Virtual field trips impressed me the most of all the cognitive instructional tools. According to Orey's video, virtual field trips incorporate both constructionist and cognitive learning theories. Cognitively, virtual field trips induce what Orey described episodic learning where learning takes place through experience. With virtual field trips, students experience "traveling" to places that they physically can not go. In addition to the virtual field trip, he suggests having the students to create a type of artifact, model or report associated with the experience of the trip. I've used virtual field trips in the past, but I did not think of adding an additional project such as having the kids create artifacts, make a model, complete a concept map, or write a report associated with the experience. This weeks activity demonstrates to me that concept mapping after a virtual field trip provides a way of connecting ideas that I experienced. I found that these tools can be used along with other teaching strategies as extensions to learning. Visual learners can appreciate text place in a format work for them as well.
Furthermore, according to Using Technology with Classroom Instructions that Works, authors recommends teachers use strategies such as Advanced Organizers help ability to recall, use as well as organize information about what they learn. Using and creating spreadsheets, word processing, and brainstorming are deeply rooted in the cognitive process. Using these technologies help me get students responses and organize their responses. With each new lesson, I try to focus my student on the concept by offering them a higher-level" as well.
Monday, September 28, 2009
Wednesday, September 16, 2009
Homework and Practice
Parents and teachers sometimes have opposing views about homework. Parents sometime see homework as punishment; whereas, teachers view it as practice to develop skills. This brings me to a conversation I had with one of my student’s parents. During open house at the beginning of the school, a parent asked me how I feel about homework. Without giving me an opportunity to explain, he proceeded to tell me what he felt about it. He viewed homework as “homework for parents” not for students. He voiced his concern about the amount of time it took out of his evening. He suggested that there must be some type of deficit on the teacher’s behalf if she has to assign homework in addition to what she does in class. Basically, he did not understand “why a student would need homework if the teacher was effective” during the school hour. I listened to what he had to say; then added my thoughts. I explained to him that students need practice to obtain new skills proficiently. In subject such as mathematics and language, I feel that practice and remediation is particularly important in order for students to acquire new skill that will be built upon as the year progress. Even after explaining my view on this matter, he stood firm on his belief that “no logical reason for assigning homework.” He viewed homework as punishment for parents. What do you think?
Tuesday, September 8, 2009
Reflection of Comprehensive Classroom Management
Preparing and designing suitable classroom situations and organization circumstances to promote problem solving, conflict resolution, sense of community, and societal development tend to be the basis of classroom management. In order to have the most successful classroom environment, each of these areas must be considered as a part on designing the classroom management system that I design. After examining my classroom management inventory from the beginning of this course, I found that the most significant changes in my classroom management skills were problem solving and social development. Interventions in bullying outside the classroom and cultivating as sense of community in the classroom as regions in which I plan to seek additional specialized growth. Therefore, the remainder of the reflection will be dedicated to explaining the impact of theses transformations on my students, their behavior and my self-efficacy of these changes. Additionally, I will explain how I plan to obtain supplementary knowledge in areas that I identified as needing more professional growth. To conclude, discussion of how I should revise my summary of my classroom management will be given.
Jones and Jones (2007) noted that considering social skills training, “a responsible response to serious and persistent unproductive student behavior will almost always include efforts to assist the student in developing behaviors to replace those that have been the cause of concern”(p. 417). The best way for me to promote appropriate social skills is to model this ability in a variety for setting. I model appropriate skill as the come up. For instance, if a student show bad behavior towards accepting a reasonable request from me (an adult), I view this as his or her lacking the appropriate social skill to handle correction or directions. Therefore, I teach him or her as well as class, positive and productive responses to such requests. Furthermore, the student is asked to identify the ineffective behavior and reason for changing the behavior. Although the listed above is meant for social skills development, they are also included in the plans for conflict resolution. (Jones and Jones, 2007). Through conflict resolution student learn that it is alright to disagree with other; however, when problem occur, they further understand that differences can be handled in an organized and thought-engaging manner.
Although it is still a little early in the school year to effectively evaluate the long time results of problem solving and conflict resolution for my students, I realize that the strategies learned in this course has had a positive impact on my students as well as my efficacy as an educator. I feel more in control and equipped to deal with situations in a more effective way.
