Chapters 12, 14, and 15 of Woolfolk this week are important and essential in every classroom. The chapters focused on the needs of our students and how to effectively teach with our students at the forefront. It in the day and age of standardized teaching it is good to be reminded of the purpose of teaching and remembering to see our students as individuals.
In chapter 12 Woolfolk addresses Maslow's hierarchy of needs (pg. 381) and looking at the whole student. I believe that his theory holds a lot of truth because in order for a student to perform to their full potential then all of their needs must be met first. For example a student coming to school hungry everyday is not going to be able to concentrate in school which may result in behavioral problems or isolation. Knowing Maslow's hierarchy of needs allows for teachers to be more attentive to their students and addressing their needs first. I believe that the reason some schools might have more behavioral issues then other schools revolves around whether or not the students needs are being met; in a more affluent neighborhood the students might be better behaved compared to a lower income neighborhood due to whether or not the students needs are being met. Often time kids don't know how to express themselves and are ashamed and embarrassed to ask for help therefore they take out their emotions in unhealthy ways which generally negatively effects others.
My teacher told me about the home background of one of my students and it explained a lot to me about how she is in the classroom. I'm learning to be patient with her and encourage her when she is doing her work but also reminding her that she needs to respect authority. The concept of learned helplessness is one that is difficult to understand and as a teacher can be frustrating at times. I was at a 3rd grade placement about one year ago and one of the students became so frustrated whenever it was time for math. She didn't attempt a math problem and instead she would lay her head down and cry. This was difficult for me to watch because I knew that she could do it but she had to try first. I would help her and encourage her but then the next step is for to grab the reigns and believe in her abilities.
As Woolfolk says in chapter 14 it is very important to teach every student. Know the needs of each of ones students as well as knowing their academic needs. One of my teachers made mention of this last week about the importance of knowing her students and changing the lessons each year because her students are different and have different needs. This was great to hear because it let me know that my teacher is attentive and cares for her students; she doesn't just reuse lessons year after year but she reflects on her students and their needs. We learn a lot at Trinity about differentiation which is so essential to the classroom. I saw differentiation a lot last year in my 5th grade placement; I think it really shows an attentiveness to one's students.
In terms of classroom assessment differentiation plays a large role in this because teachers must differentiate how they assess their students. We want to see the gifts and talents of each student shine as well as make learning enjoyable.
Sunday, June 21, 2015
Sunday, June 14, 2015
Module 4
I found this weeks readings to be somewhat difficult to apply to my own field experience placement but it was still helpful. Some of the information in chapters 9 and 10 I found difficult to apply to my Kindergarten placement.
In chapter 8, Woolfolk addresses the creativity of students; my cooperating teachers are always allowing opportunities for the students to express their creativity. Everyday students are asked to draw visual representations since they can't write. One of the things that I notice one of my cooperating teachers doing is telling the students, "Do we have purple trees? Are their green people? etc." I'm not sure how I feel about those questions because I feel as though it stifles children's imagination. Woolfolk says, "Teachers are in an excellent position to encourage or discourage creativity through their acceptance or rejection of the unusual and imaginative (pg. 290)." Another point that Woolfolk makes is that teachers should also defer judgement. I love to see my students use their imagination and create; it allows me to see so much of each of their individual personalities. One of my students loves to tie in all of his drawings with Ninja Turtles. My students don't really experience transfer; right now they are at a period where teachers are trying to find out what each student already knows.
I definitely am a supporter of parts of Vgotsky's social constructivism mentioned in chapter 9. Students are very much shaped by their social interaction, cultural tools, and activity. Knowledge is both individually constructed and socially mediated. I believe that collaboration to understand different viewpoints is very important and something we need to teach our students. Our students need to know how to appropriately respond with one another. I recently had a conversation with one of my Kindergarten teachers and she said that she likes to encourage a lot of social interaction between her students. I went to a conference in May and one of the workshops aligned with Vgotsky's view of student centered learning. I believe that this is somewhat difficult in a Kindergarten classroom because these students are just beginning school so they need more guidance. But, my teachers do allow some ownership with the students. Now that most schools are equipped with technology my cooperating teachers allow the students to use the Smartboard; they put on an ABC game and are trying to teach the students how to head the game without the help of a teacher but with the help of one another.
