"You are what you choose to do now, not what you have done in the past." That is really integral to my teaching philosophy. This is what all of today's talk was about.
Another thing is the befriender vs. friend. I can see that this is going to be tough for me. But it is a line that is already very confusing.
Later today, I had a conversation with a Special Education major with an emphasis in DCD, and she was telling me that she just does not feel for those students (Students who are at risk). But I feel so much for them. I want to teach them and fix or attempt to fix the wrongs taht have been done to them. I recognize that that goal is borderline unachievable; but if a student sees one person continuing to try to fix the wrongs that have been done to them, regardless of success, they will feel that I really mean what I say when I say "You are what you choose to do now, not what you have done in the past."
Thursday, September 30, 2010
Wednesday, September 29, 2010
First Webinar
I watched the first webinar and was struck at the simplicity of his answer in regards to the most important 21st century skill. The key skill is learning.
This ties, again, to Erin Gruwell's comment on she was a great learner.
The answer that I had for what I thought was important in 20 years is empathy. Seeing that I will be working with students with Emotional and Behavioral Disorders, empathy is an important thing to learn.
The question is, how do you teach empathy? I think that teachers can do one thing, and one thing alone in regards to this. They can only show respect to their students. That is all we can do, show them respect and they will slowly figure out empathy and respect.
This, I now realize, is going against my previous post about direct instruction.
So are there things that cannot be taught using direct instruction? Yes, but the sibling to direct instruction is indirect instruction, which I would see as the respect. There is one more thing a teacher can do. And that is show the student that you care about them. You do this by asking them how there weekend was. By asking how they are at that particular moment. Showing that you care for them is a break-off of what I call respect.
This ties, again, to Erin Gruwell's comment on she was a great learner.
The answer that I had for what I thought was important in 20 years is empathy. Seeing that I will be working with students with Emotional and Behavioral Disorders, empathy is an important thing to learn.
The question is, how do you teach empathy? I think that teachers can do one thing, and one thing alone in regards to this. They can only show respect to their students. That is all we can do, show them respect and they will slowly figure out empathy and respect.
This, I now realize, is going against my previous post about direct instruction.
So are there things that cannot be taught using direct instruction? Yes, but the sibling to direct instruction is indirect instruction, which I would see as the respect. There is one more thing a teacher can do. And that is show the student that you care about them. You do this by asking them how there weekend was. By asking how they are at that particular moment. Showing that you care for them is a break-off of what I call respect.
Text theft variously punished
http://www.theaustralian.com.au/higher-education/text-theft-variously-punished/story-e6frgcjx-1225927550757
The final article that I read was an article about Australian plagiarism in colleges. They think that maybe Australia does not educate students enough about what plagiarism is. This issue deals quite intensely with direct instruction.
Direct instruction is important in education now. Especially with students with disabilities. How is a student supposed to know something that was not taught to them?
The final article that I read was an article about Australian plagiarism in colleges. They think that maybe Australia does not educate students enough about what plagiarism is. This issue deals quite intensely with direct instruction.
Direct instruction is important in education now. Especially with students with disabilities. How is a student supposed to know something that was not taught to them?
Tony Danza tackles teaching
http://www.educationnation.com/index.cfm?objectid=9C19BDC0-CB02-11DF-8853000C296BA163
On the Education Nation website, I watched a video on Tony Danza and his new reality TV show where he teaches English to students in Philadelphia.
In the beginning of the video, Danza talks about how he felt that he was doing a disservice to the students by teaching them. This hits close to home for me, because my greatest fear is that I will harm the students whom I want to help.
I think it is kinda cool that actors who don't need to teach, decide to teach students.
On the Education Nation website, I watched a video on Tony Danza and his new reality TV show where he teaches English to students in Philadelphia.
In the beginning of the video, Danza talks about how he felt that he was doing a disservice to the students by teaching them. This hits close to home for me, because my greatest fear is that I will harm the students whom I want to help.
I think it is kinda cool that actors who don't need to teach, decide to teach students.
Obama calls for longer school year
http://news.yahoo.com/s/yblog_upshot/20100927/us_yblog_upshot/obama-calls-for-longer-school-year
An article that I read annoyed me intensely. The article was called "Obama calls for longer schools." If done correctly and for the right reasons, a year-long school year would be a good thing. BUT here is a quote from Obama "...contending that the school-year gap puts them at a competitive disadvantage in the global economy." This is so infuriating for me. Because once we start looking as education as a competition, we lose the very heart of what education is supposed to be about.
