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.
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.
I try not to use any token economies in my class. I work for a Montessori school and artificial rewards like class parties, treats, or coupons that allow extra allowances are discouraged. 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 something that is an immediate compensation. The trick with a token that excuses lateness or testing is that you are indicating that those things are miserable and if the kids are lucky they will get out of them. If it is for a special field trip or activity, I should do that because it adds to their learning experience, not as a reward to good behavior. Alfie Kohn has written several books that explain how external rewards actually damage student motivation because it is all dependent on teacher feedback. The kids stop thinking about the material and the concepts behind it and just care about how they can earn an “A.” With that said, I have stretched the rules and rewarded number of words written during class time with treats if the students are really struggling with motivation.
I try not to use any token economies in my class. I work for a Montessori school and artificial rewards like class parties, treats, or coupons that allow extra allowances are discouraged. 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 something that is an immediate compensation. The trick with a token that excuses lateness or testing is that you are indicating that those things are miserable and if the kids are lucky they will get out of them. If it is for a special field trip or activity, I should do that because it adds to their learning experience, not as a reward to good behavior. Alfie Kohn has written several books that explain how external rewards actually damage student motivation because it is all dependent on teacher feedback. The kids stop thinking about the material and the concepts behind it and just care about how they can earn an “A.” With that said, I have stretched the rules and rewarded number of words written during class time with treats if the students are really struggling with motivation.
Field Response Journal #7
*7. Describe what the teacher is doing to promote social skills and emotional intelligence. Be specific in your response. Make connections to Daniel Goleman's work and/or the class text.
I have the class rules that 1) I will respect the students by listening to any questions and concerns and be fair in my interactions with them. 2) They will respect me by listening when I am speaking and not using phones, or computers in unauthorized ways during a lesson and 3) They will respect each other by absolutely no put downs and cleaning up after themselves. All three of these rules are meant to develop at least three of Goleman’s emotional intelligences: self-awareness, self-management, and social awareness. The students may stop at self-management and just work at controlling their emotions and impulses, but hopefully they will see the social impact of breaking or complying with these rules. It is important that I remind them why these rules are important, not just refer to them without any context. If I give enough opportunities for the students to work together as a group and have real-world experiences, such as traveling together, the kids may be able go all the way to relationship management, where they can demonstrate leadership and wisdom as they solve problems and resolve conflict.
I have the class rules that 1) I will respect the students by listening to any questions and concerns and be fair in my interactions with them. 2) They will respect me by listening when I am speaking and not using phones, or computers in unauthorized ways during a lesson and 3) They will respect each other by absolutely no put downs and cleaning up after themselves. All three of these rules are meant to develop at least three of Goleman’s emotional intelligences: self-awareness, self-management, and social awareness. The students may stop at self-management and just work at controlling their emotions and impulses, but hopefully they will see the social impact of breaking or complying with these rules. It is important that I remind them why these rules are important, not just refer to them without any context. If I give enough opportunities for the students to work together as a group and have real-world experiences, such as traveling together, the kids may be able go all the way to relationship management, where they can demonstrate leadership and wisdom as they solve problems and resolve conflict.
Field Response Journal #4
*4. At which of Kohlberg's levels of moral development are the students in your class functioning? Cite specific evidence and explain your reasoning for selecting these levels. What might be done to help the students advance to higher levels?
Most of my students will be at the conventional morality stage. These students will care much more about following the rules or pleasing authority figures than being ethically correct. I see this will many students who will lie about whether they have completed an assignment rather than admit they missed a deadline. I have had many students claim they turned something in, but it disappeared or that they emailed it, but it just mysteriously didn’t arrive and that was why I don’t have the assignment. Often they are proved wrong when they can’t produce the original document, or their work isn’t in the appropriate folder. It does create real problems because there is such a cost to accusing them of lying, it just isn’t worth it, but I don’t want to reward their stretching the truth. I also have students who are still in the preconventional obedience and punishment stage. They have no interest following the rules unless there is a very tangible and immediate consequence. It the negative consequences are long-term, they just aren’t motivated. I have several students who don’t care about grades unless their parents have taken something away and they can’t get it back until they do their work.
I can best help these students by making the assignments authentic activities so they see the purpose for completing it. If I can make them care, they will be more engaged and want to finish it because it is fun or seems important. I also need to help the kids stay organized. If a student falsely claims an assignment has disappeared, I can take that as an opportunity to work with them on keeping track of their work and organizing their time. No matter what, that is a real problem in their lives and needs to be addressed.
