12/3: Group Differences Forum Reflection

Reading the article on gender myths was eye opening to say the least. In daily discourse, and even in the textbook, I have been lead to believe boys are superior at learning in math and science disciplines while girls have the upper hand in literature. The textbook is quick to reiterate that correlations do not imply causation, but the focus on gender discrepancies remains. Instead of echoing the stereotypes and falling back on correlational studies, the Lise Eliot article actually attempts to uncover factors that cause the gender discrepancy. I found two points particularly interesting. First, boys play in physical activities at a young age while girls play conversationally. Regardless of the motivation for this gendered play, the result is boys develop spatial awareness, which is important in math and science, while girls develop phonetic awareness, which is important in reading and writing. Gendered play then works to maintain the stereotype. Second, and related to the first point, Eliot points out that in locations with more gender equality, the discrepancy lessens and in some cases disappears. The take home from this article for me then is how gender is contrived and can be less prominent if society ascribes less importance to it in daily discourse and scientific studies.

The other groups’ presentations offered insights as well. For the poverty group, I found the discussion of power, the racial nature of it, and its effects in terms of race to be interesting. I also found the multicultural education group’s discussion of equality in curricula to be insightful. I enjoyed the class configuration during the forum. The relaxed nature of the activity and the intimateness of the circle, owing to the relationship the class has developed throughout the semester, facilitated discussion during the forum. In terms of practicality, what I take most from the forum is to be aware of differences, whether contrived or natural, and work to make the classroom as egalitarian and fair as possible. The forum has cautioned me in another way too. Because we used the forum to supplement our discussion of the textbook, and because my own article pointed to problems in scientific research, I will go on with my educational and professional career with a more healthy skepticism of scientific studies, especially those that confirm stereotypes. 

12/3: Field Trip Reflection Part 2

What did you think of her behaviors while Dr. Louis was talking? What if you were teaching and had a student like that? What could you do to be a good advocate for that student and the rest of your students? Did anything Dr. Louis say stick with you as important?

I do not know the word to best describe my reaction to Barb while Dr. Louis spoke. Without viewing the videos prior to the discussion, I probably would have felt sympathetic for Barb. But after reading excerpts from her book and listening to the eloquence of her writings, I was nothing short of fascinated by how Barb behaved during the discussion. When I say fascinated, I do not mean to dehumanize Barb or paint her as a subject to be studied, but here is a woman who has expressed herself profoundly and lucidly, with the assistance of facilitated communication, hardly able to sit still during the discussion. I was simply fascinated. And after taking the whole discussion in, I think I developed a new feeling of empathy for people with autism spectrum disorders, or an emotion as close to empathy as I can experience as a “normal.”

If I had a student like Barb in my class, I would first reference my notes from this class and other education courses as well as research on autism spectrum disorders. I would then make sure I talked with the student with his or her parents to come to an understanding of the student’s specific strengths, weaknesses, and needs. I would also consult the student’s IEP and go to IEP meetings to ensure I met every enumerated accommodation and modification. After seeing Barb, I would also lobby for the school to supply some type of facilitated communication device like Barb uses to elucidate her thoughts. I would also make sure all of the students in my class understood autism spectrum disorders before working with the entire class to structure an equitable classroom community. 

Dr. Louis echoed something in the videos we watched before the presentation that stuck with me. To paraphrase, she said that some day Barb might have a beautiful voice, but for right now, it is still in the shop. This saying resonated with me for reasons I have already discussed about the eloquence of Barb’s writing. Of course, Barb cannot, as of yet, orally express herself on the level of her writing, but through the use of facilitated communication, she does have a beautiful voice, even if it is a bit unconventional. As mentioned before, I am more empathetic and open to alternative modes of expression after participating in Barb’s presentation. 

11/21: Chapter 3 LGQ

Understand—How is self-efficacy related to self-esteem and self-concept?