In chapter 8, Woolfolk addresses the creativity of students; my cooperating teachers are always allowing opportunities for the students to express their creativity. Everyday students are asked to draw visual representations since they can't write. One of the things that I notice one of my cooperating teachers doing is telling the students, "Do we have purple trees? Are their green people? etc." I'm not sure how I feel about those questions because I feel as though it stifles children's imagination. Woolfolk says, "Teachers are in an excellent position to encourage or discourage creativity through their acceptance or rejection of the unusual and imaginative (pg. 290)." Another point that Woolfolk makes is that teachers should also defer judgement. I love to see my students use their imagination and create; it allows me to see so much of each of their individual personalities. One of my students loves to tie in all of his drawings with Ninja Turtles. My students don't really experience transfer; right now they are at a period where teachers are trying to find out what each student already knows.
I definitely am a supporter of parts of Vgotsky's social constructivism mentioned in chapter 9. Students are very much shaped by their social interaction, cultural tools, and activity. Knowledge is both individually constructed and socially mediated. I believe that collaboration to understand different viewpoints is very important and something we need to teach our students. Our students need to know how to appropriately respond with one another. I recently had a conversation with one of my Kindergarten teachers and she said that she likes to encourage a lot of social interaction between her students. I went to a conference in May and one of the workshops aligned with Vgotsky's view of student centered learning. I believe that this is somewhat difficult in a Kindergarten classroom because these students are just beginning school so they need more guidance. But, my teachers do allow some ownership with the students. Now that most schools are equipped with technology my cooperating teachers allow the students to use the Smartboard; they put on an ABC game and are trying to teach the students how to head the game without the help of a teacher but with the help of one another.
Sunday, June 7, 2015
Module 3
Since the school year wrapped up here in my hometown I am now at a different placement for summer school. I am working with Kindergartners/1st graders; Woolfolk chapter 7 and 13 are both very applicable to my placement as students are still learning about good classroom behavior and teachers are working on creating a positive learning environment for students.
My school uses positive behavior supports for classroom management. According to Woolfolk when schools use positive behavior supports the disciplinary referrals decreases for all students (pg. 219). The students are given hoot tickets when they are caught following directions. The students respond well with the tickets every Friday they are able to redeem their tickets for goodies. What I like about the goodie cart is that their are many prizes to choose from with various prize values so a student with one hoot ticket can still receive a prize but the bigger prizes are worth more tickets. Therefore the tickets serve as a motivating factor, if they want a prize that is more expensive then they have to work harder to earn the tickets. I am curious to know if the tickets are a motivating factor for the 5th graders. I have not seen group consequences used with my class, behavior is usually on the basis of the individual.
One of the teachers that I work with teaches students entering Kindergarten in the fall. Many of these students are unfamiliar with classroom rules and procedures. The teacher continuously reminds the students of the rules in order for them to stick them to memory. I am also reminding the students of correct classroom behavior; many of them like to get up from their seat and show me their work but I remind them the correct procedure for when they want my attention. Woolfolk talks about the importance of having the rules written down and posted (pg.422) since my students are unable to read, we verbally reinforce the rules. Since my school uses the PBS model rules are written around the school accompanied by pictures.
The section that Woolfolk writes about on encouraging encouragement should be plastered in every classroom around the world. Encouragement is key for any class to be successful. I am always encouraging the students in my class and genuinely offering them praise for their work. Many teachers lack encouragement and in reality genuine encouragement can make all the difference for students.
