Journal
Entry #1
As
I reflect on Clinical Practice I last semester at Oceanside High School, I
definitely think about my students and the learning experience I hope they
gained from me being their English teacher. At first, things took some getting
used to on both ends, but eventually started to come together as the weeks
progressed. Teaching accordingly to the binder system, which they have at
Oceanside High School, is structured in a manner in which all teachers are
mandated to provide their students with the same learning experience. Due to
this, to be a student in my class, things are definitely structured and also
extremely flexible. For a student to move through classes in a day at our
school is exciting for some and not as exciting for others. The day moves
quickly when students are learning, but moves rather slowly for the students
that rather would just be an occupier of space. Looking back to last semester,
there are many things I have learned that I would like to incorporate for the
remaining semester. For a teacher, learning is never ending.
Doing
this journal entry made me think of what it was like to be in the classrooms of
my teachers. I thought of the effective teachers and the not so effective
teachers. The teacher that stands out to me the most as being an effective
teacher is definitely my 8th grade English teacher. When asked what
it is like to be a student in her classroom, if there was one word to describe
it, would be engaging. Despite my love
for the English subject, I enjoyed being a student in my 8th grade
English class because my teacher made learning a fun experience. The teacher
that stands out to me as being an ineffective teacher is my Algebra II teacher.
When asked what it is like to be a student in his classroom, would be
frustrating. My Algebra II teacher was the type that did not like questions and
would easily be irritated whenever a student did not understand something. The
thought of going to his class was terrible because I knew what to expect, a
teacher who should not even be a teacher.
The experiences I had with my teachers are things that I will never
forget which will aid me in modeling what to do and what not to do as a
teacher.
Journal Entry #2
Quote from the text/video
|
What it means
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Deeper thinking
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Kids Do Well if They
Can
1. "Behind every challenging behavior is an unsolved
problem or a lagging skill (or both)."
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The challenging behaviors in our classrooms do not occur
out of the ordinary nor do they occur due to behavior, but more so, occurs
because of an unsolved problem or a lagging skill (or both).
|
In our classrooms, often times, we as teachers, assume
that our challenging behavior students occur due to problems either at
school, or either stem from home. Like some of our students, some of us
teachers have think in terms of "black and white" thinking. We
assume what is predictable, that students have challenging behaviors because
they have issues, and are blind to see
the unpredictable, that students have challenging behaviors because they
either have an unsolved problem or lack a skill. We as teachers need to
identify the unsolved problem or lagging skills so that we can tackle the
problem and minimize the challenging behaviors.
|
Creativity in
Schools
2. Referring to the human imagination... "Seeing our
creative capacities for the richness they are and seeing our children for the hope they are and our
task is to educate their whole being so they can face this future. By the
way, we may not see this future, but they will and our job is help them make
something of it."
|
We have to use the gift of our imaginations. We should
embrace our creativity and encourage our students to embrace their
creativity as well.
|
In education, there is so much emphasis on the brain and
how it is trained as a commodity for the future. Many jobs or even careers
are so focused on skill than creativity. As teachers, we need to not only
teach our students, but also encourage them to embrace creativity, their creativity,
so that they can face the future that constantly undergoes change. Of course we as teachers need to abide by
the standards, but we can also promote creativity in our classrooms as well.
|
Abundance,
3. "Knowledge workers and their thinking style have
indeed shaped the character, leadership, and social profile of the modern
age."
|
Work based on one's knowledge is how our society operates
in this modern age. What one knows and how skilled one is at what one knows
basically determines the type of work one will engage in. If one is skilled
at teaching, they teach. If one is skilled at coaching, they coach.
|
Thinking about knowledge workers and the skills they have
acquired to perform their work made me think of the economy and how the
demand for certain jobs also change as well. There are specific knowledge
workers that are in high demand today which makes me think of the variety of
knowledge workers who are jobless because of their low demand. Today, the
economy predicts the demand for certain types of knowledge workers. Knowing
this made me think of my own status in regards to my future as a knowledge
worker and how things will turn out in the future for not only me, but for my
students as well.