Self-esteem is a set of judgments and feelings about one’s value or worth,  while self-concept is one’s assessment of one’s general strengths and weaknesses (Ormrod 68). Both concepts are related to one’s sense of self, that is, one’s beliefs and perceptions about oneself as an individual. The take home from these two concepts is that they are very general and relate to a broad perception of oneself. Self-efficacy is the extent to which one believes one is capable of completing certain tasks and reaching specific goals (Ormrod 68). It is more content and subject specific than self-esteem and self-concept and involves more judgment, rather than feeling (Ormrod 335). For example, a student could have a low self-esteem and low self-worth while having a high self-efficacy in completing crossword puzzles.

Create—On pages 72-73 are Erikson’s states of psychosocial development. Can you write a fictional scenario about someone in one of these stages?

Identify vs. role confusion--Walter is just beginning his junior year in high school and is overwhelmed with everything on his plate. In addition to taking AP classes, he plays lacrosse and is volunteering at a doctor’s office. On top of all of this, everyone he seems to talk to harps on the importance of figuring out a college major or potential career choice before his senior year. Because he does so well in math and science classes, many teachers and Walter’s parents encourage him to become a doctor. Overwhelmed with class and the barrage of questions and suggestions, Walter begins to feel anxiety over his future and resolves to decide on his future career by winter break. Over the semester, he gets involved in numerous activities.

He goes to school board meetings to learn about challenges faced by teachers. He joins a young democrat group to get acquainted with politics. He volunteers at a local museum to try his hand at history. He volunteers at a nearby bank to get experience with accounting. He goes on a ride-along with a police officer to learn about law, punishment, and civil duty.  He submits an original essay to a creative writing contest. Finally, he continues volunteering at the doctor’s office. After all of these experiences, Walter realizes he wants to pursue a career that involves creativity and benefits others. He realizes he is slowly drifting away from pursuing a scientific career path and toward a career, possibly teaching, in the humanities. 

11/14: Chapter 5 LGQ

Analyze - Many people argue that intelligence correlates highly with achievement; can you describe some of the other factors that cause school achievement?

Intelligence is a loaded word that is often relative to the context in which one uses it. However, Ormrod lists several qualities that characterize education. First education is adaptive to a variety of situations. Second, it is related to learning ability and interdisciplinary application of knowledge. Third, it involves effectively employing prior knowledge to make sense of new information. Finally, it is culture specific (Ormrod 138). With these traits in mind, it comes as no surprise that intelligence correlates well with academic achievement; however, it is important to understand that despite this correlation, intelligence does not necessarily cause achievement (Ormrod 143).

            To make this question more applicable to the chapter, I will provide a list of factors that affect intelligence. First, the environment can play a significant role in shaping intelligence. Because intelligence is culture specific, different cultures may focus on different areas of development in intelligence, things like working well in a group or speaking well, and thus influence a child’s development. In addition, poor nutrition and simply attending a school can have significant impacts on a child’s intelligence. At the same time, a child’s socioeconomic background may affect intelligence. Of course, heredity and gene makeup play a role in intelligence as well. Research shows that even when adopted, identical twins are closer in intelligence than fraternal twins. Also, heredity can influence the level to which the environment affects a child’s intelligence (Ormrod 144-145 for a discussion on factors that influence intelligence).

Apply—What items might you check for when measuring the intelligence of an English language learner in you future classroom?

            English language learners may face difficulties not shared by other students within a classroom. Ormrod describes ELLs as students who have limited experience with English and are thus not fluent in it (Ormrod 146). It is important to be cognizant of an English language learner’s difficulty understanding English during assessments. If test items are not delivered in such a way that the student can interpret and understand them, then the test measures are not valid. To ensure validity and fairness and give every student equitable opportunities, tests should be non-biased. For ELLs, tests should be delivered in their native language. Second, assessments should not have a cultural bias or assume shared experiences. For instance, asking a student from rural Mexico to compare a regatta with a lacrosse match might not yield a valid outcome. Furthermore, the fact that intelligence is culture specific may cause difficulties for the test format. For instance, a child from culture X might value group achievement, while a student from culture Y might value individual achievement. Ultimately, when measuring intelligence, especially for ELLs, we must be sensitive to each student’s cultural background and adjust accordingly. 

