I think that the groups were really effective. Most of the time it takes seeing a situation from multiple points of view in order to understand all sides. Seeing the different situations in the video and then being able to act them out helped me to understand not just the teacher's point of view but helped me to understand the student's point of view. I think that each group made their skit effective because they showed some major themes that occur within any classroom- issues with homework, issues with classroom activity and consistancy, problems with student behavior, how to handle student behavior, as well as how to stay calm and continue to be effective when there is so many different things going on around you.
I think that the movie overall was an effetive way to learn and understand how to manage different aspects of the classroom. Again, seeing it instead of reading about it or learning about it from a lecture is much more effective. I think that it is important to have all teachers understand these different points of view in order for them to be an all around consistant, effective, supportive, and guiding leader in the classroom.
Monday, April 6, 2009
Wednesday, April 1, 2009
Reaction to Behavior 101 Movie
What would you do?:
If a student was ever that disruptive not just towards me and my teaching but towards the other students in the class action would have to be taken immediately. I think that if any student, no matter how disruptive they had been in the class, got physical with another student or with me, I would immediately go across the hall, ask another teacher to watch my room and then take the student down to the office. If the student was unwilling to go, then I would make a phone call from my room to the office for someone to come down and help me whether it be a resource officer, the principal, or another teacher. The student needs to be removed from the classroom and taken to another area, probably the office. The parents would have to be called immediately and maybe even authorities if the student continues any physcial behavior or threatens the physical safety of another. I would do everything in my power to make sure that the other students in my classroom were safe and my own safety as well.
If a student was ever that disruptive not just towards me and my teaching but towards the other students in the class action would have to be taken immediately. I think that if any student, no matter how disruptive they had been in the class, got physical with another student or with me, I would immediately go across the hall, ask another teacher to watch my room and then take the student down to the office. If the student was unwilling to go, then I would make a phone call from my room to the office for someone to come down and help me whether it be a resource officer, the principal, or another teacher. The student needs to be removed from the classroom and taken to another area, probably the office. The parents would have to be called immediately and maybe even authorities if the student continues any physcial behavior or threatens the physical safety of another. I would do everything in my power to make sure that the other students in my classroom were safe and my own safety as well.
Monday, March 23, 2009
FITB- Chapter 10: Going Beyond The Classroom
So many students are waiting and willing to spread their wings and try new things inside and outside the classroom. However the classroom setting is not always conducive to a particular students’ learning style or ability. Students look to their teacher for inspiration but more importantly to provide other examples of people who can inspire. One way to do this is to establish connections between what they know and love and what they want to do in the world after high school. Any opportunity for a student to be able to learn “outside the [ir] usual classroom routine” can evoke so many new emotions and stir motivation for grasping their education.
Allowing students to complete regular class work outside of the school can aid in helping create a concrete example of their future. Designing projects that involve other experts shows them that what they accomplish now is related to what they can accomplish later in life. Focusing on not many but maybe just one particular learning experience, ensures that the students will gain a lot from one and not the other way around. Arranging for students to participate in internships is one way that can directly correlate what they currently know and understand with what they want to know, understand, and eventually do with their life. Once school is out for the summer or for a break, it is important to still be able to reach your students. Helping them to find summer and enrichment programs that can build/continue on their knowledge while you or another adult figure in their life is not there can be very beneficial.
Being able to recognize and support each student’s learning is crucial. But more importantly being able to support each student’s learning on their own is vital to their future understanding of material. Giving students the tools they need to succeed is what helps not just to shove them through the education system but helps them to really know what they are doing and take charge of their life.
Allowing students to complete regular class work outside of the school can aid in helping create a concrete example of their future. Designing projects that involve other experts shows them that what they accomplish now is related to what they can accomplish later in life. Focusing on not many but maybe just one particular learning experience, ensures that the students will gain a lot from one and not the other way around. Arranging for students to participate in internships is one way that can directly correlate what they currently know and understand with what they want to know, understand, and eventually do with their life. Once school is out for the summer or for a break, it is important to still be able to reach your students. Helping them to find summer and enrichment programs that can build/continue on their knowledge while you or another adult figure in their life is not there can be very beneficial.
Being able to recognize and support each student’s learning is crucial. But more importantly being able to support each student’s learning on their own is vital to their future understanding of material. Giving students the tools they need to succeed is what helps not just to shove them through the education system but helps them to really know what they are doing and take charge of their life.
FITB- Chapter 9: When Things Go Wrong
This chapter, more so from my perspective, was for the emotions of the teacher. It can be very hard and overwhelming to try so hard with so many students and not be able to reach all or even the ones who you had hoped to reach. An important aspect of teaching is failure. Learning and teaching both need failure in order to learn, grow, accept, and move forward with more learning and more importantly understanding. Many students, similar to teachers (interestingly enough), want to succeed in every aspect of their lives and when one aspect does not go right, it usually affects all the others. The most important tool to remember is to not give up on others but more importantly yourself.
Having confidence in yourself and in your students can help the overall atmosphere within the classroom. Students’ confidence can receive blows from many aspects of their life and academic journey, beginning with grades. But communication can help to solve these confidence blows with reassurance that the help is there, the ability is there, the implementation of all of these just needs to come together. Students who have these blows or feel unnoticed at school may often want to stop going especially if they think that they will never be able to do the work and pass anyway. As a teacher, reassuring students that whether they succeed or fail you are there and will help is important. Response to these situations does matter to students as well as how teacher reacts to different situations within the classroom. Whether it is during a discussion, group work, partner work, or even just talk, students need to feel safe, physically, mentally, and emotionally within the classroom.
There are many important things to remember as a teacher and some of them can help when trying to overcome learning, behavioral, or emotional issue within the classroom. Remembering to have a hard shell but remain true to yourself is important. Share who you are and what you want from your students, keeping in mind not to cross the line of being friendly versus being a friend. Teachers should not be afraid to apologize to their students if something is said out of line or if they cross a line. Sometimes reexamining your approach can make a big difference. But some of the most important points that I thought were in this chapter were to not take a bad day too hard, don’t judge yourself by whether you are popular with your students and don’t try to be a superhero. All teachers and students make mistakes but working together is the most important part of learning.
One thing I loved is that I now understand the title of the book. Some students set “Fires in the Bathroom” and you have to learn and know how to handle, deal, and help them. It is not just an act but something more going on within the student and maybe you can be the one to help them work it out, or at least give them an outlet for that possibility.
Having confidence in yourself and in your students can help the overall atmosphere within the classroom. Students’ confidence can receive blows from many aspects of their life and academic journey, beginning with grades. But communication can help to solve these confidence blows with reassurance that the help is there, the ability is there, the implementation of all of these just needs to come together. Students who have these blows or feel unnoticed at school may often want to stop going especially if they think that they will never be able to do the work and pass anyway. As a teacher, reassuring students that whether they succeed or fail you are there and will help is important. Response to these situations does matter to students as well as how teacher reacts to different situations within the classroom. Whether it is during a discussion, group work, partner work, or even just talk, students need to feel safe, physically, mentally, and emotionally within the classroom.
There are many important things to remember as a teacher and some of them can help when trying to overcome learning, behavioral, or emotional issue within the classroom. Remembering to have a hard shell but remain true to yourself is important. Share who you are and what you want from your students, keeping in mind not to cross the line of being friendly versus being a friend. Teachers should not be afraid to apologize to their students if something is said out of line or if they cross a line. Sometimes reexamining your approach can make a big difference. But some of the most important points that I thought were in this chapter were to not take a bad day too hard, don’t judge yourself by whether you are popular with your students and don’t try to be a superhero. All teachers and students make mistakes but working together is the most important part of learning.
One thing I loved is that I now understand the title of the book. Some students set “Fires in the Bathroom” and you have to learn and know how to handle, deal, and help them. It is not just an act but something more going on within the student and maybe you can be the one to help them work it out, or at least give them an outlet for that possibility.
FITB- Chapter 8: Teaching Teenagers Who Are Still Learning English
It is interesting to think that America is growing as rapidly as it is considering that “At least one in every six adolescents going to school in the United States comes from a family in which English is not the main language”. This means that it is not those students who must adapt but the teachers as well. Teaching to students who have a language barrier are not any less intelligent than other students, they just have a different way of learning. To reach these students the most important thing is to establish a connection. Really knowing your students, who they are, what they like, what home is like, where they are from, when they came to school, and why they do the things they do can help to ensure that you reach them on many levels including academic.
Allowing your students to see the “links” between their lives and culture and the life and culture they have been thrust into can help them understand that they are valued and they are an important part of the class and are expected to learn. Making sure all students know that you believe in them, you have confidence in their abilities can help them to find their own confidence. Focusing on the important thinking and not their mistakes as well as helping to succeed not simply get by can help them in their future whether academically or not. There needs to be a transition between the important texts and the texts they can handle, helping them to understand the “language” of the textbook, which means also giving them clues to reading material that is not in their own language. This also means giving students alternate methods to learning the material at hand, even if it means putting it into another form to aid in their understanding.
Allowing for you students to take risks is so vital. When they can learn from a mistake or a huge risk gone right, then they know those risks are worth taking. Students should also be able to use their own language to work with others and work on problems in class. Students, taking into account that they are dealing with an ongoing struggle, need to be able to use repetition to enhance their knowledge of the material. Listening, seeing through the disruptive behavior and having patience is crucial when you have students who relate to the information at hand in a whole new way. Above all, respect is what any student is after or desires from another. But those students who are of another culture and language are looking to be respected for who they are and where they are from. Respect can form the basis for all learning, allowing all children to be on an equal playing field no matter the background, no matter the learning style, and no matter what culture.
Allowing your students to see the “links” between their lives and culture and the life and culture they have been thrust into can help them understand that they are valued and they are an important part of the class and are expected to learn. Making sure all students know that you believe in them, you have confidence in their abilities can help them to find their own confidence. Focusing on the important thinking and not their mistakes as well as helping to succeed not simply get by can help them in their future whether academically or not. There needs to be a transition between the important texts and the texts they can handle, helping them to understand the “language” of the textbook, which means also giving them clues to reading material that is not in their own language. This also means giving students alternate methods to learning the material at hand, even if it means putting it into another form to aid in their understanding.
Allowing for you students to take risks is so vital. When they can learn from a mistake or a huge risk gone right, then they know those risks are worth taking. Students should also be able to use their own language to work with others and work on problems in class. Students, taking into account that they are dealing with an ongoing struggle, need to be able to use repetition to enhance their knowledge of the material. Listening, seeing through the disruptive behavior and having patience is crucial when you have students who relate to the information at hand in a whole new way. Above all, respect is what any student is after or desires from another. But those students who are of another culture and language are looking to be respected for who they are and where they are from. Respect can form the basis for all learning, allowing all children to be on an equal playing field no matter the background, no matter the learning style, and no matter what culture.
