Teachers should encourage students to participate in summer programs. Summer programs help students in many ways, socially and academically. Schools can help students find programs targeted at their interests. Summer programs help students develop both their interests and theirselves.
I love summer programs. Growing up, I attended summer camp every year from age 12 to 18. When I turned 18, I became a volunteer counselor for that same summer camp. I learned so much each summer, from knitting, to creative movement, to watercolors. The camp always offers a variety of activites every year. It was not only a great way to expand my interests and try new things, but it was also a great way to meet other people who shared my interests. Summer Camp was one of the greatest experiences of my life, and I constantly encourage younger people to join in the same types of experiences: it really is a great experience to have.
Monday, March 3, 2008
Chapter 9- When Things Go Wrong
The part I found most interesting in this chapter was on the first page of the chapter. When classroom experiences go wrong, not only do students get discouraged, but so do teachers. When discouraged, both students and teachers make the choice to leave school, and some don't come back. Three out of five teachers leave the profession within their first five years.
This section of the book really scared me! I have so many fears about becoming a teacher: will I be able to connect with my students, will I be good at what I do, will I make a difference? I want to become a teacher so badly, and knowing that three out of five teachers leave within their first five years is quite a daunting statistic. But I suppose this is what Practicum is for; Practicum is really helping me to gain some experience at teaching. And so far my practicum experience has been great, and has really helped reaffirm my passion of teaching mathematics. Even though the statistic makes me a little nervous, it cannot shake my confidence that this is what I want to do with my life.
This section of the book really scared me! I have so many fears about becoming a teacher: will I be able to connect with my students, will I be good at what I do, will I make a difference? I want to become a teacher so badly, and knowing that three out of five teachers leave within their first five years is quite a daunting statistic. But I suppose this is what Practicum is for; Practicum is really helping me to gain some experience at teaching. And so far my practicum experience has been great, and has really helped reaffirm my passion of teaching mathematics. Even though the statistic makes me a little nervous, it cannot shake my confidence that this is what I want to do with my life.
Chapter 8- Teaching Teenagers who are Still Learning English
This chapter contains a section on looking past language mistakes. When teachers focus on a student's grammar mistakes, then they aren't really listening to what the student has to say. Many English-language learners are very intelligent, they just have difficulty expressing themselves. It is okay to help language learners with their mistakes, but that shouldn't be the only focus.
This section jumped out at me because in High School I had a friend name Diana, who was an English Language Learner from Columbia. When she moved to my town she didn't know any English at all, but after a few months she became really quite proficient with the language. She made a lot of mistakes along the way, and had a lot difficulty with her classes, but she was a very hard worker. The teachers were very patient with her, and listened to her, and tried to understand her. If they hadn't been so understanding I can't imagine how different her experience coming to America would have been. It is very important to be respectful and understanding to all students, regardless of their background.
This section jumped out at me because in High School I had a friend name Diana, who was an English Language Learner from Columbia. When she moved to my town she didn't know any English at all, but after a few months she became really quite proficient with the language. She made a lot of mistakes along the way, and had a lot difficulty with her classes, but she was a very hard worker. The teachers were very patient with her, and listened to her, and tried to understand her. If they hadn't been so understanding I can't imagine how different her experience coming to America would have been. It is very important to be respectful and understanding to all students, regardless of their background.
Chapter 7- Teaching Difficult Academic Material
The part of this chapter that stands out to me, is the part dedicated to math and science. Math and science are very difficult subjects to teach for a variety of reason; many different textbooks use many different approaches, students learn through many different ways, advancements in math and science are coming faster and faster. And to add to all that, the math and science field is currently undergoing a teacher shortage. It is for these reasons and more that math and science are very difficult subjects for students.
Having a math concentration, this really stood out to me. When I decided last minute to come to UMF to pursue an Education Degree, they told me how it was such a great thing because of this math teacher shortage. I wasn't quite sure what that meant, or anything about teaching math really. However, things are working out very well. I have a loan that is paid back if I teach in the state of Maine for 2 years, and I have learned so much about teaching. As for there being many different textbooks and teaching styles, I have a lot of confidence in my abilities to teach. Practicum has already taught me so much useful information about differentiated instruction, and I am positive that my colleagues will help me find an appropriate textbook to teach from. My passion is teaching math, and I will not give up on that, so the world can count on at least one more math teacher out in the schools.