My school uses positive behavior supports for classroom management. According to Woolfolk when schools use positive behavior supports the disciplinary referrals decreases for all students (pg. 219). The students are given hoot tickets when they are caught following directions. The students respond well with the tickets every Friday they are able to redeem their tickets for goodies. What I like about the goodie cart is that their are many prizes to choose from with various prize values so a student with one hoot ticket can still receive a prize but the bigger prizes are worth more tickets. Therefore the tickets serve as a motivating factor, if they want a prize that is more expensive then they have to work harder to earn the tickets. I am curious to know if the tickets are a motivating factor for the 5th graders. I have not seen group consequences used with my class, behavior is usually on the basis of the individual.
One of the teachers that I work with teaches students entering Kindergarten in the fall. Many of these students are unfamiliar with classroom rules and procedures. The teacher continuously reminds the students of the rules in order for them to stick them to memory. I am also reminding the students of correct classroom behavior; many of them like to get up from their seat and show me their work but I remind them the correct procedure for when they want my attention. Woolfolk talks about the importance of having the rules written down and posted (pg.422) since my students are unable to read, we verbally reinforce the rules. Since my school uses the PBS model rules are written around the school accompanied by pictures.
The section that Woolfolk writes about on encouraging encouragement should be plastered in every classroom around the world. Encouragement is key for any class to be successful. I am always encouraging the students in my class and genuinely offering them praise for their work. Many teachers lack encouragement and in reality genuine encouragement can make all the difference for students.
Saturday, June 6, 2015
Classroom Management Scenarios- GoAnimate
I made two classroom management videos with the program GoAnimate. The first video is an example of poor classroom management; the second video shows a better way that the teacher could have handled the situation. Since I do not have a subscription to GoAnimate I could not upload the videos to Youtube or Vimeo so I have linked the url for the videos below:
1. Classroom Management-Negative
2. Classroom Management-Positive
The first video shows an example of poor classroom management. The teacher called out Mike in front of the whole class and insulted him. In his insults he compares Mike to his brother as well as insinuates that he does not expect much from Mike because he behaves poorly on a daily basis.According to Woolfolk their are some convergences (principles that apply to all people) of learning (pg. 227, 11th edition). One of those convergences is that teachers respond to inappropriate behavior in a way that reinforces attention to the situation. Mr. Scott directed negative attention towards the behavior of Mike. Instead of negatively pointing out Mike's behavior maybe have a behavioral chart that only Mr. Scott and Mike know about rewarding Mike with points/gold ticket when he has a day where he demonstrates positive behavior. It is also never ok to compare a student to another student although Mr.Scott might feel that Mike's brother Tim was a better behaved student he should never let Mike know.
The second video shows an example of positive classroom management. The teacher did not singularly call out Mike for his inappropriate behavior but simply gave attention to the positive behavior of students. In this video I wanted to demonstrate the teacher using positive behavior supports. According to Woolfolk when schools use positive behavior supports the disciplinary referrals decreases for all students (pg. 219). Mr.Scott reinforced the positive behavior of students by telling them what they were doing right as well as giving them a reward for their positive behavior. In response Mike immediately changed his behavior to match his classmates in order to show Mr.Scott that he was ready to learn and earn a gold ticket. The gold tickets are an incentive for positive behavior and when they are redeemed students receive a prize. Woolfolk also says that research on PBS has largely been good.
1. Classroom Management-Negative
2. Classroom Management-Positive
The first video shows an example of poor classroom management. The teacher called out Mike in front of the whole class and insulted him. In his insults he compares Mike to his brother as well as insinuates that he does not expect much from Mike because he behaves poorly on a daily basis.According to Woolfolk their are some convergences (principles that apply to all people) of learning (pg. 227, 11th edition). One of those convergences is that teachers respond to inappropriate behavior in a way that reinforces attention to the situation. Mr. Scott directed negative attention towards the behavior of Mike. Instead of negatively pointing out Mike's behavior maybe have a behavioral chart that only Mr. Scott and Mike know about rewarding Mike with points/gold ticket when he has a day where he demonstrates positive behavior. It is also never ok to compare a student to another student although Mr.Scott might feel that Mike's brother Tim was a better behaved student he should never let Mike know.
