Chapter 7b:
One interesting point that I read in the chapter was that preteens are starting to take SAT tests in middle school. There is a lot of pressure on young adolescents to test well. Many students suffer from testing anxiety. I like how this chapter gave some tips for working with anxious students because every teacher will be dealing with anxious students in their class as soon as they announce the phrase, "There will be a test this week". Some tips for dealing with anxious students that were written in the book are the following:
-Establish a rapport with the student whereby the student has confidence in your suggestions
-Specific suggestions with positive outcomes (be prepared, read directions carefully, make an outline, etc.)
-Relaxation techniques (deep breathing, stretching, contracting muscles and then relaxing, thinking of a happy memory)
This section of the chapter was a good reminder of how to deal with students that deal with anxiety. I plan on reviewing for tests throughout the week, without naming each review session, "test prep". I do not want my students to fear the word "test". I will work with my students so they will gain confidence while taking tests. I would follow Helija's way of teaching by assessing students on what they learned and how much of the information they retained through a certain amount of time.
Chapter 7c:
This section of the chapter offered many examples of how to write different types of test questions. I liked how this section gave advantages and disadvantages to the different types of questions. I would use this information when I am making up tests for my students so they are able to learn in different ways. By making up several different types of questions, such as multiple choice and matching, I will be able to asses if the student is learning the material well.
Sunday, March 29, 2015
Tuesday, March 24, 2015
Chapter 6c and 7a
Chapter 6c:
Pages 245-265
I enjoyed reading this section of the chapter because I finally have the criteria for making a lesson plan. Out of all the education classes that I have had so far at Bradley, this is the first class that gave me the most information for building a lesson plan. I plan on using this general format for my future lesson plans for my classroom. One idea that stood out to me was that I should include the anticipated noise level in my classroom during each lesson. I think this is a great idea to keep in mind because when I have a substitute teacher, they will be informed that the class will be at a certain noise level. Overall, my lesson plans should be clear, concise, and informative. If another teacher, principal, or parent would like to know what is going on in the classroom, I would like them to be able to see what my class is doing that is helping their students advance in their learning capabilities.
Chapter 7a:
Pages 274-283
This first part of the chapter talked a lot about assessments and evaluations. An assessment is a relative neutral process of finding out what students are learning. An evaluation is the more subjective process of making sense of what was found out. As teachers, it is important to know the difference between the two so we are able to know how we would like to asses or evaluate the students. After hearing what high-stake assessments are, I hope that I am confident in my students' abilities to do well in school so that they are not struggling to pass my class with one test. I will make sure to continuously check in with my students to see how their grades are, and if they need any extra assistance outside of class so they do not have to take a high-stake assessment.
Sunday, March 8, 2015
Chapter 6a and 6b
Chapter 6A:
Pages 223-235
The beginning of the chapter talked about two different instruction units (standard and integrated thematic). A standard unit consists of a series of lessons centered on a topic, theme, major concept, or block of subject matter. Each lesson builds on the previous lesson. An integrated thematic unit integrates disciplines, such as combining the learning of science and mathematics, or combining social studies and english/ language arts.
I liked learning about the two different units because I was unaware that there was a difference between them. In ETE 215, I made an integrated thematic unit on rain forests for a fourth grade classroom. When I plan a large unit, I must remember to give myself plenty of time to plan for this unit. Effective planning for a large unit will help make this unit be successful.
One point that stood out to me in the chapter was, "Memorizing is not the same as understanding." As a teacher, I need to help guide my students to successful learning. I would like my students to remember the material that is being taught to them, not memorizing.
Chapter 6B:
Pages 237-244
As a future, my life will constantly revolve around planning everything, especially lesson plans. I learned that I should never call lesson plans, "daily lesson plans" because one lesson plan could last a few days. Always plan for the unexpected as well. You don't know if half of your class will be missing that day due to illnesses. Also, it is very important to communicate with your teaching teams. Some of the lesson plans that you have in your classroom may correlate with their lessons as well.
Pages 223-235
The beginning of the chapter talked about two different instruction units (standard and integrated thematic). A standard unit consists of a series of lessons centered on a topic, theme, major concept, or block of subject matter. Each lesson builds on the previous lesson. An integrated thematic unit integrates disciplines, such as combining the learning of science and mathematics, or combining social studies and english/ language arts.
