What?
My theory is based on a combination of the theories that we have covered in class. I feel that this course has been very beneficial to me and that the infomation is very applicable in my teaching and in my classroom. Of course, every teacher is going to have their own idea about what the "perfect" or "ideal" classroom is, how students learn, and how to teach each student. I will try to summarize my teaching philosophy and my theory about how my students learn here.
Students come to our classrooms with over a decade of learning and experience. They have ideas and beliefs about the world that may or may not be correct and/or acceptable. They come from many different ethnic backgrounds and cultures. They are a product of their environment and the opportunities or the lack thereof. They may have or may not have come from homes where learning is fostered and encouraged, homes where love and affection is shown or not shown. There are so many factors that affect the way our students behave in our classroom. Regardless of what our students have walked through my classroom door with, it is my job and responsibility to make sure that I give that student the opportunity to learn. Each student should have to the chance to succeed and become the best that they can. As a teacher, I need to make the necessary adjustments in my teaching to reach each student. As a teacher, I feel it is my responsibility to teach them not only math concepts and skills but also life skills and self-worth. All of this is important because students learn best in an environment that is comfortable and accepting of them.
I feel that students best learn math when given clear instruction with good examples. Students need to feel comfortable when asking questions in order to be active learners. Students seem to resist to working hands on with math, but with the right activities I think that students can really see how math is used and applied in the real world. Overall, students best learn math through well thought out instruction that is very organized and logical and with practice.
So What?
My classroom and teaching style will definitely be influenced by the above reasons and thoughts. I want to be able to achieve the goal of having the above ideal classroom. I had teachers, specifically, math teachers that helped to foster my love for math. Math wasn't even always the easiest thing for me but because of the way they taught and treated me as a person, I learned to really like it. I hope to be this type of teacher for all of my students whether they end up loving math or not.
Now What?
Time is drawing near that I will finally be able to put all that I have learned into practice. I look forward to further observing the learned theories in the classroom and in practice. I feel that I know and undertand the concepts of the theories but still need practice in observing and implementation of these theories.
Saturday, April 25, 2009
Tuesday, April 21, 2009
Chapter 4
What?
Chapter 4 is all about differences among students of diverse culture and ethnic groups. As teachers we can best help students learn, develop, and thrive when we understand the fundamental assumptions and conventions that underlie their behavior. Teachers need to be able to treat students with equity- freedom from bias or favoritism. Students may come from very diverse cultures and the expectations that are placed upon them at home may be very different and even conflicting to those expectations place upon them at school. Things such as personal space, waiting vs interrupting, performing in public, teasing each other, cooperation vs competition, and conceptions of time may be viewed differently in their home culture than the expectations that we have for them at school. It's very important for teachers to be aware and understand diverse cultural views in order to better understand the students and what's happening in their lives.
So What?
As teachers this chapter is important because we need to be able to teach all of our students. We need to be careful not to place unnecessary labels upon our students. We can also better reach all of our students by being understanding and attentive to their needs. By understanding their differences we can talk to those students one-on-one and come up with a plan that best works for them and will allow them to succeed.
Now What?
As I go into the classroom, I need to be mindful and sensitive to the diverse students in my classroom and their needs. I may need to study up on their cultures in order to best understand them and know how I am best able to help them.
Chapter 4 is all about differences among students of diverse culture and ethnic groups. As teachers we can best help students learn, develop, and thrive when we understand the fundamental assumptions and conventions that underlie their behavior. Teachers need to be able to treat students with equity- freedom from bias or favoritism. Students may come from very diverse cultures and the expectations that are placed upon them at home may be very different and even conflicting to those expectations place upon them at school. Things such as personal space, waiting vs interrupting, performing in public, teasing each other, cooperation vs competition, and conceptions of time may be viewed differently in their home culture than the expectations that we have for them at school. It's very important for teachers to be aware and understand diverse cultural views in order to better understand the students and what's happening in their lives.
So What?
As teachers this chapter is important because we need to be able to teach all of our students. We need to be careful not to place unnecessary labels upon our students. We can also better reach all of our students by being understanding and attentive to their needs. By understanding their differences we can talk to those students one-on-one and come up with a plan that best works for them and will allow them to succeed.
Now What?
As I go into the classroom, I need to be mindful and sensitive to the diverse students in my classroom and their needs. I may need to study up on their cultures in order to best understand them and know how I am best able to help them.
Wednesday, April 15, 2009
Chapter 5
What?
Chapter 5 is about Individual Differences and Students with Special Needs. The IDEA (Individuals with Disabilities Education Act) protects the rights of those students with special needs or with disabilities. This act covers students from preschool age to the age of 21. IEPs, least restrictive environments, and inclusion are all covered under the IDEA. IEP or Individual Education Plans are individualized plans for students with disabilities that outlines how students can meet their goals and how they will be evaluated. The IEPs are drawn up in a meeting held by the special education teacher with teachers and parents invited to attend. The IEP should also include a transition plan for the student. Inclusion is teaching students with special needs in a traditional classroom along with the other students their age. A Least Restrictive Environment is the most typical and standard educational environment that can reasonably meet the needs of a student with a disability. Retarded is defined as impairment of cognitive processes and social aspects of a student, a slowing down in these areas. Gifted students are defined as having unusually high ability or aptitude in one or more areas.