The second video shows an example of positive classroom management. The teacher did not singularly call out Mike for his inappropriate behavior but simply gave attention to the positive behavior of students. In this video I wanted to demonstrate the teacher using positive behavior supports. According to Woolfolk when schools use positive behavior supports the disciplinary referrals decreases for all students (pg. 219). Mr.Scott reinforced the positive behavior of students by telling them what they were doing right as well as giving them a reward for their positive behavior. In response Mike immediately changed his behavior to match his classmates in order to show Mr.Scott that he was ready to learn and earn a gold ticket. The gold tickets are an incentive for positive behavior and when they are redeemed students receive a prize. Woolfolk also says that research on PBS has largely been good.
Sunday, May 31, 2015
Module 2
One of the realizations that I have come to from Woolfolk is that she wants teachers to understand that teaching is much more than knowing the material but it is paying attention to all of the other aspects of the job. Our students aren't robots therefore when they come into the classroom they are bringing with them their whole person this includes their culture, home environment, learning style, language etc. In all of my placements it becomes much more evident to me that teachers must be attentive of the whole person of their students.
In chapter 4 of Woolfolk "Learning Differences and Learning Needs," their is a section entitled "Students with Emotional or Behavioral Differences," this is a very prominent issue in schools that I think educators have a difficult time understanding and navigating. Sometimes I wonder if some this can be brought on by a students home environment. With technology on the rise in students lives I think that sometimes it is difficult for students to know how to express their feelings in a way that is healthy. Often times it is not unusual to see parents spending more time with their phones then with their children this results in a loss of parent-child relationship. Their is a student at my school who the school believes has a social-emotional disorder; he is in Kindergarten. He has a very difficult time being in the classroom with other students and is often heard yelling and crying in the hallways. The school has tried many different tactics to try and understand him. He has met with the special education teacher, social workers, etc.I'm unsure of what his condition is but after having a few conversations with him it was evident to me that he is a very bright boy.
In one of the placements I had a few years ago in a third grade classroom one of the girls had social/emotional problems. She was a young girl who was very hard on herself and from conversations with teachers she did not come from a positive home life. She often became very frustrated during math and would cry and give up. The teacher and I tried our best to encourage the girl. Social/emotional disorders is something that I want to better understand and how to effectively reach students with these disorders because they will effect the students performance in class. I want my students to know how to cope with is in a healthy manner and not develop depression or abuse drugs. As teachers we must be attentive of all of our students in the classroom and make sure that they are ok.
Woolfolk also dives into the arena of culture and diversity in the school. I touched on this topic in my first module but again it is very important that all cultures are being celebrated. One of the things I believe is lacking in most schools and including my own education experience is the infiltration of culture throughout the whole curriculum. It shouldn't just be one lesson on this particular culture but the curriculum should be infused with the diversity of all cultures. Find ways to incoporate culture in math, science, history, english etc. One example could be to read poetry from various countries or play music in the class that reaches all students. These are small ways to incorporate culture in the class but they make a big difference.
In chapter 4 of Woolfolk "Learning Differences and Learning Needs," their is a section entitled "Students with Emotional or Behavioral Differences," this is a very prominent issue in schools that I think educators have a difficult time understanding and navigating. Sometimes I wonder if some this can be brought on by a students home environment. With technology on the rise in students lives I think that sometimes it is difficult for students to know how to express their feelings in a way that is healthy. Often times it is not unusual to see parents spending more time with their phones then with their children this results in a loss of parent-child relationship. Their is a student at my school who the school believes has a social-emotional disorder; he is in Kindergarten. He has a very difficult time being in the classroom with other students and is often heard yelling and crying in the hallways. The school has tried many different tactics to try and understand him. He has met with the special education teacher, social workers, etc.I'm unsure of what his condition is but after having a few conversations with him it was evident to me that he is a very bright boy.