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Jobs of the Future
4. "As we build a new foundation for economic growth
in the 21st century, the nation’s workers will be better prepared for
ever-changing opportunities if they have strong analytical and interpersonal
skills. High-quality education and training is the best way to prepare the
workers of today for the jobs of tomorrow."
|
The more education one receives in analytical and
interpersonal skills, the more adept they will be in finding a suitable job
in the 21st century.
|
The jobs of the future deal with those who have strong
analytical and interpersonal skills. We as teachers, need to prepare our
students so that they fit the mold of the economic demands in the future. It
seems that work in the 21st century is not necessarily based on knowledge,
but rather knowledge and skills.
|
Journal Entry #3
According to Dr. Dave Starrett's
article, "Teaching the 21st Century Learner", the 21st Century Learner,
" has many educational traits that older educators may not be familiar or
comfortable with. These traits include gravitating toward group activities,
thinking it's cool to be smart, busy with extracurricular activities,
identifying their parents' values and feeling close to them, respecting social
conventions and institutions, being fascinated with new technologies, and being
on, experiential and social. To them computers aren't technology---they are
just part of their life experience background. The hypertext minds of 21st
Century Learners crave interactivity, are good at reading visual images (though
weak with reading skills), have strong visual-spatial skills, tend toward
parallel processing and inductive discovery, look for fast response times which
leads to short attention spans. " As educators, it is best to create an
interactive environment for our students keeping in mind the way in which they
learn as a student in the 21st century.
I didn't realize how behind I was in terms of my Personal Learning Networks for EDSS 530. I am a cross between a "visitor" and "resident" in the web world, but more so a "visitor", which I am working on. As I became more familiar with the multitude of PLNs there are, I was extremely amazed. I was amazed at the number tools that can be utilized to enhance the learning experience for my students rather than PowerPoint presentations on the DocuCam. There were many things I never knew existed. To be more aware of these amazing tools brings awareness to what my 21st Century Learners need in the classroom.
Journal
Entry #4
There
are many definitions as well as meanings to the word bias. Bias is the
prejudice in favor of or against one thing, person, or group compared with
another, usually in a way considered to be unfair. What are my biases? I think
the bias that I have is ignorance. To have ignorance is not knowing when one
should. Often times, I find myself prejudging some thing, person or group. The
other day, I went with my sisters to a frozen yogurt shop. As we were in the
shop, we spotted this female wearing black pants and a black hooded sweatshirt
standing outside in the dark. I don't know where she came from, but it was
apparent that she had a motive. Of course I had my guard up, especially being
that I was with my sisters. As we exited the building, all I remember thinking
was make no type of eye contact whatsoever and walk to the car as quickly as
possible. Sure enough, the female asked us if we can give her a lift to the
nearest bus station because she missed the last scheduled Sprinter. Without
hesitation, my older sister replied, "Sorry!" Of course we felt bad,
but my sister ended up giving this female a five dollar bill to help her with
something. As we drove home, my sisters and I felt awful and kept saying,
"You just never know!" Sure, we could have assisted her and given her
a ride, but as the wise saying goes, "It's better to be safe than
sorry!"
We
live in a society built on trust and emotion. If a certain person does not look
trustworthy we tend to ignore. If a certain person makes us laugh, we gravitate
towards that person. I don't necessarily think people are biased, but much
rather, ignorant. We tend to draw assumptions about things we are and aren't
aware of. It certainly is a daily struggle for everyone because everyone has
experience and can relate to making assumptions about things we are and aren't
aware of. In order to eliminate these
assumptions, we have to take a step towards eliminating our ignorance and
educate ourselves. As educators, we must educate ourselves as well as our
students.
Journal Entry #5
As I look back to my teaching last semester, I discovered that my students needed
structure and set expectations. I quickly dove right into teaching, taking over what my
cooperating teacher left off. In the beginning, I was introduced to my students, however,
they knew me as the student teacher who was to take over their class. There were no set
expectations, which explain why my classroom management was not all there so to
speak. Prior to even teaching, I thought I had a full grasp that everything was going to be
under control. To my surprise, I did not really imagine my classroom management skills
turning out the way it had. I had to learn with the abundant help and support from my
cooperating teacher. I look back to how important that first day really is as far as
expectations go. With time, my students got to know me as did I. Once I laid out my
expectations, I was surprised to see some small changes in the classroom, which was a
good thing. My cooperating teacher mentioned to me that classroom management is like
parenting. Having no children of my own, I have no experience, but I suppose I can
expand my knowledge learning from others if that what it takes. Through my first
teaching experience, I realize how imperative it is to make connections with students. In
some cases, making connections determines whether or not students will want to learn.
