If I am presented with a class that doesn’t meet my intellectual standards I have a habit of making things harder than they have to be in order to challenge myself. That’s why I was content in Management 5150, I found the framing and reframing techniques, challenging, and stimulating. Reframing is one of the most valuable take away for me from the course and group project. I have learnt to use reframing techniques to create new ways of seeing and create new action opportunities. Reframing problems takes effort, attention, and practice, but allows you to see the world around you in a brand-new light.
But as of today it’s still the same cell block schools in the confined rooms with the teachers teaching what the state wants the teachers to teach the kids so they pass all these tests. And now I hear they want to hold back third graders if they can’t read at a third grade level. So yes I think times have changed in the past centuries on what Gatto says. I feel more and sorrier for the teachers now than I did as I was growing up. I guess I was blind to see how teachers have to teach and how they teach.
Teaching is fun, but at the same time it is very stressful. You not only have the school evaluating your abilities, but you also have the student’s parents, and the students. Teaching is very rewarding, but it can be hard at sometimes
However, a simple checklist for use of languages by students may have been more conducive to help aid in explaining students’ loss and/or gain of knowledge. There would be a need for many categories and uses, obviously, the only two languages used would be English and Spanish, but in my classroom now it would require at least four or more languages on a checklist. The other aspect would be for what purpose the language was used for and when it was used. This demonstrates the usefulness of this system by possibly showing explanations for how students approach novel ideas and problems in classes, but it would be extremely difficult for the teacher as an observer to record every single instance of language use. Perhaps, English use could be taken off the checklist for simplicity’s sake and a video camera may be more effective at helping a teacher in finding other language use.
Task 2 Part A Scenario 2 1. Positive Social Interaction: In a 3rd grade classroom, the homework policy in scenario two would promote best practices in social interaction in a few different ways. As per the policy, if a student is turning in homework late, they must first discuss it with the teacher. This is a form of conflict resolution, because they discuss why it is being turned in late (they just forgot, or even ran out of time at home) and try to figure out a way of preventing this in the future. It also gives the young student an opportunity to prove that they participated in the activity, even if they forgot to turn it in right away.
Like an argument about who’s turn it is to do the pamper change. I will have forgotten my argument as well as hers in a minute while she will remember every word. In the same manner, I respond to her information in length about why it isn’t my turn and give her way more feedback than is worthy of the conversation. 2. Describe a plan using at least three specific ideas from the textbook in Chapter 4 for how you will make an effort to improve your skills in the stage you identified in response to question 1.
After reviewing the reading, we can make many assumptions about the authors’ argument. I think that this is quiet self-explanatory on the message the authors is arguing “that a teacher can help students, but the student “must do the learning.” you as a student can by taught many things but until you actually learn it or apply or are even able to explain it yourself then you have learned the concept applying to this concept there is quote in the book where it is said “Knowledge must grow in his mind if learning is to take place” (Adler and Van Doren; “The Activity and Art of Reading” page 8). I also think that the student has to put in the initiative to learn the concept themselves without the initiative of applying the concept you won’t ever learn the concept. Learning the concept is much like applying the concept of discovery that the Arthur was also referring to in the reading where it was mentioned in the quote “the learner acts on something communicated to him”. After the reading I see my role as a student as the learner or as the thinker which applies the concept that are being taught by the instructor.
I want to experiment with what builds a sense of community, support, care, and motivation in my classroom and I assume this will take place in many forms. Torey sought out and found ways to communicate and build relationships with her students, some of the time these ways were non-verbal and rather based on feeling; I hope to create the same sort of atmosphere in my classroom, to have those important one on one moments with my students. This passage in the book also reminded me of a recent conversation I had with my supervising teacher about the hiring process. She told me that some of the best teachers have the worst interviews, but when she’s looking for a potential teacher she relies mostly on intuition; if she believes an individual truly loves children, she is much more likely to hire them regardless of their interview. (Of course the individual would have to demonstrate some basic competencies) The passage also made me think of the beauty of the teaching profession and how it really is difficult to explain to a non-teacher; there are so many small and large events that happen on a daily basis in the academic world that creates a world of amazement and appreciation for the growing
In this essay, I will reflect about my collaborative learning abilities and see how I’ve changed and can improve my group learning. PBL is a group session of 8-9 students and a facilitator, where the students work together to identify learning objectives in a given scenario. The reason I will focus on group learning specifically in PBL is due to my first PBL professionalism judgement. Despite being described as an “active an enthusiastic group member”, both generally positive things, my weakness to try impart all information learned, therefore talking over others and interrupting, led to a borderline grade.2 Without an intention to do this, my over-enthusiasm led to me sometimes being distracted from the whole group topic, leading to small conversations with the person next to me. In hindsight, this is an action which appears arrogant and rude, and may make the person talking at that moment to the group lose confidence.
The thesis of Mary Sherry’s essay is that teachers and parents need to take further action to help their students earn their diplomas. The main points Sherry expresses in her essay are that students barely have any motivation to focus in school, how students are not satisfied with their academic skills, and ways that teachers can get their students to study. First, Sherry mentions in the essay, “…but, as I rediscover each time I walk into the classroom, before a teacher can expect students to concentrate, he has to get their attention, no matter what distractions may be at hand” (Sherry 515). I agree with what she said because I am a recent high school graduate who would always want to be everywhere but school. Another main