10/30: Chapter 8 LGQ

Applying--What is the best way to apply heuristic techniques to a difficult problem or topic? Should we go into it with a predetermined plan or allow full student autonomy?

Heuristics are general problem-solving strategies that may be applied to a variety of problems, but they do not guarantee a successful outcome (Ormrod). As such, heuristics may be more applicable to ill-defined problems, i.e., unclear problems with missing information or more than one answer. Ormrod gives the example of deforestation, but I will use the issue of damming to illustrate how to use a heuristic strategy to tackle an ill-defined problem.

In Loudon, County, Tellico Dam has generated a firestorm of opinions over the last three decades. For opponents of the dam, the problem to be solved was how to halt dam construction and stop flooding of the area. Opponents took a number of approaches. Some made a moral argument against the uprooting of families and destruction of Native American settlements and burial grounds. Others made economic arguments to counter the dam advocates. Opponents claimed the dam would not generate enough energy to justify its existence. They also pointed to how capital could be brought in through developing a tourist industry centered on trout fishing, mountain scenery, and local, Native American culture. Finally, environmentalists pointed to the irreparable damage the dam would cause both to the land and quality of the water. This last approach stalled the dam the longest as an endangered species was found in the waters; though, it was ultimately, successfully transplanted to another habitat. With respect to this issue, a variety of approaches were applied to the problem of closing the dam.

Students should learn how to apply heuristics to complex, authentic problems such as the one listed above. We cannot, especially for young students, allow for full autonomy in the heuristic process. By this, I do not mean we do all of the work for the student. Rather, we must directly instruct students on how to apply heuristics and scaffold them to their desired end. With enough practice, and if they demonstrate a firm grasp on developing processes to solve complex problems, we may allow for increasing student autonomy. However, we must always be there to offer advice for students and get them back on track if they ever become distracted.

           

Create--Construct a project that allows students security that to take risks and at the same time can be evaluated.

Before constructing my problem, I acknowledge that working memory puts a limit on how much students can process at one time. I also realize that complex problems require significant metacognition (Ormrod). To help students with the project, I will explicitly state the goal(s) and procedures, break down the problem into subcategories for the students, and encourage self-monitoring. All of the above are effective strategies used by efficient problem solvers, according to Ormrod. I will also make sure students are mastering the material before they begin the project, and I will give students enough time to ensure they can be creative and think critically.

My project will require students to pick a historical figure and write a biography. Students will have to research and reference materials outside of the textbook to relate their characters’ experiences with what we are covering in class. For instance, students might relate how Frederick Douglass’ experiences with slavery and reform work might inform his attitude toward reconstruction. For this project, I will give students enough time to do their initial writing. I will allow them to make mistakes, receive my feedback, and correct their work. I will set aside time for small group discussion of the activity, and I will only grade after the third or so submission. 

10/29: Field Trip Reflection, Barb Retenbach

The first thing about Barb’s presentation that stood out to me was the introduction. I was initially unsure of what was happening, and my confusion threw me off a little at first. When I began to realize that Barb was writing on her facilitated communication device, I was amazed by how the technology allowed Barb to express herself. I also wondered how long it would take to write using such a device and marveled at Barb’s patience and persistence—the second thing that stood out to me. But what stuck with me the most was the proficiency of Barb’s writing, despite her condition. By proficiency, I do not simply mean vocabulary, but how her ideas were extremely lucid and profound. This stunned me, especially with what I have learned about people and students who have autism spectrum disorders (ASD).