FITB- Chapter 7: Teaching Difficult Academic Material
This chapter was very interesting to me because it discussed so many different ways to helps students when tackling difficult material. Many times students feel that they do not have enough freedom or enough strictness in the classroom. This means that there needs to be a happy medium of freedom with guidance in order for the teacher and student to be able to work harmoniously together. In order to begin any subject, topic, or difficult piece of material it is helpful to know what the students have already learned as well as link the hard material to those things they understand well. Breaking down the material that seems to be very complicated can be done in many different ways, with different approaches and connections to their other classes as well as personal interests.
To further push a student’s thinking questions that make them think and ask not only about the material but about their own understanding is important. Relying heavily on just the textbook for support or for the students to learn the material will only end in the majority of the students remaining bored and uneducated. Helping students to find new ways of thinking about the material can begin by helping them to find and use multiple resources. They need to be able to work with what they see before them mentally, physically, and socially. It can be helpful to view some students through the eyes of another. Many times the barrier between a teacher and a student can be broken by a student and a student, working in partners or in groups. If a teacher can monitor this partner or group work and then work with them, not just leave them on their own, then the teacher has the opportunity to clarify, explain further, and tie all tie all the information together.
Changing the way students think is crucial for them to positively view their education. A teacher who asks for feedback, uses assessments that show the students’ understanding as well as put their up coming tests, quizzes or even standardized testing into perspective can help students to better see where they are going with their newfound knowledge. Walking a student through the process of learning is just as important as their actual learning. Realizing their process, struggles, and potential may help them see their education as a journey for something greater. Using different ways to see something such as giving examples that relate to something outside class, not relying on a book too heavily, doing problems or creating drafts for understanding and not drills are all ways that could help students become more engaged in the material at hand. Break down complex pieces into parts, take their questions and responses seriously and best of all introduce humor or props that can help them to view the material as approachable and fun not horrible and frustrating.
Creating fun ideas or “hooks” can enable more students to want to learn and engage in the material. Focusing on the important parts of the problem, the novel, the essay, the facts of history may help the overall understanding rather than the minor details that can cause confusion. Letting each student feel they can find their own opinion and then defend it is crucial. The only way for this to happen is through encouragement. Let your students know from the beginning that you are here to learn and grow with them not apart from them.
To further push a student’s thinking questions that make them think and ask not only about the material but about their own understanding is important. Relying heavily on just the textbook for support or for the students to learn the material will only end in the majority of the students remaining bored and uneducated. Helping students to find new ways of thinking about the material can begin by helping them to find and use multiple resources. They need to be able to work with what they see before them mentally, physically, and socially. It can be helpful to view some students through the eyes of another. Many times the barrier between a teacher and a student can be broken by a student and a student, working in partners or in groups. If a teacher can monitor this partner or group work and then work with them, not just leave them on their own, then the teacher has the opportunity to clarify, explain further, and tie all tie all the information together.
Changing the way students think is crucial for them to positively view their education. A teacher who asks for feedback, uses assessments that show the students’ understanding as well as put their up coming tests, quizzes or even standardized testing into perspective can help students to better see where they are going with their newfound knowledge. Walking a student through the process of learning is just as important as their actual learning. Realizing their process, struggles, and potential may help them see their education as a journey for something greater. Using different ways to see something such as giving examples that relate to something outside class, not relying on a book too heavily, doing problems or creating drafts for understanding and not drills are all ways that could help students become more engaged in the material at hand. Break down complex pieces into parts, take their questions and responses seriously and best of all introduce humor or props that can help them to view the material as approachable and fun not horrible and frustrating.
Creating fun ideas or “hooks” can enable more students to want to learn and engage in the material. Focusing on the important parts of the problem, the novel, the essay, the facts of history may help the overall understanding rather than the minor details that can cause confusion. Letting each student feel they can find their own opinion and then defend it is crucial. The only way for this to happen is through encouragement. Let your students know from the beginning that you are here to learn and grow with them not apart from them.
FITB- Chapter 6: Motivation and Boredom
Any one can tell you whether a teacher, a student, or any job profession, that it isn’t enough to be told to do something because it “might” be useful one day. Students need an extra push, and those who are having trouble need an even bigger push, to help learn and understand why school is worth all the trouble and work. Students need to understand that an education is important to their life and their success in life, so ask yourself, “why does this matter?” If you can’t answer that question then how can you teach your students? Help them to grow, to question and to more importantly think about life and how their lives NOW affect them latter.
Students know that school is important but they view this importance as an independence step not as an educational one. They want to use their age and knowledge for freedom away from a variety of situations and places. Help them know why everything they do in school matters in their not just as “a way out” but because it is a way into a whole new life of opportunity. School is a place for change in every aspect of their lives, now how can you impact every aspect of their lives? Students will appreciate the effort you put into them, but only if they feel you truly mean it. Teachers, in today’s world have become another outlet or adult figure similar to a parent- someone who holds rules and guidelines as well as hold high expectations from students. Students want many things, among these to “be well represented; to have a voice, to learn and survive in society, and to find a career path and a well-paying job”.
How can you motivate a student? Well for starters, let your students know that what society and the “outside” world expect of them will change consistently. Being passionate and presenting issues they care about that can connect to not just the outside world but to their world is important to them. Giving students the opportunity to make their own choices and learn with each other can help them to grow not apart from their peers but with their peers. A teacher should always being checking in on their students, but checking for understanding and then responding in a positive way will ensure that you really do care about their choices and opinions. Helping students stay on top of their work load as well as being able to show them how much their work matters, helps them to know that what they are doing is important not just to you but should be important to them as well. Giving examples of role models and people to look up to may help when they have no where else in their lives to look.
A lot of students do not want to complete an assignment or do their homework, mostly because they see no direct benefit to doing it. Therefore understanding that it will help in later assignments, that it will matter to their learning, it is or will be creative, then they can feel safe to explore the assignment and that they are not just repeating information. Treating their writing as important, as windows into their lives, and giving them opportunities for free writing as well as reading can help their interest in the subject. Lastly, students should be able to express themselves. This factor of expression is the biggest motivating feature in the classroom.
Students know that school is important but they view this importance as an independence step not as an educational one. They want to use their age and knowledge for freedom away from a variety of situations and places. Help them know why everything they do in school matters in their not just as “a way out” but because it is a way into a whole new life of opportunity. School is a place for change in every aspect of their lives, now how can you impact every aspect of their lives? Students will appreciate the effort you put into them, but only if they feel you truly mean it. Teachers, in today’s world have become another outlet or adult figure similar to a parent- someone who holds rules and guidelines as well as hold high expectations from students. Students want many things, among these to “be well represented; to have a voice, to learn and survive in society, and to find a career path and a well-paying job”.
How can you motivate a student? Well for starters, let your students know that what society and the “outside” world expect of them will change consistently. Being passionate and presenting issues they care about that can connect to not just the outside world but to their world is important to them. Giving students the opportunity to make their own choices and learn with each other can help them to grow not apart from their peers but with their peers. A teacher should always being checking in on their students, but checking for understanding and then responding in a positive way will ensure that you really do care about their choices and opinions. Helping students stay on top of their work load as well as being able to show them how much their work matters, helps them to know that what they are doing is important not just to you but should be important to them as well. Giving examples of role models and people to look up to may help when they have no where else in their lives to look.
A lot of students do not want to complete an assignment or do their homework, mostly because they see no direct benefit to doing it. Therefore understanding that it will help in later assignments, that it will matter to their learning, it is or will be creative, then they can feel safe to explore the assignment and that they are not just repeating information. Treating their writing as important, as windows into their lives, and giving them opportunities for free writing as well as reading can help their interest in the subject. Lastly, students should be able to express themselves. This factor of expression is the biggest motivating feature in the classroom.
FITB- Chapter 5: Teaching to the Individual, Working with the Group
Students have already established that they need teachers to really know them well enough to be able to “accommodate, value, and respect their differences. This chapter was interesting because I got to see the different types of students that I will find within my classroom: eye-roller, the wallflower, the hand-waver, the dreamer, the con artist, the goof-off, and the workhorse. This mix of children will occur in many different types of schools and classrooms due to the variety of academic backgrounds and ambitions. There will also be those children who participate, those who don’t, and those who just don’t show up to class. Students can feel embarrassed or insecure about public speaking that could open them up to ridicule. However it is good to make the students a little uncomfortable in order for some learning to take place.
It is important that when any question is asked, if asked appropriately, it is answered and treated as fairly as all others. Ensuring that all students have their questions answered can help them to feel like their ideas truly matter. With different students there will be different levels in one class. Adapting to the way that students learn and modifying the way you ask and respond to questions can help further learning and even avoid problematic situations. Students can learn more if a teacher is open-minded and flexible to their needs. Learning together in different ways can help each learner and enable all students to contribute at different levels. Working in groups is important to learning with and from their peers. With groups there needs to be specific roles for each group and/or person to fulfill. Each student needs to pull their weight but teacher monitoring needs to ensure that no one person or people are dominating the group, this means keeping an eye on every group. Letting students pick their groups can be fun, but sometimes assigning groups can be more helpful.
Identifying and assessing progress, even within groups, is important to do individually. Progress happens at different places and at different times with each student, being able to identify the progress and struggles with each student can only come from knowing each student very well. It is important to understand that each student will be producing different levels of quality work, meaning what is “the best” for one student at one level but not be the case for another. It is important as stated by a student, “to be fair to all”. This does not mean changing grades or lowering an expectation but instead being realistic about each situation and student. When dealing with these kind of issues, being able to tell each student exactly what you are looking for, give them examples of what is right/wrong or acceptable and not acceptable, as well as what rubric will be used for grading is crucial to their understanding of the task at hand. The most important tool I learned from this chapter is the tool of chance. Allowing each student the opportunity to re-do, re-work, re-talk, and re-think is important to their understanding.
It is important that when any question is asked, if asked appropriately, it is answered and treated as fairly as all others. Ensuring that all students have their questions answered can help them to feel like their ideas truly matter. With different students there will be different levels in one class. Adapting to the way that students learn and modifying the way you ask and respond to questions can help further learning and even avoid problematic situations. Students can learn more if a teacher is open-minded and flexible to their needs. Learning together in different ways can help each learner and enable all students to contribute at different levels. Working in groups is important to learning with and from their peers. With groups there needs to be specific roles for each group and/or person to fulfill. Each student needs to pull their weight but teacher monitoring needs to ensure that no one person or people are dominating the group, this means keeping an eye on every group. Letting students pick their groups can be fun, but sometimes assigning groups can be more helpful.