Spearman's g - g=general intelligence (underlying). Student's performance on any given task depends on both the "g" and any specific factors that the task involves.
Catell's Fluid and Crystallized Intelligences - fluid intelligence is the adaptations and quick attainment of knowledge. Crystallized intelligence is the accumulated knowledge from experiences, schooling, and cultures.
Sternberg's Triarchic Theory- Based on three intelligence areas including 1)analytical- sense making, 2)creative- inventive, and 3)practical- "street smarts" that are influenced by three different factors: 1)environment, 2)prior knowledge, and 3)cognitive processes.
Distributed Intelligences- people are more likely to behave intelligently with assistance from physical, social, and cultural environments; anybody can be intelligent with the right tools.
Gardner's Multiple Intelligences- people who are quite skilled in one area and have seemingly average abilities in other areas. Every person learns best in one or two of the eight multiple intelligences: Linguistic, Logical-Mathematical, Spatial, Musical, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and Naturalist.
So What?
This chapter is very important to us as future teachers so that we understand the responsibilities that we have as teachers of special needs, disabled, and gifted students. It's very probable that we will have these types of students in our classrooms. We also need to be able to help them learn the material in a way that will be helpful to them. Every student in my class will not learn in the same manner. By knowing about the different intelligences that people can have, I as a teacher can plan lessons around those different students that will be more effective for them.
Now What?
Some examples of some activities that I could use in my math classes using Gardner's Multiple Intelligences are as follows: 1)Using the Spatial area- teach a geometry lesson of area and volume by bringing in physical objects such as blocks and have the kids fit pieces in them and see how the area can really be filled. 2) Using the Bodily-Kinesthetic area- have the students learn distances, positive and negative concepts by walking across a number line on the floor so as they move, they see how the concept is working. 3)Using the Naturalist area- plan a lesson that has application problems to the outside world, i.e, the slope of a hill of sliding rocks fits in a mathematical problem.
Chapter 5 is about Individual Differences and Students with Special Needs. The IDEA (Individuals with Disabilities Education Act) protects the rights of those students with special needs or with disabilities. This act covers students from preschool age to the age of 21. IEPs, least restrictive environments, and inclusion are all covered under the IDEA. IEP or Individual Education Plans are individualized plans for students with disabilities that outlines how students can meet their goals and how they will be evaluated. The IEPs are drawn up in a meeting held by the special education teacher with teachers and parents invited to attend. The IEP should also include a transition plan for the student. Inclusion is teaching students with special needs in a traditional classroom along with the other students their age. A Least Restrictive Environment is the most typical and standard educational environment that can reasonably meet the needs of a student with a disability. Retarded is defined as impairment of cognitive processes and social aspects of a student, a slowing down in these areas. Gifted students are defined as having unusually high ability or aptitude in one or more areas.
Spearman's g - g=general intelligence (underlying). Student's performance on any given task depends on both the "g" and any specific factors that the task involves.
Catell's Fluid and Crystallized Intelligences - fluid intelligence is the adaptations and quick attainment of knowledge. Crystallized intelligence is the accumulated knowledge from experiences, schooling, and cultures.
Sternberg's Triarchic Theory- Based on three intelligence areas including 1)analytical- sense making, 2)creative- inventive, and 3)practical- "street smarts" that are influenced by three different factors: 1)environment, 2)prior knowledge, and 3)cognitive processes.
Distributed Intelligences- people are more likely to behave intelligently with assistance from physical, social, and cultural environments; anybody can be intelligent with the right tools.
Gardner's Multiple Intelligences- people who are quite skilled in one area and have seemingly average abilities in other areas. Every person learns best in one or two of the eight multiple intelligences: Linguistic, Logical-Mathematical, Spatial, Musical, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and Naturalist.
So What?
This chapter is very important to us as future teachers so that we understand the responsibilities that we have as teachers of special needs, disabled, and gifted students. It's very probable that we will have these types of students in our classrooms. We also need to be able to help them learn the material in a way that will be helpful to them. Every student in my class will not learn in the same manner. By knowing about the different intelligences that people can have, I as a teacher can plan lessons around those different students that will be more effective for them.
Now What?
Some examples of some activities that I could use in my math classes using Gardner's Multiple Intelligences are as follows: 1)Using the Spatial area- teach a geometry lesson of area and volume by bringing in physical objects such as blocks and have the kids fit pieces in them and see how the area can really be filled. 2) Using the Bodily-Kinesthetic area- have the students learn distances, positive and negative concepts by walking across a number line on the floor so as they move, they see how the concept is working. 3)Using the Naturalist area- plan a lesson that has application problems to the outside world, i.e, the slope of a hill of sliding rocks fits in a mathematical problem.
Subscribe to:
Posts (Atom)