Having a math concentration, this really stood out to me. When I decided last minute to come to UMF to pursue an Education Degree, they told me how it was such a great thing because of this math teacher shortage. I wasn't quite sure what that meant, or anything about teaching math really. However, things are working out very well. I have a loan that is paid back if I teach in the state of Maine for 2 years, and I have learned so much about teaching. As for there being many different textbooks and teaching styles, I have a lot of confidence in my abilities to teach. Practicum has already taught me so much useful information about differentiated instruction, and I am positive that my colleagues will help me find an appropriate textbook to teach from. My passion is teaching math, and I will not give up on that, so the world can count on at least one more math teacher out in the schools.
Chapter 6- Motivation and Boredom
Chapter 6 includes a section about connecting material to real life. When teachers teach by the book, students become bored, and are less likely to pay attention. However, when teachers connect the lessons to real life, students are more likely to pay attention because it is something they can relate to. When students can take an interest in school, they learn so much more valuable information.
I can relate to this chapter very well. I have already written about this experience once, but it applies here as well, so I will mention it again. When I was in High School, I used to be really bad at math. I just couldn't get into the subject; I couldn't until I had Mr. T. for a math teacher. He filled every class with real world examples, which really helped me to learn the subject. Once I realized that the lessons had a real world basis, it was so much easier for me to make sense of them. Students really do learn best when real life connections are being made. I hope that as a teacher I can help out my students, the way Mr. T. helped me.
I can relate to this chapter very well. I have already written about this experience once, but it applies here as well, so I will mention it again. When I was in High School, I used to be really bad at math. I just couldn't get into the subject; I couldn't until I had Mr. T. for a math teacher. He filled every class with real world examples, which really helped me to learn the subject. Once I realized that the lessons had a real world basis, it was so much easier for me to make sense of them. Students really do learn best when real life connections are being made. I hope that as a teacher I can help out my students, the way Mr. T. helped me.
Chapter 5- Teaching to the Individual, Working with the Regret
I found the part about asking open-ended questions quite interesting. When teachers ask students short, quick response questions, students begin to do what it takes to get by in class, without really learning anything. However, when teachers ask open-ended questions, and students are allowed the time to think the question through and gather evidence, they learn much more. Open-ended questions also allow the whole classroom to participate in the discussion.
I completely agree with this section of the book. When students are forced to answer simple, short response questions, they stop learning. They fall into a pattern of expecting short answers, so they do only as much work as they need to. When students have to answer more complex questions, they must research the information, and discuss it amongst themselves. This way, they are learning much more. As a teacher, I will try to encourage thinking among my students everyday. Higher levels of thinking are very important for students to be able to make it in the real world, and, as a future teacher, it is my responsibility to encourage the growth of my students.
I completely agree with this section of the book. When students are forced to answer simple, short response questions, they stop learning. They fall into a pattern of expecting short answers, so they do only as much work as they need to. When students have to answer more complex questions, they must research the information, and discuss it amongst themselves. This way, they are learning much more. As a teacher, I will try to encourage thinking among my students everyday. Higher levels of thinking are very important for students to be able to make it in the real world, and, as a future teacher, it is my responsibility to encourage the growth of my students.
Chapter 4- Creating a Culture of Success
Chapter 4 discusses many ways in which teachers can show that they believe in their students. One way in particular is to support students throughout the year. Students want teachers' help, and they want it early and often. Students also want teachers make themselves available via tutor sessions, etc. For a student to thrive in an academic setting, teachers need to not only let the student know where they need to improve, but also to help them make that improvement.
This chapter in particular speaks volumes to me. I can remember back through all the teachers I have had over the years, as well as what seperates them between "good" and "bad". For me, a great teacher always has his or her door open. They are always willing to help, and always providing multiple opportunities for students to learn from their mistakes. The not so good teachers were the ones who simply didn't care whether the student was having trouble or not. I strongly believe that is it crucial for teachers to be available to their students. Not at all students learn the same way, or at the same pace, and it is important for teachers to take the time to make sure that all students are understanding the material.
This chapter in particular speaks volumes to me. I can remember back through all the teachers I have had over the years, as well as what seperates them between "good" and "bad". For me, a great teacher always has his or her door open. They are always willing to help, and always providing multiple opportunities for students to learn from their mistakes. The not so good teachers were the ones who simply didn't care whether the student was having trouble or not. I strongly believe that is it crucial for teachers to be available to their students. Not at all students learn the same way, or at the same pace, and it is important for teachers to take the time to make sure that all students are understanding the material.
Chapter 3- Classroom Behavior
Chapter 3 includes a section on what classroom disruptions really mean. Many times when students misbehave they are feeling unseen, bored, or even insecure. For example, when a student is feeling unseen and unheard by the teacher, they may put their head down on the desk. Many teachers may interpret this as the student simply not paying attention, however, this isn't always the case. Teachers need to talk to their students more in order to avoid unnecessary punishment, as well as to build a positive, respectful relationship. The chart on page 42 includes several other examples of what students' misbehavior really means.