In one of the placements I had a few years ago in a third grade classroom one of the girls had social/emotional problems. She was a young girl who was very hard on herself and from conversations with teachers she did not come from a positive home life. She often became very frustrated during math and would cry and give up. The teacher and I tried our best to encourage the girl. Social/emotional disorders is something that I want to better understand and how to effectively reach students with these disorders because they will effect the students performance in class. I want my students to know how to cope with is in a healthy manner and not develop depression or abuse drugs. As teachers we must be attentive of all of our students in the classroom and make sure that they are ok.
Woolfolk also dives into the arena of culture and diversity in the school. I touched on this topic in my first module but again it is very important that all cultures are being celebrated. One of the things I believe is lacking in most schools and including my own education experience is the infiltration of culture throughout the whole curriculum. It shouldn't just be one lesson on this particular culture but the curriculum should be infused with the diversity of all cultures. Find ways to incoporate culture in math, science, history, english etc. One example could be to read poetry from various countries or play music in the class that reaches all students. These are small ways to incorporate culture in the class but they make a big difference.
Sunday, May 24, 2015
Module 1
The first chapter three chapters of Woolfolk are about the beginning stages of development and how teachers can best support their students' taking into account their individual students' as well as their stage of development.
The first chapter highlights what it means to be a good teacher Woolfolk continuously highlights the importance of teachers being aware of student diversity. "...students in classrooms are increasingly diverse in race, ethnicity, language, and economic level... (pg. 5)" This is true for my placement the students in my class range in race; the school overall is racially diverse. Their are many bi-racial students as well as Black, White, Hispanic, and Asian. Their is also a very active ESL pull out program in the school. Having had conversations with the ESL teacher she celebrates the students first language and their culture but also teaches them English and the importance of knowing English. It is important that ELL's don't feel stripped of their identity. This would be an aspect of good teaching that Woolfolk would promote. The school is also made up of a variety of economic backgrounds and living arrangements. Some of the students in the school are children of teachers and principals in the district while others live with their grandparents who work jobs that provide them with money just enough to support the family. It is crucial to know the background of students and celebrate their diversity.
When it comes to Vygotsky's sociocultural perspective I think that he had some very good observations about how children think; I agree that interaction between peers is important (pg. 43). I believe that it is necessary to create a warm and welcoming classroom environment where students' can feel free to ask their classmates for help. My teacher helps to create a environment of unity among the students through the morning announcements. During the morning announcements the students gather on the carpet in a circle and would play a morning game after the announcements. I love that she had the students participate in these games because it helps make the students feel more comfortable with one another and gets them moving.
When it comes to peer interactions I do not notice the formation of cliques. The students all got along for the most part although it is obvious which students are friends. I do not notice any students being shunned or treated negatively. The students are still at a stage in their life where they are able to interact with one another with no problems.
Through the first three chapters of Woolfolk I have been able to notice some correlations in my placement in the diversity of the students and their different areas of development.
The first chapter highlights what it means to be a good teacher Woolfolk continuously highlights the importance of teachers being aware of student diversity. "...students in classrooms are increasingly diverse in race, ethnicity, language, and economic level... (pg. 5)" This is true for my placement the students in my class range in race; the school overall is racially diverse. Their are many bi-racial students as well as Black, White, Hispanic, and Asian. Their is also a very active ESL pull out program in the school. Having had conversations with the ESL teacher she celebrates the students first language and their culture but also teaches them English and the importance of knowing English. It is important that ELL's don't feel stripped of their identity. This would be an aspect of good teaching that Woolfolk would promote. The school is also made up of a variety of economic backgrounds and living arrangements. Some of the students in the school are children of teachers and principals in the district while others live with their grandparents who work jobs that provide them with money just enough to support the family. It is crucial to know the background of students and celebrate their diversity.