Another irksome thing about this article is that it's saying that education is only about economy. It's only about getting a good job. In regards to Education Nation, we are nowhere close, because education is not about getting a good job, but it should be about becoming a good human being who thinks critically about things.
An article that I read annoyed me intensely. The article was called "Obama calls for longer schools." If done correctly and for the right reasons, a year-long school year would be a good thing. BUT here is a quote from Obama "...contending that the school-year gap puts them at a competitive disadvantage in the global economy." This is so infuriating for me. Because once we start looking as education as a competition, we lose the very heart of what education is supposed to be about.
Another irksome thing about this article is that it's saying that education is only about economy. It's only about getting a good job. In regards to Education Nation, we are nowhere close, because education is not about getting a good job, but it should be about becoming a good human being who thinks critically about things.
21st Century Learning - Why, What, and How
I watched the Education Nation webinar that you asked us to watch (the first webinar before 21st century skills) about a week and a half ago. It brought up some very interesting points.
Education as it is now is a waste of human potential. The reason behind that reasoning was students are not able to apply to their daily lives what they learned in school. I definitely agree with this, because I was always that student who asked "why do I need to know this?"
The way that this impacts on what I teach is I will make all projects, assignments, and lesson plans rooted in real life. For instance, if I were teaching math to my students, I would give them an example problem in the real world. For instance, I would ask them to find out how much to tip the waiter or waitress if they have a $20 bill. I would tell them that the appropriate tip nowadays is 20% of the bill. They will then have to do some algebra to figure it out. This is an example of real-world algebra.
Just in case your wondering, here's how it should be solved:
X = (2) 20 x= amount tipped
(1) 20 100 (1)= amount on bill
(2)= Percent tipped
20*20=400 100= Total Percent
400/100=4 You would tip $4 on a $20 bill if you give a 20% tip.
A giant thing that I liked was the philosophy of "don't use either/or as an excuse." I embellished that a bit, but it is true none-the-less.
I will use this in my teaching by not thinking I can only teach social skills, I can teach social skills AND math. A possible example would be to play the game monopoly. It could also be discussing classism as well. The way I would do this is give one person all of the $500 bills and properties, while others get only a few dollar bills. This idea is a social game where math is in valued including a social justice issue.
Another thing was when the teacher said that in other countries, they focus on rote memorization all year long. So when it comes to testing, they far surpass us. Later on in this journal, I will focus on this issue.
Making the classroom more globular is very important. It will help the students to get past their egocentrism (which we all have), and see other cultures.
https://www.msu.edu/~jdowell/miner.html
There is a key article that I would use to start this part of my curriculum. It is a anthropological article on a a culture called the Nacirema in the Americas. The article really makes the reader think that that culture is really screwed up. At the end of the article, it asks a bunch of questions. The final question is "What is Nacirema spelled backwards?" I will let you figure that out!
They talked a lot about the technology edge with education. I think that they are correct that every student should get a laptop. They say that laptops only cost $250 per year, the same as textbooks.
I really liked how Anthony taught his students to become historians themselves and the ways that he did that. Through creating a wiki page for his classroom, and giving his students the tools to succeed, and fail.
My second to last point that I got from that video was "Technology is the woo part, the aah part is the tying the woo into the learning." That really shocked me at how simple that is, but so underused.
The final part that I got out of the webinar was adapting technology into a learning tool. This is key, because 3rd graders have smart phones now. Why attack smart phones when you can adapt them to be used for educational uses?
Education as it is now is a waste of human potential. The reason behind that reasoning was students are not able to apply to their daily lives what they learned in school. I definitely agree with this, because I was always that student who asked "why do I need to know this?"
The way that this impacts on what I teach is I will make all projects, assignments, and lesson plans rooted in real life. For instance, if I were teaching math to my students, I would give them an example problem in the real world. For instance, I would ask them to find out how much to tip the waiter or waitress if they have a $20 bill. I would tell them that the appropriate tip nowadays is 20% of the bill. They will then have to do some algebra to figure it out. This is an example of real-world algebra.