Identifying and assessing progress, even within groups, is important to do individually. Progress happens at different places and at different times with each student, being able to identify the progress and struggles with each student can only come from knowing each student very well. It is important to understand that each student will be producing different levels of quality work, meaning what is “the best” for one student at one level but not be the case for another. It is important as stated by a student, “to be fair to all”. This does not mean changing grades or lowering an expectation but instead being realistic about each situation and student. When dealing with these kind of issues, being able to tell each student exactly what you are looking for, give them examples of what is right/wrong or acceptable and not acceptable, as well as what rubric will be used for grading is crucial to their understanding of the task at hand. The most important tool I learned from this chapter is the tool of chance. Allowing each student the opportunity to re-do, re-work, re-talk, and re-think is important to their understanding.
FITB- Chapter 4- Creating a Culture of Success
Teachers need to value and respect the students not just through words but through their actions. Holding your students to high expectations can help them to push harder to work for that higher grade and higher understanding because someone believes in them. Students need to feel that their teachers have faith in them and that someone will be there when the pressures of life whether home, social, personal or educational. At this point in their life, students (teenagers) are developing and trying to find their own identity. This can mean that it’s not always easy following or standing apart from the crowd, even when this may lead to self-discovery. Everyday is a battle between their own culture, customs, habits and style versus that of everyone around them. However, with a teacher that firmly believes in his or her students- having value in their abilities, a student will be willing to “try and try again”.
It is important to remind students that you expect the very best from them and that you are encouraging their efforts even when they are having trouble. It is also important to give feedback and support along the way and after they are finished. It may also be helpful to allow for revisions, allowing for greater understanding. It is important to set priorities along the way for students to understand what is important and how to organize everything going on within their life. When calling on students or asking to do errands or help with something, teachers should not favor the students that they “think” will do the best. All students should have equal opportunity to do errands, help with something and be called on. If all students are equal then they should not be compared to other students. Sticking with the students and not giving up on them is crucial to their understanding and their faith in you to help them.
A great way to create a fun and challenging environment for your students and yourself is to take some risks. However students need to feel comfortable and safe in the classroom in order to take risks for fear of being rejected by their peers or looking “dumb”. Encouraging students to build on one and other’s ideas helps learning because it takes the pressure off an individual and creates a group task. Students, whether or not they know they answer, may not want to draw attention to themselves. Teachers should also address those students who are having trouble privately, so as not to embarrass them. Praising a child should also be done privately. Grades and such matters are not for public discussion. The grades a student receives, whether or not the emphasis should be on grades or not, affects many aspects of their life. Making any sort of grading public is inappropriate and can really hurt some of the students. At some point, students will understand that being able to be a strong learning and obtain and education is more valuable- it has rewards within itself.
Keeping eye on students and when/ if they hand in their homework can help to solve any number of problems that a student could be facing in their lives. There are many other pressures that a student may feel because they are trying to respond to the “values, priorities of friends, family, and the culture that surrounds them outside and inside of school as well as their internal feelings can be overwhelming. Home life can sometimes be more pressure than school, dealing with experiences, duties, siblings, etc. Helping students to cope and work through these pressures can help them to further deal with and work through academic challenges.
It is important to remind students that you expect the very best from them and that you are encouraging their efforts even when they are having trouble. It is also important to give feedback and support along the way and after they are finished. It may also be helpful to allow for revisions, allowing for greater understanding. It is important to set priorities along the way for students to understand what is important and how to organize everything going on within their life. When calling on students or asking to do errands or help with something, teachers should not favor the students that they “think” will do the best. All students should have equal opportunity to do errands, help with something and be called on. If all students are equal then they should not be compared to other students. Sticking with the students and not giving up on them is crucial to their understanding and their faith in you to help them.
A great way to create a fun and challenging environment for your students and yourself is to take some risks. However students need to feel comfortable and safe in the classroom in order to take risks for fear of being rejected by their peers or looking “dumb”. Encouraging students to build on one and other’s ideas helps learning because it takes the pressure off an individual and creates a group task. Students, whether or not they know they answer, may not want to draw attention to themselves. Teachers should also address those students who are having trouble privately, so as not to embarrass them. Praising a child should also be done privately. Grades and such matters are not for public discussion. The grades a student receives, whether or not the emphasis should be on grades or not, affects many aspects of their life. Making any sort of grading public is inappropriate and can really hurt some of the students. At some point, students will understand that being able to be a strong learning and obtain and education is more valuable- it has rewards within itself.
Keeping eye on students and when/ if they hand in their homework can help to solve any number of problems that a student could be facing in their lives. There are many other pressures that a student may feel because they are trying to respond to the “values, priorities of friends, family, and the culture that surrounds them outside and inside of school as well as their internal feelings can be overwhelming. Home life can sometimes be more pressure than school, dealing with experiences, duties, siblings, etc. Helping students to cope and work through these pressures can help them to further deal with and work through academic challenges.
FITB- Chapter 3: Classroom Behavior
As seen by the first quote in the chapter, “A lot of people are afraid of teenagers. They think we are these freak humans”, many students and teenagers feel misunderstood not just by their peers but by their teachers. Those teachers who want a classroom that works in every aspect need to help the students’ wants and “needs” by knowing and caring about the material, treating kids with respect and fairness, paying attention, and playing by the rules, and every once and a while letting go to allow for more freedom. From the first class meeting the students and teacher will be looking for information on each other and any hints towards what sort of learning or teacher they might be. It is important for the first step taken in the classroom to be on the right foot. Students need to know the plan for the class and the expectations and/or guidelines/rules for behavior. A teacher should know what the school expects and make students aware of those policies that are and have to be upheld in your classroom. Having routines or practicing habits that create and continue a good classroom tone can make the students feel more comfortable. Another important part of your students understanding and interaction is to keep the student learning as the top priority.
Many times the problem behind classroom disruptions is simply that students want to be heard and want to make a point. One behavior or attitude can have a variety of meanings. Therefore, understanding your students’ attitude, behavior, and signs of certain emotions will help when disruptive behavior happens to occur. Many times a kind word or simple gesture can help that student who was previously uninterested or disruptive. This means taking the time to listen to both sides of any situation and establish the facts for them to understand where you are coming from and for them to understand where you are coming from. They need to be treated as individuals giving them the benefit of the doubt and learning not to overreact and helping students understand that there are times for quiet and times for talking. When students do not respond to verbal communication or the rules within the room, consequences can be used to help them learn.
Every student will want something different from the class, from learning, and even from the teacher but one thing they may all want is to be happy with whatever they are doing. There were many important tips at the end of the chapter and a few that I found helpful were: don’t joke with your students until you know them very well, give the students physical breaks from sitting and working, keep an eye on all students not jus the disruptive ones, and don’t let them work with their friends all the time. As teenagers, clothing is a representation of who they are and what they like, being too strict or critical of their choices may hurt some feelings or even diminish their self esteem. Finally, calling parents should not just be about any problems that are experienced, but calling to “reward” a student is helpful to the parents’ understanding of their child in the classroom. Establishing communication on many levels is important to the student and teacher and even parent and teacher relationship.
Many times the problem behind classroom disruptions is simply that students want to be heard and want to make a point. One behavior or attitude can have a variety of meanings. Therefore, understanding your students’ attitude, behavior, and signs of certain emotions will help when disruptive behavior happens to occur. Many times a kind word or simple gesture can help that student who was previously uninterested or disruptive. This means taking the time to listen to both sides of any situation and establish the facts for them to understand where you are coming from and for them to understand where you are coming from. They need to be treated as individuals giving them the benefit of the doubt and learning not to overreact and helping students understand that there are times for quiet and times for talking. When students do not respond to verbal communication or the rules within the room, consequences can be used to help them learn.
Every student will want something different from the class, from learning, and even from the teacher but one thing they may all want is to be happy with whatever they are doing. There were many important tips at the end of the chapter and a few that I found helpful were: don’t joke with your students until you know them very well, give the students physical breaks from sitting and working, keep an eye on all students not jus the disruptive ones, and don’t let them work with their friends all the time. As teenagers, clothing is a representation of who they are and what they like, being too strict or critical of their choices may hurt some feelings or even diminish their self esteem. Finally, calling parents should not just be about any problems that are experienced, but calling to “reward” a student is helpful to the parents’ understanding of their child in the classroom. Establishing communication on many levels is important to the student and teacher and even parent and teacher relationship.
Wednesday, February 25, 2009
Student Sample- Resources
The Novel- The Great Gatsby by F. Scott Fitzgerald
http://www.jordanharper.com/storage/Orlov-murder-scene%20copy.jpg
http://www.project183.com/wp-content/uploads/2007/11/murder_scene.jpg
http://www.egos.co.za/prodimages/murder%20party.jpg
http://img5.allocine.fr/acmedia/rsz/434/x/x/x/medias/nmedia/18/36/15/69/18456509.jpg
http://bighollywood.breitbart.com/files/2009/01/gatsby_wideweb__470x2640.jpg
http://a5.vox.com/6a00cdf3a56428cb8f00e398c5bc250004-320pi
https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOLwW4UYH5BhpRv4_qF5Vq6Fj_qS0XWtj6Q-cH9hpXnCTiW-F9y9Rq8Q1J1X4MhzbUzXT2xxtXERSoEaWtl4OZwbsW3ZA9IoLmDaQOODpBC9Ym2AlFxerBkzIa5J2nGC8JGDvGeM9EZLo/s320/LookOfShock.jpg
http://www.tutorialjungle.com/tutorials/images/red_shock_text_3.jpg
http://farm4.static.flickr.com/3064/2837101947_eaf21a03b4.jpg?v=0
http://www1.istockphoto.com/file_thumbview_approve/1554992/2/istockphoto_1554992_symbol_heart_love_and_life_concept_isolated_on_white.jpg
http://thefuntimesguide.com/images/blogs/love-heart-cloud.jpg
http://www.stuff.co.nz/blog/wp-content/uploads/love_at_first_sight1.jpg
http://gardnerlinn.com/gatsby.jpg
http://en.wikipedia.org/wiki/File:Kahn_Estate,_Oheka_Castle.jpg
http://static.guim.co.uk/sys-images/Film/Pix/pictures/2008/12/30/1230648761469/The-Great-Gatsby-001.jpg
http://images.dpchallenge.com/images_challenge/0-999/458/orig/Copyrighted_Image_Reuse_Prohibited_303606.jpg
http://poietes.files.wordpress.com/2008/11/eyes-of-t-j-eckleburg.jpg
http://www.nasa.gov/images/content/185590main_F-Bullet-Shock.jpg
http://skipper.esu7.org/gems/wq03/1920sdancingfools.jpg
http://www.coastalgeorgiaexperience.com/site/502999/photos/seaislandzapala.jpg
http://images.forbes.com/media/2008/12/18/fictionalhouses_14.jpg
http://www.free-book-summary.com/the-great-gatsby.html
http://www.jordanharper.com/storage/Orlov-murder-scene%20copy.jpg
http://www.project183.com/wp-content/uploads/2007/11/murder_scene.jpg
http://www.egos.co.za/prodimages/murder%20party.jpg
http://img5.allocine.fr/acmedia/rsz/434/x/x/x/medias/nmedia/18/36/15/69/18456509.jpg
http://bighollywood.breitbart.com/files/2009/01/gatsby_wideweb__470x2640.jpg
http://a5.vox.com/6a00cdf3a56428cb8f00e398c5bc250004-320pi
https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOLwW4UYH5BhpRv4_qF5Vq6Fj_qS0XWtj6Q-cH9hpXnCTiW-F9y9Rq8Q1J1X4MhzbUzXT2xxtXERSoEaWtl4OZwbsW3ZA9IoLmDaQOODpBC9Ym2AlFxerBkzIa5J2nGC8JGDvGeM9EZLo/s320/LookOfShock.jpg
http://www.tutorialjungle.com/tutorials/images/red_shock_text_3.jpg
http://farm4.static.flickr.com/3064/2837101947_eaf21a03b4.jpg?v=0
http://www1.istockphoto.com/file_thumbview_approve/1554992/2/istockphoto_1554992_symbol_heart_love_and_life_concept_isolated_on_white.jpg
http://thefuntimesguide.com/images/blogs/love-heart-cloud.jpg
http://www.stuff.co.nz/blog/wp-content/uploads/love_at_first_sight1.jpg
http://gardnerlinn.com/gatsby.jpg
http://en.wikipedia.org/wiki/File:Kahn_Estate,_Oheka_Castle.jpg
http://static.guim.co.uk/sys-images/Film/Pix/pictures/2008/12/30/1230648761469/The-Great-Gatsby-001.jpg
http://images.dpchallenge.com/images_challenge/0-999/458/orig/Copyrighted_Image_Reuse_Prohibited_303606.jpg
http://poietes.files.wordpress.com/2008/11/eyes-of-t-j-eckleburg.jpg
http://www.nasa.gov/images/content/185590main_F-Bullet-Shock.jpg
http://skipper.esu7.org/gems/wq03/1920sdancingfools.jpg
http://www.coastalgeorgiaexperience.com/site/502999/photos/seaislandzapala.jpg
http://images.forbes.com/media/2008/12/18/fictionalhouses_14.jpg
http://www.free-book-summary.com/the-great-gatsby.html
Student Sample- Great Gatsby Revealed
This was such a fun and interesting project. Trying to be in the position of my student was an interesting view also having to be the teacher. I think that my final product is fun and creative and it even ended up being a digital story!