When it comes to Vygotsky's sociocultural perspective I think that he had some very good observations about how children think; I agree that interaction between peers is important (pg. 43). I believe that it is necessary to create a warm and welcoming classroom environment where students' can feel free to ask their classmates for help. My teacher helps to create a environment of unity among the students through the morning announcements. During the morning announcements the students gather on the carpet in a circle and would play a morning game after the announcements. I love that she had the students participate in these games because it helps make the students feel more comfortable with one another and gets them moving.
When it comes to peer interactions I do not notice the formation of cliques. The students all got along for the most part although it is obvious which students are friends. I do not notice any students being shunned or treated negatively. The students are still at a stage in their life where they are able to interact with one another with no problems.
Through the first three chapters of Woolfolk I have been able to notice some correlations in my placement in the diversity of the students and their different areas of development.
Context for Learning
Trinity Christian College Field
Experience Form
Context for Learning
Description of School and Students
About
the School Where You Are Observing or doing Field Experience
School Name and City: Red
Bridge Elementary/ Kansas City
Type of School: Elementary school
Setting: Suburban
Write your responses to the three questions
below in paragraph form.
1.
List any special features of the school
or classroom setting (e.g., themed magnet, classroom aide, bilingual, co-taught
with a special education teacher, pull-out program).
-some classrooms have an aid
-ESL pull-out program
2.
Describe any district, school, or
cooperating teacher requirements or expectations that affects the planning or
delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, or standardized tests.
-MAP testing, Common Core curriculum
3.
For special education only: List any educators with specialized expertise in the school/district
(e.g., specific disabilities, subject-specific pedagogy, English language development,
speech therapists).
-social worker, ESL teacher, resource room
1. Estimated
percentage of students
eligible for free/reduced lunch: 43.9%
2. Grade
level(s):3rd
3. Number
of
a. students
in the class: 23
b. males:
16
females: 7
c. English
language learners: 2
d. students
identified as gifted and talented: N/A
e. students
with Individualized Education Programs (IEPs) or 504 plans: 2
4. Complete the chart below to summarize
required accommodations or modifications for students receiving special
education services and/or students who are gifted and talented as they will
affect instruction. As needed, consult with your cooperating teacher to
complete the chart. The first row has been completed in italics as an example.
Use as many rows as you need.
Positive reinforcement, IEPs
About the Class You Observed
1.
How much time is devoted each day to instruction in the classroom?
Describe the class periods (if applicable)? Choose a content area of your
specialty or major. How much time is devoted to teaching that subject?
The Whole day
2. Is there any ability grouping or tracking?
If so, please describe how it affects your class.
N/A
4. Identify any textbook or instructional
program you primarily use for instruction. If a textbook, please provide the
title, publisher, and date of publication.
Common Core Curriculum
5. List other resources (e.g., SMARTBoard,
manipulatives, online resources) used for instruction in this class.
SMARTboard, coding online resources
6. What do you know about what your
students know, what can they do, and what are they learning to do? What do you
know about your students’ everyday experiences, cultural backgrounds and
practices, and interests?
The students
have a vast range of abilities; I have students that are achieving at grade
level on their math facts and other students that are on the lower end. The
district has introduced students to kids coding programs and some students are
very good at coding while others struggle with coding. The students’ are
involved in extracurricular activities and enjoy talking about those whether
they are sports or clubs. There is a wide cultural background in my classroom;
African American, bi-racial, Asian, White, and Hispanic.
7. Describe one teaching event. What best
practices in teaching were used?
One of the practices that I like that
my teacher does each morning are morning meetings. Although it is a 3rd
grade class she tries to build a unity among the students. Each morning during
morning announcements they go to the carpet and play a morning game. This
creates a community within the classroom and offers the students a chance for movement
in the classroom and energizes their mind before they begin learning.
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