Chapter 5b and 5c

Chapter 5b


This section of chapter 5 talks about curriculum and goal setting for students and teachers.  When reading this I thought about Dr. Kuester reminding future teachers that objectives have to be measurable. How will we help a student achieve their goals?  One of the special education teachers at my school, asked me to take a look at a goal she had written on a student that I work with.  It was funny because before I knew it I asked her how was she going to help him reach his goal.  I want to keep this saying or thought in my mind when and while I am writing Goals and Objectives.   If I can answer how I am going to help achieve a students goal, then I will be on the right track in helping my students succeed.  The section that talks about censorships of textbooks is also a reminder that if in doubt about a book crossing a line, then don't have it as a choice to read for students.  There are a lot of good reads that you don't think of as being biased toward a person's religion, sex, cultural etc.  As the saying goes be careful for nothing.

Chapter 5c

This section mentioned about taxonomy and how a good way to look for connected learning is to keep a daily log or journal.  I think this is a great idea.  Most of the teachers I work with do not keep journals or daily logs on students day to day learning.  The do however kept standardized test scores and daily grades, but they do not kept in depth journals.  When I receive my classroom I think it would be beneficial to keep a log on various notes, brainstorming records/techniques, visual maps etc. on my students.  Most teachers do it mentally, but to actually have some type of system in keeping this kind of material would be awesome. Character development should be a required subject or lesson taught at all levels of education.  This topic is so important and needed in the times we are living in today. A lot of the times teachers only teach Character development when students are not showing each other respect, or bullying one another.  Morning meetings would be a great time to discuss this topic with students of all ages. 

Chapter 4c & 5a

 Chapter 4c

I found this section of the chapter really interesting.  I have experienced all of the mistakes to avoid in one classroom or another.  I find that if teachers do not care for a student and know that the  student is always behaving inappropriately, they will nag, overreact, and threat the entire time while trying to teacher the other 20 something students.  I will work hard not to cause students to misbehave.  While I am teaching my reading groups I find myself at times embarrassing students to make a point. I did not think of it as embarrassment. I am now aware that this is not the way to go.  I am now aware of what actions will trigger misbehavior and what mistakes to avoid if I want a positive teaching environment.

Chapter 5a

It is important to collaborate with other teachers and staff to help ensure that the curriculum is followed and that all students are grabbing a hold of a meaningful understanding of the learning process.  The EDTPA has helped me to see how effective planning for instruction is vital to help ensure that teachers are giving students what they need to help them succeed.  I work with a great team at work that collaborates every week to help meet the requirements of the curriculum and align the lesson plans with that of the state standards/ common core. Witnessing this helps me realize that when I receive my own classroom it will be so much easier to collaborate with other team members to help me accomplish the goals and expectations of the school . I agree with this section that textbooks will become more digitized.

Chapter 4b

This portion of the chapter reminds me of the Dr. Wong videos we watched in one of Dr. Johnson's class.  The book and Dr. Wong discusses how important the first day of class is.  From experience this is so true, if a teacher does not start hitting procedures, rules, and routines the very first day.  The students are out of control.  Just like we are told when going on interviews, first impressions are lasting ones---the same can be said for you as a teacher in your classroom on the very first day.  Students like structure, for some school is the only dependable thing they have.

Chapter 2-3

Chapter 2 pg. 27-56

The primary expectations of teachers are to facilitate students learning.

Teachers have to be a reflective decision maker, commit to young adolescent children and the profession, and be able to offer non instructional and instructional responsibility.

When teaching a teacher must remember that students have rights and teachers must remember that a school and classroom must be one of trust, dignity and respect.  I did not know that if I ever have to transport a student, I need to make sure that I have written permission and liable insurance coverage.  It is good to know that one can possible use my homeowner’s or renter’s insurance policy for my personal items that I may take with me to school.  It is important that a teacher learns which teaching style (traditional or facilitating) is most appropriate for his or her class.

Chapter 2 pg. 56-78

Teachers need to have a variety of strategies to help reach goals and help various groups of students. 

Most students learn best when physically and intellectually active.  They also learn when they are able to talk about and share what they are learning.  Teachers create the appropriate environment and conditions for students to learn.  Teachers structure the learning environment so that all students can act and react productively (Examples –think- pair- share or think- write- pair- share).

Teachers need to use a variety of activities that help motivate and challenge students to work to the best of their ability. Teachers should always model appropriate behavior.  Teachers have all types of opportunities to have engaging classrooms.  There are all types of technology ready to be used to help enhance students learning.  Teachers should take advantage of whiteboards make sure they are clean and ready to use each day.  Bulletin boards can be attractive enough to draw attention to students. There are all sorts of computer programs that can help provide students additional help.  Document cameras, overhead projectors and the like are also additional tools that can help enhance students learning while in school.  Field trips and connecting to community resources can help or assist in the learning of school age students.

Chapter 3

Skills of thinking are taught and learned.    Teachers should teach students to use all the senses while learning.  Questioning, classifying, comparing/contrast, concluding, generalizing, and inferring help students learn to develop intellectual behavior.  There are three levels of questions lowest, intermediate, and highest. The lowest level is simple recall and gathering information, intermediate process information, and highest level is applying and evaluating in new situations.  A teacher must know how to structure questions in a way that will move a student to think on a higher level.  The teacher facilitates the student’s intellectual development. Teachers need to construct and implement questions that will help students learn how to solve problems, make decisions, value judgment, think creatively, critically and feel positive about their school and its learning environment.