The following is a script for my movie(an extended version) as well as the list of resources used.
I would like to thank F. Scott Fitzgerald for creating such a wonderful novel as The Great Gatsby! I would also like to thank all the resources that I used, helping me to create such a great product. And my final thanks goes out to those who helped in the brainstorming process- Spring 09 Practicum Block 2!
Enjoy!
Ever wonder why a book ended the way it did?
Ever think that something just wasn’t right?
A Recap of Gatsby Revealed- The Truth Behind The Lies
29 Year old Nick Carraway moves to Long Island, New York from the Midwest and rents a house on the water. He reunites with his relative, Daisy Buchanan and her husband Tom. He learns that his neighbor is Jay Gatsby, a very mysterious and wealthy neighbor.
He also later learns that Gatsby was the first lover of Daisy but could not marry her because he had to leave due to the war.
After many parties, meetings, and events between the characters their dirty deeds have finally come to the surface. It is revealed that Tom, Daisy’s husband has been having an affair with Myrtle Wilson, wife of George Wilson. They sneak off together to an apartment in the city together when they rendezvous. Daisy, knows that he is having an affair, but in her heart, she beats for another lover as well. She, deep down still has feelings for Gatsby.
Gatsby is still in love with Daisy and wants to win her back. She is his dream, the only thing he is missing in his life. Amid the parties, money, guests, and material objects, Gatsby lacks one thing- love. Another relationship has also begun- Nick has been dating Jordan, a friend of Daisy.
Later on we find more intense feelings among the characters and the development of an interesting love “triangle”. After a heated argument between Daisy and Tom, because he can sense Daisy’s feelings for Gatsby, although never stated, he suggests they all go for a trip to the city. They stop on the way at Wilson’s garage for gas and George reveals that he has uncovered his wife’s infidelity and is going to be moving with her to the west. Daisy decides to drive Tom’s car to the city and Tom is driving Gatsby’s car with Jordan and Nick. Daisy hits Myrtle, pauses for a minute and then takes off, leaving Myrtle dead behind.
On the way back to Long Island, Nick, Tom, and Jordan discover what has happened to Myrtle. Nick realizes that Myrtle was hit by Gatsby and Daisy. When stopped Tom thinks that Wilson will remember the yellow car, which is his, and he assumes that Gatsby was driving.
The Real Ending
These untold stories are now revealed…….
This is the real ending to The Great Gatsby
After all of these events, Tom confides to his mother what has conspired and how he feels. He tells her that he believes that Gatsby was driving. But Tom’s mother, who has always hated daisy, tells him not to worry and that she will take care of it. She tracks down George Wilson and instead of telling him what Tom has told her, she tells him that Daisy was the one who hit and killed Myrtle, not realizing that this is the real truth.
Daisy, who has gone to visit Nick, is crying about the events that have conspired. She looks up and sees George coming up to the house. George has tracked down Daisy and intends on getting revenge. He walks up to the porch and busts open the door. Daisy screams, seeing a gun in his hand and BANG! He shoots her. Nick is scared for his own life and not knowing what to do, he advances towards George and hits him over the head with a vase- CRASH! Nick takes the gun from his hand and shoots him- BANG! Daisy and George now lie dead in Nick’s house. Nick rushes away to tell Gatsby what has happened.
Tom, trying to figure out what his mother has done, goes to visit Nick. He walks in and sees the two dead on the floor. He is suddenly overcome with hysterics and realizes that he has another love in his life- Jordan. His feelings for his wife have vanished and he is now revealed as a cold-hearted crazy man. He rushes away at once to find her and steal her away from caring for Nick.
Nick arrives at Gatsby’s, to find Gatsby relaxing by the pool side, and is overcome with feelings of anger, sadness, and confusion. He explains what has happened and Gatsby is at a loss for words. (SILENCE) He then reveals to Nick that he is not in love with Daisy, he is instead in love with Tom, but this love, knowing it would be unaccepted by others, was kept hidden, hidden by a fake love for Daisy.
Nick, angered because he believes that Gatsby and Daisy should have been together, calls Tom to Gatsby’s house and says that things are crazy and he is needed at once. When Tom arrives, he is accompanied by Jordan. Nick tells him what has happened, shocked (SURPRISE), he does not know what to do and apologizes to Gatsby for thinking it was his fault. Gatsby believes it is time to come clean. He then reveals that he is in fact in love with him, horrified Tom wants to run off but Nick will not allow him to leave. Nick pulls out a gun and shoots him instead- BANG!
Jordan is horrified, now having been in love with Tom and losing her love, she turns to Nick and pulls out a gun to shoot him as well. Gatsby rushes to save Nick, because although he killed Tom, Nick has been a true friend to Gatsby, and he can not let him die. Jordan agrees to let Nick go if only he promises to keep quiet and if she can be with Gatsby.
Gatsby agrees and Jordan promises to live out her days with him.
Having Daisy, George, Myrtle, and Tom killed; Jordan, Gatsby, and Nick now have to live a life in secret hiding and lying everyday to live. Not knowing that Tom’s mother is still out there and has been watching these entire events take place. It is only a matter of time before someone slips up and she will be there waiting. Parties, social events, lies and deceptions now fill the worlds of these characters. But no one can kill her son and get away with it, someone will pay.
What will happen to these three? What will Tom’s mother do? Find out by watching Gatsby Revealed Tuesday Nights at 9.
The following is a script for my movie(an extended version) as well as the list of resources used.
I would like to thank F. Scott Fitzgerald for creating such a wonderful novel as The Great Gatsby! I would also like to thank all the resources that I used, helping me to create such a great product. And my final thanks goes out to those who helped in the brainstorming process- Spring 09 Practicum Block 2!
Enjoy!
Ever wonder why a book ended the way it did?
Ever think that something just wasn’t right?
A Recap of Gatsby Revealed- The Truth Behind The Lies
29 Year old Nick Carraway moves to Long Island, New York from the Midwest and rents a house on the water. He reunites with his relative, Daisy Buchanan and her husband Tom. He learns that his neighbor is Jay Gatsby, a very mysterious and wealthy neighbor.
He also later learns that Gatsby was the first lover of Daisy but could not marry her because he had to leave due to the war.
After many parties, meetings, and events between the characters their dirty deeds have finally come to the surface. It is revealed that Tom, Daisy’s husband has been having an affair with Myrtle Wilson, wife of George Wilson. They sneak off together to an apartment in the city together when they rendezvous. Daisy, knows that he is having an affair, but in her heart, she beats for another lover as well. She, deep down still has feelings for Gatsby.
Gatsby is still in love with Daisy and wants to win her back. She is his dream, the only thing he is missing in his life. Amid the parties, money, guests, and material objects, Gatsby lacks one thing- love. Another relationship has also begun- Nick has been dating Jordan, a friend of Daisy.
Later on we find more intense feelings among the characters and the development of an interesting love “triangle”. After a heated argument between Daisy and Tom, because he can sense Daisy’s feelings for Gatsby, although never stated, he suggests they all go for a trip to the city. They stop on the way at Wilson’s garage for gas and George reveals that he has uncovered his wife’s infidelity and is going to be moving with her to the west. Daisy decides to drive Tom’s car to the city and Tom is driving Gatsby’s car with Jordan and Nick. Daisy hits Myrtle, pauses for a minute and then takes off, leaving Myrtle dead behind.
On the way back to Long Island, Nick, Tom, and Jordan discover what has happened to Myrtle. Nick realizes that Myrtle was hit by Gatsby and Daisy. When stopped Tom thinks that Wilson will remember the yellow car, which is his, and he assumes that Gatsby was driving.
The Real Ending
These untold stories are now revealed…….
This is the real ending to The Great Gatsby
After all of these events, Tom confides to his mother what has conspired and how he feels. He tells her that he believes that Gatsby was driving. But Tom’s mother, who has always hated daisy, tells him not to worry and that she will take care of it. She tracks down George Wilson and instead of telling him what Tom has told her, she tells him that Daisy was the one who hit and killed Myrtle, not realizing that this is the real truth.
Daisy, who has gone to visit Nick, is crying about the events that have conspired. She looks up and sees George coming up to the house. George has tracked down Daisy and intends on getting revenge. He walks up to the porch and busts open the door. Daisy screams, seeing a gun in his hand and BANG! He shoots her. Nick is scared for his own life and not knowing what to do, he advances towards George and hits him over the head with a vase- CRASH! Nick takes the gun from his hand and shoots him- BANG! Daisy and George now lie dead in Nick’s house. Nick rushes away to tell Gatsby what has happened.