            ASD affect boys five times more often than girls, and they are accompanied by an intellectual disability nearly half of the time (Friend and Bursuck 2012). Students with ASD may have restricted and repetitive behaviors and interests as well as significant difficulty with relationships. From watching the video of Barb, Autism Teacher Please, and viewing the presentation, I have gathered Barb does not have a problem with relationships per se. Rather she has problems expressing herself to her friends and peers without the use of facilitated communication. Friend and Bursuck encourage teaches to provide opportunities for students with ASD to work and be alone to alleviate stress. This may be especially helpful since students with ASD tend to have problems with noisy environments (Friend and Bursuck 2012). Teachers must be careful, though, for as Barb warns, we should not assume students and people with autism prefer isolation. Something as simple as quiet company can be very effective for helping students with ASD. Like Barb, students with ASD might also require facilitated communication devices to help express themselves. Inclusion of these accommodations in the classroom is fair, I believe, because they allow all students to have the same opportunity to succeed and participate. And, as Barb mentions, we all receive help and still work “independently” even as adults. Friend and Bursuck offer a list of augmented and alternative communication devices. These may range from simpler items like pictures to more complex tools like voice synthesizers, scanning devices, and communication boards (Friend and Bursuck 2012). Educators must be careful, though, to teach communication, and not simply how to use the assistive technology.

10/16: An Authentic Hypothetical

Authentic activities may help students develop a more thorough knowledge of content presented in the classroom (Ormrod 231). Moreover, having students write letters to real people may improve their overall writing skills more than traditional writing exercises (Ormrod 231). And though authentic activities may be more difficult to incorporate into a history lesson than other subjects, I would do well by my students to include authentic tasks in my lesson plans.

One authentic task I plan on including in my future classroom is having students write a letter to a historical figure. To be more specific, in a lesson on the Cold War, I would have students write a letter to president Johnson either supporting or protesting the Vietnam War. This letter would require students to understand the background and context of the war, including causes of the war and goals of the United States. The letter would also be authentic on two levels. First writing a letter, or maybe email, would be something students do in the real world. Second, war is a part of contemporary American life. By completing my authentic activity students would have a framework or reference to approach such a divisive issue like war and express themselves constructively and lucidly while referencing data.

Hopefully, students would react well to this activity; however, it would be naïve to assume some students simply will not be interested. For these students, I would have to elucidate the applicability and importance of the activity. Other students may be interested and excited, but may not be familiar with the structure and conventions of writing a letter. I may have to briefly discuss how to write a letter or simply change the letter into an email format. If I can get through these barriers, the issue of hindsight presents another problem, that is, students’ familiarity with the outcome of the war may influence how they write their letters. Unfortunately, teleology is a common problem in historical writing even past the secondary level, and sometimes the only remedy is to make students aware of how their present values and knowledge can affect their writing on past events. I may also have to stress the issue of contingency, that is, how events were not set it stone and could have easily occurred differently. In the same vein, students bringing in their own values on national security and patriotism may lead to heated discussions. I will have to make sure things remain civil and teach the importance of collaboration and respectful discussion and listening to the students. 

10/8: Recognizing mastery of objectives as a Behaviorist and Social Cognitivist

Behaviorists believe the environment conditions one’s behavior (Ormrod 286). Learning, then, occurs when one changes a behavior due to environmental stimuli. To measure my students’ learning as a behaviorist, I would have to create an activity that would allow be to observe their behavior. For example, I could do a class-wide contingency check over material I had previously covered. I may ask students true or false or short answer questions over the material and then give them time to write down their responses. I would look at certain behaviors to gauge if they had learned the material. If students look at others’ responses, talk to their peers about the question, or hesitate to reveal their answer, I may infer that learning had not occurred and that they had not mastered the material. For those who did well, I could offer rewards to reinforce their behavior and motivate other students to try to master the material.