I liked learning about the two different units because I was unaware that there was a difference between them. In ETE 215, I made an integrated thematic unit on rain forests for a fourth grade classroom. When I plan a large unit, I must remember to give myself plenty of time to plan for this unit. Effective planning for a large unit will help make this unit be successful.
One point that stood out to me in the chapter was, "Memorizing is not the same as understanding." As a teacher, I need to help guide my students to successful learning. I would like my students to remember the material that is being taught to them, not memorizing.
Chapter 6B:
Pages 237-244
As a future, my life will constantly revolve around planning everything, especially lesson plans. I learned that I should never call lesson plans, "daily lesson plans" because one lesson plan could last a few days. Always plan for the unexpected as well. You don't know if half of your class will be missing that day due to illnesses. Also, it is very important to communicate with your teaching teams. Some of the lesson plans that you have in your classroom may correlate with their lessons as well.
Monday, March 2, 2015
Chapter 5B and 5C
Chapter 5B:
Pages 185-202
The second part of this chapter discussed how to use textbooks in a classroom setting. Once I graduate Bradley University, I will be teaching in a school of need. With that said, I need to be prepared that I may not have all the resources that I would like to have, such as textbooks for every student in the classroom. I will be extremely thankful for a classroom set of textbooks. As teachers, we need to encourage respect towards textbooks because they are useful tools that are expensive to replace if vandalized. I like how this teaching textbook talked about using many different text in the classroom. Students may develop a hatred towards textbooks if used everyday. Since I plan on teaching middle school mathematics, I plan on using the textbook frequently. However, I will encourage my students to use the Internet as a useful tool as well, such as Khan Academy on YouTube. By introducing math videos online, this will help appeal to both visual and auditory learners.
Chapter 5C:
Pages 202-220
This section of the chapter had a big emphasis on Bloom's Taxonomy of cognitive objectives. The following are the 6 levels of cognitive objectives: knowledge, comprehension, application, analysis, synthesis, and evaluation. The last four levels represent higher-order cognitive skills. Teachers should incorporate Bloom's taxonomy in their lesson plans in help students develop high-order cognitive skills. I am glad this chapter explained Bloom's taxonomy thoroughly because I have heard of this before, but now I have a better sense of how each level works. Each student will come into the classroom with the first level, knowledge. As teachers, we need to guide our students into the higher levels of Bloom's taxonomy. I will make sure that I am aware of these cognitive objectives while creating lesson plans for my students.
A term that caught my eye in this section of the chapter was character education. The textbook explained this term as the "development of young adolescents' values, especially those of honesty, kindness, respect, and responsibility". Teachers have a huge influence on their students because they are educating the future leaders of our world. I believe that it is necessary for teachers to model how it is to be a good citizen. I will promote respect, kindness, responsibility, and honesty in my classroom. All of these qualities will help influence the students, and it will create a positive learning environment in my classroom.
Pages 185-202
The second part of this chapter discussed how to use textbooks in a classroom setting. Once I graduate Bradley University, I will be teaching in a school of need. With that said, I need to be prepared that I may not have all the resources that I would like to have, such as textbooks for every student in the classroom. I will be extremely thankful for a classroom set of textbooks. As teachers, we need to encourage respect towards textbooks because they are useful tools that are expensive to replace if vandalized. I like how this teaching textbook talked about using many different text in the classroom. Students may develop a hatred towards textbooks if used everyday. Since I plan on teaching middle school mathematics, I plan on using the textbook frequently. However, I will encourage my students to use the Internet as a useful tool as well, such as Khan Academy on YouTube. By introducing math videos online, this will help appeal to both visual and auditory learners.
Chapter 5C:
Pages 202-220
This section of the chapter had a big emphasis on Bloom's Taxonomy of cognitive objectives. The following are the 6 levels of cognitive objectives: knowledge, comprehension, application, analysis, synthesis, and evaluation. The last four levels represent higher-order cognitive skills. Teachers should incorporate Bloom's taxonomy in their lesson plans in help students develop high-order cognitive skills. I am glad this chapter explained Bloom's taxonomy thoroughly because I have heard of this before, but now I have a better sense of how each level works. Each student will come into the classroom with the first level, knowledge. As teachers, we need to guide our students into the higher levels of Bloom's taxonomy. I will make sure that I am aware of these cognitive objectives while creating lesson plans for my students.