This section stood out to me because I had never really put much thought into classroom dusruptions before. In retrospect, however, much of the information presented here rings true for me as well. I remember being in High School and feeling as though the teacher was ignoring me. At that point I decided to simply not participate. According to this chapter, many High School students react this way when they are feeling ignored. This chapter really got me thinking about how I will respond to students who are misbehaving in my classroom. When I become a teacher, I will certainly keep this chapter in mind, and try to approach my students in the most appropriate way. Afterall, they deserve to be heard rather than to be given an unnecessary punishment.
This section stood out to me because I had never really put much thought into classroom dusruptions before. In retrospect, however, much of the information presented here rings true for me as well. I remember being in High School and feeling as though the teacher was ignoring me. At that point I decided to simply not participate. According to this chapter, many High School students react this way when they are feeling ignored. This chapter really got me thinking about how I will respond to students who are misbehaving in my classroom. When I become a teacher, I will certainly keep this chapter in mind, and try to approach my students in the most appropriate way. Afterall, they deserve to be heard rather than to be given an unnecessary punishment.
Friday, February 1, 2008
Focus the Nation
In order to learn the most about global warming, I decided to view several resources, and then decide my own opinion, based on real factual evidence. First I viewed An Inconvenient Truth as well as The 2% Solution. Also, I researched articles at Science Daily (http://www.sciencedaily.com/), and I came across many interesting facts about greenhouse gases, global warming, and human contribution.
1) Throughout An Inconvenient Truth, Al Gore discusses the trends between temperature and CO2 emissions. Everyone in the Media would like to have us believe that rising CO2 levels cause temperature to rise, however, that is simply not the case. When going back through those charts, it is very clear that temperature rises before CO2 does. If temperature rises first, how can it be caused by CO2 emissions? It can’t. “As temperatures rise, the carbon dioxide equilibrium in the water changes, and this releases more carbon dioxide into the atmosphere. According to this scenario, atmospheric carbon dioxide is then an indicator of rising temperatures -- not the driving force behind it” (ScienceDaily.com).
2) Global warming isn’t as imminent as we think. The atmosphere had 5 times as much carbon dioxide in the air, and they were able to not only survive, but to thrive (ncpa.org). If the dinosaurs could survive this, there is a could ch
ance humans can too. Also, the earth naturally goes through cycles, alternating between ice ages and periods of unusually high heat. The earth has been doing this for millions of years, so, obviously, if humans weren’t producing CO2, the earth would still be getting hotter. We are simply in a period where the temperature is rising. Temperature is constantly oscillating, as shown in the chart above, whether or not we contribute to greenhouse gas emissions. The earth has cycles to cool itself off, as well as heat itself up,which leads me to the third thing I learned about Global Warming.
3) Humans account for less than 5% of the CO2 released in into the atmosphere each year (ScienceDaily.com). Though humans do make a contribution to the rise of CO2, it is not as large an amount as we think. On the 2% solution, the suggestion for lowering greenhouse gases, is by lowering CO2 emissions by 2% each year, for 40 years. However, if humans account for only 5% of CO2, then the 2% solution will ultimately have very little effect on the greenhouse gases. As stated above, this is a natural process that the earth goes through, and we should simply let nature take its course, as it has been doing for millions of years. If humans can survive the 4 degree temperature drop that occurred 1300 years ago, we can survive the 4 degree temperature increase that we are allegedly heading into.
Throughout my classroom, in order to help kids learn about greenhouse gases, as well as to let them come to their own conclusions, I would have them research the topic themselves, then create linear graphs of temperature and CO2 means over a specific time period, perhaps over the last 10 years. This would allow them to learn about the topic at hand, as well as to practice their skills at creating graphs. Also, to bring differentiated instruction into my lesson, I would allow them to recreate the graphs however they like, possible creating webquest to follow.
Bibliography
An Inconvenient Truth. Dir. Davis Guggenheim. Perf. Al Gore. DVD. 2006.
"Greenhouse Gases Helped Dinosaurs Thrive." National Center for Policy Analysis. 6 Nov. 2004. NCPA. 1 Feb. 2008.
Ohio State University. "Global Warming Natural, May End Within 20 Years, Says Ohio State University Researcher." ScienceDaily 15 June 2001. 1 February 2008
The 2% Solution. EarthDay TV. University of Florida. 31 Jan. 2008. 1 Feb. 2008.
