1. "Making connections with the world outside school addresses all these issues, and at the same time it usually helps the students appreciate and value school more than they did before." (page 175)
When teachers make connections to the student's personal world and the world outside school will help students learn things differently and make everything more personal to them.
2. I always liked it when a teacher would relate happening personally in my life or something that was happening in the school because it allowed me to visualize the lesson more clearly. Students sometimes become more interested in subjects if it can be related to themselves because it makes the lesson personal to them and they can see how the subject can be used in real life. This is a problem that students and teacher struggle with all the time.
Sunday, October 26, 2008
Chapter 9: When Things Go Wrong
1. "Teenagers want to succeed in school, both socially and academically." (page 162)
Adolescent students want to do well in both academics and social standings.
2. Even though students may act like they do not want to be in school it is actually the only place they have to be socially successful with children their age constantly. Most teenagers view social success as high as academic success. If a teacher keeps the students involved in both areas the students are likely to succeed in school and stay in school
Adolescent students want to do well in both academics and social standings.
2. Even though students may act like they do not want to be in school it is actually the only place they have to be socially successful with children their age constantly. Most teenagers view social success as high as academic success. If a teacher keeps the students involved in both areas the students are likely to succeed in school and stay in school
Chapter 8: Teaching Students Who Are Sill Learning English
1. "Finding out as much as possible about student' lives, both past and present, helps a teacher make important connections between things kids already know and what they will be learning in class. It's easier to remember new words and way if the build on or compare to experiences students already have." (page 147)
A teacher should learn as much as possible about a student that is knew to the school, country, English language or all of the above. This way the teacher can make the appropriate accommodations for them.
2. If a student is coming to the classroom with English as a second language the teacher needs to make the appropriate accommodations for that student. It isn't the student's fault that they do not know the English language as well as we might so the teacher should not punish the student for this fact. Maybe the teacher could set up times during a study hall or after school to help the student learn the language better and to help them with their homework. Showing that the teacher cares about the student's education and wants to help them learn will motivate the student to succeed.
A teacher should learn as much as possible about a student that is knew to the school, country, English language or all of the above. This way the teacher can make the appropriate accommodations for them.
2. If a student is coming to the classroom with English as a second language the teacher needs to make the appropriate accommodations for that student. It isn't the student's fault that they do not know the English language as well as we might so the teacher should not punish the student for this fact. Maybe the teacher could set up times during a study hall or after school to help the student learn the language better and to help them with their homework. Showing that the teacher cares about the student's education and wants to help them learn will motivate the student to succeed.
Chapter 7: Teaching Difficult Academic Material
1.) "If the teacher supports teenagers in proving their strength , ability, and independence through demanding intellectual action, kids can experience the adventure and excitement of an expedition into new territory." (page 123)
If a teacher supports students in their learning then the students are more likely to succeed.
2.) When a teacher starts off the year they should make their classroom a supportive environment. In doing this the students feel that if it takes them more time to learn complicated material it's okay. More complicated material definitely requires more time to comprehend and understand. I always hated it when teachers didn't provide an adamant amount of comprehension time for students because it made me feel pressured and flustered, thus resulting in poor comprehension and poor projects.
If a teacher supports students in their learning then the students are more likely to succeed.
2.) When a teacher starts off the year they should make their classroom a supportive environment. In doing this the students feel that if it takes them more time to learn complicated material it's okay. More complicated material definitely requires more time to comprehend and understand. I always hated it when teachers didn't provide an adamant amount of comprehension time for students because it made me feel pressured and flustered, thus resulting in poor comprehension and poor projects.
Chapter 6: Motivation and Boredom
1. "Vacations, school dances and other exciting events, or even great weather also reduce students' motivation to pay attention to homework, projects, tests, and other schoolwork." (page 110)
When exciting extra curricular activities or circumstances beyond the teacher's control happen students are going to be distracted.
2. When things like this happen the teacher should try and turn whatever is going on into a teachable moment. Try and include it into your lesson. Doing this will allow the students to concentrate on the subject for a brief while and get "their fix". This way the students will be able to get the jitters about the event out and the lesson will be able to go on with the lesson without many interruptions about the circumstance.
When exciting extra curricular activities or circumstances beyond the teacher's control happen students are going to be distracted.
2. When things like this happen the teacher should try and turn whatever is going on into a teachable moment. Try and include it into your lesson. Doing this will allow the students to concentrate on the subject for a brief while and get "their fix". This way the students will be able to get the jitters about the event out and the lesson will be able to go on with the lesson without many interruptions about the circumstance.
Chapter 5: Teaching to the Individual, Working with the Group
1. "Kids learn more when teachers ask open-ended questions, then allow time for students to think something through together, gather evidence, and challenge the views of others. They find it harder but more interesting, and it gives more room for them to contribute at different levels." (page 91)
Instead of asking questions that require a short basically non-descriptive answer, ask a question that allows the student to reflect on the question and come up with an answer. When teachers allow students to think the students come up with deep answers to the questions.
