings. There were many more points of interest which cannot be mentioned here, all of which had the same effect: to make me want to be a better teacher.
Trinity Christian College Field Experience Context for Learning Form
Trinity Christian College Field
Experience Form
Context for Learning
Description of School and Students
About
the School Where You Are Observing or doing Field Experience
School Name and City: Academy of Holy Wisdom
Alsip, IL
Type of School: Elementary school, Middle School, High School, or
Other: Home School Co-op
Setting: Urban, Suburban, or Rural: Suburban
Write your responses to the three questions
below in paragraph form.
1. List
any special features of the school or classroom setting (e.g., themed magnet,
classroom aide, bilingual, co-taught with a
special education teacher, pull-out program).
N/A
2. Describe
any district, school, or cooperating teacher requirements or expectations that affects
the planning or delivery of instruction, such as required curricula, pacing
plan, use of specific instructional strategies, or standardized tests.
N/A
3. For
special education only: List
any educators with specialized expertise in the school/district (e.g., specific
disabilities, subject-specific pedagogy, English language development, speech
therapists).
N/A
1. Estimated
percentage of students
eligible for free/reduced lunch: N/A
2. Grade
level(s): 7/8
3. Number
of
a. students
in the class: 2
b. males:
1
females: 1
c. English
language learners: 0
d. students identified as
gifted and talented: 0
e. students
with Individualized Education Programs (IEPs) or 504 plans: 0
4. Complete
the chart below to summarize required accommodations or modifications for
students receiving special education services and/or students who are gifted
and talented as they will affect
instruction. As needed, consult with your cooperating teacher to complete
the chart. The first row has been completed in italics as an example. Use as
many rows as you need.
|
Special Education
Category |
Number of Students
|
Accommodations, Modifications, and/or Pertinent IEP Goals
|
|
Example: Learning Disability
|
Example: 4
|
Example: Close monitoring, follow up, and Resource Room
|
|
N/A
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
About the Class You Observed
1.
How much time is devoted each day to instruction
in the classroom? Describe the class periods (if applicable)? Choose a content
area of your specialty or major. How much time is devoted to teaching that
subject?
The class period was 90 minutes long, with time split equally
between two subjects: Latin and Mathematics.
Both subjects would receive equal treatment at 30 minutes each, with the
remaining 30 minutes spent in working on problems and translation.
2. Is
there any ability grouping or tracking? If so, please describe how it affects
your class.
N/A
3. Identify
any textbook or instructional program you primarily use for instruction. If a
textbook, please provide the title, publisher, and date of publication.
Ecci Romani I
Prentice
Hall—Upper Saddle River, NJ
2012
4. List
other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction
in this class.
Whiteboard
5. What do you know about what your students know, what can they do,
and what are they learning to do? What do you know about your students’
everyday experiences, cultural backgrounds and practices, and interests?
The students under my tutelage were both
young members of my Church, and I had known them both for quite some time. I was also familiar with their family
backgrounds and knew their parents and had been growing to know more about them
personally as the year progressed, including their hobbies and academic
interests. This helped me to tailor the lesson
plans to meet the needs of each student where they were in their individual
development.
6. Describe one teaching event. What best
practices in teaching were used?
Throughout the class, discussion between me
and the students occurred as we spoke about the various new topics. We worked together on the Whiteboard, using
examples from the chapter we were working on to practice, and spent time working
on homework one on one.
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