Social cognitivists believe people learn by observing others but that learning may not always directly or immediately lead to a behavior change (Ormrod 324). Moreover, instead of a one-way interaction between the environment and behavior, social cognitivists recognize reciprocal causation, that is, a mutual exchange between the environment, behavior, and the learner (Ormrod 352). I could gauge learning one way by observing a learner’s behavior after an assessment. A poor performance could lead to a decrease in self-efficacy, which would alter the student’s behavior. Being cognizant of my own role in shaping the environment would be important as well. Spending more time with a student or differentiating instruction would be recognition on my part that learning had not occurred. Because modeling plays an integral role in social cognitive theory, I could see if students could model desirable behavior or aspects of the lesson to determine if learning had occurred. But a change in behavior when learning might not always occur according to this theory. I might measure learning another way by charting students’ progress. If they continuously show improvement, I would know they were mastering the material. This approach may be more appropriate if, as Ormrod suggests, it is more important to focus on improvement rather than mastery (337). 

9/19: Creating a Positive Learning Environment and Addressing Misbehavior

In addition to the textbook, I have found a couple of scholarly articles that offer suggestions for creating a positive learning environment. The first article offers what the author calls a Positive Learning Framework, which the author breaks down into three phases of implementation. The first phase involves preparation for preventing misbehavior. Prevention is a virtue in this model, and methods of prevention range from maintaining high expectations and with-it-ness (something the textbook touches on as well) to acknowledging good behavior and maintaining consistent classroom procedures to give students a sense of structure. Prevention through lesson design and instructional techniques embodies the next step. Preventive measures in this category include fostering academic hunger through motivation (Ormrod offers tips in Chapter 11), implementing frequent checks on student understanding, incorporating authentic activities, and sharing the next phase of the lesson plan so students are not surprised. If the previous two methods of prevention fail, methods for corrective action, the third phase, must be employed. But I will save that for a following paragraph on addressing misbehavior. (Positive Learning Framework: Creating Learning Environments in Which All Children Thrive

McDonald, Tim. Reclaiming Children and Youth19.2 (2010): 16-20.).

            The next article offers a four-phase model that the author refers to as Positive Behavior Support.  PBS operates on the notion that teachers can predict which students are at risk for misbehaving and then implement interventions before misbehavior escalates. The four steps include prediction, prevention (see a trend here?), consistency and assessment of procedures, which may include self and student evaluation. In addition to the physical configuration of the classroom, the author suggests acknowledging good behavior goes a long way in maintaining a positive learning atmosphere. Indeed, acknowledging positive behavior may be as important as acknowledging bad behavior. (Positive Behavior Support in the Classroom: Facilitating Behaviorally Inclusive Learning Environments. Scott, Terrance M.; Park, Kristy Lee; Swain-Bradway, Jessica; Landers, Eric. International Journal of Behavioral Consultation and Therapy3.2 (2007): 223-235.)

            Of course, the textbook contains invaluable advice on learning environments as well. Without providing an exhaustive list, Ormrod suggests making activities authentic, maintaining high expectations, allowing students to make decisions, acknowledging students can have off days, making sure students are always doing something (especially in transition times), and establishing only a few, important rules at the beginning of the semester (Ormrod Chapter 13). Page 467 in Ormrod’s text offers a convenient chart. As with the previous authors, Ormrod touches on how important the physical arrangement of the classroom is to learning. Establishing efficient traffic patterns, seating misbehaving students close to your desk, and maintaining a view of every student (Panopticism is an interesting topic and one of the major principles of prison architecture) helps create an atmosphere conducive to learning.

