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.
Sunday, February 22, 2015
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.
Tuesday, February 3, 2015
Chapter 1
Chapter 1 of Teaching Young Adolescents was about the way schools are structured and trends in education today. I learned a few new teaching terms such as freeze time and looping. Freeze time is a scheduled time each week when teachers are required to be in their classrooms to help students with homework questions and to be available to meet with parents. I will plan my freeze time mostly for after school. Looping refers to a cohort of students and teachers that remain together as a group for several or all the years a student stays in school. Looping may be a trend in small towns. I learned that it is important to be part of a collaborative teaching team, especially in middle schools. Teachers are able to discuss their ideas for particular lessons and gain positive and negative feedback. Teachers want the best for their students; many great minds put together can help make education more valuable to the students.
There are five categories of development that young adolescents fall into: intellectual, physical, emotional/psychological, social, and moral/ethical. Having a better knowledge of these categories of development will help me understand my future middle school students and I will be able to help them with their type of development in mind. For example, if I notice that one of my future middle school students is more in the emotional/psychological development phase, I will know to be more sensitive with what I say because he or she may get offended easily and become very moody.
There are five categories of development that young adolescents fall into: intellectual, physical, emotional/psychological, social, and moral/ethical. Having a better knowledge of these categories of development will help me understand my future middle school students and I will be able to help them with their type of development in mind. For example, if I notice that one of my future middle school students is more in the emotional/psychological development phase, I will know to be more sensitive with what I say because he or she may get offended easily and become very moody.
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