1. Since that last course contract review, I think I have continued to keep a positive attitude and studied more often than I did in the middle of the semester.
2. It was hard toward the end of the semester to complete the study guides. The time came for projects in other classes to be turned in and in the end, the study guides got placed on the back burner. I even fell behind a couple of weeks, which I usually never do.
3. In some areas I have made sufficient progress. The note taking goal I did for sure. I also kept a really good attitude and studied harder.
4. One thing I do need to work on is procrastination. I think the biggest inhibitor of completing my assignments the day they were assigned was my habit of procrastination. Next semester I am going to work even harder on that.
5. I think at the end of the semester, motivation gets really low for a lot of people because they have so much to get done and are kind of mentally done with the class. In future semester, I think if I just try to remember that much of what I am learning is important as a teacher and its more than getting a good grade on the final. I think its easier to have a performance mind set towards the end of the semester because you want the grade.
Tuesday, December 14, 2010
Wednesday, December 1, 2010
FR Question 11
11 During one class that I observed, the topic for the day was polygamy in Utah History. Mr. Thomas used a political cartoon as a way to enhance his instruction. The political cartoon was entitled “Uncle Sam’s Bed Problems”. In the cartoon, there were several characters depicted including Native Americans, Irish Immigrants, Chinese Immigrants, African Americans and Brigham Young. Uncle Sam was kicking Brigham Young out of his bed, symbolizing America kicking the Mormons out of the United States. Mr. Thomas was using discovery learning to help the students understand how to find deeper meaning in political cartoons. The text states that discovery learning encourages the students to actively discover and internalize a concept through unstructured exploration of to be learned information. Mr. Thomas handed a copy of the cartoon to everyone and then asked the students to tell him what it meant. At first the students were really hesitant and couldn’t grasp the concept. Mr. Thomas then supported the students learning with guided discovery. The text states that guided discovery occurs when the teacher provides enough guidance to ensure that students discover the rule or principle to be learned. Mr. Thomas used guided discovery by asking the students guided questions. He asked them to name to groups or individuals in the picture and how they identified that individual. For example, the students new it was Brigham Young because he had polygamy written on him and the picture showed him with a big white beard. He then asked what the bed represented and why these groups were “troublesome” to Uncle Sam. Using discovery learning and guided discovery, Mr. Thomas helped the students in his classroom develop their skill in analyzing political cartoons. It was fun to see the students make the connections and find deeper meaning in the cartoons. They really identified with the lesson and were engaged throughout the entire class period.
FR Question 4
In one of the classes I attended, Mr. Thomas, my cooperating teacher, introduced a moral dilemma to the class. In the book it states, “Kohlberg measured an individual’s level of moral reasoning by presenting moral dilemmas and rating responses according to the stages.” Keeping Kohlberg’s theory in mind, listening to the student’s responses made me realize that the students are functioning at the conventional stage of moral reasoning. The moral dilemma they were presented with dealt with Terri Shiavo. Terri Shiavo had a massive stroke at a young age and was put on life support. She was on life support for many years. The parents wanted to keep her on life support while her husband wanted to remove her from it. Mr. Thomas presented both side’s arguments very well, making sure that the students were well informed about the pros and cons of each. Mr. Thomas then presented information about the huge amount of publicity this case received and what happened in the end. He then posed the moral dilemma. He asked the students what they would do in that situation and who had the responsibility to remove life support? The majority of the class stated that the parents should be the ones to decide because they were the ones who raised her and cared for her. This identifies clearly with the interpersonal stage of the conventional level of moral reasoning, which states that students look to parents to determine the rules. To help the students advance to a higher level of moral reasoning, say social authority, the teacher could of asked if there should be a law written so that these kinds of decisions can be made by the law, therefore causing less family conflict?
Monday, November 15, 2010
Course Contract Review #2
1. I feel that I am doing well concerning my questioning process. If I have a question about something I always ask. I have also been doing really well with my positive thinking. I did so well at thinking positively about my ability and knowledge for Test #2. I am also doing well with my newly acquired note taking strategy.
2. I am doing a lot worse with my goals than I realized! I am not eating healthy at all. I have not started my assignments the day they were assigned and I have not been studying my notes every day.
3. For some goals I am making progress, some I am not. The ones I am doing well I feel I have made sufficient progress but I also feel that those were the goals that required the least amount of change.