As teachers, we need to make connections to create a safe and effective learning
environment for our students.
From the short time I was with my students, I feel that I was not fully aware of all
of their needs. I learned some information about my students based on the surveys I
administered as well as from being observant in the classroom. Therefore, I think it is fair
to say that the gap between my students and I, as far as needs go, is wide. I understand
some students do not necessarily verbalize their needs, but I think the focus is more on
whether or not I did enough, as their teacher, to discover those needs that I was unaware
of.
After reading One Teacher’s Story by Wendy Warren, I was amazed at how she
took initiative in finding more about the IEFA or Indian Education for All as it was
essential to the needs of her students and community. One thing that triggered a negative
response with me is the idea, which many of us are already aware, of how teachers are
bombarded with the demands No Child Left Behind as well as standardized tests. Then, I
thought of a comment made by a teacher who stated that she “teaches to the test”. I guess
I was expecting a different response. As I became more informed of the disadvantages of
No Child Left Behind and standardized tests, I declared that I would not want to be the
teacher who “teaches to the test”. Yes, it is indeed a requirement, but as much work as it
will take me, I would rather be overwhelmed and be a “primary player in bringing change
to the classroom” rather than be a primary player in bringing no change at all in the
classroom. As teachers or educators, we need to be advocates for change to ensure that
our students are receiving the learning that they need. I, like Wendy, am ignorant. I
believe it is important to seek out what it is I do not know that I need to know to ensure
student success.
Journal Entry #5
As I look back to my teaching last semester, I discovered that my students needed
structure and set expectations. I quickly dove right into teaching, taking over what my
cooperating teacher left off. In the beginning, I was introduced to my students, however,
they knew me as the student teacher who was to take over their class. There were no set
expectations, which explain why my classroom management was not all there so to
speak. Prior to even teaching, I thought I had a full grasp that everything was going to be
under control. To my surprise, I did not really imagine my classroom management skills
turning out the way it had. I had to learn with the abundant help and support from my
cooperating teacher. I look back to how important that first day really is as far as
expectations go. With time, my students got to know me as did I. Once I laid out my
expectations, I was surprised to see some small changes in the classroom, which was a
good thing. My cooperating teacher mentioned to me that classroom management is like
parenting. Having no children of my own, I have no experience, but I suppose I can
expand my knowledge learning from others if that what it takes. Through my first
teaching experience, I realize how imperative it is to make connections with students. In
some cases, making connections determines whether or not students will want to learn.
As teachers, we need to make connections to create a safe and effective learning
environment for our students.
From the short time I was with my students, I feel that I was not fully aware of all
of their needs. I learned some information about my students based on the surveys I
administered as well as from being observant in the classroom. Therefore, I think it is fair
to say that the gap between my students and I, as far as needs go, is wide. I understand
some students do not necessarily verbalize their needs, but I think the focus is more on
whether or not I did enough, as their teacher, to discover those needs that I was unaware
of.
After reading One Teacher’s Story by Wendy Warren, I was amazed at how she
took initiative in finding more about the IEFA or Indian Education for All as it was
essential to the needs of her students and community. One thing that triggered a negative
response with me is the idea, which many of us are already aware, of how teachers are
bombarded with the demands No Child Left Behind as well as standardized tests. Then, I
thought of a comment made by a teacher who stated that she “teaches to the test”. I guess
I was expecting a different response. As I became more informed of the disadvantages of
No Child Left Behind and standardized tests, I declared that I would not want to be the
teacher who “teaches to the test”. Yes, it is indeed a requirement, but as much work as it
will take me, I would rather be overwhelmed and be a “primary player in bringing change
to the classroom” rather than be a primary player in bringing no change at all in the
classroom. As teachers or educators, we need to be advocates for change to ensure that
our students are receiving the learning that they need. I, like Wendy, am ignorant. I
believe it is important to seek out what it is I do not know that I need to know to ensure
student success.
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