1) Throughout An Inconvenient Truth, Al Gore discusses the trends between temperature and CO2 emissions. Everyone in the Media would like to have us believe that rising CO2 levels cause temperature to rise, however, that is simply not the case. When going back through those charts, it is very clear that temperature rises before CO2 does. If temperature rises first, how can it be caused by CO2 emissions? It can’t. “As temperatures rise, the carbon dioxide equilibrium in the water changes, and this releases more carbon dioxide into the atmosphere. According to this scenario, atmospheric carbon dioxide is then an indicator of rising temperatures -- not the driving force behind it” (ScienceDaily.com).
2) Global warming isn’t as imminent as we think. The atmosphere had 5 times as much carbon dioxide in the air, and they were able to not only survive, but to thrive (ncpa.org). If the dinosaurs could survive this, there is a could ch
ance humans can too. Also, the earth naturally goes through cycles, alternating between ice ages and periods of unusually high heat. The earth has been doing this for millions of years, so, obviously, if humans weren’t producing CO2, the earth would still be getting hotter. We are simply in a period where the temperature is rising. Temperature is constantly oscillating, as shown in the chart above, whether or not we contribute to greenhouse gas emissions. The earth has cycles to cool itself off, as well as heat itself up,which leads me to the third thing I learned about Global Warming.3) Humans account for less than 5% of the CO2 released in into the atmosphere each year (ScienceDaily.com). Though humans do make a contribution to the rise of CO2, it is not as large an amount as we think. On the 2% solution, the suggestion for lowering greenhouse gases, is by lowering CO2 emissions by 2% each year, for 40 years. However, if humans account for only 5% of CO2, then the 2% solution will ultimately have very little effect on the greenhouse gases. As stated above, this is a natural process that the earth goes through, and we should simply let nature take its course, as it has been doing for millions of years. If humans can survive the 4 degree temperature drop that occurred 1300 years ago, we can survive the 4 degree temperature increase that we are allegedly heading into.
Throughout my classroom, in order to help kids learn about greenhouse gases, as well as to let them come to their own conclusions, I would have them research the topic themselves, then create linear graphs of temperature and CO2 means over a specific time period, perhaps over the last 10 years. This would allow them to learn about the topic at hand, as well as to practice their skills at creating graphs. Also, to bring differentiated instruction into my lesson, I would allow them to recreate the graphs however they like, possible creating webquest to follow.
Bibliography
An Inconvenient Truth. Dir. Davis Guggenheim. Perf. Al Gore. DVD. 2006.
"Greenhouse Gases Helped Dinosaurs Thrive." National Center for Policy Analysis. 6 Nov. 2004. NCPA. 1 Feb. 2008
Ohio State University. "Global Warming Natural, May End Within 20 Years, Says Ohio State University Researcher." ScienceDaily 15 June 2001. 1 February 2008
The 2% Solution. EarthDay TV. University of Florida. 31 Jan. 2008. 1 Feb. 2008
Web 2.0 Educator
I chose to read several blog entries by Cool Cat Teacher Vicki Davis. Her specialty seems to be integrating technology into the classroom. In one blog entry, she discussed the ELearn's predictions for 2008, however, she noted there were no teachers included in their predictions, so she made her own, and posted them in her blog. "E-Learning will become an integral part of the face to face classroom with students learning to collaborate not only with their seatmate, but with teammates from around the world." She strongly supports technology integration, and is very knowledgeable in that area. She also, interestingly enough, discusses the importance of things like MySpace and Facebook, and I completely agree with her thoughts on technology. Vicki Davis feels that it is important to use things like blogging and IM regularly, but also to limit yourself, because there are some people out there with Internet addictions. She feels that staying in touch, and developing different tech skills are important, as someday all this will be integrated into the classroom. I agree, because, whether we want to accept it or not, we live in a technological era. Laptops are already being integrated into daily student life, and soon most assignments will be done online. So it is very important to stay technologically savvy, but also to create limits to make sure that it’s you who are controlling the computer, not the computer controlling you. Vicki Davis is a very knowledgeable resource on the subject of technology integration, and I definitely will look at more of her blog posts in the future.
Sunday, January 27, 2008
Type I and Type II Technology
Type I applications- the use of these types of applications are simply to make the teaching styles already used in class much easier. They do not build on anything, but simply enhance the methods that already exist.
Examples
- Mavis Beacon Typing Program
- Elementary School Level Library Games (spelling etc)
- Using Powerpoints/Overhead Projectors for notes instead of the blackboard
Type II Applications- the use of these applications is to build on the teaching methods we already use, enhancing the learning experience for all the students. In this type application, the learning experience is dependent upon the user.