It also helps if I clarify that the assignments build on each other, so if they miss one, they will have to struggle even harder on the subsequent homework.
To combat the nice girl/good boy syndrome, I need to treat each student equally, no matter how behind he or she is or what grade he or she has earned. It they feel that my affection for them isn’t dependent on output, they will start to focus on their own learning process and personal pride.
Most of my students will be at the conventional morality stage. These students will care much more about following the rules or pleasing authority figures than being ethically correct. I see this will many students who will lie about whether they have completed an assignment rather than admit they missed a deadline. I have had many students claim they turned something in, but it disappeared or that they emailed it, but it just mysteriously didn’t arrive and that was why I don’t have the assignment. Often they are proved wrong when they can’t produce the original document, or their work isn’t in the appropriate folder. It does create real problems because there is such a cost to accusing them of lying, it just isn’t worth it, but I don’t want to reward their stretching the truth. I also have students who are still in the preconventional obedience and punishment stage. They have no interest following the rules unless there is a very tangible and immediate consequence. It the negative consequences are long-term, they just aren’t motivated. I have several students who don’t care about grades unless their parents have taken something away and they can’t get it back until they do their work.
I can best help these students by making the assignments authentic activities so they see the purpose for completing it. If I can make them care, they will be more engaged and want to finish it because it is fun or seems important. I also need to help the kids stay organized. If a student falsely claims an assignment has disappeared, I can take that as an opportunity to work with them on keeping track of their work and organizing their time. No matter what, that is a real problem in their lives and needs to be addressed.
It also helps if I clarify that the assignments build on each other, so if they miss one, they will have to struggle even harder on the subsequent homework.
To combat the nice girl/good boy syndrome, I need to treat each student equally, no matter how behind he or she is or what grade he or she has earned. It they feel that my affection for them isn’t dependent on output, they will start to focus on their own learning process and personal pride.
Tuesday, June 8, 2010
Field Journal Question #2
I really love how Vygotksy supported the ideas of scaffolding and modeling. I am a very strong believer in modeling assignments for my students. I try to always give a writing sample or essay response to accompany the homework I give. I think there is no better way to give students direction and get them excited about an assignment than a really fun example. This helps the kids know what I expect and where to start. Recently I set up an assignment for the substitute who was taking my last two weeks of teaching as I began summer school. The goal was to teach students about advertising with a focus on audience and reliability. The final project was creating an ad that accomplished very specific goals. My handout was extremely clear and put the tasks into very small steps with very specific requirements, but I failed to make a sample ad. When I got the projects in for grading I was disappointed with the end results. I am sure the reason they under-performed was because I didn’t model or scaffold the advertisement. I’m disappointed the substitute didn’t transmit the vision while going through the instructions. Whatever his approach was, it didn’t translate into student work. It really is essential to give a model for students, especially junior high students, if you want them to reach specific goals.
Thursday, June 3, 2010
Field Journal Question #1
When teaching a mixed 7th and 8th grade English class it is a really difficult balance to accommodate the students who are still in the Concrete Operational Stage as well as the kids who have moved on to the Formal Operation Stage. English requires a lot of abstract thinking, and that can be hard for many in the class. One trick I have when teaching an abstract idea is to tie it to actual events, people, or familiar contexts. If I’m talking about theme, I start with a really familiar story like Goldilocks and the Three Bears and look at the possible themes found in that text. The material is familiar and the kids have all heard it a million times, and the themes behind it are fairly obvious. The thing I have to remember is that I can’t assume that the students now have all the information they need to find the possible themes in the novel they are reading. The majority of the kids still need guidance exploring ideas. Students that are completely in the Concrete Operational Stage may need a list of possible themes and then a discussion to find the ones that fit the text. This makes it a classifying exercise, which is comfortable for the kids in the Concrete Operational Stage. The students who are in the Formal Operations Stage are able to hypothesize, as well as use analogical reasoning to take the familiar story of Goldilocks, examine the same process they used to find theme, and analyze the more complex plot structure of the novel they are reading.
Another example of teaching with a sensitivity towards Piaget’s stages would be teaching the idea of concrete versus abstract nouns. This is very difficult for kids still in the Concrete Operational Stage, so I have them take out a piece of paper and tell them that they can draw concrete nouns, but they can’t draw abstract ones. We then draw ball, tree, and book and see how the pictures are very similar. Then we draw love, hate, and fear and see how everyone’s pictures are very different and are all just symbols that represent the idea. No one can draw one this that is love. This seems to help the students at every level understand the base concept, no matter what stage they are in.
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