Tom, trying to figure out what his mother has done, goes to visit Nick. He walks in and sees the two dead on the floor. He is suddenly overcome with hysterics and realizes that he has another love in his life- Jordan. His feelings for his wife have vanished and he is now revealed as a cold-hearted crazy man. He rushes away at once to find her and steal her away from caring for Nick.
Nick arrives at Gatsby’s, to find Gatsby relaxing by the pool side, and is overcome with feelings of anger, sadness, and confusion. He explains what has happened and Gatsby is at a loss for words. (SILENCE) He then reveals to Nick that he is not in love with Daisy, he is instead in love with Tom, but this love, knowing it would be unaccepted by others, was kept hidden, hidden by a fake love for Daisy.
Nick, angered because he believes that Gatsby and Daisy should have been together, calls Tom to Gatsby’s house and says that things are crazy and he is needed at once. When Tom arrives, he is accompanied by Jordan. Nick tells him what has happened, shocked (SURPRISE), he does not know what to do and apologizes to Gatsby for thinking it was his fault. Gatsby believes it is time to come clean. He then reveals that he is in fact in love with him, horrified Tom wants to run off but Nick will not allow him to leave. Nick pulls out a gun and shoots him instead- BANG!
Jordan is horrified, now having been in love with Tom and losing her love, she turns to Nick and pulls out a gun to shoot him as well. Gatsby rushes to save Nick, because although he killed Tom, Nick has been a true friend to Gatsby, and he can not let him die. Jordan agrees to let Nick go if only he promises to keep quiet and if she can be with Gatsby.
Gatsby agrees and Jordan promises to live out her days with him.
Having Daisy, George, Myrtle, and Tom killed; Jordan, Gatsby, and Nick now have to live a life in secret hiding and lying everyday to live. Not knowing that Tom’s mother is still out there and has been watching these entire events take place. It is only a matter of time before someone slips up and she will be there waiting. Parties, social events, lies and deceptions now fill the worlds of these characters. But no one can kill her son and get away with it, someone will pay.
What will happen to these three? What will Tom’s mother do? Find out by watching Gatsby Revealed Tuesday Nights at 9.
Monday, February 9, 2009
How to Help Someone Use a Computer
I found this article to be useful. I do not believe that I really think about how to help people, because so many people, myself included, just do it everyday without knowing it. I have to remember that not everyone will think the way that I do and that my communication, no matter how amazing I believe it to be, is always going to need some improvement depending on who I am communicating with or to. I think that an important “thing you have to tell yourself” or myself in this case, is to remember that not everyone knows what I know and that I need to help them, work together, not to solve their problem but to help them learn how to solve or better solve the problem on their own.
One particular “thing you have to tell yourself” I found to always be true is that “beginners face a language problem: they can't ask questions because they don't know what the words mean, they can't know what the words mean until they can successfully use the system, and they can't successfully use the system because they can't ask questions.” This vicious circle of not knowing what to do and not knowing how to ask for help can only be solved if communication is flowing rapidly and respectfully between the two or however many parties involved.
One important rule that I know I need to follow is to be more aware of my body language and how I say things. It is one thing to be standing over someone in a power-like stance glaring at their screen, but it is another to be on their level looking with them and at them as you accomplish the task together. I also know that how I see what I say may not always be the way that it really comes across. Being careful of how I say things and how the come across in meaning, makes the connection between myself and others more important. But, taking it one step further, I really believe that the rule to really follow is to not “take the keyboard. Let them do all the typing, even if it's slower that way, and even if you have to point them to every key they need to type. That's the only way they're going to learn from the interaction.” This is especially hard for me to follow seeing as how I am an impatient person. I really want to be able to help people, but before I can help them I have to help myself and this needs to happen by teaching myself to have more patience and more understanding with the people I am dealing with.
Solving problems with others is important but giving them the tools to be able to do it on their own and possibly help more people in the future is critical. In my team’s presentation, communication is so critical that people able to not just listen but to understand what they are saying and how they feel can solve problems faster as well as create a smoother more effective final project.
http://polaris.gseis.ucla.edu/pagre/how-to-help.html
This article is adapted from The Network Observer. Copyright 1996 by Phil Agre.)
One particular “thing you have to tell yourself” I found to always be true is that “beginners face a language problem: they can't ask questions because they don't know what the words mean, they can't know what the words mean until they can successfully use the system, and they can't successfully use the system because they can't ask questions.” This vicious circle of not knowing what to do and not knowing how to ask for help can only be solved if communication is flowing rapidly and respectfully between the two or however many parties involved.
One important rule that I know I need to follow is to be more aware of my body language and how I say things. It is one thing to be standing over someone in a power-like stance glaring at their screen, but it is another to be on their level looking with them and at them as you accomplish the task together. I also know that how I see what I say may not always be the way that it really comes across. Being careful of how I say things and how the come across in meaning, makes the connection between myself and others more important. But, taking it one step further, I really believe that the rule to really follow is to not “take the keyboard. Let them do all the typing, even if it's slower that way, and even if you have to point them to every key they need to type. That's the only way they're going to learn from the interaction.” This is especially hard for me to follow seeing as how I am an impatient person. I really want to be able to help people, but before I can help them I have to help myself and this needs to happen by teaching myself to have more patience and more understanding with the people I am dealing with.
Solving problems with others is important but giving them the tools to be able to do it on their own and possibly help more people in the future is critical. In my team’s presentation, communication is so critical that people able to not just listen but to understand what they are saying and how they feel can solve problems faster as well as create a smoother more effective final project.
http://polaris.gseis.ucla.edu/pagre/how-to-help.html
This article is adapted from The Network Observer. Copyright 1996 by Phil Agre.)
Copyright and Fair Use: Long Reaction
There were many questions throughout the quiz that I found to make me upset and some I found just plain ridiculous. But this question seems absurd to me. Question number 14, stated that videos no matter what they are simply are not covered under the fair use for entertainment or reward. This means that if a school wants to show a video of Beauty and the Beast and any other Disney or fun movie they can not do so without getting a one-time license for $25. If a parent is paying for childcare, a person (faculty or parent) has bought a tape or DVD, what is wrong with all watching a movie together. This made me feel like there are now restrictions on how much fun a person can have, because heaven forbid they might step on the toes of copyright and fair use.
I understand that Disney will simply give them a license, but for an additional $25? If you have already bought the movie and not just downloaded it illegally offline, what is the harm in showing it to a bunch of children. If it was obtained illegally or the students were watching some video of purposes that could potentially result in illegal activities, then that is one point. But for elementary school children to not be able to watch Beauty and the Beast made me just angry.
I feel like people are so concerned with hurting another’s feelings by using their work or some are so afraid of having their work stolen that the measures taken to help with that are hindering others. I do not know if I have a better solution to this question and others that I found to make me upset with the guidelines of copyright and fair use.
But it seems to me that with all questions there needs to be a common ground, because right now there is not. I hope that when I get to become a teacher, I am not restricted due to these guidelines or any other that may come about. I want to be able to freely teach my students using technology and videos and the internet, properly giving credit where credit is due. I hope that this common ground can be found before my students or my children have to experience these restrictions.
I understand that Disney will simply give them a license, but for an additional $25? If you have already bought the movie and not just downloaded it illegally offline, what is the harm in showing it to a bunch of children. If it was obtained illegally or the students were watching some video of purposes that could potentially result in illegal activities, then that is one point. But for elementary school children to not be able to watch Beauty and the Beast made me just angry.
I feel like people are so concerned with hurting another’s feelings by using their work or some are so afraid of having their work stolen that the measures taken to help with that are hindering others. I do not know if I have a better solution to this question and others that I found to make me upset with the guidelines of copyright and fair use.
But it seems to me that with all questions there needs to be a common ground, because right now there is not. I hope that when I get to become a teacher, I am not restricted due to these guidelines or any other that may come about. I want to be able to freely teach my students using technology and videos and the internet, properly giving credit where credit is due. I hope that this common ground can be found before my students or my children have to experience these restrictions.
Copyright and Fair Use: Short Reaction
These questions were really interesting. I have to admit that most of them it was a guessing game because my knowledge on copyright and fair use is rather simple. As I was reading through all of the questions I realized that I would have the potential to be at fault and guilty for breaking many of the “guidelines” set forth regarding copyright and fair use.
The first question that surprised me was number one! I answered false and it was true. If a student should break a CD-ROM the teacher can make another copy (in the library) for records and crucial information. I just thought that copying something like that would be wrong, no matter the circumstance. I guess I assumed the worst in this case.
The second question that I found interesting was number five. I answered true and it was false. A teacher can make copies for his students of an interactive CD-ROM but the number of students who can use the program at one time is restricted. I thought this was a little dim because restricting how many can use it at a time can not only hidden the students learning together but the teacher’s work.
Question number seven I answer false and it was true. This one made me sort of mad due to the fact that if a school has a password-protected website, for families and faculty, that it is ok for teachers to post work on there without permission. It is ok that teacher post whatever they want without permission? What if another family saw someone else’s child’s work and felt there was bias or a bias among faculty? I felt that this one was wrong. I feel that in every circumstance, permission should always be requested.
Jumping to numbers 13 and 15, I got all three in a row wrong. These questions were under the video part of the copyright and fair use. I learned that my own intellectual property as well as someone I interview or a fellow classmate’s is at risk to be used without permission, at least as long as it is used for educational purposes. Again, permission, in my eyes, should always be required.
The other question in this set showed me that teachers can not make a compilation of movie clips from various movies and show it as a lesson or part of a lesson in the classroom. The teachers can use free film clips from an online site. This one just makes me angry that teacher have to go through such much mud in order to help their students learn, to provide them with a little fun through technology.
The next question under the multi media section was that teachers, if found a machine, can purchase a machine that defeats the copy protection on just about everything and let the students use it for their projects and so forth. This was interesting, although I answered false. It was neat to know that at least teacher can have some privileges under the copyright and fair use.
The last question I found rather interesting was number 19, which I answered as true when it was false. A high school, that produces a DVD yearbook, can not include a “top ten music hits” because it is not being used for instructional purposes. This I found to be frustrated. It felt like just another limitation that teachers and students have to deal with and go through.
I sincerely hope that one day the guidelines or regulations for copyright and fair use can be cleaned up to help teachers and students, not hinder them in teaching or learning. I understand why we have copyright and fair use guidelines and such, but the restrictions involved within not just computers and software but the internet, video, and multi media creates such problems in the classroom. Therefore, it makes it difficult for teachers to teach with technology and students to learn with technology.
The first question that surprised me was number one! I answered false and it was true. If a student should break a CD-ROM the teacher can make another copy (in the library) for records and crucial information. I just thought that copying something like that would be wrong, no matter the circumstance. I guess I assumed the worst in this case.
