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After looking at the teaching strategies, I think Activity Learning is the best strategy for visual learners because you get a first hand account of everything. It is easier for visual student to retain information with an activity. You can have role play as your activity.
The best strategy for auditory learners is fishbowl because you get a little of lecture and a little of Question and discussion plus it is an activity. You can come out of a fishbowl with a reflection of the discussion and it is problem based. The best strategy for a Bodily Kinesthetic learner is Activity based learning because you can move around in an activity. You are not limited to what your'e activity is. You can set the activity around body movement to get the best out of your students. The best strategy for Tactile learners is activity because you can really get hands on with this strategy. When you make an activity for your students, and you have students that love to touch and feel things, you can base the activity around that sensation. How does a moon rock feel? You can come up with an activity for a student to physically touch a moon rock.
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I have been in many schools and I saw teachers be accountable and teachers who were not accountable. The concept of accountability should not be a scary for a fist year teacher because the first year teacher is still learning the culture of the school and how the students learn. Accountability should be easy to do. All the people in the school should have accountability. I feel this how school gets better. When people are held accountable then they learn from it and improve themselves and their actions.
Teachers meetings on what they can improve on in the classroom and get tips from other teachers. Weekly or daily meetings are needed so the teachers can be successful. I do not think it is fair that teachers who's students score better on test scores than other teachers get paid more. You as a teacher can get the luck of the draw and acquire many students who are gifted or test well. Teachers should get raises anyway. If the student is prepared to move on to the next level then that should show that the teacher is doing well. I feel those kinds of goals can make the teacher feel pressure then they are unable to perform as a teacher at the highest level they can. There is not a clear way to make this merit pay system fair. It is all about numbers. They can come up with another system but the merit pay system changes from year to year. A teacher who teach all special education students may never be able to have their students score very high on their tests. Their pay may never change based on the test results of their students. I understand why this system was put in place but does this help the students? How can teachers creatively approach teaching creativity? There are many answers to that question which it should be. First I would have to be a divergent thinker to really creatively approach creativity. My lessons will have many layers. For example: I may tell my students to make five different paper airplanes. Every plane has to be different. If my lesson is about airplanes then I want to see how many they can make.
When it comes to lesson planning, I will brainstorm many ideas and how to approach each subject multiple ways. I can use props or a loud voice to emphasis a point. I will write my list of ideas then see how many ways I can incorporate them into my lesson. I do understand that every student is different and I know i will have to find ways to help students understand in different ways. I will talk to my fellow colleagues and get their input on different subject and maybe to a mesh between the way I approach a subject and how they approach a subject. I will use all of my resources and then seek out more. When it is time to start the airplane project, I can have a small radio playing jet sounds and airplane sounds to give the students more of a feel of how they want to build an airplane. I will have a box of scrap paper and scrap construction paper of different colors and encourage them to use those materials. I will encourage to use more than those materials. I would ask a student "Do you think you have to cut the paper to get that shape or can you find another way to get that shape, can you tear the paper?" I will also think outside the box and encourage the same from my students. I think using your resources and seeking out more builds creativity within the teacher. Searching for more and more brings out authenticity and uniqueness to your work. Talking to your peers and find new ideas can also help in a teachers creativity in their approach. Why is the practice of comparing educational assessment scores between countries not a good idea? The short answer is culture and wealth. People around the world teach differently. The things that are acceptable in the U.S. may not be acceptable in any other country. A student in the U.S. may not learn the same thing a student in Iraq will. The wealth that a country has may dictate the education level a student can receive. Are the educational systems in those countries comparable if they are valued differently by the cultures of those countries? The educational systems are definitely not comparable because in some countries everyone cannot learn the same thing. Women in India are not valued the same way men are. Men will receive a better education than women. Standards are wildly different in different countries as well. Religion may be the basis of a country's education. The cast system can also prohibit proper education for the people who are lower in the system. Are there inherent biases in those comparisons? Absolutely, because some countries are considered "SMARTER" than others. For example when you compare Chinese students to American students, many people would feel that Chinese students will vastly outperform American students academically. On the other hand people may feel that American students can outperform students from Bolivia which is a poorer country. The biases are there and I think it is based on the culture and wealth of each country.
