What?
After taking the theorists quiz, I scored highest in Humanism and Cognitivism. I tried to research Humanism in both the book and on line. From what I understand, Humanism is a theory of individual growth and development. Humanism facilitates collaborative learning, emphasizing the learner. In humanism, learning happens through reflection on one's own experiences. As I've read about Humanism, I identify with it more and more. I learn best by reflecting on my own experiences, by understanding why I did or acted a certain way I can better understand myself. I reflect on situations to see how I can improve, and learn from them.
I think students learn in a variety of different ways. I think each student has their own unique way of learning. I think that each child has things they are good and excel at like in Gardner's intelligences. I think that Piaget's stages of development are continually recycling as we mature and develop. I think that Vygotsky's zone of proximal development is extremely important when teaching students. The students need to be challenged but in their ZPD so they can succeed with scaffolding form the teacher. I think that the students prior knowledge and environments play a huge role in how they look at school and learning and succeeding. The students have to have a basic understanding of a topic in order for the teacher to build upon their knowledge. Family and peer relationships can help students in school if they are good, but can hinder them if they are bad. Kolhberg's levels and stages of moral development shows the logic behind why students follow rules or make decisions. By helping students progress through these stages their moral reasoning will become deeper. It is also important for students to learn emotional intelligence. By being emotionally intelligent the student will be able to identify and control their emotions, and identify the emotions in others. They will also be able to wait for gratification. So I look at learning as a combination of all three theories, used in conjunction as needed by the students.
So What?
Using the humanism theory in conjunction with the other theories, and developmental stages, I will be a facilitator to my students, coaching them through difficult tasks to help them succeed. I will have a cooperative learning environment, where the students work in pairs and groups to complete assignments and solve problems. I will assess my students so I can get an idea of where each is function. I can then cater my lessons to the students in order to help them learn in the most effective way. I will ask stimulating questions to help my students make connections and uncover information they already know. I will use Inductive discussions, to get the whole class involved in the topic. I will do debriefing sessions to summarize the assignments and projects. I will encourage the students to self assess and evaluate allowing them to learn on their own how they can improve. I will provide a comfortable and safe learning environment, so that my students feel secure and respected. I want to have a classroom environment where the students can take responsibility for their learning where they can elaborate and interpret information. Becoming a better human being will be the learning goal in my classroom.
Now What?
I really enjoyed researching Humanism. I would love to learn more about it and the theorists Rogers, Maslow, Knowles, and Vella. I would like to learn more ways to incorporate behaviorism, constructivism, and cognitivism in my lessons and teaching style. I think it is important to learn more about all the theories because I will need to quickly identify the type of instruction that can best benefit the students I teach. If I have a good understanding of the theories I can better adapt my lessons to reach my students.
Sunday, December 14, 2008
Sunday, December 7, 2008
December 1, 2008
What?
Today we talked about Behaviorism, which is a semi-permanent change in behavior. We talked about the advantages, you can see a change in behavior and the change can be measured, and the disadvantages, mode of assessment is different for each student. We also talked about how behaviorism is different from the cognitive-computer theory, constructivist-building upon knowledge, and behaviorism-the black box. We talked about the basic assumptions of behaviorism influence environment, focus on observable events, learning results in a behavior change, contiguity of events, and there are similar learning principles across species. We talked about classical and operant conditioning. In classical conditioning, the conditioning are involuntary, for example Pavlov and the dogs. Operant conditioning is voluntary and desired behaviors are reinforced, for example Skinner. We talked about reinforcement encouraging behaviors and reinforcing these behaviors through different means like in a token economy. To reinforce a group we use a group contingency, which is a reinforcement for the entire group. We talked about shaping which is breaking tasks down into smaller pieces, with attainable criteria, and successive approximations. We talked about elimination and extinction procedures, where the behavior is ignore. Usually after using an extinction procedure there is an extinction burst, where the student tries harder to get your attention. We also talked about cueing and reinforcing incompatible behaviors. Lastly we talked about punishers, ineffective punishment, and reinforcement verses punishment.
So What?