Examples
-Elementary School Level "The Critters" games
-Interactive online mapping such as http://www.rethinkingschools.org/just_fun/games/mapgame.html
- Berkley Madonna
Examples
- Mavis Beacon Typing Program
- Elementary School Level Library Games (spelling etc)
- Using Powerpoints/Overhead Projectors for notes instead of the blackboard
Type II Applications- the use of these applications is to build on the teaching methods we already use, enhancing the learning experience for all the students. In this type application, the learning experience is dependent upon the user.
Examples
-Elementary School Level "The Critters" games
-Interactive online mapping such as http://www.rethinkingschools.org/just_fun/games/mapgame.html
- Berkley Madonna
My MEL Experiences
• Student/Teacher Relationships- My favorite teacher throughout High School was always my AP English & Literature teacher, Mr. Nielsen. He was always able to get the class involved no matter what topic we were focusing on. Throughout the class period he kept a positive attitude, and used his great sense of humor to add to the learning experience. Mr. Nielsen always made his students feel comfortable and always encouraged answers. He treated each one of us with respect, and also offered help outside of the classroom as much as possible, often coming to us outside of class to ask us how we were doing. Mr. Nielsen made a point to take an interest in our lives, asking us how our classes were going, and offering his time to help us prepare for our AP exams anytime we wanted. He even gave us the opportunity to discuss our grade and provide an argument as to why it should be raised, if we felt we weren’t being graded fairly; I took advantage of this opportunity only once. I met with Mr. Nielsen every day after school for a week as we went through the paper I had just written, which I felt deserved a better score. We picked the paper apart together, discussing why he graded it down, and why I felt the paper was valid. He ended up raising my grade on that paper by about 7 points. In the classroom, or outside of it, I always felt that I could approach him, and, many times, he encouraged all of his students to be involved and take advantage of all the services he offered in efforts to prepare us for our futures after High School. He wins the spot as my favorite teacher because, not only did he keep an active interest in our lives, but, throughout his classes, he was always able to keep me engaged in the learning process, as well as provide a comfortable atmosphere in which I was never afraid to share an answer. Whether it be right or wrong, we always worked through solutions together, figuring out exactly what made the right choice indeed the better answer. Many times I talked with him outside of class as he fed my blossoming thirst for knowledge, letting me borrow books from his personal collection, and helping me to prepare for my upcoming AP exams. It is for all these reasons and more that I feel that Mr. Nielsen represents an excellent example of a great student/teacher relationship.
• Helping Students Succeed- My senior year of High School, it seemed as though my life was completely crumbling down. I had so many deadlines that needed to be met in order to achieve my goals of attending UMF, and of someday becoming a High School Math Teacher. But coupled with all my academic deadlines, was a plethora of personal problems. As I was struggling through final projects, I was also struggling through depression, and struggling with problems at home. About halfway through my senior year I made a conscious decision to stop dealing with everything, and I mean everything. I no longer wanted to deal with all the daily pressures being applied to my life, and I was willing to sacrifice my future career in order to make all the stresses and pains stop. I began to turn in my homework under par, and, on occasion, skip the class period in general. My attention span was becoming utterly small, and I found myself no longer wanting to be in High School at all anymore. I still attended track practice each night, but my track coach could see that my enthusiasm was wavering. The moment he noticed this, a red flag shot up in his mind. He immediately scheduled me to have a talk with him during his free period. I have always been a great student, playing varsity sports, participating in various clubs and organizations, as well as graduating in the top 10% of my class, so of course my track coach knew something was wrong. Throughout the semester, I was also his teacher aide, so he saw me most of every day. He often encouraged me to bring my homework to his classes, so I could study during down time, between grading papers and helping with in-class activities. He also provided a comfortable environment in which I could talk to him, and also gave me the confidence to approach the guidance counselor with my problems. He helped show me that I had the ability to get through all “the tough stuff” and come out on top. He truly helped me succeed by providing me with extra time to do my homework, as well as many other outlets and resources to get the help I needed. I strongly believe the best teachers are always willing to take the time to encourage their students, helping to build on their strengths, and always willing to provide resources/outside help if necessary, which was the case for me personally. As a teacher, I hope to help my students succeed, just as my track coach/mentor helped me to succeed.