The second question that I found interesting was number five. I answered true and it was false. A teacher can make copies for his students of an interactive CD-ROM but the number of students who can use the program at one time is restricted. I thought this was a little dim because restricting how many can use it at a time can not only hidden the students learning together but the teacher’s work.
Question number seven I answer false and it was true. This one made me sort of mad due to the fact that if a school has a password-protected website, for families and faculty, that it is ok for teachers to post work on there without permission. It is ok that teacher post whatever they want without permission? What if another family saw someone else’s child’s work and felt there was bias or a bias among faculty? I felt that this one was wrong. I feel that in every circumstance, permission should always be requested.
Jumping to numbers 13 and 15, I got all three in a row wrong. These questions were under the video part of the copyright and fair use. I learned that my own intellectual property as well as someone I interview or a fellow classmate’s is at risk to be used without permission, at least as long as it is used for educational purposes. Again, permission, in my eyes, should always be required.
The other question in this set showed me that teachers can not make a compilation of movie clips from various movies and show it as a lesson or part of a lesson in the classroom. The teachers can use free film clips from an online site. This one just makes me angry that teacher have to go through such much mud in order to help their students learn, to provide them with a little fun through technology.
The next question under the multi media section was that teachers, if found a machine, can purchase a machine that defeats the copy protection on just about everything and let the students use it for their projects and so forth. This was interesting, although I answered false. It was neat to know that at least teacher can have some privileges under the copyright and fair use.
The last question I found rather interesting was number 19, which I answered as true when it was false. A high school, that produces a DVD yearbook, can not include a “top ten music hits” because it is not being used for instructional purposes. This I found to be frustrated. It felt like just another limitation that teachers and students have to deal with and go through.
I sincerely hope that one day the guidelines or regulations for copyright and fair use can be cleaned up to help teachers and students, not hinder them in teaching or learning. I understand why we have copyright and fair use guidelines and such, but the restrictions involved within not just computers and software but the internet, video, and multi media creates such problems in the classroom. Therefore, it makes it difficult for teachers to teach with technology and students to learn with technology.
Friday, February 6, 2009
Second Life Intervention
This project was soo interesting to create. Having to create such an inventive script and figure out ways to video it, made for one interesting filming experience.
We would like to thank Ben, Nick, and Ted for helping and being our actors and for helping to film parts of the movie. I would also like to commend each one of them for their outstanding award winning performances!
The following is a list of the resources used within the project not only for the script ideas, facts and information but for the images used within the movie.
http://secondlife.com/
http://www.economist.com/displayStory.cfm?Story_ID=7963538
http://www.60-seconds.com/191_secondlife.html
http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2006/09/15/BUGE9L5JM51.DTL
http://www.businessweek.com/magazine/content/06_18/b3982001.htm
http://edition.cnn.com/2007/TECH/06/07/virtual_identity/index.html
http://okapi.dreamhosters.com/images/blog/second_life_team.jpg
http://www.thedirtytrickscampaign.com/photo_320x240_intervention.jpg
http://2ltoday.files.wordpress.com/2007/12/pollice-verso.jpg
http://images-cdn01.associatedcontent.com/image/A2133/21335/300_21335.jpg
http://www.cartoonstock.com/newscartoons/cartoonists/jha/lowres/jhan314l.jpg
http://msnbcmedia.msn.com/j/msnbc/Components/Photos/050930/050930_brats_vmed.widec.jpg
http://www.freefoto.com/images/28/31/28_31_4---Crime-Scene-Do-Not-Enter_web.jpg
http://www.prevent-drug-abuse.com/Prevent%20drugs.jpeg
http://www.pantyhosehussy.com/images/warning_18.gif
http://www.westcomm.org/publications/news/october07/secondlife_1.jpg
http://cache.kotaku.com/assets/resources/2006/09/SecondLife_01.jpg
http://www.librarything.com/thingology/uploaded_images/secondlife-big-792768.jpg
http://www.uaa.alaska.edu/dss/images/AccessButton_BW_Gold_Smaller.jpg
http://www.languageinindia.com/may2003/teacher2.jpg
http://edseminars.apple.com/seminars/eventfiles/10/it03.jpg
https://experiment.psy.uq.edu.au/safety/images/guys_growing_big.jpg
http://www.trainingplace.com/source/research/succes4.jpg
http://www.bloggingtips.com/wp-content/uploads/2008/09/think-positive.jpg
http://www.innosight.com/blog/uploads/blogshakespearecomic.bmp
http://wiki.sla.org/download/attachments/8355879/wiki.gif
http://cache.kotaku.com/assets/resources/2008/03/sims3.jpg
http://pupyluvv355.files.wordpress.com/2008/04/webkinz.jpg
http://www.geocities.com/millers_math/tutorial/tutorial.gif
http://www.stolaf.edu/committees/safety/SafetyHabit.jpg
http://fremontlibraries.files.wordpress.com/2008/04/computer.jpg
http://transcriptions.english.ucsb.edu/images/resources.gif
http://www.livecarshows.com/images/download.icon.jpg
http://www.sharedexperience.org.uk/images/splash/sharedexperiencelogoSPLASH.gif
http://www.forsyth.k12.ga.us/129410616212035640/lib/129410616212035640/engageme2FCS.png
http://www.lifehack.org/wp-content/files/2007/05/2007051507-addiction.jpg'
Thanks to Google for uploading our video!
We would like to thank Ben, Nick, and Ted for helping and being our actors and for helping to film parts of the movie. I would also like to commend each one of them for their outstanding award winning performances!
The following is a list of the resources used within the project not only for the script ideas, facts and information but for the images used within the movie.
http://secondlife.com/
http://www.economist.com/displayStory.cfm?Story_ID=7963538
http://www.60-seconds.com/191_secondlife.html
http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2006/09/15/BUGE9L5JM51.DTL
http://www.businessweek.com/magazine/content/06_18/b3982001.htm
http://edition.cnn.com/2007/TECH/06/07/virtual_identity/index.html
http://okapi.dreamhosters.com/images/blog/second_life_team.jpg
http://www.thedirtytrickscampaign.com/photo_320x240_intervention.jpg
http://2ltoday.files.wordpress.com/2007/12/pollice-verso.jpg
http://images-cdn01.associatedcontent.com/image/A2133/21335/300_21335.jpg
http://www.cartoonstock.com/newscartoons/cartoonists/jha/lowres/jhan314l.jpg
http://msnbcmedia.msn.com/j/msnbc/Components/Photos/050930/050930_brats_vmed.widec.jpg
http://www.freefoto.com/images/28/31/28_31_4---Crime-Scene-Do-Not-Enter_web.jpg
http://www.prevent-drug-abuse.com/Prevent%20drugs.jpeg
http://www.pantyhosehussy.com/images/warning_18.gif
http://www.westcomm.org/publications/news/october07/secondlife_1.jpg
http://cache.kotaku.com/assets/resources/2006/09/SecondLife_01.jpg
http://www.librarything.com/thingology/uploaded_images/secondlife-big-792768.jpg
http://www.uaa.alaska.edu/dss/images/AccessButton_BW_Gold_Smaller.jpg
http://www.languageinindia.com/may2003/teacher2.jpg
http://edseminars.apple.com/seminars/eventfiles/10/it03.jpg
https://experiment.psy.uq.edu.au/safety/images/guys_growing_big.jpg
http://www.trainingplace.com/source/research/succes4.jpg
http://www.bloggingtips.com/wp-content/uploads/2008/09/think-positive.jpg
http://www.innosight.com/blog/uploads/blogshakespearecomic.bmp
http://wiki.sla.org/download/attachments/8355879/wiki.gif
http://cache.kotaku.com/assets/resources/2008/03/sims3.jpg
http://pupyluvv355.files.wordpress.com/2008/04/webkinz.jpg
http://www.geocities.com/millers_math/tutorial/tutorial.gif
http://www.stolaf.edu/committees/safety/SafetyHabit.jpg
http://fremontlibraries.files.wordpress.com/2008/04/computer.jpg
http://transcriptions.english.ucsb.edu/images/resources.gif
http://www.livecarshows.com/images/download.icon.jpg
http://www.sharedexperience.org.uk/images/splash/sharedexperiencelogoSPLASH.gif
http://www.forsyth.k12.ga.us/129410616212035640/lib/129410616212035640/engageme2FCS.png
http://www.lifehack.org/wp-content/files/2007/05/2007051507-addiction.jpg'
Thanks to Google for uploading our video!
Friday, January 30, 2009
MEL Project- The Boston Pancakes
MEL Project
Lizzie Martel and Andrew Dean
This is the script that Andrew and I made for the MEL project. It describes meaningful, engaged, learning and all of its parts.
Environment: relationship and rapport- student teacher relationship / helping students succeed
Experience: patterns and learning styles- hands on/ learning styles
Motivation: why would I want to learn this- interest/autonomy/ avoid rewards
Meaning: connections and metal frameworks- connections/ context
Along with this information and the diagram found by Mike Muir, we decided to take it to the next level by appealing to as many of the learning styles as would could such as, verbal, visual, and kinesthetic.
We want to especially thank Andrew F. for being our camera man, Jenna, Ted, and Lindsey for being our great actors!
Hope you enjoy!
Script:
Teacher: students, therefore, 36pie/ 25pie= x/2= 72/25x- here let me show you……
Student 1: hey, hey man this class sucks….god its so boring…. I feel like I’m not learning anything
Student 2: Yea I know it, she doesn’t even really know us, I think she still gets my name wrong……
Student 3: We should just start skipping, I mean we could probably teach ourselves…
Student 1: I have no motivation what so ever and I can’t wait to get outside…I mean I hate just sitting here all the time
Student 2: Man I just wish there was a way for us to be able to be motivated, gain some experience, maybe even have a great classroom environment….but how?
Student 3: We just need some help…someone who could teach us how to do all of those things….ya know have a meaningful, engaged, learning, experience
Rapper (Andrew): Yo Yo, did I hear some students say they need some help, maybe try some MEL
Teacher: What is going on here, I am in the middle of a……
Student 1: It’s Rapper Master MEL
Rapper: Hey students, I’m here today to teach you all about the MEL way,
You see its got four parts and I’ll tell you what they are, but first get up cause your gonna go far
Student 2: Tell us more, Tell us more
Rapper: So listen up there you educators you got to be the motivators, there are four parts to this MEL- it stands for meaningful engaged learning model
Rapper: Under that we got four more parts, you get this down, then you got smarts. First we got our environment here, its crucial, important and very dear,
You have to have a close relationship and understanding with a little pip….its all about getting to succeed, lending a hand whenever in need
Rapper: The next part we come to is, a little different for every ms., its all about the experience, you have to get rid of the interference
Patterns, steps, and being involved, help us to get rolling the ball, we also have different learning styles, knowing each one can move us miles, all students are unique in their own way, they learn and act different everyday
Rapper: The next part we come to is motivation, helping students receive a better education. Knowing why students want to learn helps them get rid of being stern, instead of yelling because they don’t want to do it, tell them why and maybe they wont quit.