            Keeping the major aforementioned themes in mind will be helpful when addressing the CSEL case study. I have the High School case study, where three students disrupt their peers who are productively engaging in the subject matter and refuse to follow the agreed-upon class procedures. Assuming that I have stressed the classroom rules and procedures in a productive way and the students still choose to misbehave and ignore my reprimands, prevention is out of the question. And since the behavior is disruptive and possibly contagious, I cannot ignore it either (Ormrod Chapter 13). An article by Brady et al offers suggestions I would include in my intervention. First I would nonverbally cue to the students that I am aware of their behavior possibly by glancing or staring at them. With the case study in mind, though, cueing along would seem to be ineffective, and since they have already disrupted the class, I would not have to worry about any action on my part being disruptive to the lesson. The misbehavior appears to be what Brady et al refer to as a moderate disruption. To remedy this, I would attempt to identify the students’ motivation. Once they had disregarded the rules, I would engage them verbally in private. This could be done in either a relaxed, non-instructional setting or simply after class or school. Making the meeting private is essential, though, in order for the students to maintain their dignity (Ormrod, Brady et al). I would ask the students to explain their behavior and listen empathetically, occasionally summarizing what I believe to be their points (Ormrod). (Responding to Misbehavior, Brady, Kathryn; Forton, Mary Beth; Porter, Deborah. Education Digest: Essential Readings Condensed for Quick Review77.7 (March 2012): 25-28.)

If the students kept misbehaving, I would get the parents involved. I would have called, emailed, or met with the parents earlier in the semester to lay the groundwork for a positive relationship. By sharing positive messages with them, they would not feel affronted later on when I shared disciplinary issues. Through some form of communication, I would share my concerns with the parents, engage them in a discussion about possible solutions, and emphatically listen to their questions and concerns. If the solutions hammered out in the parent discussions did not work, I would then implement by own interventions in an effort to help the students behave more productively. Ormrod suggests using a behaviorist approach to help the students. This could include implementing positive and negative reinforcers and positive and negative punishments to condition the students’ behaviors. I must be sure that my punishments are both constructive and logical, however. They must be relevant to the situation, realistic to implement, and respectful to the students (Brady et al). Should the students refuse to alter their behaviors, I would consult the principal and school administration as a last resort. 

9/12: Motivation

Among the theoretical approaches to motivation listed in the book, I resonate with the cognitive approach to studying motivation. This approach considers how mental and emotional factors affect perceptions, which in turn affect student engagement in learning. The book gives the examples of a learner’s sense of self-determination, locus of control and self-worth influencing their behavior. Student autonomy is certainly an important component to consider when constructing activities. For instance, the book mentions how rules can undermine intrinsic motivation and make activities feel more like work than play. If activities seem more like play than work, then students will be more motivated to participate in the activities. Locus of control refers to whether students interpret outcomes as controllable or not. For example, if a student believes she did well or poorly on a test simply because of what the teacher put on the test, her locus of control is external, and she may not be motivated to study. Self-worth is considered a basic human need and involves how capable one believes he or she is. Self-worth is related to other concepts of motivation in the chapter. For instance, if a student doesn’t believe in himself and thinks he isn’t capable, then he has a low self-worth and an internal locus of control.

            Self-worth and locus of control are two factors of motivation I consider to be integral to success in the classroom. As Hsieh et.al put it, students “need to develop a strong belief that they are capable of completing tasks successfully” (Hsieh et. al 2007). The teacher project today on self-wroth really made me reflect on how important one’s sense of capability is to education. My group completed the easy puzzle too quickly, and, as a result, our self worth was not as high as it could have been. The groups with the huge puzzles had little chance of completing the task. Though their long-term self-worth may not have taken a hit, they felt less motivated when they didn’t believe they could complete the task. In my future class, I would like to begin the year with a somewhat similar activity. I would group the students randomly and give them an easy task (say a 25-piece puzzle) to complete in a given time limit. After that, I would give the groups a more difficult task (say a 75-piece puzzle) to complete. After all of the groups completed the more difficult task, I would have them reflect on the exercise. Then I would tell them that despite their past experiences, they were all able to collaborate on and complete a task. I would reveal to them that they have the ability to do well in the class if they maintain the same attitude all year. Hopefully, this would increase their self-worth and motivate them to learn in my class. 

