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.
Wednesday, 16 November 2011
I Will Make A Difference
I wrote this for my Education 250 class but I would like to share with you "Why I would like to become a teacher"
Becoming an educator is the right choice for me because it suits my personality interests. There are many reasons why I chose teaching. One of the reasons was having the ability to positively influence future generations. Also, my brother Jesse had learning disabilities that required special support and I have an interest in this area. Another reason was the stability of the career to help support my family. Becoming a teacher would give me the opportunity and benefits of time with my son while being able to help other children.
To be a successful educator, I believe, students should be praised and encouraged for their accomplishments. The classroom should be filled with positive and welcoming attitudes. Caring and understanding should be encouraged. Freedom for creativity should also be encouraged and not discouraged by the teachers or classmates. But most importantly, I feel, the best teachers take personal time to help struggling students, whom are working hard to succeed in their education. I personally know how important it is to have teachers that genuinely care about finding ways to help students with difficult problems. My younger brother did not have the support that he required for his learning experience. My brother, Jesse, suffers with a learning disability called Scotopic Sensitivity Syndrome and Iren's Syndrome a visual stress syndrome. The teachers he had did not know how to teach him. Instead, he was put on a modified program and my parents were told "he would not graduate with a regular diploma." The modified program was forced upon him, and it eventually made him feel alienated because classmates bullied and teased him for thinking he was "slow." Instead of putting Jesse on a modified program, there could have been simple solutions to provide him with support. I feel modified programs are becoming crutches for the system and should be designed with caution. Printing his work separately on coloured paper would have helped tremendously, but was too much of a hassle for many teachers he had through his educational experience. Also, wearing a baseball hat in the school would have made a difference be keeping the light out of his eyes, unfortunately to a school this was a sign of disrespect. Jesse did come across two good educators that sis take extra time to print assignments separately and help him sound out words, but unfortunately he didn't get the option of having great teachers all the time.
I want to be a teacher that is not scared of losing personal time during lunch break or after school to help someone who really wants to achieve goals in life. I have seen how some teachers, people that students are supposed to look up to, can have negative and emotional effects on children, but I want to be a teacher that does not let challenging students "fall through the cracks." If a syndrome is diagnosed, I want to be able to learn ways to instruct and support individuals. I believe teachers need to continuously learn, including from their students.
I think teaching will be a life long, learning journey. Every child is different and I will have to find ways to teach children according to suit their needs. I have to thank my bother for teaching me to be compassionate, patient and understanding person. He has helped me develop qualities that I believe would be best used in becoming a teacher. Knowing how hard it was for him to struggle through his experiences, I believe, will help me relate to children who are trying to learn.
Becoming an educator is the right choice for me because it suits my personality interests. There are many reasons why I chose teaching. One of the reasons was having the ability to positively influence future generations. Also, my brother Jesse had learning disabilities that required special support and I have an interest in this area. Another reason was the stability of the career to help support my family. Becoming a teacher would give me the opportunity and benefits of time with my son while being able to help other children.
To be a successful educator, I believe, students should be praised and encouraged for their accomplishments. The classroom should be filled with positive and welcoming attitudes. Caring and understanding should be encouraged. Freedom for creativity should also be encouraged and not discouraged by the teachers or classmates. But most importantly, I feel, the best teachers take personal time to help struggling students, whom are working hard to succeed in their education. I personally know how important it is to have teachers that genuinely care about finding ways to help students with difficult problems. My younger brother did not have the support that he required for his learning experience. My brother, Jesse, suffers with a learning disability called Scotopic Sensitivity Syndrome and Iren's Syndrome a visual stress syndrome. The teachers he had did not know how to teach him. Instead, he was put on a modified program and my parents were told "he would not graduate with a regular diploma." The modified program was forced upon him, and it eventually made him feel alienated because classmates bullied and teased him for thinking he was "slow." Instead of putting Jesse on a modified program, there could have been simple solutions to provide him with support. I feel modified programs are becoming crutches for the system and should be designed with caution. Printing his work separately on coloured paper would have helped tremendously, but was too much of a hassle for many teachers he had through his educational experience. Also, wearing a baseball hat in the school would have made a difference be keeping the light out of his eyes, unfortunately to a school this was a sign of disrespect. Jesse did come across two good educators that sis take extra time to print assignments separately and help him sound out words, but unfortunately he didn't get the option of having great teachers all the time.
