Howard thinks there are 9 types of intelligences those consist of:
- Verbal Skills//Mathematical Skills//Spatial Skills//Bodily-Kinesteic Skills//Musical Skills// Interpersonal Skills//Intrapersonal Skills// Naturalist Skills// Existential Skills.
I most identify with bodily-kinesteic, musical and interpersonal skills. I believe I obtain strength to effective interact with others. I get along with almost everyone I come across. But I also have a very high energy level so I love learning by doing experiments and demonstrations. Also, when I am studying I find myself putting a musical beat on readings. For definitions I usually with have a pattern rhythm. So I believe I have a balance between those 3. My teaching strenghs will consist and weigh and a lot of that, the challenge will to finding ways to teach in the remainder for children who have other main multiple intelligences.
Friday, 18 November 2011
John Hunter: The World Peace Game
As a learner I have mixed feelings about student centre learning. In Educational Phychology class we gather into groups and discuss what we have learned and what other ideas we came come up with to help our future students with our new knowledge. Those types of activities I don't mind too much. It actually helps me understand the question that our professor brings to our attention once I hear my classmates talk about it. But I am not sure how I would feel about the "World Peace Game." I can be pretty shy and if I don't feel like I fully understand the material I think I would try and participate as little as possible. It would all depend on how well I knew and understood the material. But then again, from a different angle, it is good to learn from experience because you remember better.
If I was the teacher I would look for students like myself (a bit timid, kind of hiding) and talk with the student trying to explain the game and the topic it is trying to cover to try and make the student more comfortable. Sometimes I just need one on one conversation to fully understand what needs to be done, and I think there would be other individuals like me.
If I was the teacher I would look for students like myself (a bit timid, kind of hiding) and talk with the student trying to explain the game and the topic it is trying to cover to try and make the student more comfortable. Sometimes I just need one on one conversation to fully understand what needs to be done, and I think there would be other individuals like me.
"Lessons of Another Kind"
"Lessons of another kind- By Leslie Owen Wilson
I came to teach,
To see what I could find
Inside my students' deeper selves.
I came to try and open minds
Before they were slammed shut.
I came to channel passages,
Hoping to connect hearts to heads and hands.
I came to entreat,
To coax ennobled thoughts,
Ideals, and love of self and others.
I thought that this must come from inside out
Into the essence of their beings,
Into relationships.
As connections to words and deeds,
and pedagogic styles.
I came to probe,
And sometimes poke,
To make them think,
And laugh
At small and narrow views.
For I wanted to see,
With their own eyes,
Beyond the limitations of closed perceptions
Into the beauty and the pain of others' view.
I came to teach,
But learned instead
That they had just as much to say to me.
Their lessons were often raw,
Sometimes unformed and yet complex.
I came to give and yet was given.
For through their gifts I saw a new
That I must learn to guard against complacency, conclusions,
And the allure of too soon ends.
I came to grow,
unknowingly
To shed my false, new scholar's skin
And metamorphose
Into something new
And strange...
Something far beyond the shadows
of my old instructive self.
I came to teach but was changed in other ways.
And now remember that life is still a two way street.
I needed to commit to memory,
Again.
Perhaps it is enough to say, I came to teach but learned instead."
-------------------------------------------------------------------------------------
I chose to share this poem to you because it expresses everything I think I would experience as being a teacher. After this Educational Psychology class I see it expressing even deeper meanings. What Wilson writes, "As connections to words and deeds" she is talking about children in the Preoperational stage; children Begin to represent the world with words and images. I like how Wilson talking about opening minds up and teaching them not be be "narrow minded." I hope I can do that with my students. I want them to believe in anything and everything positive. I want my classroom to be a safe place for the children to come and learn and not feel self conscious about what others will think. I believe human beings are at the purest from when they are kids. As kids everything is fresh, new, still innocent ... this is why I would learn from them. Little do they know that they are the greatest teachers. Adults study children -- we learn from them more then they learn from us. I only hope to guide my students in the right direction where their dreams will flourish.
I came to teach,
To see what I could find
Inside my students' deeper selves.
I came to try and open minds
Before they were slammed shut.
I came to channel passages,
Hoping to connect hearts to heads and hands.