Just in case your wondering, here's how it should be solved:
X = (2) 20 x= amount tipped
(1) 20 100 (1)= amount on bill
(2)= Percent tipped
20*20=400 100= Total Percent
400/100=4 You would tip $4 on a $20 bill if you give a 20% tip.
A giant thing that I liked was the philosophy of "don't use either/or as an excuse." I embellished that a bit, but it is true none-the-less.
I will use this in my teaching by not thinking I can only teach social skills, I can teach social skills AND math. A possible example would be to play the game monopoly. It could also be discussing classism as well. The way I would do this is give one person all of the $500 bills and properties, while others get only a few dollar bills. This idea is a social game where math is in valued including a social justice issue.
Another thing was when the teacher said that in other countries, they focus on rote memorization all year long. So when it comes to testing, they far surpass us. Later on in this journal, I will focus on this issue.
Making the classroom more globular is very important. It will help the students to get past their egocentrism (which we all have), and see other cultures.
https://www.msu.edu/~jdowell/miner.html
There is a key article that I would use to start this part of my curriculum. It is a anthropological article on a a culture called the Nacirema in the Americas. The article really makes the reader think that that culture is really screwed up. At the end of the article, it asks a bunch of questions. The final question is "What is Nacirema spelled backwards?" I will let you figure that out!
They talked a lot about the technology edge with education. I think that they are correct that every student should get a laptop. They say that laptops only cost $250 per year, the same as textbooks.
I really liked how Anthony taught his students to become historians themselves and the ways that he did that. Through creating a wiki page for his classroom, and giving his students the tools to succeed, and fail.
My second to last point that I got from that video was "Technology is the woo part, the aah part is the tying the woo into the learning." That really shocked me at how simple that is, but so underused.
The final part that I got out of the webinar was adapting technology into a learning tool. This is key, because 3rd graders have smart phones now. Why attack smart phones when you can adapt them to be used for educational uses?
Monday, September 13, 2010
Tough Lessons: How Teachers are Seeking Answers at Auschwitz
http://www.independent.co.uk/news/world/europe/tough-lessons-how-teachers-are-seeking-answers-at-auschwitz-2067788.html
I read the article entitled "Tough Lessons: How Teachers are Seeking Answers at Auschwitz." This article was about a teacher's experience at Auschwitz.
It showed me that it is integral to continue to be a student even when you are a teacher. That relates to Freedom Writers where Erin Gruwell says that she is a good learner.
I read the article entitled "Tough Lessons: How Teachers are Seeking Answers at Auschwitz." This article was about a teacher's experience at Auschwitz.
It showed me that it is integral to continue to be a student even when you are a teacher. That relates to Freedom Writers where Erin Gruwell says that she is a good learner.
Poor Pupils 'miss out on top universities'
http://www.independent.co.uk/news/education/education-news/poor-pupils-miss-out-on-top-universities-2075278.html
I also read the article "Poor Pupil's 'Miss out on Top Universities.'" This article, from Britain, talks about how students from low achieving schools with high test scores, don't get into top universities. Instead, the openings are going to pupils from private schools who have exam scores which are not as good.
This has a big impact on education because as teachers, we may be getting them ready for college in high school. However, if they know that even if they work really hard, they will not get into the university they want to get into, they are not going to try or they will become discouraged.
I also read the article "Poor Pupil's 'Miss out on Top Universities.'" This article, from Britain, talks about how students from low achieving schools with high test scores, don't get into top universities. Instead, the openings are going to pupils from private schools who have exam scores which are not as good.
This has a big impact on education because as teachers, we may be getting them ready for college in high school. However, if they know that even if they work really hard, they will not get into the university they want to get into, they are not going to try or they will become discouraged.
September 11 in Schools
http://www.csmonitor.com/USA/Education/2010/0910/September-11-in-schools-How-teachers-are-helping-students-understand
I read the article on how to teach about 9/11 in schools. The whole article seemed to basically talk about teaching 9/11. TO me, all of the techniques for teachers to teach 9/11 were experiential as much as possible.
What I mean by that is Daniel Maley uses a piece of yellow caution tape that is shown in a movie that he shows his students. I know that there is a word for this learning, but I can't remember what it is.
When you learn about geography, you are not learning from experiences. You are not going to the capital of Italy to learn about it. The chapter that we read in "Education Nation" really emphasizes this when it talks about learning basketball through a textbook
Too often, teachers use this type of teaching where it is not hands-on. But with this, this teaching of teh events of 9/11, it can be very hands-on because it happened on our soil.