As noted by Jones and Jones (2007), bullying is a common problem in several schools today. Although teachers are often instructed to and trained on the surveillance of student movement and activities, incidences of bullying still occur. Even though I understanding the importance setting clear limits and swift consequences of unacceptable behavior, I still feel a need to learn more about the intervention of bullying away from the classroom environment. I know that when I am confident in dealing with bullying inside and outside of the classroom, I will also be providing an environment that is characterized by positive, caring, and supportive environment.
Another area that I hope to obtain more professional development is creating an atmosphere of community in the classroom. According to Jones and Jones (2007) school are to prepare students for a society characterized by interdependence and cooperative effort (p.126). I’ve found that one of the toughest things to accomplish involves developing an atmosphere in classroom that works and feels learners. Therefore, in order to take step to grow more in the area of bullying intervention and fostering a feel of community in the classroom, I am preparing to commit to reading professional journals and becoming involved in professional development opportunities or courses specific for bullying and classroom community. Additionally, I plan to observed classroom if other teacher’s who has demonstrated knowledge in putting together such a classroom environment. Finally, I’ll stay abreast of new and innovative trends in these two areas of concern by reading my monthly and quarterly subscription of my professional teacher organization publications In conclusion, I am providing an explanation of how I would revise my initially reflection of classroom management. Although many other the items in my reflection would remain the same, I would update this to include my plans to obtain professional grow in the some of my areas of weakness such as peer mediation, bullying as well as fostering community in the classroom.
Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of support and solving problems (Laureate Education, Inc., Custom 8th ed.). Boston: Allyn & Bacon. Similarity:
Jones and Jones (2007) noted that considering social skills training, “a responsible response to serious and persistent unproductive student behavior will almost always include efforts to assist the student in developing behaviors to replace those that have been the cause of concern”(p. 417). The best way for me to promote appropriate social skills is to model this ability in a variety for setting. I model appropriate skill as the come up. For instance, if a student show bad behavior towards accepting a reasonable request from me (an adult), I view this as his or her lacking the appropriate social skill to handle correction or directions. Therefore, I teach him or her as well as class, positive and productive responses to such requests. Furthermore, the student is asked to identify the ineffective behavior and reason for changing the behavior. Although the listed above is meant for social skills development, they are also included in the plans for conflict resolution. (Jones and Jones, 2007). Through conflict resolution student learn that it is alright to disagree with other; however, when problem occur, they further understand that differences can be handled in an organized and thought-engaging manner.
Although it is still a little early in the school year to effectively evaluate the long time results of problem solving and conflict resolution for my students, I realize that the strategies learned in this course has had a positive impact on my students as well as my efficacy as an educator. I feel more in control and equipped to deal with situations in a more effective way.
As noted by Jones and Jones (2007), bullying is a common problem in several schools today. Although teachers are often instructed to and trained on the surveillance of student movement and activities, incidences of bullying still occur. Even though I understanding the importance setting clear limits and swift consequences of unacceptable behavior, I still feel a need to learn more about the intervention of bullying away from the classroom environment. I know that when I am confident in dealing with bullying inside and outside of the classroom, I will also be providing an environment that is characterized by positive, caring, and supportive environment.
Another area that I hope to obtain more professional development is creating an atmosphere of community in the classroom. According to Jones and Jones (2007) school are to prepare students for a society characterized by interdependence and cooperative effort (p.126). I’ve found that one of the toughest things to accomplish involves developing an atmosphere in classroom that works and feels learners. Therefore, in order to take step to grow more in the area of bullying intervention and fostering a feel of community in the classroom, I am preparing to commit to reading professional journals and becoming involved in professional development opportunities or courses specific for bullying and classroom community. Additionally, I plan to observed classroom if other teacher’s who has demonstrated knowledge in putting together such a classroom environment. Finally, I’ll stay abreast of new and innovative trends in these two areas of concern by reading my monthly and quarterly subscription of my professional teacher organization publications In conclusion, I am providing an explanation of how I would revise my initially reflection of classroom management. Although many other the items in my reflection would remain the same, I would update this to include my plans to obtain professional grow in the some of my areas of weakness such as peer mediation, bullying as well as fostering community in the classroom.
Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of support and solving problems (Laureate Education, Inc., Custom 8th ed.). Boston: Allyn & Bacon. Similarity:
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