A term that caught my eye in this section of the chapter was character education. The textbook explained this term as the "development of young adolescents' values, especially those of honesty, kindness, respect, and responsibility". Teachers have a huge influence on their students because they are educating the future leaders of our world. I believe that it is necessary for teachers to model how it is to be a good citizen. I will promote respect, kindness, responsibility, and honesty in my classroom. All of these qualities will help influence the students, and it will create a positive learning environment in my classroom.
Sunday, February 22, 2015
Chapter 4c and 5a
Chapter 4c:
Pages 140-160
The last part of chapter 4 presented many case studies in the classroom. I really enjoyed reading these because it will help me be aware of different situations that may occur in my classroom. A couple of mistakes that the book talked about that I liked were: 13) Falling into a rut by using the same teaching strategy or combination of strategies day after day; 40) Wanting to be liked by students. It is important to be aware of the strategies that we will use in our classroom daily. If students get stuck in the same learning pattern, this may prohibit the students from learning to the fullest. I will do my best to switch up strategies weekly. I think having the students' respect in much better than wanting to be liked by all the students. As a teacher, you know what's best for the students in order for them to learn and be successful. If I worried about all the students liking me outside the classroom, I would drive myself insane. I believe that we should focus on why we would like to become teachers, not to be liked by every student, but to reach out to the students who need you the most.
Chapter 5a:
Pages 163-184
This first part of the chapter discussed curriculum in the schools. Curriculum is defined as the entire school program, not just academics. As a teacher, it is important to be knowledgeable about what curriculum your school has to offer the students. The chapter also emphasized the importance of planning. I believe this is one of my strongest assets when it comes to education.
Pages 140-160
The last part of chapter 4 presented many case studies in the classroom. I really enjoyed reading these because it will help me be aware of different situations that may occur in my classroom. A couple of mistakes that the book talked about that I liked were: 13) Falling into a rut by using the same teaching strategy or combination of strategies day after day; 40) Wanting to be liked by students. It is important to be aware of the strategies that we will use in our classroom daily. If students get stuck in the same learning pattern, this may prohibit the students from learning to the fullest. I will do my best to switch up strategies weekly. I think having the students' respect in much better than wanting to be liked by all the students. As a teacher, you know what's best for the students in order for them to learn and be successful. If I worried about all the students liking me outside the classroom, I would drive myself insane. I believe that we should focus on why we would like to become teachers, not to be liked by every student, but to reach out to the students who need you the most.
Chapter 5a:
Pages 163-184
This first part of the chapter discussed curriculum in the schools. Curriculum is defined as the entire school program, not just academics. As a teacher, it is important to be knowledgeable about what curriculum your school has to offer the students. The chapter also emphasized the importance of planning. I believe this is one of my strongest assets when it comes to education.
Sunday, February 15, 2015
Chapter 4a and 4b
Chapter 4a:
(pg. 109-121)
As a future educator, it is important to recognize the importance of perceptions. Four perceptions that were mentioned in the beginning of the chapter are:
1) All children can learn.
2)Expect the best from each student.
3) Establish a classroom environment that motivates students to do their best.
4)Manage the classrooms so the class time is efficiently used.
It is the teacher's duty to help children develop and sustain these perceptions. I would like to show my future students that I truly care about their success inside and outside of the classroom. I would like my students to always feel comfortable in my classroom because some of my students may not have a comfortable place to stay outside of school. Even though my classroom will be a comfortable environment, it will also be a productive working place. A classroom is there for students to learn in a positive learning environment and for students to grow mentally. In order for students to be productive in my classroom, I will make sure that I have effective classroom management. Classroom management may take at least two years to master; as a future teacher, I will be learning with the students and how to make their education more beneficial for them. This is a major part of classroom management.
Chapter 4b:
(pg. 121-140)
The second part of the chapter felt as if I was reading a teacher handbook. This section discussed classroom procedures, guidelines for acceptable behavior, using positive rewards as motivators, opening activities, and transitions during lessons. Teaching is an art and a science. One can read "How to be the best teacher ever" handbook, but without experience in the classrooms, one will never know what it is truly like to be an amazing teacher.