• Learning Styles- Throughout High School, one of my favorite classes was always chemistry, because Mrs. Johnson always provided a lot of variety in her teaching. She was very flexible on all her in- class activities, and gave us plenty of options. Some of the ways she appealed to the different learning styles was through teaching us chemistry related songs [Goggles, you’ll love your goggles...they will keep your eyes from *Burning Out*...], using the computers for several chemistry experiments throughout the year, allowing the students to correct one-another’s papers, lecturing to the class as a whole, using many different props and models in her explanations, as well as several other teaching methods. For the end of the year project, we had to pick a topic, research it thoroughly, come up with a hypothesis to test, then present the results to the class any way we chose. She always encouraged us to complete assignments with as little or as much creativity as we wanted/were comfortable with. For the final project, we had to choose two visuals to help explain our hypothesis and results with, along with our hand-outs. As my two visuals, I chose a standard poster and an interpretive dance about the dissociation of particles in water. My teacher and classmates loved it, as they had never seen anything like it. I never thought that I would ever create an interpretive dance, nor did I ever think I had the confidence to perform one, but Mrs. Johnson always encouraged us, as students, and always provided us with a comfortable learning environment. That is an experience I will never forget. Mrs. Johnson, throughout her classes, appealed to our various learning styles, allowing all of us an equal chance to learn the material. In High School, I always considered her to be a bit strange, but in retrospect, it was her personality quirks that appealed to us, and kept us interested in her class. Throughout my future teaching career, I can only strive to be as engaging a teacher she always was and still is.
• Autonomy- At Dirigo High, Ms. Fletcher is known amongst the student body as one of the strictest teachers that ever there was. During class sign-up days students would whisper such things to each other in hopes to steer them away from a Fletcher course. The truth, however, is that Ms. Fletcher is one of the best teachers Dirigo High has to offer. Though she can appear to be unfriendly at times, you can guarantee all of her students learn the material. In High School, she taught my Honors’ Biology and Honors’ Physics courses. She always puts down exactly what she expects from us on the first day of class: assignments will not be accepted late, period; no grammatical errors of any kind; all labs will be written as formal lab reports; etc. Every assignment had a specific due date. For me, that really helps me to get on track and get my work done. If I know my science homework is due Monday with no exceptions, I’m going to make sure it gets done long before Monday. All lab reports/projects had a series of due dates when certain parts were due. This also helped me to pace things out along the course of the project, making sure each section was completed at its appropriate time. I have had several teachers who assign work without giving due dates. When this happens, I always think to myself ‘I’ll do it tomorrow because I have plenty of time.’ Then, of course, the due date is finally set as 'the following day' because ‘We should have been working on the assignment the whole time,’ which leads to a lot of rushing on my part to get the work done. Teachers who keep a syllabus of when assignments are due, or make due dates clear upon assigning homework, work the best. They let the student know exactly what is expected of them and, when giving them time to pace themselves, do a better job on the assignment than if they had to rush at last minute.
• Context- As a math major, I always love to find new connections between what I’m studying, and how it affects me in daily life. And while I was in High School, I had a math teacher who made it a point to always make such connections. Throughout my Algebra courses, I always hated word problems, or ‘applications’. I already knew how algebra was integrated into daily life, and would have been much happier just solving equations. By the time I made my way into calculus my senior year, however, I needed more than a little help. Applications became my new best friend as I struggled to put all the things I was learning into a context that would help me understand. My calculus teacher would repeatedly bring us examples from real life situations in which we could use calculus to solve the problem; examples ranged from how to figure out the rates of shadows, to what time two boats would collide in the ocean, and many other topics. Without his perspective, Calculus would have been a lot harder for me, and I am glad that applications were brought back into my learning experience. I strongly believe that when a new concept is introduced, it should always be related to something the students deal with, or something that could happen in a real life situation. Giving the students a way to relate to the subject sparks their interest, helping them to pay more attention to the topic at hand, and eventually to learn the new material. As a math teacher, I will be constantly searching for new ways to bring math alive in the classroom, as well as to put it into context outside the classroom, in an effort to give my students the best learning experience possible.
• Helping Students Succeed- My senior year of High School, it seemed as though my life was completely crumbling down. I had so many deadlines that needed to be met in order to achieve my goals of attending UMF, and of someday becoming a High School Math Teacher. But coupled with all my academic deadlines, was a plethora of personal problems. As I was struggling through final projects, I was also struggling through depression, and struggling with problems at home. About halfway through my senior year I made a conscious decision to stop dealing with everything, and I mean everything. I no longer wanted to deal with all the daily pressures being applied to my life, and I was willing to sacrifice my future career in order to make all the stresses and pains stop. I began to turn in my homework under par, and, on occasion, skip the class period in general. My attention span was becoming utterly small, and I found myself no longer wanting to be in High School at all anymore. I still attended track practice each night, but my track coach could see that my enthusiasm was wavering. The moment he noticed this, a red flag shot up in his mind. He immediately scheduled me to have a talk with him during his free period. I have always been a great student, playing varsity sports, participating in various clubs and organizations, as well as graduating in the top 10% of my class, so of course my track coach knew something was wrong. Throughout the semester, I was also his teacher aide, so he saw me most of every day. He often encouraged me to bring my homework to his classes, so I could study during down time, between grading papers and helping with in-class activities. He also provided a comfortable environment in which I could talk to him, and also gave me the confidence to approach the guidance counselor with my problems. He helped show me that I had the ability to get through all “the tough stuff” and come out on top. He truly helped me succeed by providing me with extra time to do my homework, as well as many other outlets and resources to get the help I needed. I strongly believe the best teachers are always willing to take the time to encourage their students, helping to build on their strengths, and always willing to provide resources/outside help if necessary, which was the case for me personally. As a teacher, I hope to help my students succeed, just as my track coach/mentor helped me to succeed.