I came to entreat,
To coax ennobled thoughts,
Ideals, and love of self and others.
I thought that this must come from inside out
Into the essence of their beings,
Into relationships.
As connections to words and deeds,
and pedagogic styles.
I came to probe,
And sometimes poke,
To make them think,
And laugh
At small and narrow views.
For I wanted to see,
With their own eyes,
Beyond the limitations of closed perceptions
Into the beauty and the pain of others' view.
I came to teach,
But learned instead
That they had just as much to say to me.
Their lessons were often raw,
Sometimes unformed and yet complex.
I came to give and yet was given.
For through their gifts I saw a new
That I must learn to guard against complacency, conclusions,
And the allure of too soon ends.
I came to grow,
unknowingly
To shed my false, new scholar's skin
And metamorphose
Into something new
And strange...
Something far beyond the shadows
of my old instructive self.
I came to teach but was changed in other ways.
And now remember that life is still a two way street.
I needed to commit to memory,
Again.
Perhaps it is enough to say, I came to teach but learned instead."
-------------------------------------------------------------------------------------
I chose to share this poem to you because it expresses everything I think I would experience as being a teacher. After this Educational Psychology class I see it expressing even deeper meanings. What Wilson writes, "As connections to words and deeds" she is talking about children in the Preoperational stage; children Begin to represent the world with words and images. I like how Wilson talking about opening minds up and teaching them not be be "narrow minded." I hope I can do that with my students. I want them to believe in anything and everything positive. I want my classroom to be a safe place for the children to come and learn and not feel self conscious about what others will think. I believe human beings are at the purest from when they are kids. As kids everything is fresh, new, still innocent ... this is why I would learn from them. Little do they know that they are the greatest teachers. Adults study children -- we learn from them more then they learn from us. I only hope to guide my students in the right direction where their dreams will flourish.
It starts with a smile
Shawn Achor: "The Science of Happiness"
October 14th Educational Psychology class watched a video on happiness.
Shawn Achor explored the idea of positive Psychology and how it effects individuals in daily life. He said that "a positive mind set and happiness is a choice." Which is true, I agree. You choose how long you are going to stay in a bad mood if something went wrong, or you choose to take the problem, fix it and move on with a positive attitude. I know some people who will just wake up and decide that that day is going to be a bad day I was one of them. Now I ask why do this? Like Shawn suggested, "take a few minutes every morning and write down 5 positive things." A about a year ago I decided to try and change my mind set because I was a fairly negative person and I would dwell on something so tiny for so long. Ever since I decided one day that I am going to be more positive I have been noticing a difference in my life. I have more patients, more fun, I laugh a lot more and ultimately am just a happier person. I enjoy life a lot more. I try and take most things and find the beauty in it.
Has we grow up we are told that "if we work hard we will in turn be successful and then be happy" however, Shawn proves just the opposite. If we are happy before we do a task we are 50% more successful!
-- we need to change our mind set.
He explains that "most people feel guilty to be happy when there are so many bed things going on in the world, but if you remain positive may be give a smile to someone it can have a positive ripple affect. Happiness is a luxury but sometimes it is a necessity."
To be happy all the time is impossible, but you should always remain grateful!
When I become a teacher I think it will be really crucial for me to remain positive for my students. If I am positive I think it will help and teach them to be happy and positive. Becoming frustrated with them because they are having a difficult time understanding a topic will only make matters worst. I think when teachers show their frustration it pushes their students in a direction that makes them not want to care or even try. Having a high energy level and lots of enthusiasm is important even when my students are having trouble. I will ensure them that them not knowing the answering right away is a part of learning. If they all know the answer how am I suppose to teach? Remain positive.
October 14th Educational Psychology class watched a video on happiness.
Shawn Achor explored the idea of positive Psychology and how it effects individuals in daily life. He said that "a positive mind set and happiness is a choice." Which is true, I agree. You choose how long you are going to stay in a bad mood if something went wrong, or you choose to take the problem, fix it and move on with a positive attitude. I know some people who will just wake up and decide that that day is going to be a bad day I was one of them. Now I ask why do this? Like Shawn suggested, "take a few minutes every morning and write down 5 positive things." A about a year ago I decided to try and change my mind set because I was a fairly negative person and I would dwell on something so tiny for so long. Ever since I decided one day that I am going to be more positive I have been noticing a difference in my life. I have more patients, more fun, I laugh a lot more and ultimately am just a happier person. I enjoy life a lot more. I try and take most things and find the beauty in it.