4. I need to start eating healthier. I was thinking about this yesterday and have decided to start planning my meals throughout the week and making them healthy. I feel that I haven't been as on top of my homework because I have had some pretty large assignments due in some other classes. However, those are now completed and I feel I can refocus my energies to working towards the goals that I made at the first of the semester.
5. I feel that the mastery vs. performance depends on the assignment. For the presentation, I really focused on mastery but for smaller assignments such as the study guides, I really just wanted to get them done and out of the way. I just need to refocus once again and remember that everything we are learning will help me as a future educator.
2. I am doing a lot worse with my goals than I realized! I am not eating healthy at all. I have not started my assignments the day they were assigned and I have not been studying my notes every day.
3. For some goals I am making progress, some I am not. The ones I am doing well I feel I have made sufficient progress but I also feel that those were the goals that required the least amount of change.
4. I need to start eating healthier. I was thinking about this yesterday and have decided to start planning my meals throughout the week and making them healthy. I feel that I haven't been as on top of my homework because I have had some pretty large assignments due in some other classes. However, those are now completed and I feel I can refocus my energies to working towards the goals that I made at the first of the semester.
5. I feel that the mastery vs. performance depends on the assignment. For the presentation, I really focused on mastery but for smaller assignments such as the study guides, I really just wanted to get them done and out of the way. I just need to refocus once again and remember that everything we are learning will help me as a future educator.
Wednesday, September 22, 2010
Class Discussion
Some topics that stuck out to me in our discussion was, number one, the issue of performance based grade levels rather than age based grade levels. I have been thinking a lot about it and there are positives and negatives to both sides. One thing that keeps coming back to my mind is that if students are grouped by age, than the majority of the students will be at the same developmental level. I think it would be difficult for an educator to teach their students when some of their brains are ready to grasp the concept while other brains have not fully developed to that level. I can also see the harmful affects to other students if an older brother and younger brother were in the same class. It might be damaging to the self esteem and self worth of many. I can also see the positive effects of age grouping because if the majority of the students are on the same level, it might be a more beneficial learning environment.
But then another thing I think is that, if you group students by ability, are lower SES students going to be left behind simply because they didn't have the same opportunities that the other students had at an early age? Not that I don't think low SES students can do great and still rise above, but is grouping by ability just widening the gap and making the divide between lower and higher SES students even greater? It's a hard one to call.
And say a student is at and 8 grade math level but at a fifth grade reading level. Is he going to be expected to do everything at an eight grade level in order to receive the proper level of math? If so, that would be an unrealistic expectation. How about if you had a student going to one class for eighth grade math, then going to a fifth grade reading class and then a sixth grade science class, and then a seventh grade social studies class ect.... how could you possibly work out a program that meets every students needs at every different level and have them traveling around all day. It's more like that in high school, but even then it is not this extreme.
So the question remains what is better. For me, it is really the lesser of two evils, rather than choosing the good one over the bad one.
Another thing I remember talking about was the current set up of the education system. I really liked what the one kid in the corner said about having the government set up a curriculum, the state set up objectives, and then the rest was up to individual districts. I do understand the desire for standardization, but standardization should only be the minimum rather than the only measurement. I think if your students are at a certain level, a teacher should have the right to explore other topics rather than being bookended by the objectives. I know this will sound cheesy but I like cheesy and it is appropriate for the situation. In the movie Pirates of the Carribbean, Captian Barbosa says that the Pirates rules aren't so much rules as they are like guidelines. I think educational policies should be the same. They should be more of a guiding path that outlines things that should be taught rather than, "teach this or say good bye to your job." However, that is just my opinion.
The last thing that I remember about our class discussion was talking about the PRAXIS tests... the first one I can see, even the second one, but history PRAXIS has GOT to change. It is seriously the most ridiculous thing. I got a study book and the opening words are, "If you are really going to take this test, all we can say is good luck." Really? Thats how you open a book... written to help you pass this test... I agree with the one student who had the idea of splitting the test into subject areas so you know what your going to be tested on instead of saying, "OK, you are being tested on the creation of earth to today, for every country and culture on earth plus the interactions between them." What a joke, nonetheless, I can not change the system. Well, at least in time to make it so I don't have to take the test!