You have to grab their interest right away, if you don’t they’ll just delay, they need to feel a part of the class, learning and growing, try to make it last. Give them freedom but just not too much, stand close but don’t be a crutch
They need to strive for the goal, and be focused with their inner soul. You should avoid rewards for a simple fact, you want them to be real not put on an act.
Rapper:
The last part to this MEL thing, is to find meaning for all so lets just sing,
Making connections with is important and kind, MEL helps to expand your mind.
Putting up frameworks just isn’t easy, but students will love you for not being cheesy.
The context of everything that you do, must connect like a ball through a hoop.
Rapper:
So remember the four parts when you have a class, learning and growing will make you last.
Never give up on trying something new, If you care and work, they’ll appreciate you.
So that there folks is the MEL way, I hope you have a wonderful day!
PEACE
(Rapper leaves dancing)
Student 1: That was awesome!
Teacher: Ok class who wants a break to go outside?
Students ALL: YEAH!
Lizzie Martel and Andrew Dean
This is the script that Andrew and I made for the MEL project. It describes meaningful, engaged, learning and all of its parts.
Environment: relationship and rapport- student teacher relationship / helping students succeed
Experience: patterns and learning styles- hands on/ learning styles
Motivation: why would I want to learn this- interest/autonomy/ avoid rewards
Meaning: connections and metal frameworks- connections/ context
Along with this information and the diagram found by Mike Muir, we decided to take it to the next level by appealing to as many of the learning styles as would could such as, verbal, visual, and kinesthetic.
We want to especially thank Andrew F. for being our camera man, Jenna, Ted, and Lindsey for being our great actors!
Hope you enjoy!
Script:
Teacher: students, therefore, 36pie/ 25pie= x/2= 72/25x- here let me show you……
Student 1: hey, hey man this class sucks….god its so boring…. I feel like I’m not learning anything
Student 2: Yea I know it, she doesn’t even really know us, I think she still gets my name wrong……
Student 3: We should just start skipping, I mean we could probably teach ourselves…
Student 1: I have no motivation what so ever and I can’t wait to get outside…I mean I hate just sitting here all the time
Student 2: Man I just wish there was a way for us to be able to be motivated, gain some experience, maybe even have a great classroom environment….but how?
Student 3: We just need some help…someone who could teach us how to do all of those things….ya know have a meaningful, engaged, learning, experience
Rapper (Andrew): Yo Yo, did I hear some students say they need some help, maybe try some MEL
Teacher: What is going on here, I am in the middle of a……
Student 1: It’s Rapper Master MEL
Rapper: Hey students, I’m here today to teach you all about the MEL way,
You see its got four parts and I’ll tell you what they are, but first get up cause your gonna go far
Student 2: Tell us more, Tell us more
Rapper: So listen up there you educators you got to be the motivators, there are four parts to this MEL- it stands for meaningful engaged learning model
Rapper: Under that we got four more parts, you get this down, then you got smarts. First we got our environment here, its crucial, important and very dear,
You have to have a close relationship and understanding with a little pip….its all about getting to succeed, lending a hand whenever in need
Rapper: The next part we come to is, a little different for every ms., its all about the experience, you have to get rid of the interference
Patterns, steps, and being involved, help us to get rolling the ball, we also have different learning styles, knowing each one can move us miles, all students are unique in their own way, they learn and act different everyday
Rapper: The next part we come to is motivation, helping students receive a better education. Knowing why students want to learn helps them get rid of being stern, instead of yelling because they don’t want to do it, tell them why and maybe they wont quit.
You have to grab their interest right away, if you don’t they’ll just delay, they need to feel a part of the class, learning and growing, try to make it last. Give them freedom but just not too much, stand close but don’t be a crutch
They need to strive for the goal, and be focused with their inner soul. You should avoid rewards for a simple fact, you want them to be real not put on an act.
Rapper:
The last part to this MEL thing, is to find meaning for all so lets just sing,
Making connections with is important and kind, MEL helps to expand your mind.
Putting up frameworks just isn’t easy, but students will love you for not being cheesy.
The context of everything that you do, must connect like a ball through a hoop.
Rapper:
So remember the four parts when you have a class, learning and growing will make you last.
Never give up on trying something new, If you care and work, they’ll appreciate you.
So that there folks is the MEL way, I hope you have a wonderful day!
PEACE
(Rapper leaves dancing)
Student 1: That was awesome!
Teacher: Ok class who wants a break to go outside?
Students ALL: YEAH!
Sunday, January 25, 2009
Web 2.0 Educator
After having read about Cool Cat Teacher Vicki Davis, I decided to go back and re-read her blogs to see if I still had the same impression of her. Not only do I still see Vicki Davis as a fun and inspiring teacher, but she seems to truly want the best for her students inside the classroom and out. After re-reading some entries and then reading, Wiki wiki teaching, How I use wikis in the classroom, and The value of routine, I value her opinion and work. She incorporates the fast pace world of technology into her classroom allowing the students to become familiar with and understand the ways in which education can not only be fun but can be taken to a higher level.
I decided to read and listen about Cool Cat Teacher Vicki Davis. She has not only created some amazing and technology incorporating projects but has allowed her students to share in this fun as well. After reading a few of her postings, it is clear to see that she loves to use technology within the classroom. She is a teacher in Camilla Georgia who has been involved with many projects that have won several awards and inspired her students. Her specialty is using wikis and blogs. She loves to incorporate these two things in her lessons whenever she can. She seems like an honest person who truly wants to do all she can for her students including understanding the technological world around them.
Vicki Davis seems to be a very intelligent teacher especially when it comes to technology. She creates projects for her students to get them experienced with things that they may use later in the future. She has many priorities, the highest of which is her students. She allows time to accomplish not just the goals of her students but her own goals as well. She wants to connect with the students and other teachers, to make a positive environment and atmosphere for all. She also wants to keep the curriculum and material interesting and fun. Davis tries hard to inspire and to keep herself motivated. Without her being motivated she can not motivate her kids and her fellow staff. She also realizes that without reflecting upon her work and her students' work she can not properly keep teaching. Assessing is one of the most important tools as well as reflection.
One of the major reasons Davis is so intelligent with technology is because she is constantly using and looking for new tools. She states, “When I think about school and learning, I think about writing. Our learning tools need to have easy and useful ways for putting words and ideas into them as well as getting those words and ideas back out.” She wants to be able to have her students see the world around them as a tool to utilize not as a scary tool that is impossible to manage. She incorporates these tools into her classroom and gives the students' the opportunity to take their education into their own hands. She would like to eventually see technology in classrooms everywhere. She hopes as many teachers probably do too, of one day creating a classroom of students who are technologically smart as well as book and street smart.
I definitely agree with Viki Davis' approach to teaching. I like to use technology in the classroom. I think it allows the students to take a different look at what they are doing and re-evaluate it. However I do believe that sometimes technology can take over the classroom. The ultimate goal is to incorporate technology into the classroom not make the entire classroom technology. Maybe one day we can be immersed into a classroom environment where all students recognize the word "wiki" and "blog".
I decided to read and listen about Cool Cat Teacher Vicki Davis. She has not only created some amazing and technology incorporating projects but has allowed her students to share in this fun as well. After reading a few of her postings, it is clear to see that she loves to use technology within the classroom. She is a teacher in Camilla Georgia who has been involved with many projects that have won several awards and inspired her students. Her specialty is using wikis and blogs. She loves to incorporate these two things in her lessons whenever she can. She seems like an honest person who truly wants to do all she can for her students including understanding the technological world around them.
Vicki Davis seems to be a very intelligent teacher especially when it comes to technology. She creates projects for her students to get them experienced with things that they may use later in the future. She has many priorities, the highest of which is her students. She allows time to accomplish not just the goals of her students but her own goals as well. She wants to connect with the students and other teachers, to make a positive environment and atmosphere for all. She also wants to keep the curriculum and material interesting and fun. Davis tries hard to inspire and to keep herself motivated. Without her being motivated she can not motivate her kids and her fellow staff. She also realizes that without reflecting upon her work and her students' work she can not properly keep teaching. Assessing is one of the most important tools as well as reflection.
One of the major reasons Davis is so intelligent with technology is because she is constantly using and looking for new tools. She states, “When I think about school and learning, I think about writing. Our learning tools need to have easy and useful ways for putting words and ideas into them as well as getting those words and ideas back out.” She wants to be able to have her students see the world around them as a tool to utilize not as a scary tool that is impossible to manage. She incorporates these tools into her classroom and gives the students' the opportunity to take their education into their own hands. She would like to eventually see technology in classrooms everywhere. She hopes as many teachers probably do too, of one day creating a classroom of students who are technologically smart as well as book and street smart.
I definitely agree with Viki Davis' approach to teaching. I like to use technology in the classroom. I think it allows the students to take a different look at what they are doing and re-evaluate it. However I do believe that sometimes technology can take over the classroom. The ultimate goal is to incorporate technology into the classroom not make the entire classroom technology. Maybe one day we can be immersed into a classroom environment where all students recognize the word "wiki" and "blog".
Type I and Type II Technology
Type I and type II Technology seem to be colliding with more and more classrooms. However, knowing how to recognize these two types and use them properly is still a work in progress. Type I uses computers or similar technologies to help foster the "old school" approaches to teaching. The user is usually inactive and the computers tend to do most of the work. Type II uses computers as a tool to find new and better ways to teach the students. The computer is very important but here the learner is recognized as being the controller. Skills and independent thinking are emphasized more. The difference between these two is how important a role the computer or technology plays. They differ in how mentally active the student is involved within the task.
In my high school I would definitely say that Type I was common. In so many of my classrooms the teachers would get bored and then take us down to the computer lab when they had nothing better to do. So when we would get there the teachers would try to have us research some random topic and it did absolutely nothing for our learning.
Another experience with this problem is the reliance on PowerPoint programs. Instead of actually teaching a lesson, I had a teacher that only used power point. There was no interaction with the class she put the PowerPoint up and read off of it for the entire class. The sad part was that if you went online, you could print out that PowerPoint, making it almost redundant to go to class.
Many teachers rely on the simple art of movies to fill up class time. This, along with out dated random worksheets make the class almost unbearable. I had a computer class one year, which you would think would make it more of a Type II since there are so many possibilities. However instead of teaching class and using programs and worksheets that helped us, we received worksheets several years old. I was given this sheet and told to just go, no instruction no fun, no variety, just simple, plain, old directions, many of which were so hard to follow. This whole experience made me not like the class. It was not until the end of the class where we got to do a project on anything with anything, (besides a few guidelines) that I liked the class.
