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.
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