• Learning Styles- Throughout High School, one of my favorite classes was always chemistry, because Mrs. Johnson always provided a lot of variety in her teaching. She was very flexible on all her in- class activities, and gave us plenty of options. Some of the ways she appealed to the different learning styles was through teaching us chemistry related songs [Goggles, you’ll love your goggles...they will keep your eyes from *Burning Out*...], using the computers for several chemistry experiments throughout the year, allowing the students to correct one-another’s papers, lecturing to the class as a whole, using many different props and models in her explanations, as well as several other teaching methods. For the end of the year project, we had to pick a topic, research it thoroughly, come up with a hypothesis to test, then present the results to the class any way we chose. She always encouraged us to complete assignments with as little or as much creativity as we wanted/were comfortable with. For the final project, we had to choose two visuals to help explain our hypothesis and results with, along with our hand-outs. As my two visuals, I chose a standard poster and an interpretive dance about the dissociation of particles in water. My teacher and classmates loved it, as they had never seen anything like it. I never thought that I would ever create an interpretive dance, nor did I ever think I had the confidence to perform one, but Mrs. Johnson always encouraged us, as students, and always provided us with a comfortable learning environment. That is an experience I will never forget. Mrs. Johnson, throughout her classes, appealed to our various learning styles, allowing all of us an equal chance to learn the material. In High School, I always considered her to be a bit strange, but in retrospect, it was her personality quirks that appealed to us, and kept us interested in her class. Throughout my future teaching career, I can only strive to be as engaging a teacher she always was and still is.
• Autonomy- At Dirigo High, Ms. Fletcher is known amongst the student body as one of the strictest teachers that ever there was. During class sign-up days students would whisper such things to each other in hopes to steer them away from a Fletcher course. The truth, however, is that Ms. Fletcher is one of the best teachers Dirigo High has to offer. Though she can appear to be unfriendly at times, you can guarantee all of her students learn the material. In High School, she taught my Honors’ Biology and Honors’ Physics courses. She always puts down exactly what she expects from us on the first day of class: assignments will not be accepted late, period; no grammatical errors of any kind; all labs will be written as formal lab reports; etc. Every assignment had a specific due date. For me, that really helps me to get on track and get my work done. If I know my science homework is due Monday with no exceptions, I’m going to make sure it gets done long before Monday. All lab reports/projects had a series of due dates when certain parts were due. This also helped me to pace things out along the course of the project, making sure each section was completed at its appropriate time. I have had several teachers who assign work without giving due dates. When this happens, I always think to myself ‘I’ll do it tomorrow because I have plenty of time.’ Then, of course, the due date is finally set as 'the following day' because ‘We should have been working on the assignment the whole time,’ which leads to a lot of rushing on my part to get the work done. Teachers who keep a syllabus of when assignments are due, or make due dates clear upon assigning homework, work the best. They let the student know exactly what is expected of them and, when giving them time to pace themselves, do a better job on the assignment than if they had to rush at last minute.
• Context- As a math major, I always love to find new connections between what I’m studying, and how it affects me in daily life. And while I was in High School, I had a math teacher who made it a point to always make such connections. Throughout my Algebra courses, I always hated word problems, or ‘applications’. I already knew how algebra was integrated into daily life, and would have been much happier just solving equations. By the time I made my way into calculus my senior year, however, I needed more than a little help. Applications became my new best friend as I struggled to put all the things I was learning into a context that would help me understand. My calculus teacher would repeatedly bring us examples from real life situations in which we could use calculus to solve the problem; examples ranged from how to figure out the rates of shadows, to what time two boats would collide in the ocean, and many other topics. Without his perspective, Calculus would have been a lot harder for me, and I am glad that applications were brought back into my learning experience. I strongly believe that when a new concept is introduced, it should always be related to something the students deal with, or something that could happen in a real life situation. Giving the students a way to relate to the subject sparks their interest, helping them to pay more attention to the topic at hand, and eventually to learn the new material. As a math teacher, I will be constantly searching for new ways to bring math alive in the classroom, as well as to put it into context outside the classroom, in an effort to give my students the best learning experience possible.