This information is definitely needed in the classroom as teachers we need to be able to identify children's behaviors, why they are exhibiting these behaviors, and how to handle misbehavior. It is important to know what motivators can be used while working with students. The extinction procedures are extremely useful to eliminate behaviors that are not appropriate. We also need to know that punishers are different and unique for each student and are only to be used when reinforcement has failed. It is also important to punish in private not in public. We also have to be aware that punishers are temporary, may distract the student from the behavior, have negative emotional responses, lead to aggression, and they donot demonstrate or model the correct behavior.
Now What?
This has been extremely important and is something I use daily at the special education preschool I work in. In order to meet the needs of our students we are very aware of the behaviors of our students. We notice any change in their behavior and try to find out why their behavior has changed. We use eliminating behaviors daily to deal with all different types of misbehavior. We usually use extinction procedures and precision commands, which the students really respond to. The student have learned that they follow directions or their is a consequence, usually hand over hand. We have also used token economy in our classroom to improve verbal and social skills. For the month of October we gave the students pirate coins for participating during circle time. This encouraged our nonverbal students to begin to participate by doing the actions and trying to learn the songs. half way through the month we had almost every one of our students participating in our circle time. At the end of the month the student took their coin to a fish pond where they fished for prizes.
Today we talked about Behaviorism, which is a semi-permanent change in behavior. We talked about the advantages, you can see a change in behavior and the change can be measured, and the disadvantages, mode of assessment is different for each student. We also talked about how behaviorism is different from the cognitive-computer theory, constructivist-building upon knowledge, and behaviorism-the black box. We talked about the basic assumptions of behaviorism influence environment, focus on observable events, learning results in a behavior change, contiguity of events, and there are similar learning principles across species. We talked about classical and operant conditioning. In classical conditioning, the conditioning are involuntary, for example Pavlov and the dogs. Operant conditioning is voluntary and desired behaviors are reinforced, for example Skinner. We talked about reinforcement encouraging behaviors and reinforcing these behaviors through different means like in a token economy. To reinforce a group we use a group contingency, which is a reinforcement for the entire group. We talked about shaping which is breaking tasks down into smaller pieces, with attainable criteria, and successive approximations. We talked about elimination and extinction procedures, where the behavior is ignore. Usually after using an extinction procedure there is an extinction burst, where the student tries harder to get your attention. We also talked about cueing and reinforcing incompatible behaviors. Lastly we talked about punishers, ineffective punishment, and reinforcement verses punishment.
So What?
This information is definitely needed in the classroom as teachers we need to be able to identify children's behaviors, why they are exhibiting these behaviors, and how to handle misbehavior. It is important to know what motivators can be used while working with students. The extinction procedures are extremely useful to eliminate behaviors that are not appropriate. We also need to know that punishers are different and unique for each student and are only to be used when reinforcement has failed. It is also important to punish in private not in public. We also have to be aware that punishers are temporary, may distract the student from the behavior, have negative emotional responses, lead to aggression, and they donot demonstrate or model the correct behavior.
Now What?
This has been extremely important and is something I use daily at the special education preschool I work in. In order to meet the needs of our students we are very aware of the behaviors of our students. We notice any change in their behavior and try to find out why their behavior has changed. We use eliminating behaviors daily to deal with all different types of misbehavior. We usually use extinction procedures and precision commands, which the students really respond to. The student have learned that they follow directions or their is a consequence, usually hand over hand. We have also used token economy in our classroom to improve verbal and social skills. For the month of October we gave the students pirate coins for participating during circle time. This encouraged our nonverbal students to begin to participate by doing the actions and trying to learn the songs. half way through the month we had almost every one of our students participating in our circle time. At the end of the month the student took their coin to a fish pond where they fished for prizes.
November 24, 2008
What?