I like how this section of the chapter talked about classroom procedures and guidelines. The way a teacher phrases things can effect a student's learning style. For example, say "procedures or expectations" instead of "rules", and say "consequences" instead of "punishment". Rules and punishment have a negative meaning behind them. I would like my classroom to be a positive learning environment, and I would like to encourage my students to continue working hard. I do not want to punish them all the time with a harsh tone. The students will learn from their actions and mistakes. As a teacher, I will help guide them towards success.
(pg. 109-121)
As a future educator, it is important to recognize the importance of perceptions. Four perceptions that were mentioned in the beginning of the chapter are:
1) All children can learn.
2)Expect the best from each student.
3) Establish a classroom environment that motivates students to do their best.
4)Manage the classrooms so the class time is efficiently used.
It is the teacher's duty to help children develop and sustain these perceptions. I would like to show my future students that I truly care about their success inside and outside of the classroom. I would like my students to always feel comfortable in my classroom because some of my students may not have a comfortable place to stay outside of school. Even though my classroom will be a comfortable environment, it will also be a productive working place. A classroom is there for students to learn in a positive learning environment and for students to grow mentally. In order for students to be productive in my classroom, I will make sure that I have effective classroom management. Classroom management may take at least two years to master; as a future teacher, I will be learning with the students and how to make their education more beneficial for them. This is a major part of classroom management.
Chapter 4b:
(pg. 121-140)
The second part of the chapter felt as if I was reading a teacher handbook. This section discussed classroom procedures, guidelines for acceptable behavior, using positive rewards as motivators, opening activities, and transitions during lessons. Teaching is an art and a science. One can read "How to be the best teacher ever" handbook, but without experience in the classrooms, one will never know what it is truly like to be an amazing teacher.
I like how this section of the chapter talked about classroom procedures and guidelines. The way a teacher phrases things can effect a student's learning style. For example, say "procedures or expectations" instead of "rules", and say "consequences" instead of "punishment". Rules and punishment have a negative meaning behind them. I would like my classroom to be a positive learning environment, and I would like to encourage my students to continue working hard. I do not want to punish them all the time with a harsh tone. The students will learn from their actions and mistakes. As a teacher, I will help guide them towards success.
Sunday, February 8, 2015
Chapter 2a and 3
Chapter 2a:
In the first section of the chapter, the book talks about decision-making phases of instruction. There are four phases of decision-making and thought-processing phases: the planning or preactive phase, the teaching or interactive phase, the analyzing and evaluating or reflective phase, and the application or projective phase. The phase I thought that was the most important was the analyzing and evaluating phase. Middle school students should be able to analyze and reflect on what they learned. Reflecting is an important tool in a student's toolbox.
Chapter 3:
In this chapter, the book talks about teaching thinking for intelligent behavior. In middle school, the students' minds are immature, and they need to be exposed to role models who exhibit intelligent thinking. Characteristics of intelligent thinking include drawing on knowledge and applying it to new situations, finding humor, and listening with understanding and empathy. Middle school students like to impress their peers by telling jokes; therefore, when teachers model intelligent humor in their classrooms, they will feel more inclined to do the same. In addition to intelligent thinking, students will learn how to ask specific questions. Some of the categories of questions are: analytic, clarifying, convergent-thinking, and cueing. Teachers will be able to help guide their students to an intelligent thinking process.
In the first section of the chapter, the book talks about decision-making phases of instruction. There are four phases of decision-making and thought-processing phases: the planning or preactive phase, the teaching or interactive phase, the analyzing and evaluating or reflective phase, and the application or projective phase. The phase I thought that was the most important was the analyzing and evaluating phase. Middle school students should be able to analyze and reflect on what they learned. Reflecting is an important tool in a student's toolbox.
Chapter 3:
In this chapter, the book talks about teaching thinking for intelligent behavior. In middle school, the students' minds are immature, and they need to be exposed to role models who exhibit intelligent thinking. Characteristics of intelligent thinking include drawing on knowledge and applying it to new situations, finding humor, and listening with understanding and empathy. Middle school students like to impress their peers by telling jokes; therefore, when teachers model intelligent humor in their classrooms, they will feel more inclined to do the same. In addition to intelligent thinking, students will learn how to ask specific questions. Some of the categories of questions are: analytic, clarifying, convergent-thinking, and cueing. Teachers will be able to help guide their students to an intelligent thinking process.
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