I want to be a teacher that is not scared of losing personal time during lunch break or after school to help someone who really wants to achieve goals in life. I have seen how some teachers, people that students are supposed to look up to, can have negative and emotional effects on children, but I want to be a teacher that does not let challenging students "fall through the cracks." If a syndrome is diagnosed, I want to be able to learn ways to instruct and support individuals. I believe teachers need to continuously learn, including from their students.
I think teaching will be a life long, learning journey. Every child is different and I will have to find ways to teach children according to suit their needs. I have to thank my bother for teaching me to be compassionate, patient and understanding person. He has helped me develop qualities that I believe would be best used in becoming a teacher. Knowing how hard it was for him to struggle through his experiences, I believe, will help me relate to children who are trying to learn.
C.H.I.L.D.R.E.N
My Precious Gifts
Children are the future, so we must provide them with the best knowledge
Happy to believe they will continue onto college
Inclusion is important for all of our creatures
Learners at times become the teachers
Dreamers, believers surround the classroom and with creativity, this is how they shine
Rollercoaster emotions fill the classroom but positive understandings will help things become fine
Every child is unique, just like a picture in a frame
Not every one learns the same
Children are the future, so we must provide them with the best knowledge
Happy to believe they will continue onto college
Inclusion is important for all of our creatures
Learners at times become the teachers
Dreamers, believers surround the classroom and with creativity, this is how they shine
Rollercoaster emotions fill the classroom but positive understandings will help things become fine
Every child is unique, just like a picture in a frame
Not every one learns the same
Teaching Metaphor
I see teaching as an amusement park. There will be ups and downs like a rollercoaster, with easy, fast success with some challenges to reach the top. The classroom will be like an amusement park, filled with different people who all have diverse interests. Some individuals will progress fast through lines, while others may need to stand and wait for things to process, but both have similar goals. I will need to be the attraction and the ringmaster for my students. I will need to be their amusement and create exciting new ways to attract them to learn.
-------------------------------------------------------------------------------------------------------------
I had to make up this metaphor for my Education 250 class but I believe I should always remember it and it may help me overcome my fears when I am a new teacher.
In our Educational Psychology class the question was "What is the main fear of a first year teacher"
-A student answered "Classroom management."
That is my main fear as well. But the metaphor I have come up with really puts things in perspective for me. I will have to ALWAYS remember that some students are just going to take longer at grasping concepts and I will just have to remember to be patient- all my students will be different- which in turn will make me feel even more grateful when I see everyone light bulb flick on! .... Can't wait!
-------------------------------------------------------------------------------------------------------------
I had to make up this metaphor for my Education 250 class but I believe I should always remember it and it may help me overcome my fears when I am a new teacher.
In our Educational Psychology class the question was "What is the main fear of a first year teacher"
-A student answered "Classroom management."
That is my main fear as well. But the metaphor I have come up with really puts things in perspective for me. I will have to ALWAYS remember that some students are just going to take longer at grasping concepts and I will just have to remember to be patient- all my students will be different- which in turn will make me feel even more grateful when I see everyone light bulb flick on! .... Can't wait!
I think I will hang my metaphor near my desk so when I feel like I am losing control over my class I can glance at it and consider the elements of the classroom which could be effecting the learning styles of my students.
Reflect upon the “school environment, emotional support, sociological composition, personal/physical elements.”
Reflect upon the “school environment, emotional support, sociological composition, personal/physical elements.”
Tuesday, 15 November 2011
Dysnomia
"Dysnomia is a marked difficulty or impairment in object naming, word retrieval, and short-term auditory memory. It is a learning disability present from birth. Can affect speech, writing, and/or math"
-------------------------------------------------------------------------------------------------------------
In the video "How Difficult Can this be?" Dysnomia was mentioned. I was unaware of this disability and as I was listening to the video explain what it is I noticed that I have many symptoms of it. The video was explaining 2 main functions of the brain: Storage and Retrieval.