Today was the first day back from field, and the first thing we talked about were our field experiences. We then talked about Authentic Activities and webquests. We talked about the importance of teaching through and about real life situations and problems, and analyzing the problem/situation to find a solution. We then talked about why teachers don't assess authentically because it is hard to grade equally and time consuming. We then talked about discovery learning where students explain and explore in order to come up with definitions and characteristics on their own without direct instruction from the teacher, but the teacher scaffold their learning. Discovery learning is teaching for understanding, but we have to be careful of misconceptions. We then talked about making our classroom a community of learners. Where teachers and students help each other to learn. We talked about Jerome Bruner the father of constructivism. Bruner believed that knowing information is a process not a product, and teachers help students see their process of learning and why things work and connect. He also believed in mathematical thinking and teaching students to learn by using content. Bruner's process of education is structure, where students use concepts and see how things fit together. Readiness, Spiral curriculum where you can teach any concept to a child as long as it is at the child's learning level. Intuition, and Motivation coming from goals and the community of learners. Bruner also had 5 E's of education: Engage-Get interest or Hook, Explore-student centered, Explain-work together to analyze, Elaborate-Student centered deep knowledge, Evaluate-check understanding through student evaluation.
So What?
With this information I can come up with Authentic activities to use in my instruction like reporting and investigating. I will also try to use some authentic assessment so I can gauge my students individual differences and readiness. I can use discovery learning to teach to my students understandings and clear up their misconceptions. I can also identify existing misconceptions before instruction. I can get them excited about the topic, preserve their self-esteem, and watch for persistent misconceptions. I can use Bruner's theories to help my students connect the content they learn to their prior knowledge. I can also teach using spiral curriculum to teach difficult concepts to my students at their learning level.
Now What?
Now as I prepare my lesson plans I can use Bruner's 5 E's to organize them. I can also watch for examples of authentic activities to use as I teach. I will also try to identify my students misconceptions as I teach to eliminate their confusion. I really want to help my students preserve their self-esteem and get them excited about the content.
Today was the first day back from field, and the first thing we talked about were our field experiences. We then talked about Authentic Activities and webquests. We talked about the importance of teaching through and about real life situations and problems, and analyzing the problem/situation to find a solution. We then talked about why teachers don't assess authentically because it is hard to grade equally and time consuming. We then talked about discovery learning where students explain and explore in order to come up with definitions and characteristics on their own without direct instruction from the teacher, but the teacher scaffold their learning. Discovery learning is teaching for understanding, but we have to be careful of misconceptions. We then talked about making our classroom a community of learners. Where teachers and students help each other to learn. We talked about Jerome Bruner the father of constructivism. Bruner believed that knowing information is a process not a product, and teachers help students see their process of learning and why things work and connect. He also believed in mathematical thinking and teaching students to learn by using content. Bruner's process of education is structure, where students use concepts and see how things fit together. Readiness, Spiral curriculum where you can teach any concept to a child as long as it is at the child's learning level. Intuition, and Motivation coming from goals and the community of learners. Bruner also had 5 E's of education: Engage-Get interest or Hook, Explore-student centered, Explain-work together to analyze, Elaborate-Student centered deep knowledge, Evaluate-check understanding through student evaluation.
So What?
With this information I can come up with Authentic activities to use in my instruction like reporting and investigating. I will also try to use some authentic assessment so I can gauge my students individual differences and readiness. I can use discovery learning to teach to my students understandings and clear up their misconceptions. I can also identify existing misconceptions before instruction. I can get them excited about the topic, preserve their self-esteem, and watch for persistent misconceptions. I can use Bruner's theories to help my students connect the content they learn to their prior knowledge. I can also teach using spiral curriculum to teach difficult concepts to my students at their learning level.
Now What?
Now as I prepare my lesson plans I can use Bruner's 5 E's to organize them. I can also watch for examples of authentic activities to use as I teach. I will also try to identify my students misconceptions as I teach to eliminate their confusion. I really want to help my students preserve their self-esteem and get them excited about the content.
Saturday, December 6, 2008
October 27, 2008
What?
