12. Does the teacher use observational learning? If so, cite specific examples and make reference to the class text. How do students respond to this instructional method?
I try to model every writing assignment I give, even if it is an answer to an essay question (answering a different question than what I give to the students). This modeling has several positive effects. The students know what I want from them, but it also demonstrates that I enjoy writing and can express myself through this medium. I’ve shared the fact that I’m working on several different novels, and the kids love to ask how they are going and encourage me to make progress. I think they like to see that I’m trying something big and that it’s hard for me to keep moving forward, just like they struggle with big projects. I really try to keep adding to my projects just so I can model the positive behavior of sticking with my writing, instead of modeling the bad behavior of giving up.
I also want the kids to see me as a live model as I read and talk about how a love for reading has enriched my life. Our school has DEAR (Drop Everything and Read) days and some teachers do other things during these time periods. I make myself read, even if I have a million things going on because I want my students to see me reading for fun.
When I chose books to read and poets to study, I try to include qualities of both the real individuals and fictional characters that demonstrate symbolic modeling of behavior. This next year I’m assigning Freak the Mighty, and I’m excited to see how the kids will react to the two main characters. I hope I can help the kids can find inspiration and positive role models for their lives.
Monday, June 21, 2010
Field Response Journal #11
*11. Does the teacher use discovery learning? If so, cite specific examples and make reference to the class text. How do students respond to this instructional method?
I love the idea of guided discovery learning. I’ve never tried pure discovery learning, and even when I was homeschooling I found it necessary to give my kids some structure to guide their exploration of a subject. I think Piaget is right that asking students to carry out such abstract thinking that most pure discovery learning demands is too difficult for student in the concrete operational stage. I have seen very motivated students guide their own learning experiences, but even in the cases where an individual is in the formal operational stage, they usually lack the confidence to completely self-generate a project. They want feedback and a more competent other to help them stay on the right track and do it efficiently.
Writing and interpreting literature is naturally a guided discovery experience. If you are allowing creative expression and asking meaningful questions, the students will be forced to explore hypothetical answers or hypothetical writing topics (hypothesis stage), investigate how they would support their ideas and then put them together through trial and error (experiment stage). One of the reasons I assign both a rough draft and a final draft of a writing assignment is because giving the students a chance to get my feedback on a rough draft (instruction stage) adds to their own ability to test their approaches so they can adjust their writing to better communicate their ideas.
I love the idea of guided discovery learning. I’ve never tried pure discovery learning, and even when I was homeschooling I found it necessary to give my kids some structure to guide their exploration of a subject. I think Piaget is right that asking students to carry out such abstract thinking that most pure discovery learning demands is too difficult for student in the concrete operational stage. I have seen very motivated students guide their own learning experiences, but even in the cases where an individual is in the formal operational stage, they usually lack the confidence to completely self-generate a project. They want feedback and a more competent other to help them stay on the right track and do it efficiently.
Writing and interpreting literature is naturally a guided discovery experience. If you are allowing creative expression and asking meaningful questions, the students will be forced to explore hypothetical answers or hypothetical writing topics (hypothesis stage), investigate how they would support their ideas and then put them together through trial and error (experiment stage). One of the reasons I assign both a rough draft and a final draft of a writing assignment is because giving the students a chance to get my feedback on a rough draft (instruction stage) adds to their own ability to test their approaches so they can adjust their writing to better communicate their ideas.
Sunday, June 20, 2010
Revised Field Response Journal #8
8. Does the teacher use a token economy? If so, cite specific examples and make reference to the class text. Is this technique effective in encouraging or eliminating behaviors? How does this system affect the students' motivation? Explain. – Get more specific and loose the unrelated stuff. Talk about elements from the text.
I try not to use any token economies in my class. I work for a Montessori school and artificial rewards are discouraged. A token economy, which would not have an inherent worth would be more acceptable than external treats, like candy or a class party. The school policy is that students should do good work for internal, rather than external rewards. I can see how it would be helpful to give the kids positive reinforcer that is an immediate compensation. The trick with earning a coupon or pass that lets them choose if they want to get out of a test, quiz or assignment indicates that those things are miserable and if the kids are lucky they will get out of them. I do like the idea that they would have a stronger sense of autonomy in the classroom by deciding how they want to spend their rewards. A way that I think I would feel comfortable using a token economy is by giving points to students who turn in assignments on time. These points could then go towards a book from a class bookstore. I could build this bookstore by picking up used books at local thrift stores. This would reinforce the good time management and the kids would be able to add to a personal book collection.
Field Journal Question #3
*Q3. In what psychosocial stage did Erikson say most children in the grade level you observed are functioning? What specific teacher behaviors do you observe that either help or hinder the students to successfully navigate through this stage? What more could or should be done?
Many junior high and most high school students are in stage of Identity versus Role Confusion. When I’m teaching I have to be sure to leave open-ended exploration of ethical issues. As students are looking at questions and scenarios based on themes and issues, I shouldn’t ever make it sound like there are right and wrong answers. I must make it safe to explore the spectrum of possible positions. I can share what I believe (with a sensitivity to content), so I am modeling high-level thinking, but I have to follow that up with an invitation to share their ideas and let them know that there are more than one way to look at an issue. If the goal is to help the students find an integrated self, it is important that I bring in writings of a diverse group of authors. It is especially important when there is a limited amount of diversity in the community. Last year I taught a class on Modern Ethics. I included writings by several modern philosophers that wrote about justice, ethical parenting, personal responsibly for global poverty, consumerism, etc. It was extremely important that I didn’t indicate that the philosophers were absolutely right and tried to encourage the process of intelligently questioning opinions that might differ than one’s own. I had a sign up that gave the steps required for the class: read>understand the writers position>ask questions>form your own opinion.