There are 4 behavior models I will discuss. Assertive discipline, Judicious discipline, Democratic classroom, and Behavioral modification. There are pros and cons to these models. Assertive Discipline
Pros - Clear objective of the students to stay on task. Example: color cards sad, happy and blank faces. - Teacher can show that student can improve through out the day if day starts off bad. - Student can visually see if they can improve behavior - Motivated to stay on task. Cons - Students may not care - Students may not understand that concept. - Students will get a sad face on purpose to look cool. Judicious discipline Pros - Gives students freedom - Students can satisfy their 5 psychological needs (need for survival, need to belong, need for power, and need for freedom) Cons - Students can get off tasks easier - Students choices may not be appropriate - Teacher could focus on one student and not fulfill needs of the other students. Democratic classroom Pros - Students get a chance to vote. - Students can share ideas. - Students get to engage in group activity Cons - Some students may not like anyone else's ideas but their own - Students are critical about topics. - Students not interested in group decisions. Behavioral modification Pros - Helps student stay on task. - Students k now the consequences. Cons - Students do not get a say in consequences. - students stay off task anyway and not care about consequences. These models can be used successfully with practice and experience. For Assertive discipline, I do like the use color cards in this particular type of example. The students will be able to see progress if they are off task in the beginning of the day. The judicious discipline is for a certain type of classroom. It is hard to tell in the beginning which classroom can benefit from this but I love the fact that the students can self police themselves and have freedom. A Democratic classroom to me is ideal. The students gets a chance to voice their opinions and have the class run the way they feel fit as long as it is appropriate. Behavioral modification is good because you can show the students cause and effect. What a student does can result in certain things. My philosophy of management is to have my classroom be fun but disciplined. I will demand respect of the students and have the students demand respect from me and their peers. We are all human beings and we can learn from each other no matter what the age is. My students will listen to each other and make positive feedback to each other on different topics no matter how they feel about them. I will have a community based classroom where parents and volunteers are welcome to come in and help out. Students will know the consequences of there actions but have the freedom to walk around the classroom if they need materials or go to the bathroom. The classroom will have an atmosphere of positivity and love. We will have a classroom that will work as a team. The students and teacher will work together to ensure a positive environment and safe place to learn. It is very important for students feel ownership when they help making classroom rules because the rules will have a better chance of being followed if the students help make them. Students will feel pride in making the rules because now they have put themselves in a level of responsibility. They may feel they have to do their best to follow the rules.
I feel it is very important to talk to parents about their child whether they are doing bad or good. If a student is following directions and making great choices then the parents should know this and this will not only raise the confidence of the child but it will cause the child to work even harder to follow the rules and make great choices. This may even cause the students to tell each other that if they are good and follow the rules that the teacher will let their parents know and most kids love when their parents are told good things about them. When I was growing up I had family that lived in the suburbs. I lived in the City of Chicago. The area that I grew up was not a rich area. We were not surrounded by poverty either. We weren't in the middle but I would say we were closer to poverty than rich. The way the city is divided you can go under a viaduct and go from rich area to poor. My grandmother lived in Hyde Park in Chicago which is an area that is supported by wealth. I saw both ends of the spectrum growing up in the city because I did walk through extreme poverty just to get to school.
When I visited my uncle during the holidays I noticed that we left the city and went to the suburbs. I was a lot quieter, cleaner, and it seemed like the people were nicer. So, therefore I figured they were richer. Well, my uncle did make good money at the time and he did live in a nice area but I read that rural areas are not as well off as people may believe. According to PBS website (http://www.pbs.org/newshour/rundown/six-charts-illustrate-divide-rural-urban-america/) rural America is a lot poorer than urban areas. The poverty rate in America for rural areas is 16.7 percent compared to 13.0 percent in urban areas in 2015. 1. What are some ways in which teachers can promote language development and literacy?
1. There are many ways teachers can promote language development. One of the ways that teachers can promote this is telling parents to always talk to their children. Tell parents to use proper grammar and always allow their children to ask questions. Another way is to label things around the house, such as: television, sink, door. They can see these words and make connections. 2. What are some ways in which teachers can encourage families to help children build literacy skills? 2. You can tell parents to read to their children everyday and every night. This will help build literacy. When you go to the grocery store with your child you can point to different objects and ask the child, "do you know what this is?". The parent can tell them what it is like this is a yellow box of pancake mix. You can say this is a bottle of milk. 5. What are some potential difficulties that can occur when children in bilingual homes start to attend school? What steps can teachers take to reduce the number of these potential difficulties in their classrooms or assist children in navigating them? 5. Some of the difficulties are the language barrier. Children in bilingual homes have to find the balance between English and their Native language. They may not understand the teacher in the beginning when they first get there. The child can get the two languages mixed up. To reduce this difficulty, if possible a teacher can have words written down in English and their Native language. |
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November 2017
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