Today we talked about Learning and Cognitive Processes. We talked about the lobes of the brain and what each lobe controls. We then talked about memory and how information is processed into long-term memory. The information first goes into the sensory register, then if the student is paying attention the information goes to working (short-term) memory. If the student isn't paying attention then the information is lost. After going to working memory the information can be lost or through in depth processing the information goes into long-term memory. we talked about storage, encoding, and retrieval. Through cognitive processes students relate and organize information. The students can choose what they want to learn. The meaning of information is constructed by the learner, through prior knowledge, and maturation of the brain. We also talked about RAD or Reticular activating system, Amygdala, Dopamine; lessons plans. Through RAD lessons the students are able to pay attention, focus on important details, and focus on meaning not memorization. We also talked about factors affecting retrieval and why students sometimes forget information. We also talked about the importance of wait time when asking and answering questions.
So What?
This information will help me as I teach my students. With this information I hope to be more aware of how information is processed by my students and help them to pay attention so the information makes it way into Long-term memory. By learning about encoding I will be able to use rehearsal, meaningful learning, organization, Elaboration and Visual Imagery as I teach my students to help them retain the information I teach. I also now understand how sometimes information can be lost or constructed wrongly, by my students. I also know it is important to wait when asking and answering questions. This gives everyone an opportunity to process the information and an opportunity to those students who don't usually talk enough time to answer.
Now What?
This information was very useful during field, especially using wait time. I was amazed at how many students responded when they were given enough time to process the information. By understanding the cognitive processes of my students I can accurately teach to them. I can provide information that is interesting and useful to my students, in a way they can remember it.
Today we talked about Learning and Cognitive Processes. We talked about the lobes of the brain and what each lobe controls. We then talked about memory and how information is processed into long-term memory. The information first goes into the sensory register, then if the student is paying attention the information goes to working (short-term) memory. If the student isn't paying attention then the information is lost. After going to working memory the information can be lost or through in depth processing the information goes into long-term memory. we talked about storage, encoding, and retrieval. Through cognitive processes students relate and organize information. The students can choose what they want to learn. The meaning of information is constructed by the learner, through prior knowledge, and maturation of the brain. We also talked about RAD or Reticular activating system, Amygdala, Dopamine; lessons plans. Through RAD lessons the students are able to pay attention, focus on important details, and focus on meaning not memorization. We also talked about factors affecting retrieval and why students sometimes forget information. We also talked about the importance of wait time when asking and answering questions.
So What?
This information will help me as I teach my students. With this information I hope to be more aware of how information is processed by my students and help them to pay attention so the information makes it way into Long-term memory. By learning about encoding I will be able to use rehearsal, meaningful learning, organization, Elaboration and Visual Imagery as I teach my students to help them retain the information I teach. I also now understand how sometimes information can be lost or constructed wrongly, by my students. I also know it is important to wait when asking and answering questions. This gives everyone an opportunity to process the information and an opportunity to those students who don't usually talk enough time to answer.
Now What?
This information was very useful during field, especially using wait time. I was amazed at how many students responded when they were given enough time to process the information. By understanding the cognitive processes of my students I can accurately teach to them. I can provide information that is interesting and useful to my students, in a way they can remember it.
October 13, 2008
What?
Today we talked about social development, sense of self, developmental changes, social development,Moral development, and Emotional development. In order to understand social development we defined two key words personality: consistency in behavior and temperament: general tendency to respond in a particular way. Personality can be linked to heredity and environmental factors. Temperament can determine the environment in the classroom and how the students fit in the classroom. Teachers should have a persistent, energetic, and able to ignore distractions. Under sense of self we defined self concept, characteristics, strengths, and weaknesses, and self-esteem, judgments about ones self. Both self-concept and self-esteem are influenced to previous performance, and the behaviors of others through comparison and how peers act toward us. We then talked about how self-concept and self-esteem influence developmental changes. During childhood their perceptions are concrete and optimistic. In early adolescence they believe they are always being watched and judged by an imaginary audience, they believe that no one knows how they feel or what they are going through. They also believe they are invincible. In late adolescence, there is a general sense of identity, where they construct who they are, what things they find important, and what goals they want to accomplish in life. We discussed Erikson's eight stages of development: 1. Trust vs. Mistrust (infancy), 2. Autonomy vs. Shame and Doubt (Toddler), 3. Initiative vs. Guilt (preschool), 4. Industry vs. Inferiority (Elementary), 5. Identity vs. Role Confusion (adolescence), 6. Intimacy vs. Isolation (young adulthood), 7. Generativity vs. Stagnation (middle adulthood), 8. Integrity vs. Despair (late adulthood). we talked about Kohlberg's stages of moral development 1. Punishment-avoidance and obedience, 2. Exchange of favors, 3. Good boy/good girl, 4. Law and order, 5. Social contract, 6. Universal ethical principle. We then discussed Gilligan's criticisms of Kohlberg's stages. Kohlberg did his studies with boys and didn't take into account the differences between boys and girls. According to Gilligan girls are more relationship and interdepence driven, they are more likely to show empathy and compassion, and they answer moral question on what "it depends on ...". Lastly we discussed Goleman and Emotional Intelligence. Children who exert emotional intelligence will understand when emotions are appropriate, they will know their emotions, they can manage their emotions, they can motivate themselves, they can recognize different emotions in others, and they can better handle relationships.