When I teach kids persuasive essays, it’s a great chance for them to explore their own thoughts and opinions. The fact that it has to be clarified into a arguable thesis helps crystallize their ideas, the supporting ideas make them give concrete support to their argument, and the fact that they have to acknowledge a contrasting opinion and respond to it. This is very helpful in guiding them through the process of examining their positions and see if they can be supported. I need to let the kids know that their viewpoints will constantly be evolving and that is part of creating a healthy unified self.
Tuesday, June 15, 2010
Course Contract #2
What are you doing well?
I feel like I’m understanding most of the material. I can see how helpful the information is and how to apply it into the classroom. I’m doing okay with keeping up with the homework. I really enjoy the class discussions and get a lot out of other student’s comments.
What are you not doing well?
I’m reading too fast. I usually have so much to do in a night that I read with a focus on just filling out the study guide instead of understanding the material. I often have to remind myself that I don’t really get what I just wrote and I need to read over that section more carefully. I know I’m missing important things when I read this way.
I’m frustrated by the last test. I didn’t really know how to study for this kind of assessment and I don’t ever feel confident with the “best scenario” kind of questions (which makes me worried for the Praxis 2). I tend to over-think the factors that go into these type of questions. It really bothers me that I don’t know how to master this kind of information. I know I could do well with essay questions, but I find these much harder.
Are you making sufficient progress on your goals?
I am staying almost current with my homework. I’m not using Google calendar like I wanted to, but I am using the to-do list on my iGoogle page. I think I’m improving with my time management skills.
List specific things you need to change in order to meet your goals.
I need to leave enough time to read carefully. I have got to mark my text as I read, so I can emphasize key concepts and relationships between ideas. If I don’t understand something I have to stop and slow down.
I’m at a loss at how to study better for the type of tests we are taking. I felt like I knew the concepts and my study aid was packed with terms and notes. I need to find out a good method so I am mastering the concepts to the point that I can feel confident with “best scenario” tests.
How is your motivation? Are you focusing on mastery or performance goals? Does anything need to change?
My motivation is strong, but I’m pretty stressed out about getting everything done (I have a really heavy course-load this summer) and I just can’t panic. I am overly focused on performance since a big part of me wants to keep my current grade-point average and I care more about that than I should. I do know that what matters in the long-run is how much I know and can use, not what grades I got. In fact I’m the only person who cares about that. My students care if I know how to teach to the best of my ability. I just need to keep going and find the time to work carefully…and remind myself that I am near the end of this particular adventure!
Field Response Journal #10
*10. Does the teacher use mnemonic devices such as visualization techniques (i.e. peg or loci systems), acronyms, acrostics, stories, songs or rhymes to help students retain and access information? Cite specific examples. If not, what could the teacher use and with what subject matter? Again, be specific in your response.
I don’t use a ton of mnemonics because I don’t use a lot of terms or isolated facts. I do use the mnemonic o-abs and fanboys when teaching the conjunctions. I name my five comma rules with memorable names like “extra bits” and “back to front.” When describing a compound sentence I almost always draw a big nail through the conjunction to show the students are “pounding” their compound sentence together with a conjunction. I like using pictures to represent organizational concepts like a hamburger to symbolize the five sentence paragraph. I also use the umbrella to show how a thesis covers and protects the supporting ideas. I like diagrams, such as the tent pole diagram and the character development diagram to describe important abstract ideas in a more concrete way. I could use music and rhyme more often in my lessons. I have used Schoolhouse Rock a few times, but don’t think it teaches a really lasting lesson. (But it’s fun!)
I don’t use a ton of mnemonics because I don’t use a lot of terms or isolated facts. I do use the mnemonic o-abs and fanboys when teaching the conjunctions. I name my five comma rules with memorable names like “extra bits” and “back to front.” When describing a compound sentence I almost always draw a big nail through the conjunction to show the students are “pounding” their compound sentence together with a conjunction. I like using pictures to represent organizational concepts like a hamburger to symbolize the five sentence paragraph. I also use the umbrella to show how a thesis covers and protects the supporting ideas. I like diagrams, such as the tent pole diagram and the character development diagram to describe important abstract ideas in a more concrete way. I could use music and rhyme more often in my lessons. I have used Schoolhouse Rock a few times, but don’t think it teaches a really lasting lesson. (But it’s fun!)
Field Response Journal #9
*9. How long does the teacher wait after asking questions? Be specific. Do you believe he/she waits long enough? What does current research show about the relationship between student participation and wait time? Include information from the class text and class discussion.
I probably don’t wait long enough. I go to asking individual students after a few seconds of waiting for an answer. I try not to give an answer myself unless at least three students have said they don’t know the answer. I probably don’t wait like I should after these kids have responded. Current research has shown that most teachers wait a very short time, a few seconds at most, before they supply the answer themselves. This teaches the students to just wait, be lazy, and let the teacher answer his or her own questions. Research has also shown that higher order questions need more wait time. The kids need space to process questions that require more than just a regurgitation of facts.
I probably don’t wait long enough. I go to asking individual students after a few seconds of waiting for an answer. I try not to give an answer myself unless at least three students have said they don’t know the answer. I probably don’t wait like I should after these kids have responded. Current research has shown that most teachers wait a very short time, a few seconds at most, before they supply the answer themselves. This teaches the students to just wait, be lazy, and let the teacher answer his or her own questions. Research has also shown that higher order questions need more wait time. The kids need space to process questions that require more than just a regurgitation of facts.
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