2. This method might be hard in a math class but this can be done easily in pretty much any other subject. It allows the students to reflect on their personal beliefs and come up with an answer. I personally felt more compelled to answer a question if I had some time to think about it, rather than quick fire. With quick fire questions I didn't want to feel stupid for saying the wrong thing so I didn't and still don't answer questions a lot in class.
Instead of asking questions that require a short basically non-descriptive answer, ask a question that allows the student to reflect on the question and come up with an answer. When teachers allow students to think the students come up with deep answers to the questions.
2. This method might be hard in a math class but this can be done easily in pretty much any other subject. It allows the students to reflect on their personal beliefs and come up with an answer. I personally felt more compelled to answer a question if I had some time to think about it, rather than quick fire. With quick fire questions I didn't want to feel stupid for saying the wrong thing so I didn't and still don't answer questions a lot in class.
Chapter 4: Creating a Culture of Sccess
1. "Pressure from family can take various forms. Many students get more pressure to help out with child care, housework, or earnings than they do to excel at school. Others feel that their family's pressure has more to do with a parent's agenda than with the student's best interests." (page 76)
With some students home lives school is not considered that number one priority. Some parents may want their children to help take care of family matters before attempting to excel at school. Some parents might also have a set agenda for their kids without thinking or asking what the student wants.
2. All too often homework is considered to be a bottom task on a priority list. Some homes need the extra help of their children to help out with family matters. One thing that really erks me is the parents that set their kids goals without confronting the student. I had a friend in high school who was not allowed to do what they really wanted to do because their parents would not allow it. They ended up doing the activity anyways and lying to their parents about it. It think it's really sad that some students need to keep things from their family because the family is missing out on viewing or participating in what makes that student truly happy.
With some students home lives school is not considered that number one priority. Some parents may want their children to help take care of family matters before attempting to excel at school. Some parents might also have a set agenda for their kids without thinking or asking what the student wants.
2. All too often homework is considered to be a bottom task on a priority list. Some homes need the extra help of their children to help out with family matters. One thing that really erks me is the parents that set their kids goals without confronting the student. I had a friend in high school who was not allowed to do what they really wanted to do because their parents would not allow it. They ended up doing the activity anyways and lying to their parents about it. It think it's really sad that some students need to keep things from their family because the family is missing out on viewing or participating in what makes that student truly happy.
Chapter 3: Classroom Behavior
1."If student's are really learning, they will be asking questions all the time -- in a manner that can sometimes annoy the teacher. Remember to treat questioning as a legitimate form of respectful speech, not a classroom misdemeanor." (page 40)
Some teachers get very annoyed with a lot of questions from the students, however, when a student is truly learning there will be questions asked. If the teacher treats these questions in a positive manner instead of a negative, learning will happen.
2. This part I think is really important because it makes it known that questions are okay. More times than none I had a teacher that discouraged questions, thinking that if you truly understood the material you wouldn't need to ask questions. However, I think that if a question requires some thought or an in depth conversation then maybe the teacher could offer to stay after school and invite anyone who would like the answer to the question to come in after school.
Some teachers get very annoyed with a lot of questions from the students, however, when a student is truly learning there will be questions asked. If the teacher treats these questions in a positive manner instead of a negative, learning will happen.
2. This part I think is really important because it makes it known that questions are okay. More times than none I had a teacher that discouraged questions, thinking that if you truly understood the material you wouldn't need to ask questions. However, I think that if a question requires some thought or an in depth conversation then maybe the teacher could offer to stay after school and invite anyone who would like the answer to the question to come in after school.
Wednesday, October 1, 2008
Team Presentations
Our last group project was all about different technologies and how you can use them in a type II way.
This is the link to our class wiki and all of the presentations are really rich and useful. I really enjoyed the GoogleEarth one. I never knew you could do so much with it.
Team Presentation Wiki Page
This is the link to our class wiki and all of the presentations are really rich and useful. I really enjoyed the GoogleEarth one. I never knew you could do so much with it.
Team Presentation Wiki Page
Web 2.0 Creator
I picked Wes Fryer -- The Man Who Moves at the Speed of Creativity.
I chose Wes because I think a lot of his ideas are really neat. He is trying to connect the world of education through technology. He uses all sorts of video conferencing techniques to making his own podcast about his views on education and technology. Some of his posts are just recordings of other events, which is using technology in a very type one way. But sometimes he uses his ideas to explain things to interested teachers in a type II way. When he can in his blog posts he uses pictures of himself using the technology. This is find really helpful because not only is he tapping into the linguistic intelligence but he is also tapping into the visual intelligence. I think that is really neat. I would definitely say his specialty is teaching others about using technology in the classroom, especially digital conferencing.
I chose Wes because I think a lot of his ideas are really neat. He is trying to connect the world of education through technology. He uses all sorts of video conferencing techniques to making his own podcast about his views on education and technology. Some of his posts are just recordings of other events, which is using technology in a very type one way. But sometimes he uses his ideas to explain things to interested teachers in a type II way. When he can in his blog posts he uses pictures of himself using the technology. This is find really helpful because not only is he tapping into the linguistic intelligence but he is also tapping into the visual intelligence. I think that is really neat. I would definitely say his specialty is teaching others about using technology in the classroom, especially digital conferencing.
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