On the opposite end of the spectrum we have Type II. This although not as common, was still seen in my classrooms. The best project ever done with the technology was an art class we had at school. The art project was making a webpage for the school. We had to create the background, colors and effects, and putting new pictures and art work on the site. We learned how to make a page, use different settings and tools, and how to work together in a group. It was so much fun and it helped the teacher and students do something new and creative.
Another experience I had with this technology was with my AP English class. Not everyone did the same thing because of the project type but those who chose this option loved it. We had to research two professions other than the one we wanted to pursue in college and then turn it into a project. With this we had to interview people, make a presentation, and a paper. I chose psychology as one of my professions. Not only did I interview a teacher but then I turned it into a movie using a new program on the computer. My teacher challenged us to do something that we have never done before and possibly use the computer. It pushed me to be creative and use the computer in a whole new way, which I then got to share with the whole class.
One of the last and most obvious examples of this Type II is this blog right here. Aside from one other class, I have never used a blog before nor have I ever used the computer like this in the classroom. Given a little guidance then forced to work on my own to use this technology is an interesting and new experience. I have to make a blog, learn how to use it, then go to another site and follow directions. This allows me to multitask as well as create something new and fun.
In my high school I would definitely say that Type I was common. In so many of my classrooms the teachers would get bored and then take us down to the computer lab when they had nothing better to do. So when we would get there the teachers would try to have us research some random topic and it did absolutely nothing for our learning.
Another experience with this problem is the reliance on PowerPoint programs. Instead of actually teaching a lesson, I had a teacher that only used power point. There was no interaction with the class she put the PowerPoint up and read off of it for the entire class. The sad part was that if you went online, you could print out that PowerPoint, making it almost redundant to go to class.
Many teachers rely on the simple art of movies to fill up class time. This, along with out dated random worksheets make the class almost unbearable. I had a computer class one year, which you would think would make it more of a Type II since there are so many possibilities. However instead of teaching class and using programs and worksheets that helped us, we received worksheets several years old. I was given this sheet and told to just go, no instruction no fun, no variety, just simple, plain, old directions, many of which were so hard to follow. This whole experience made me not like the class. It was not until the end of the class where we got to do a project on anything with anything, (besides a few guidelines) that I liked the class.
On the opposite end of the spectrum we have Type II. This although not as common, was still seen in my classrooms. The best project ever done with the technology was an art class we had at school. The art project was making a webpage for the school. We had to create the background, colors and effects, and putting new pictures and art work on the site. We learned how to make a page, use different settings and tools, and how to work together in a group. It was so much fun and it helped the teacher and students do something new and creative.
Another experience I had with this technology was with my AP English class. Not everyone did the same thing because of the project type but those who chose this option loved it. We had to research two professions other than the one we wanted to pursue in college and then turn it into a project. With this we had to interview people, make a presentation, and a paper. I chose psychology as one of my professions. Not only did I interview a teacher but then I turned it into a movie using a new program on the computer. My teacher challenged us to do something that we have never done before and possibly use the computer. It pushed me to be creative and use the computer in a whole new way, which I then got to share with the whole class.
One of the last and most obvious examples of this Type II is this blog right here. Aside from one other class, I have never used a blog before nor have I ever used the computer like this in the classroom. Given a little guidance then forced to work on my own to use this technology is an interesting and new experience. I have to make a blog, learn how to use it, then go to another site and follow directions. This allows me to multitask as well as create something new and fun.
My MEL Experiences
- Student/Teacher Relationship: Almost every one of my teachers has made a lasting impact on my learning and succeeding. I usually feel connected to my teachers which allows me to talk to them, and to feel comfortable inside and outside the classroom setting. I like being able to be close to my teachers so they can know me personally and what I am like. Having a connection with my teacher helps me to feel confident in learning the material as well as the class itself.
- Helping Students Succeed: In order for a teacher to help me best succeed; I need to feel as if I am being pushed. I need a challenge and I need to work hard for the A. My AP English teacher was rough, an assignment due every day, projects, and class work galore. I felt that I worked harder in that class than three of my other classes put together. But my final grade in the class was a B+. I felt like I deserved that grade and I had worked so hard for it. It made me feel like anything that I put my mind to, I can accomplish. I loved being challenged and pushed.
- Hands On: I am a very verbal and social person. Therefore whenever I was asked to do group work or hands on activities, I was in my element. I felt that I could be part of a group and be more relaxed and let someone take the lead. But I also felt that I could step up to take charge if I needed too. I love doing funny activities where I know I will be out of my comfort zone. If a teacher can make me do something where I have butterflies in my stomach, then I know I will thank him/her for it later when I have a new found confidence in my abilities.
- Learning Styles: My learning style tends to change depending on my mood. Some days it is extremely frustrating to be a part of a class that has to deal with students who learn slower than me. When the teacher is taking time for them I feel as if my needs and wants as a learner are not being met because I am slowed down. It's awesome that the teacher can help everyone but sometimes I feel that if those students, instead of being catered to, were pushed a little harder they might find something inside themselves they never knew they had. They just may develop better learning skills and increase their abilities. The idea of using all the multiple intelligences is interesting to me. I find it to work for all people, letting each learner experience the classroom in so many new and fun ways. I hope that future classes utilize the learning methods that can help all students at once, not just one specific group. I guess that is where the problem lies in how to help all students (who have so many different needs) at once.
- Interest: I always enjoy a class where the teacher can incorporate my interests into the lessons. I think it makes the environment of the whole classroom seem more amicable and fun. But I also think that interests are not the only things that should be considered. I love classes where the teacher can incorporate life experiences, the news, media, and the surrounding culture into the classroom. Everyday is a chance for the teacher to tie in a new interest with the lesson. So why not take advantage of that and try several of them? There is no harm in trying, only in not trying at all.
- Autonomy: Any class where the students can feel like they are in charge or they have power is fine by me! I feel that it is sometimes the job of the teacher to let the students think they are in control of everything even when they are not. The teacher should always have control of the classroom. However allowing the students to take control of their education and their learning can help them to learn better and maybe even increase their chances of understanding all the material. I like choices, even if it is the smallest thing such as what color to use on the white board. It makes me feel as if every decision I make and every word I say is important to my teacher.
- Avoid Rewards: I actually feel weird about this because I like and I hate rewards in the classroom. If I have done something really well or received a really good grade on a test I would love to have a reward. If the class has met some goal or done really well with a task, why not have a reward? But I also feel that if the teacher is dependent on these rewards then the students lose focus of the ultimate goal and aim for just the reward. I believe in rewards in the classroom but I believe they should start small and end small. Receiving a sticker on my test when I get a grade above an 85 makes me feel proud. But these rewards should not be done in front of everyone; they are for one on one, such as handing back papers and saying, "keep them to yourself". If one person is rewarded and others are not, it can cause some to feel inferior and stupid. I believe that rewards, small ones, should be put into the class only when the atmosphere in the class and the relationship between the teacher and students is a strong one.
- Connections: One of my favorite experiences within the classroom is when the material in one class relates to another class I am taking or have taken before. It makes me excited and I feel as if, wow, I really have learned something. It enhances my interest in the class and makes the material seem as if, I know I can do this class.
- Context
Learning Style Inventory Results
I found this test interesting because when I finally saw the results I realized that, wow, they are extremely accurate! However, having taken the test a first time and now taking it once more, my results have changed. I am now more verbal and less visual which was not expected. However, my two highest being social and verbal, it does describe me, surprizingly well. Any person who knows me could attest to the truth behind these results. So it was fun to take this test! I think that the physical and the aural aspects are correct as well because I see myself as utilizing both of these skills. The physical, aural, and solitary categories, although not as high, create the learner that I am as well as help me to learn when I am in different environments. All in all, this exercise showed me that I am a good learner, especially with others but I could always be looking for a way to improve my skills.
Chapter 2: Respect, Liking, Trust, and Fairness
There are many things that are important for the overall atmosphere of a classroom and I believe one of these is respect. I feel that in order to have a well balanced classroom and a fully functioning classroom, students and teachers must be able to respect each other. However I feel that there definitely needs to be a “difference between respect and liking” (17). Students must know that individually the teacher needs to meet their needs. However, they need to consider the fact that there are 20 other students who have needs as well. Students must give teachers a little leeway with what they are doing. I do believe that students ultimately want to have good teacher rather than having a fun teacher. However it isn’t always easy to feel comfortable in class when you are being judged by your peers. In the long run I believe that the students want to put their work in front of their popularity. I also agree that “kids want teachers to put good teacher ahead of popularity” (19).
I really understand from a student perspective as well as a future teacher that having respect in the classroom is important. But I think an obstacle arises when students are expecting more of a friend then a teacher. I would love to have a classroom of 20 new friends, however I am there to teach, help and guide. Along the way if a friendship should develop then that is one positive aspect of teaching. But to be professional and to be a great teacher I believe there needs to be a distinction between a friend and teacher. These teachers are there to be a teacher first and a friend second.
I really understand from a student perspective as well as a future teacher that having respect in the classroom is important. But I think an obstacle arises when students are expecting more of a friend then a teacher. I would love to have a classroom of 20 new friends, however I am there to teach, help and guide. Along the way if a friendship should develop then that is one positive aspect of teaching. But to be professional and to be a great teacher I believe there needs to be a distinction between a friend and teacher. These teachers are there to be a teacher first and a friend second.
Chapter 1: Knowing Students Well
One particular section caught my attention because of one of my strong beliefs. On page 13 the author discusses the idea that “if teachers know more about what their students care about, it’s easier to motivate them, by connecting academic work to their existing interests.” I firmly believe that teachers should be connecting the material inside of class to material outside of class. A great teacher prepares a student not just for another year of the academic world but of the real world as well. Integrating a student’s interests is not only going to help them become more interested but it will help them learn more.
Another idea that I found really interesting is that the students could shape and mold their own education by just a few simple changes made by the teacher. This made me feel that it was not only the teacher’s fault for not listening better but the students as well for not communicating better. I think the most important concept in chapter one is that students just want to be treated as equals and as a friend. They need someone to talk to and to understand them as well as critique them. However one particular quote that made me mad was on page 5. It was a comment made by a student, “Teachers are for teaching.” This statement makes me feel as if, from a future teacher perspective, students do not understand all the important roles a teacher must play besides simply a teacher of the material. Improvement on both ends, student and teacher, is needed if any change is at all reachable.
Another idea that I found really interesting is that the students could shape and mold their own education by just a few simple changes made by the teacher. This made me feel that it was not only the teacher’s fault for not listening better but the students as well for not communicating better. I think the most important concept in chapter one is that students just want to be treated as equals and as a friend. They need someone to talk to and to understand them as well as critique them. However one particular quote that made me mad was on page 5. It was a comment made by a student, “Teachers are for teaching.” This statement makes me feel as if, from a future teacher perspective, students do not understand all the important roles a teacher must play besides simply a teacher of the material. Improvement on both ends, student and teacher, is needed if any change is at all reachable.
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