I really liked the statement that Daniel Maley says: "My goal ultimately would be to make them diplomats, in the sense that they're going to seek solutions to these issues, as opposed to (the initial response of) 'Let's just go bomb 'em'..."
The reason that I liked it was that it asks the students to think about what they would do.
In HURL 497, Heather Hackman was staunchly against a heroes and holiday's approach to education. What that is is teaching the regular curriculum, and one day teaching about something else (i.e. 9/11).
A lot of this curriculum seems to be this, except for Maley's curriculum that looks at terrorism all term long.
I read the article on how to teach about 9/11 in schools. The whole article seemed to basically talk about teaching 9/11. TO me, all of the techniques for teachers to teach 9/11 were experiential as much as possible.
What I mean by that is Daniel Maley uses a piece of yellow caution tape that is shown in a movie that he shows his students. I know that there is a word for this learning, but I can't remember what it is.
When you learn about geography, you are not learning from experiences. You are not going to the capital of Italy to learn about it. The chapter that we read in "Education Nation" really emphasizes this when it talks about learning basketball through a textbook
Too often, teachers use this type of teaching where it is not hands-on. But with this, this teaching of teh events of 9/11, it can be very hands-on because it happened on our soil.
I really liked the statement that Daniel Maley says: "My goal ultimately would be to make them diplomats, in the sense that they're going to seek solutions to these issues, as opposed to (the initial response of) 'Let's just go bomb 'em'..."
The reason that I liked it was that it asks the students to think about what they would do.
In HURL 497, Heather Hackman was staunchly against a heroes and holiday's approach to education. What that is is teaching the regular curriculum, and one day teaching about something else (i.e. 9/11).
A lot of this curriculum seems to be this, except for Maley's curriculum that looks at terrorism all term long.
Tuesday, September 7, 2010
Freedom Writers (Continued)
She shows a shocking dedication to her students. One that not many teachers have for their students. I believe that comes out of her respect for the students.
Respect in an EBD classroom is absolutely integral.
The type of teacher that I want to be is the one who earns respect and gives the tools necessary for success. A teacher who allows students to succeed or fail, and helps the students.
Respect in an EBD classroom is absolutely integral.
The type of teacher that I want to be is the one who earns respect and gives the tools necessary for success. A teacher who allows students to succeed or fail, and helps the students.
Sunday, September 5, 2010
Language Immersion Programs
The school does not have a Heroes and Holidays approach. World cultures are infused throughout all of the curriculum.
I truly believe what that guy said at the end, "Once you open the door, it's impossible to close it now."
I am amazed with the disabilities and immersion program. I can understand it, but am still amazed.
Hands-on learning learning helps students learning a second language. Again, I am amazed. I feel that I am an idiot because I am again all surprised.
Technology used for multiculturalism. It is a very abstract concept, but very interesting. It takes an interesting mind to figure out how to use technology for multi-culturalism.
How would you write an IEP for a student with a disability in an immersion program? Written in language that students is learning?
Disgraphia and Dyslexia and immersion? Dysgraphia, I would think, would make Chinese really difficult. Is dyslexia still affecting in a student in an immersion program?
I truly believe what that guy said at the end, "Once you open the door, it's impossible to close it now."
I am amazed with the disabilities and immersion program. I can understand it, but am still amazed.
Hands-on learning learning helps students learning a second language. Again, I am amazed. I feel that I am an idiot because I am again all surprised.
Technology used for multiculturalism. It is a very abstract concept, but very interesting. It takes an interesting mind to figure out how to use technology for multi-culturalism.
How would you write an IEP for a student with a disability in an immersion program? Written in language that students is learning?
Disgraphia and Dyslexia and immersion? Dysgraphia, I would think, would make Chinese really difficult. Is dyslexia still affecting in a student in an immersion program?
Thursday, September 2, 2010
Freedom Writers
Erin Gruwell showed respect to the students. She started with the belief that they have to respect her first. That was until Eva says she hates all white people. Then Erin seems to realize she has to respect them, and in time, they will respect her.
She also showed a strong ability to modify her curriculum. Student-driven curriculum.
She also showed a strong ability to modify her curriculum. Student-driven curriculum.
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