And when you struggle with Dysnomia you can only do one cognitive thing at a time. Which explains why I have so much trouble taking notes in class and listening to the teacher explain. Usually when I am writing notes I know the teacher is talking but I am not taking the information in. It is almost blocked out. I was always the last one writing exams. I usually am sitting at my desk trying to figure out what the question is asking while I see other students quickly grasping the concepts. Math is extremely difficult for me. A math word problem is devastating I feel like I never fully wrap my brain around the problem. I feel like my biggest fear is failing Math 260 and it will be the only thing holding me back trying to get into the educational profession. I fail it twice and I am kicked out of my desired program... and then what?
-------------------------------------------------------------------------------------------------------------
From the video "How hard can this be?
" The greatest gift you can give a child with LD is the gift of time"-- along with patience.
"The Challenge with working with learning disabilities is the challenge of educating kids with non-learning disabilities"
-------------------------------------------------------------------------------------------------------------
In the video "How Difficult Can this be?" Dysnomia was mentioned. I was unaware of this disability and as I was listening to the video explain what it is I noticed that I have many symptoms of it. The video was explaining 2 main functions of the brain: Storage and Retrieval.
And when you struggle with Dysnomia you can only do one cognitive thing at a time. Which explains why I have so much trouble taking notes in class and listening to the teacher explain. Usually when I am writing notes I know the teacher is talking but I am not taking the information in. It is almost blocked out. I was always the last one writing exams. I usually am sitting at my desk trying to figure out what the question is asking while I see other students quickly grasping the concepts. Math is extremely difficult for me. A math word problem is devastating I feel like I never fully wrap my brain around the problem. I feel like my biggest fear is failing Math 260 and it will be the only thing holding me back trying to get into the educational profession. I fail it twice and I am kicked out of my desired program... and then what?
-------------------------------------------------------------------------------------------------------------
From the video "How hard can this be?
" The greatest gift you can give a child with LD is the gift of time"-- along with patience.
"The Challenge with working with learning disabilities is the challenge of educating kids with non-learning disabilities"
How Hard Can The Be? (The F.A.T City Workshop)
"How Hard Can This Be?" Besides the fact that this video a little old and is considered to be politically incorrect-- if we look at its deep meaning of awareness to children who are said to have a "disability" then it is a very profound video. I would highly recommend this video to be shown to ALL future teachers and perhaps this video and ones like it should be shown to present teachers as well as a reminder to them!!
The guy who was doing the experiment I believe was acting like a pretty "normal" teacher. He was getting frustrated at his students who struggle because of a said "disability", staring to raise his voice when the students who were put in the place of having a disability would not answer his question fast enough. He was showing people how many teachers do not take into consideration that children with a "disability" are still trying to process the question while children who are "mainstreamed" have answered the question and ready to move on to the next activity. Then because most children understood and answered the question the teacher simply then blames the child (victim) with a disability and says "the child just isn't motivated." WRONG! Quoted from the video, “Yet it has little to do with motivation and has a lot to do with perception! You can all see it but you can perceive it… you need to be taught! Kids need direct instruction. Even though you understand every word in the passage, does not mean you understand the passage.” And how do these teachers with no compassion and participants have jobs in this rewarding career?! Does the principal not care about what kind of teachers he has in his school? Does the school board not care... our government?! What are the excuses that they (principal, school board, government) are unaware of this happening? Would it be because the teacher is informed most of the time that there will be someone in their class marking them, so they change their usual routine? (Observed from experience as being a middle/high school student)
Perhaps if our system was more like Finland where teachers have to obtain a Master’s Degree in Education it would weed out the teachers that are in this field for the wrong reasons…
----------------------------------------------------------------------------------
"No child should be left behind to fall through the cracks"
"If the student isn't learning -- The teacher isn't teaching"
The guy who was doing the experiment I believe was acting like a pretty "normal" teacher. He was getting frustrated at his students who struggle because of a said "disability", staring to raise his voice when the students who were put in the place of having a disability would not answer his question fast enough. He was showing people how many teachers do not take into consideration that children with a "disability" are still trying to process the question while children who are "mainstreamed" have answered the question and ready to move on to the next activity. Then because most children understood and answered the question the teacher simply then blames the child (victim) with a disability and says "the child just isn't motivated." WRONG! Quoted from the video, “Yet it has little to do with motivation and has a lot to do with perception! You can all see it but you can perceive it… you need to be taught! Kids need direct instruction. Even though you understand every word in the passage, does not mean you understand the passage.” And how do these teachers with no compassion and participants have jobs in this rewarding career?! Does the principal not care about what kind of teachers he has in his school? Does the school board not care... our government?! What are the excuses that they (principal, school board, government) are unaware of this happening? Would it be because the teacher is informed most of the time that there will be someone in their class marking them, so they change their usual routine? (Observed from experience as being a middle/high school student)
Perhaps if our system was more like Finland where teachers have to obtain a Master’s Degree in Education it would weed out the teachers that are in this field for the wrong reasons…
----------------------------------------------------------------------------------
"No child should be left behind to fall through the cracks"
"If the student isn't learning -- The teacher isn't teaching"
Monday, 14 November 2011
Piaget vs. Vygotsky
Piaget-- emphasized young children`s egocentric and non- social speech
Vygotsky-- believe language even at the earliest forms is socially based
I feel like I resonate more with Vygotsky's theory. When children are talking to themselves they are building their own communtiy, it is how the put things in perspective. That could be a determination of an auditory learner. I talk to myself all the time when I am studying-- trying to make sense of concepts. In Piagets view this would be considered immature.