So What?
This information will help me to identify the needs of the students I teach socially, morally and emotionally. By being able to identify the students temperaments I can help them to fit better in my classroom. I can help those students that have low self-concept and self-esteem by encouraging them in their work and helping them succeed. I will be able to identify what stage of Erikson's social development my students are in and I will be able to cater to them. The same goes for Kohlber's stages of moral development. These will be great guidelines in helping my students learn to be honest and moral people.
Now what?
I have already become more aware of the social, moral emotional stages that I have been through and continue to progress through. I have also began to identify these stages in those around me and it has given me a lot of insight into those I know. I have also began to identify the stages that my preschoolers are in. By identifying the social, moral, and emotional stages of my students I can better enable them to solve their own problems, become self reliant, and aware of the world around them. By helping them progress through the different social, moral, and emotional stages, I can help them reach the next stage.
Today we talked about social development, sense of self, developmental changes, social development,Moral development, and Emotional development. In order to understand social development we defined two key words personality: consistency in behavior and temperament: general tendency to respond in a particular way. Personality can be linked to heredity and environmental factors. Temperament can determine the environment in the classroom and how the students fit in the classroom. Teachers should have a persistent, energetic, and able to ignore distractions. Under sense of self we defined self concept, characteristics, strengths, and weaknesses, and self-esteem, judgments about ones self. Both self-concept and self-esteem are influenced to previous performance, and the behaviors of others through comparison and how peers act toward us. We then talked about how self-concept and self-esteem influence developmental changes. During childhood their perceptions are concrete and optimistic. In early adolescence they believe they are always being watched and judged by an imaginary audience, they believe that no one knows how they feel or what they are going through. They also believe they are invincible. In late adolescence, there is a general sense of identity, where they construct who they are, what things they find important, and what goals they want to accomplish in life. We discussed Erikson's eight stages of development: 1. Trust vs. Mistrust (infancy), 2. Autonomy vs. Shame and Doubt (Toddler), 3. Initiative vs. Guilt (preschool), 4. Industry vs. Inferiority (Elementary), 5. Identity vs. Role Confusion (adolescence), 6. Intimacy vs. Isolation (young adulthood), 7. Generativity vs. Stagnation (middle adulthood), 8. Integrity vs. Despair (late adulthood). we talked about Kohlberg's stages of moral development 1. Punishment-avoidance and obedience, 2. Exchange of favors, 3. Good boy/good girl, 4. Law and order, 5. Social contract, 6. Universal ethical principle. We then discussed Gilligan's criticisms of Kohlberg's stages. Kohlberg did his studies with boys and didn't take into account the differences between boys and girls. According to Gilligan girls are more relationship and interdepence driven, they are more likely to show empathy and compassion, and they answer moral question on what "it depends on ...". Lastly we discussed Goleman and Emotional Intelligence. Children who exert emotional intelligence will understand when emotions are appropriate, they will know their emotions, they can manage their emotions, they can motivate themselves, they can recognize different emotions in others, and they can better handle relationships.