But then another thing I think is that, if you group students by ability, are lower SES students going to be left behind simply because they didn't have the same opportunities that the other students had at an early age? Not that I don't think low SES students can do great and still rise above, but is grouping by ability just widening the gap and making the divide between lower and higher SES students even greater? It's a hard one to call.
And say a student is at and 8 grade math level but at a fifth grade reading level. Is he going to be expected to do everything at an eight grade level in order to receive the proper level of math? If so, that would be an unrealistic expectation. How about if you had a student going to one class for eighth grade math, then going to a fifth grade reading class and then a sixth grade science class, and then a seventh grade social studies class ect.... how could you possibly work out a program that meets every students needs at every different level and have them traveling around all day. It's more like that in high school, but even then it is not this extreme.
So the question remains what is better. For me, it is really the lesser of two evils, rather than choosing the good one over the bad one.
Another thing I remember talking about was the current set up of the education system. I really liked what the one kid in the corner said about having the government set up a curriculum, the state set up objectives, and then the rest was up to individual districts. I do understand the desire for standardization, but standardization should only be the minimum rather than the only measurement. I think if your students are at a certain level, a teacher should have the right to explore other topics rather than being bookended by the objectives. I know this will sound cheesy but I like cheesy and it is appropriate for the situation. In the movie Pirates of the Carribbean, Captian Barbosa says that the Pirates rules aren't so much rules as they are like guidelines. I think educational policies should be the same. They should be more of a guiding path that outlines things that should be taught rather than, "teach this or say good bye to your job." However, that is just my opinion.
The last thing that I remember about our class discussion was talking about the PRAXIS tests... the first one I can see, even the second one, but history PRAXIS has GOT to change. It is seriously the most ridiculous thing. I got a study book and the opening words are, "If you are really going to take this test, all we can say is good luck." Really? Thats how you open a book... written to help you pass this test... I agree with the one student who had the idea of splitting the test into subject areas so you know what your going to be tested on instead of saying, "OK, you are being tested on the creation of earth to today, for every country and culture on earth plus the interactions between them." What a joke, nonetheless, I can not change the system. Well, at least in time to make it so I don't have to take the test!
Course Contract Review
1. For all but this last week, I have started my homework the day it was assigned and have even completed it a few days early. I have taken all my notes for ed psych and my other classes in the new note taking format that I learned at the beginning of the semester. For the most part, I have stayed pretty positive, I haven't gotten too frustrated with myself or too negative.
2. The last week has been pretty crazy for me! I didn't start my homework the day off this past week and I can tell a big difference. I am more stressed! I also haven't been eating that well. I did really good at the beginning of the semester and am doing better now, but it got a little scary in between there. I feel better when I eat better, I just need to remember that.
3. I feel for the most part, I am making sufficient progress. I think the biggest thing for me is to just stay focused. I need to remember my goals and just stick to them. I have been doing better this semester and I think part of that was because I really reflected on the goals that I wanted to make and wrote them down. I think that has been a big motivation for me.
4. As I stated before, I just need to remember the goals that I have made and just stick to them. It's good for me to review them often, so I am going to do that. I think another thing that I should do is just schedule my time. If I make goals for the day and for the week than maybe my time will be managed better!
5. I think I started out with mastery mindset but I am shifting to performance. I feel like I have done really good all semester but it has just been this last week that has been so tough. I really want to focus more on the mastery mindset so I am going to manage my time better so I can.
2. The last week has been pretty crazy for me! I didn't start my homework the day off this past week and I can tell a big difference. I am more stressed! I also haven't been eating that well. I did really good at the beginning of the semester and am doing better now, but it got a little scary in between there. I feel better when I eat better, I just need to remember that.
3. I feel for the most part, I am making sufficient progress. I think the biggest thing for me is to just stay focused. I need to remember my goals and just stick to them. I have been doing better this semester and I think part of that was because I really reflected on the goals that I wanted to make and wrote them down. I think that has been a big motivation for me.
4. As I stated before, I just need to remember the goals that I have made and just stick to them. It's good for me to review them often, so I am going to do that. I think another thing that I should do is just schedule my time. If I make goals for the day and for the week than maybe my time will be managed better!
5. I think I started out with mastery mindset but I am shifting to performance. I feel like I have done really good all semester but it has just been this last week that has been so tough. I really want to focus more on the mastery mindset so I am going to manage my time better so I can.