Has we grow up we are told that "if we work hard we will in turn be successful and then be happy" however, Shawn proves just the opposite. If we are happy before we do a task we are 50% more successful!
-- we need to change our mind set.
He explains that "most people feel guilty to be happy when there are so many bed things going on in the world, but if you remain positive may be give a smile to someone it can have a positive ripple affect. Happiness is a luxury but sometimes it is a necessity."
To be happy all the time is impossible, but you should always remain grateful!
When I become a teacher I think it will be really crucial for me to remain positive for my students. If I am positive I think it will help and teach them to be happy and positive. Becoming frustrated with them because they are having a difficult time understanding a topic will only make matters worst. I think when teachers show their frustration it pushes their students in a direction that makes them not want to care or even try. Having a high energy level and lots of enthusiasm is important even when my students are having trouble. I will ensure them that them not knowing the answering right away is a part of learning. If they all know the answer how am I suppose to teach? Remain positive.
Jean Piaget
September 19th// What are some examples about each stage?
Sensorimotor stage- "infants construct an understanding of the world by coordinating sensory experiences with motor actions" (0-2 years)
--example: My son learnt how to feed himself with a spoon by watching my eat and fed him
Preoperational stage- "thoughts are more symbolic and intuitive" (3-7 years)
--example: While I was working in a kindergarten class children drew pictures that were realistic. They also played pretend restaurant where they learnt how to behave and count money.
Formal/concrete Operational stage- "thinking is abstract, idealistic and logical" (11-15 years)
--example: A child can recognize that a piece of toast cut into 4's is the same as a piece of toast can in half.
Sensorimotor stage- "infants construct an understanding of the world by coordinating sensory experiences with motor actions" (0-2 years)
--example: My son learnt how to feed himself with a spoon by watching my eat and fed him
Preoperational stage- "thoughts are more symbolic and intuitive" (3-7 years)
--example: While I was working in a kindergarten class children drew pictures that were realistic. They also played pretend restaurant where they learnt how to behave and count money.
Formal/concrete Operational stage- "thinking is abstract, idealistic and logical" (11-15 years)
--example: A child can recognize that a piece of toast cut into 4's is the same as a piece of toast can in half.
Thursday, 17 November 2011
Functional Analysis / Applied Behaviour Analysis
November 16th in Educational Psychology we were discussing behaviour that can steam outside the classroom and then brought into the classroom with negative effects.
Unlike operant conditioning where you would just get a punishment for unacceptable behaviour the functional approach would look at an underlying meaning and not just the base issue as to why this child has acting in the unacceptable way he/she has.
-- I like the functional approach better because you cant fix a problem if you don't understand what it is. --
In class we were given this scenario:
" Brandon stomps in the classroom, disrupts the entire class, curses a few negative words."
What do you do?
Well for operant conditing you would probably say as a teacher, "Brandon this is the last time, just go to the office!"
- Now in doing this I see it making the problem becoming worst. And Brandon probably wouldn't even take himself to the office and just get himself into more trouble.
For the Functional Approach as a teacher you would probably say "students take out your work books and continue from where we left off. Brandon lets go talk in the hall."
- Now this approach you could figure out what is bother Brandon and ultimately figure out how to fix the problem. This would also build on a teacher student positive relationship.
I can relate to this approach because it is easier when you can talk to someone about your problems. And if you have a teacher that you feel doesn't care it effects you school work and perhaps your future. We never know what happens to our students before the walk into our classrooms. A relative or best friend could have died or got seriously injured. Students parents could be fighting and taking it out on them. As teachers we have to be understanding and make this environment a safe and welcoming one because for some kids it is the only safe place they have.....
Functional Analysis: Examine the students inappropriate behaviour as well as its antecedents (what happened before the students blow out). In addition, we are look at the consequences (what happened after the antecedents) to determine the function that serves the student.
Unlike operant conditioning where you would just get a punishment for unacceptable behaviour the functional approach would look at an underlying meaning and not just the base issue as to why this child has acting in the unacceptable way he/she has.