So What?
This information will help me to identify the needs of the students I teach socially, morally and emotionally. By being able to identify the students temperaments I can help them to fit better in my classroom. I can help those students that have low self-concept and self-esteem by encouraging them in their work and helping them succeed. I will be able to identify what stage of Erikson's social development my students are in and I will be able to cater to them. The same goes for Kohlber's stages of moral development. These will be great guidelines in helping my students learn to be honest and moral people.
Now what?
I have already become more aware of the social, moral emotional stages that I have been through and continue to progress through. I have also began to identify these stages in those around me and it has given me a lot of insight into those I know. I have also began to identify the stages that my preschoolers are in. By identifying the social, moral, and emotional stages of my students I can better enable them to solve their own problems, become self reliant, and aware of the world around them. By helping them progress through the different social, moral, and emotional stages, I can help them reach the next stage.
Monday, October 6, 2008
October 6, 2008
What?
Today we talked about cognitive development. We talked about how the brain receives and begins to process information. We talked about neurons and synapses of the brain and how it fires. We also talked about how the synapses in children are higher than in adults. We talked about Jean Piaget's theories of development. We talked about him being a cognitive constructivist, meaning that he formed theories about the construction of the mind. He believed in allowing children to learn and discover for themselves, rather than helping them. We then looked over Lev Vygotsky's theories of development. He was a social constructivist, meaning he believed knowledge came from social interactions. We talked about the Zone of Proximal Development (ZPD). We talked about how important it is for each individual child to learn at their own personal ZPD. we talked about putting students in both homogeneous and heterogeneous groups to facilitate their learning. We talked about how parents and teachers can scaffold children to help them learn. Lastly we talked about Linguistic Development, and how important it is to continually talk to your children. By exposing children to reading and verbalizing as much as possible they will be able to construct a higher level of language.
So What?
This information will help me as I work with my students to discover and label what level of Piaget's cognitive development they are at. By identifying what level my students are at I will be able to teach to their level of cognitive development but I will also use Vygotsky's zone of proximal development. I want to scaffold my students to help them learn. From this information I have a better understanding of how the brain receives and processes information. I understand how schemas are organized and changed through assimilation, accommodation, and disequilibrium.
Now What?
Today we talked about cognitive development. We talked about how the brain receives and begins to process information. We talked about neurons and synapses of the brain and how it fires. We also talked about how the synapses in children are higher than in adults. We talked about Jean Piaget's theories of development. We talked about him being a cognitive constructivist, meaning that he formed theories about the construction of the mind. He believed in allowing children to learn and discover for themselves, rather than helping them. We then looked over Lev Vygotsky's theories of development. He was a social constructivist, meaning he believed knowledge came from social interactions. We talked about the Zone of Proximal Development (ZPD). We talked about how important it is for each individual child to learn at their own personal ZPD. we talked about putting students in both homogeneous and heterogeneous groups to facilitate their learning. We talked about how parents and teachers can scaffold children to help them learn. Lastly we talked about Linguistic Development, and how important it is to continually talk to your children. By exposing children to reading and verbalizing as much as possible they will be able to construct a higher level of language.
So What?
This information will help me as I work with my students to discover and label what level of Piaget's cognitive development they are at. By identifying what level my students are at I will be able to teach to their level of cognitive development but I will also use Vygotsky's zone of proximal development. I want to scaffold my students to help them learn. From this information I have a better understanding of how the brain receives and processes information. I understand how schemas are organized and changed through assimilation, accommodation, and disequilibrium.
Now What?
I am already familiar with the principals of both Piaget and Vygotsky. In the preschool I work in, we try to use both Piaget's and Vygotsky's principles in our teaching. We use concrete objects, books, songs, and experiments to help our students understand different concepts. we encourage talking in every situation because most of our students are nonverbal. We have a speech therapist that comes in twice a week to work with our students. She plays with them, and also encourages language while they play. We give our students time to explore the classroom and play, because this is the best time for them to talk and interact with one another. We are constantly scaffolding our children to help them accomplish tasks they should otherwise be unable to complete on their own. From these experiences in the preschool, I've learned so much about the way children learn. I hope to be able to change ans adapt these skills and strategies as I do my field work.
