Final Reflection

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I believe good and effective teaching is when the teacher has a great and wonderful relationship with their students, and has an energetic, and loving personality. I believe that the teacher has to teach the content material energetically, and act like they like what they are teaching, even if they do not. In the past, I have had teachers that did not teach the content energetically, and you could tell that they did not like the material they were teaching, which made it less appealing to me. This resulted in me not paying attention to what the teacher was saying, and not learning. Also, I believe that teachers should have a loving personality as well. Teachers should treat their students like they are their own children. I once heard a teacher state that, “I am like a second mom for my students.” When you are a teacher, you kind of are like a second mom for students. For example, you spend most of your day with your students, and you watch them grow, just like a mother would do. When you have an energetic and loving personality, you will create a wonderful relationship with your students, which is very important. This is very important because if you have a wonderful relationship with your students, they will want to come to your class and learn. They will also be more engaged with what you’re saying as well. My definition of a good and effective teacher has not changed since our first conversation we had. This class has made my opinion of what a good and effective teacher is, stronger.

After revisiting the Wisconsin Standards for Teacher Development, this course helped me prepare for number two. Number two states that, “Teachers know how children grow.” This standard stuck out to me because through this course we talked about how we should give all sorts of different assessments, so that every student has a chance to show that they have learned. This course also taught me that you have to have a good relationship with all of your students, so that you can tell when they are growing. Another thing this course taught me was that you have to teach in all different types of teaching styles because what works for one student, may not work for the next student. By keeping all of these ideas in my head, I, as a teacher, will know how children grow.

To prepare my online digital identity upon graduation, I will make sure my online identity is seen as professional. I will watch what I post online, and make sure what I do post is seen as professional. As far as my blog goes, I plan to keep going with my blog. I will update my blog when I find new ideas or teaching strategies that I can use when I start my future career. Even through teaching, I will continue to update my blog with new concepts and strategies.

 

 

 

 

 

 

 

 

 

 

 

SCHOLAR Post

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During this semester, I have learned numerous amounts of information on a range of topics. The topic that I found most compelling was the topic of technology in the classroom. When talking about technology in a classroom, some teachers and parents will be all for technology in the classrooms. However, there are still multiple amounts of teachers and parents that are still against technology being used in the classroom. No matter if you are for, or against technology being used in the classroom, you should still try to gain a deeper understanding about the strengths and weaknesses of using technology in a classroom.

First, lets start with the negatives, and limitations of using technology in the classroom. The first weakness/negative of having technology in the classroom is that it can be a distraction for students. For example, just about every student these days has a cellphone. Cellphones, which are a form of technology, can be very distracting for a teacher, and a student. For example, when I did my field study at Delavan- Darien Middle School, I was in an eighth grade, Language Arts class, and just about every student had a cellphone, and would be using it during class. This caused a lot of problems for the teacher because he had students not paying attention. This is trouble for students, and teachers because students will not be able to learn to their full potential. An article that backs this statement up is an article by, Sarah Lohnes, called, “Questioning Assumptions About Students’ Expectations for Technology in College Classrooms.” This article states that college students found a “flipped-up” laptop screen to be a distraction. This article relates to our course materials because it proves that if a student is distracted they will not be able to multitask or learn to their full potential. This brings up our second weakness, multitasking. Many college students’, including myself, believe that they can multitask in lecture halls these days, and still retain all of the material discussed in class. However, after reading the article from Module 6, titled, “Think You’re Multitasking? Think Again,” it was proven that people are not actually multitasking. It is stated in the article that, “People just shift their focus from one thing to another with astonishing speed.” As stated before, I always thought I could multitask until I read this article and did the class activity for this topic. The class activity, where we had to write down the sentence, while writing down the numbers at the same time, proved that I could not multitask very well at all. Overall, this taught me that students that think they are multitasking, are not actually doing so, but just switching from one task to the next task super fast, and could potentially not be learning to their full potential. A third negative of using technology in the classroom is that some students might not have all of the proper equipment to succeed then in the class. For example, if the teacher assigns a homework assignment that requires the internet, some students could not be able to complete that assignment because they do not have a computer with internet on it at their home; consequently, this leads to the student not completing the homework, and not learning. According to the article that we read for Module six, called, “Digital Divide: The Technology Gap between the Rich and Poor,” only 62 percent of people in households making less than $30,000 a year used the internet, while in those making $50,000-74,999 that percentage jumped to 90.” This should be alarming for teachers, and make them think again before using technology in their classroom.