9/3: Assessment Strategies

Formal assessments are the method of testing knowledge with which I am most acquainted. Formal assessments offer a broad range of exercises to be employed and are commonplace in all classrooms. For such an assessment, I would distribute among my students a rough study guide listing the date of the exam, the exam’s format, and what I expect the students to know. For example, if my class had recently finished covering the American Revolution, I may ask my students to list and defend causes of the Revolution.  I would use this as a summative assessment to gauge my student’s knowledge and alter my teaching strategy or pace to facilitate their learning. Informal assessments are trickier. I would observe my students’ behaviors and responses to questions. Though this strategy is somewhat generic, I expect it to be effective nonetheless. For example, if a student mentions Theodore Roosevelt during a section on World War II, I can interpret that perhaps the student may be having some difficulties with chronology.

Traditional assessments are as ubiquitous as formal assessments and operate within a similar vein. To give a traditional assessment, I would administer a mixed format, true/false and multiple-choice exam including causes for and effects of historical events. To make this assessment authentic, I would have students assume the mindset of a particular historical group and have them debate an issue. For example, continuing with the theme of the American Revolution, I could randomly divide students into groups and have them argue for and against going to war with Great Britain in the context of the 1760s and 1770s.

Criterion-reference and norm-reference assessment differ on the technique used to grade the assessment. Though I would not administer norm-referenced tests often in my classroom, I can see the utility of this method. For this assessment, I would present the students with a chronology of items or events and have them place the items in the correct order. By grading the results against the class as a group, the assessment would be norm-referenced. By grading the results based solely on the number of items correct, the assessment would be criterion referenced. I might use the results to encourage the top scores to consider the historical field as a work/college option and discuss with the lowest performers why they think they did not do well.

Though paper-pencil assessments are more commonplace than performance assessments, both have their palace in the classroom. For a simple paper-pencil assessment, I would give the students a list of names and events and have them write on the historical significance of each item listed. An example may include writing on how the American colonists interpreted the Stamp Act as an attack upon their liberties and organized in both formal and informal arenas to protest the duties. For a performance assessment, I would have students assume the identity of a historical figure, Benjamin Franklin for example, and give an oral presentation on that person’s significance within the context of our class discussions. This type of assessment would test the student’s knowledge and help them develop invaluable, practical skills.

I imagine most of my assessments will be teacher-developed since I wish to assess students on what I have been teaching. For a teacher-developed assessment, I would go back over my lesson plan and reflect on what topics I focused on most during class to draft a relatively open-ended, short answer exam. Conversely, if I wished to test the students against what a more formal entity (the state) expected them to know, I would administer a standardized test. To do this, I could give the students an AP practice assessment, Document Based Question, or an assessment developed by a testing company. I would use the results to alter my lesson plan to meet the expectations of the state and improve my students learning.

8/27: Reflections on the First Class

The T/F exercise the first day of class surprised me. The majority of students answered yes to the question “I know how others learn.” I do not understand how students my own age learn, much less the students at the age I aim on teaching. First and foremost, I want to understand how high school students learn so I can help them comprehend subject matter and inspire in them an appetite for knowledge. Continuing with the T/F theme, I found other students’ concerns over in-class behavioral issues and parental discussion problems reassuring. Though I am ignorant of what will be my main challenge as a teacher, the prospect of disciplining high school students worries me. I fear recalcitrant students or those who do not care about their education may be impossible to discipline, especially if my only disciplinary tools are docking grades or discussing problems with the school’s principal. In the same vein, and as others mentioned in class, I want to learn how to deal with obstinate parents. On a more pedagogical level, I wish to learn how to organize a lesson plan and the best methods through which to assess students. Most importantly, I want to learn how to inspire critical thinking in students and inculcate a thirst for knowledge.

My only experience with children thus far has been primarily observational and what hands-on experience I do have has come through athletic instruction. I expect this class to give me at first a rudimentary understanding of learning and teaching processes and then fine-tune my knowledge of teaching. I believe this class will teach me the practical elements of pedagogy, epistemology and discipline of which I was previously unaware. I anticipate this class will provide me the tools to ultimately teach.