Saturday, January 26, 2008
Learning Style Inventory Results
I believe that this chart is very accurate in describing me. This chart shows that I am very balanced in all categories of learning styles. This reflects me, in that I am always open to different approaches, and often choose different approaches based on what I am in the mood for, or if the situation calls for a different approach. As the chart also shows, I do have a preference for Verbal and Logical. As a math major, logical games or problems of any kind definitely appeal to me. I love looking for the right answer, and making the problem work out correctly. Also, I love to read. In my spare time, I can often be found with my nose in a book, or pounding away at a word problem or game. But I am still open to, and often partake in, activities that reflect the other learning styles as well. This chart definitely describes me.
Friday, January 25, 2008
Chapter 2- Respect, Liking, Trust, and Fairness
Quick Response to Chapter 2
a) The part about grading students fairly really jumped out at me. Students always compare papers, and it is definitely obvious when a teacher is playing favorites. I completely agree with the text in this section- teachers should grade fairly and give students comments that explain why they got the grade they received.
b) As I stated above, I completely agree with this text. I’ve had both types of teachers in the past- the kind that show their biases, and the kind that don’t. One of my favorite teachers in High School was my English teacher because, after every essay he corrected, we had the opportunity to discuss our grade with him, learning exactly what mistakes we made, how we can improve, and possibly arguing our points if we felt we deserved a higher grade. Knowing that, as students, the teacher was putting us all on the same playing field and treating all of us fairly and with respect allowed us to be more open to the class, allowing us to learn more. When teachers show their biases, students become discouraged, thinking that the teacher already has a set mind about who will pass and who fail, and that their mind-set can’t be changed. This teaching method obviously isn’t conducive to equal learning opportunities for all students. Students should always be treated with the fairness they deserve.
a) The part about grading students fairly really jumped out at me. Students always compare papers, and it is definitely obvious when a teacher is playing favorites. I completely agree with the text in this section- teachers should grade fairly and give students comments that explain why they got the grade they received.
b) As I stated above, I completely agree with this text. I’ve had both types of teachers in the past- the kind that show their biases, and the kind that don’t. One of my favorite teachers in High School was my English teacher because, after every essay he corrected, we had the opportunity to discuss our grade with him, learning exactly what mistakes we made, how we can improve, and possibly arguing our points if we felt we deserved a higher grade. Knowing that, as students, the teacher was putting us all on the same playing field and treating all of us fairly and with respect allowed us to be more open to the class, allowing us to learn more. When teachers show their biases, students become discouraged, thinking that the teacher already has a set mind about who will pass and who fail, and that their mind-set can’t be changed. This teaching method obviously isn’t conducive to equal learning opportunities for all students. Students should always be treated with the fairness they deserve.
Chapter 1- Knowing Students Well
Quick Response to Chapter 1
a) I found it interesting that one of the tips to getting to know your students is by getting to know their neighborhoods. I had never really put any thought into it before, but in retrospect, it makes a lot of sense. It’s hard to get to know someone if you don’t know where they are coming from or how they grew up.
b) This section of the book really got me thinking. Every person comes from different backgrounds–no two people grew up in exactly the same context. It’s important to know where people live, and what kind of pressures they have to face in their neighborhoods everyday. This really has an affect on what kind of person they are, and not only will this information better help you to understand the student, it will help you to adjust your teaching in such way as to better connect with the student, now that you know them a little better. I also fully agree with the book in that you should never make assumptions about a person based on where they live; this will only cause anger and embarrassment on both parties. This is definitely an interesting topic to keep in mind.
a) I found it interesting that one of the tips to getting to know your students is by getting to know their neighborhoods. I had never really put any thought into it before, but in retrospect, it makes a lot of sense. It’s hard to get to know someone if you don’t know where they are coming from or how they grew up.
b) This section of the book really got me thinking. Every person comes from different backgrounds–no two people grew up in exactly the same context. It’s important to know where people live, and what kind of pressures they have to face in their neighborhoods everyday. This really has an affect on what kind of person they are, and not only will this information better help you to understand the student, it will help you to adjust your teaching in such way as to better connect with the student, now that you know them a little better. I also fully agree with the book in that you should never make assumptions about a person based on where they live; this will only cause anger and embarrassment on both parties. This is definitely an interesting topic to keep in mind.
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