-- I like the functional approach better because you cant fix a problem if you don't understand what it is. --
In class we were given this scenario:
" Brandon stomps in the classroom, disrupts the entire class, curses a few negative words."
What do you do?
Well for operant conditing you would probably say as a teacher, "Brandon this is the last time, just go to the office!"
- Now in doing this I see it making the problem becoming worst. And Brandon probably wouldn't even take himself to the office and just get himself into more trouble.
For the Functional Approach as a teacher you would probably say "students take out your work books and continue from where we left off. Brandon lets go talk in the hall."
- Now this approach you could figure out what is bother Brandon and ultimately figure out how to fix the problem. This would also build on a teacher student positive relationship.
I can relate to this approach because it is easier when you can talk to someone about your problems. And if you have a teacher that you feel doesn't care it effects you school work and perhaps your future. We never know what happens to our students before the walk into our classrooms. A relative or best friend could have died or got seriously injured. Students parents could be fighting and taking it out on them. As teachers we have to be understanding and make this environment a safe and welcoming one because for some kids it is the only safe place they have.....
Functional Analysis: Examine the students inappropriate behaviour as well as its antecedents (what happened before the students blow out). In addition, we are look at the consequences (what happened after the antecedents) to determine the function that serves the student.
Operant Conditioning
Definition: Operant Conditioning (instrumental Conditioning)- a form of learning in which the consequences of behaviour produce changes in the probability that the behaviour will occur.
The Kinds:
Positive Reinforcement : add something to increase positive behaviour
Example: Students bring back their agendas- obtain a sticker. Accumulate 5 stickers earn a prize.
Negative Reinforcement : take something away to increase positive behaviour
Example- Take a sticker away if the student forgets it twice in a row.
Positive Punishment : administration of an unwelcome consequence
Example: Call the students parents- remind them to sign their child's agenda and to ask their children to put it back in their nap sack right away because they have been forgetting it at home. May be have a specific time in their schedule when they do this.
Negative Punishment : removal of a valued item
Example: Have the student miss out on 5 minutes of their free time.
-------------------------------------------------------------------------------------------------------------
Goal of Reinforcement-- Increase desired Behaviour
Goal of Punishment-- Decrease undesired Behaviour
-------------------------------------------------------------------------------------------------------------
Some examples I have seen teachers implement for classroom management:
Pos. Rein. - "Kindergarten! Great job walking in the hallway quietly with your hand on hip and finger on lip! I think we can go outside 2 minutes earlier then everyone else for recess!"
Neg. Rein. - Everyone practices their sight words and obtains a 85 average take away one bad sight word test.
Pos. Pun. - Homework not done you have to pay a fine with you bunny bucks. (money to buy with from the classroom store)
Neg. Pun. - Sit in desk and read while everyone else has free time.
Operant Approach is said to be effective for short term periods.
The Kinds:
Positive Reinforcement : add something to increase positive behaviour
Example: Students bring back their agendas- obtain a sticker. Accumulate 5 stickers earn a prize.
Negative Reinforcement : take something away to increase positive behaviour
Example- Take a sticker away if the student forgets it twice in a row.
Positive Punishment : administration of an unwelcome consequence
Example: Call the students parents- remind them to sign their child's agenda and to ask their children to put it back in their nap sack right away because they have been forgetting it at home. May be have a specific time in their schedule when they do this.
Negative Punishment : removal of a valued item
Example: Have the student miss out on 5 minutes of their free time.
-------------------------------------------------------------------------------------------------------------
Goal of Reinforcement-- Increase desired Behaviour
Goal of Punishment-- Decrease undesired Behaviour
-------------------------------------------------------------------------------------------------------------
Some examples I have seen teachers implement for classroom management:
Pos. Rein. - "Kindergarten! Great job walking in the hallway quietly with your hand on hip and finger on lip! I think we can go outside 2 minutes earlier then everyone else for recess!"
Neg. Rein. - Everyone practices their sight words and obtains a 85 average take away one bad sight word test.
Pos. Pun. - Homework not done you have to pay a fine with you bunny bucks. (money to buy with from the classroom store)
Neg. Pun. - Sit in desk and read while everyone else has free time.
Operant Approach is said to be effective for short term periods.
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