Wednesday, September 8, 2010
Motivation
1. Ever since I can remember, I have always loved history. I loved learning about war and how war affects people. I grew up hearing my grandpa's war stories. It wasn't until high school, however, that I decided to be a teacher. I had a fantastic history teacher my junior year and it was then that I knew that I was going to teach history! I have had my doubts and concerns, even fears about entering the profession of teaching but for me, the rewards far outweigh my fears. I decided to come to UVU because I heard of the great program that it had. I also decided on UVU because of its location.
2. Some things that motivate me are inspiring stories about people who overcome seemingly insurmountable odds, beautiful pictures, interesting places, my family, myself, setting achievable goals, seeing someone I respect have an attribute that I want, grades, learning, and wanting to be better!
3. I think one of the biggest reasons I succeed is that I want my life to be different then where I came from. I came from a pretty intense and volatile background. I never wanted my life to be that way if I could help it, so I changed it. To me, growing up this way was both controllable and uncontrollable. For instance, I could not make choices about where we moved, where we lived, or how my mother chose to spend her time but I could choose to do my homework or what friends I had. I am a big believer that every person controls their future, no matter how dire their circumstances. However, I am also realistic enough to know that many may not feel this way or don't have the capabilities to change their circumstances, even though they may want to. I was lucky enough to be presented with that opportunity that others might never receive. One reason that I fail is probably due to my tendency to spread myself too thin and therefore can't devote as much time to everything I have going on as I would like. For me, failure has an internal locus. If I fail, it is because of something I did, not because of something that happened to me. One of my favorite sayings to live by is that life is ten percent of what happens to you and ninety percent how you react. So, if my reaction is failure, it's because I chose that outcome, not because it happened to me.
4. My goals for this course seem mastery oriented. I would much rather compete with myself than with someone else. Many of my goals focused on changing my habits and learning rather than outperforming someone or completing my goals for external gratification.
5. A great teacher is so, well, subjective. The idea of a great teacher depends a lot on the students previous experience and personality. Some things that I think of when I think of a great teacher include being fair to all students and really working hard to ensure individual success for the students in the class. I feel that through this class, by learning about how different mind sets and thinking processes work, it will better prepare me to handle different types of learning styles and be better prepared to ensure individual success. The more you know, the greater ability you have to help. So, I pretty much want to become as porous as possible and soak up as much information as I can so that I have the tools to help my students.
2. Some things that motivate me are inspiring stories about people who overcome seemingly insurmountable odds, beautiful pictures, interesting places, my family, myself, setting achievable goals, seeing someone I respect have an attribute that I want, grades, learning, and wanting to be better!
3. I think one of the biggest reasons I succeed is that I want my life to be different then where I came from. I came from a pretty intense and volatile background. I never wanted my life to be that way if I could help it, so I changed it. To me, growing up this way was both controllable and uncontrollable. For instance, I could not make choices about where we moved, where we lived, or how my mother chose to spend her time but I could choose to do my homework or what friends I had. I am a big believer that every person controls their future, no matter how dire their circumstances. However, I am also realistic enough to know that many may not feel this way or don't have the capabilities to change their circumstances, even though they may want to. I was lucky enough to be presented with that opportunity that others might never receive. One reason that I fail is probably due to my tendency to spread myself too thin and therefore can't devote as much time to everything I have going on as I would like. For me, failure has an internal locus. If I fail, it is because of something I did, not because of something that happened to me. One of my favorite sayings to live by is that life is ten percent of what happens to you and ninety percent how you react. So, if my reaction is failure, it's because I chose that outcome, not because it happened to me.
4. My goals for this course seem mastery oriented. I would much rather compete with myself than with someone else. Many of my goals focused on changing my habits and learning rather than outperforming someone or completing my goals for external gratification.
5. A great teacher is so, well, subjective. The idea of a great teacher depends a lot on the students previous experience and personality. Some things that I think of when I think of a great teacher include being fair to all students and really working hard to ensure individual success for the students in the class. I feel that through this class, by learning about how different mind sets and thinking processes work, it will better prepare me to handle different types of learning styles and be better prepared to ensure individual success. The more you know, the greater ability you have to help. So, I pretty much want to become as porous as possible and soak up as much information as I can so that I have the tools to help my students.
Subscribe to:
Posts (Atom)