Piagetian Tasks
I did the Piagetian tasks with three of our tuition preschoolers, two boys and one girl, mainly because they were the highest functioning and most able to verbalize an answer. I did the play dough experiment first. I did it just like I'd seen on the video, and I was given the same response as your son. That the balls of play dough were the same. Then I flattened one and asked the question again. All three children agreed that the play dough was no longer the same. One boy and the girl agreed that the ball was bigger, while the other boy said that the flat play dough was bigger. This was kind of surprising to me, because I expected all three to point to the same one. I then did the water experiment. I had two glasses and a pitcher, they were see through so they could see the level of the water easily. I first showed them the two glasses with the same amount of water in them and all three of the children agreed that they had the same amount of water. I then poured the water from one glass into the pitcher and asked if they had the same amount of water. The same boy and girl pointed to glass saying it had more water than the pitcher. The other boy pointed to the pitcher saying it had more water than the glass. I was again surprised by this answer, because I expected them all to answer the same. From these experiments I can conclude that these students are in the preoperational stage of cognitive development. The only thing that I can conclude from the boys answering differently is that they have different views of how more is portrayed. It would be neat to find out what has influenced this in each boy.
Monday, September 22, 2008
Sept. 22, 2008
What?
Today we talked about intelligence and different theories of intelligences. We talked about special education, Inclusion, IEPs, and watched a video on Tourettes Syndrome. we also had a debate on the pros and cons of classification.
So What?
This is extremely important in education. As a teacher we need to realize that each student is different and each student learns differently. We need to be able to teach and adapt lessons to reach all of our students. I also feel that teachers need to be aware of the different disabilities that they will have in their classrooms, so that they can involve them and adapt the lessons for these students as well.
Now What?
I feel very passionate about Special Education. I have worked in Special Education for four years and the debate on Classification had me very riled. I know as a teacher how beneficial it is for me to know each child's disability, by knowing this I can better communicate and teach the child. However, I also am aware that it would not be beneficial for all teachers or students. If the teacher doesn't care about adapting or changing things to help the child with the disability understand and learn, then it doesn't matter if they know the child's classification or not. It all depends on the teacher and how they personally feel or view the classifications, if they feel negatively towards them they will not be willing to try anything different or do the extra work for one student. If the student achieves better when their general ed. teacher is unaware of their disability then they would probably not want them to know. I also know that some students use their disability as an excuse to get out of work or something else they don't want to do. It really depends on both the teacher and the student. Personally as a teacher, and having worked with children with a broad range of disabilities, I know that I will do everything I possibly can to help that child succeed.
Today we talked about intelligence and different theories of intelligences. We talked about special education, Inclusion, IEPs, and watched a video on Tourettes Syndrome. we also had a debate on the pros and cons of classification.
So What?
This is extremely important in education. As a teacher we need to realize that each student is different and each student learns differently. We need to be able to teach and adapt lessons to reach all of our students. I also feel that teachers need to be aware of the different disabilities that they will have in their classrooms, so that they can involve them and adapt the lessons for these students as well.
Now What?
I feel very passionate about Special Education. I have worked in Special Education for four years and the debate on Classification had me very riled. I know as a teacher how beneficial it is for me to know each child's disability, by knowing this I can better communicate and teach the child. However, I also am aware that it would not be beneficial for all teachers or students. If the teacher doesn't care about adapting or changing things to help the child with the disability understand and learn, then it doesn't matter if they know the child's classification or not. It all depends on the teacher and how they personally feel or view the classifications, if they feel negatively towards them they will not be willing to try anything different or do the extra work for one student. If the student achieves better when their general ed. teacher is unaware of their disability then they would probably not want them to know. I also know that some students use their disability as an excuse to get out of work or something else they don't want to do. It really depends on both the teacher and the student. Personally as a teacher, and having worked with children with a broad range of disabilities, I know that I will do everything I possibly can to help that child succeed.
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