Vygotsky-- believe language even at the earliest forms is socially based
I feel like I resonate more with Vygotsky's theory. When children are talking to themselves they are building their own communtiy, it is how the put things in perspective. That could be a determination of an auditory learner. I talk to myself all the time when I am studying-- trying to make sense of concepts. In Piagets view this would be considered immature.
Thursday, 27 October 2011
Environmental Systems
My Micro-system : I am 20 I have 2 parents who have been married for 21 years, a younger brother who is 18, a son who is 2 and a husband who is 23. I live in Sylvan Lake and attend Red Deer College in the education program. I am minoring in Early Childhood development.
Mesosystem : My brother, Jesse has a learning disability. He suffers from Scotopic sensitivity syndrome also called Irlen's Syndrome. My mother pulled Jesse out of school when he was in early elementary school because he was not receiving the help he needed to be successful. My mom home schooling my brother had an effect on why I chose to become a teacher. Jesse struggling with a disability has taught me patience and compassion for all children and people in general.
Exosystem : seeing different settings of education (homeschooling, public/catholic schooling, and college schooling) has made me see different teaching strategies. It showed me how to be a good teacher and what kind of teacher I will choose to be.
Macro-system : Belief : no one gets left behind
Mesosystem : My brother, Jesse has a learning disability. He suffers from Scotopic sensitivity syndrome also called Irlen's Syndrome. My mother pulled Jesse out of school when he was in early elementary school because he was not receiving the help he needed to be successful. My mom home schooling my brother had an effect on why I chose to become a teacher. Jesse struggling with a disability has taught me patience and compassion for all children and people in general.
Exosystem : seeing different settings of education (homeschooling, public/catholic schooling, and college schooling) has made me see different teaching strategies. It showed me how to be a good teacher and what kind of teacher I will choose to be.
Macro-system : Belief : no one gets left behind
Inclusion
October 26, 2011 in Educational Psychology we had a discussion about inclusion in the classroom. I have mixed feelings about this ongoing debate as to whether or not this is a good idea or not. On one hand, it can have wonderful experiences for both sides on the spectrum (the kids who are considered 'normal' and the kids who are considered to be 'challenged'). Children who are 'normal' I think become more accepting if they are exposed to children who have a disability more frequently. And children who have a disability who interact with children who are 'normal' perhaps helps them become more educated on what ways to act 'accepted' by society. Now on the other hand, if the child who has a disability is being disruptive to other children, would inclusion still be fair to everyone? I believe everyone has a right to learn and no one should have limitations to their abilities. But the question is how do you education everyone so they could reach ultimate success. The education system that is place now is failing some children and letting some 'fall between the cracks.' The discussion we had in class on how we are transitioning to where we (teachers) are no longer going to have E.A's in the classroom and will have a Learning Coach in the school instead concerns me great deal. It is our (teachers) job to teach everyone, but is that possible and still being fair to everyone? In this future system I see a lot more children 'being left behind' and 'falling through the cracks.' I think this system would work better if the teachers assistance stayed in the classroom. It is very controversial, in the respect to the paraprofessional career and its possible elimination from the school systems. Is Red Deer College and other colleges being honest with its students entries into this career choice? Do school systems honestly understand the impact of the removal of paraprofessionals on students who are challenged and their counterparts. Do school boards and schools understand the challenges put on teachers what are already overwhelmed by large classroom sizes? How can inclusion really be inclusion when "every" students needs are possibly being sacrificed? Is the future of our kid's education being stripped away and limited inability because the students needs and freedoms are not being met? Which child should be sacrificed? Mine, whom may be a doctor with a cure or yours whom may be the next Bach? Does money decide their fate? Inclusion cannot work unless "every" student is included this cannot happen without extra support within the classroom for teachers that are already over burdened by the classroom size alone.
"It is important to remember that the term "disability" does NOT mean or imply inability." -Educational Psychology book.
"It is important to remember that the term "disability" does NOT mean or imply inability." -Educational Psychology book.
Friday, 14 October 2011
Sir Ken Robinson Reflection
Oct. 7, 2011 we watched a video called "Schools kill creativity" by Sir Ken Robinson. This video became my new inspiration to achieve and strive for greatness. I 100% agree that schools are educating children out of creativity. One time while I was volunteering in a kindergarten classroom last spring the teacher told the children to cut out the circles on the page she had given to them. Most children cut around the circle however there was this one boy who cut out the circles but cut them out in squares rather then cutting around them. Now this was not wrong since the teacher did not say how to cut them out. She just assumed that all children would understand to cut the circles out in a circle. She seem frustrated with the little boy and made him stay behind and do the activity "correctly." This boy just had a different way of thinking. And I don't believe he should felt bad about doing it differently. This video made me think of that experience and made me realize that perhaps something in the school system should be changed and being different(creative) should be encouraged and not frowned upon. I have plenty of friends that don't even know what their talent is or even what they are interested in. This astonishes me! And after this video I may understand why some people have such a hard time figuring out what the want to do in their life, want they want to accomplish. Now I am not saying it is all the schools fault, but I do believe it is one of the primarily reasons. Schools as Sir Ken Robinson says gears us to "Mathematics and languages then humanities at the bottom the arts." This is ironic in the sense that I believe, if you are not doing what you love to do, you will not be successful and/or happy. But in school we are taught that this is acceptable, as long as we are "making the money." A lot of people I see loosing their way, and not being happy and content with their life and I think a bit part of that reason is because they were not giving the chance to learn what they love to do. School is like another home for children, and I believe they should get to experience everything. Teachers are like another parent for children and we should be helping them reach and achieve their goals, now matter what that should be. We all have the ability to achieve greatness that makes us truly happy.
-------------------------------------------------------------------------------------------------------------
"If you are not prepard to be wrong, you will never be original" -Sir Ken Robinson
-------------------------------------------------------------------------------------------------------------
"If you are not prepard to be wrong, you will never be original" -Sir Ken Robinson
Wednesday, 28 September 2011
Technology
Sept. 28th, 2011 we watched a video called, "Digital Nation" in class about advancements in technology and the effect it is having on society. I do not agree with having computers in every classroom, nor do I fully disagree. Quoted from the video, " Technology isn't good or bad, it is powerful." I do feel however, that we rely on technology way too much in our daily lives. For example, the other day, the Internet was down in the classroom we were in. Instead of being efficient and getting out pens, paper, text books, and the teacher writing on the board we wasted time seeing if there was another classroom we could all fit into with working Internet. We do not have class right in the college, but the co side building. So by the time 60 students walked over to the college to a different classroom 30 minutes of class time has been wasted. I feel like we have been brainwashed from technology so much that we find it hard to think critically. We are said to be "the most wired generation"... but are we becoming more intelligent with all this easy access to information, or just getting lost in the mist of becoming robots. Let's face it, I am just as guilty for being addicted to facebook. And I wish I never started an account. It gets to a point where I have to deactivate my account near midterm and finals just so I won't be so distracted. I feel completely controlled by my computer and cell phone. But the world cannot turn back on all the enhances to technology, it has progressed our nation so much! There just needs to be a balance. For our future generations, we need to be able to show them how to be preoccupied and not so simulated ALL the time. More back to the basics in schools I believe is the way too go. Kids expect a lot these days, and they are just handed whatever they want. It worries me tremendously that the next generations are going to have no reading, writing and social skills. I predict the next generation talking all in abbreviations such as "LOL, OMG...ect." We might be loosing much more then we think we are gaining.
Subscribe to:
Posts (Atom)