Now, let us take a look at the positives. One positive for using technology in the classroom is that, it will allow students’ to gain a better understanding of the material because they will have more resources to use to gain knowledge. For instance, they can use podcasts, videos, computers, iPads, etc. Furthermore, if they are using technology as a resource, they will see many different viewpoints from people about a certain topic, and become a more well-rounded person about the topic. According to the article, “From the University to the Elementary Classroom: Students’ Experiences in Learning to  Integrate Technology in Instruction,” by Dina Brown, states that using technology in the classroom has a positive impact on academic achievement for students, and allows students to learn everything about the material. This relates to our course content because overall we, as a teacher, should be using the best tools to help our students succeed. Furthermore, our world uses technology all the time, and we should teach students how to succeed in the classroom and in the real world as well. Another benefit for using technology in the classroom is that technology is all around us, and constantly changing, which will teach students a life lesson: that life is constantly changing, and you have to “roll with the punches.” This reminds me of the Ellen clip that we watched during class because the technology that Ellen grew up with, was not the same technology that the students grew up with or knew about. This proves that students are constantly learning, and developing. A third benefit for using technology in the classroom is that, students’ behavior will become more positive. According to the article, The Impact of Classroom Technology on Student Behavior, by Angeline Lavin, “Adding technology in courses where it is not currently used is likely to have a positive impact on student perceptions of the instructor and on student behavior.” This relates to our course content because we talked about ways to get students more engaged, and if students have a more positive attitude, they are more likely to participate and engage more in the classroom. Also, we talked about getting students more engaged by using positive reinforcement. According to our textbook, Educational Psychology, by Anita Woolfolk, positive reinforcement is defined as, “Strengthening behavior by presenting a desired stimulus after the behavior.” Furthermore, if you want students to participate more, you can use positive reinforcement by allowing the use of technology in the classroom, which will lead to a happier and more positive classroom for students.

Here is a YouTube video that talks about why technology integration is important in the classroom.

Works Cited

Lohnes, Sarah and Kinzer, Charles (2007) “Questioning Assumptions About Students’                                  Expectations for Technology in College Classrooms,” Innovate: Journal of Online                           Education: Vol. 3: Iss. 5, Article 2.

Lavin, Angeline. (2011, September). The Impact of Classroom Technology on Student Behavior.               ProQuest. 2. Retrieved from                                                                                                                              http://searcdh.proquest.com/openview/77b1c071d31fofe15e01b3727f54923d/1?pq-                        origsite=gscholar

Brown, Dina. (2006). From the University to the Elementary Classroom: Students’ Experiences                  in Learning to Integrate Technology in Instruction. ProQuest. 14 (3). Retrieved from                       http://search.proquest.com/openview/a7f2b3acd27c32952db6632c14006a85/1?pq-                     origsite=gscholar

 

 

 

 

 

 

 

Module 6 Blog Post

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Technology can impact both teaching and learning in a positive and negative way. Technology impacts teaching and learning in a positive way because it gives students and teachers a lot of availability to all sorts of resources. For example, they could look at books, magazines, videos, podcasts, etc. This allow students to fully understand a concept and allows students to become well-rounded about a subject as well. It also allows students to see different viewpoints about certain subject material. Another reason I believe that technology is necessary in teaching today is because, whether or not we want it to be or not, technology is everywhere we look these days. For instance, my cousin, who is only twelve years old, has a cellphone. Also, a lot of younger students can use technology a lot better than young adults even because they grew up with technology more than we have. Technology also impacts teaching and learning because nowadays everything is online, and uses technology. For example, every college student’s homework assignments are online, and you have to use technology to complete them. Also, when I did my field study at Delavan Darien Middle School, all of the students had Chrome books. This was beneficial for the students because they could actively engage with the teacher, and complete their answers right on their Chrome books. On the other hand, these were a distraction for the students as well. For instance, some students would finish answers before other students, so they would start playing a game on their Chrome book, and not pay attention to the rest of the class to what the teacher was saying. This would go along with what we talk about in Module 6, which was multitasking. Students, even at the 8th grade level, think that they can play games, and do their work (multitask). However, it is proven through research that students can not do this, and it was proven in our in class activity for module six as well. Every student had a hard time writing the sentence, and numbers at the same time. This proves that students do have a hard time multitasking. As I stated before, technology can be a distraction in the classroom, if there is too much of it, but technology can also deepen instruction for students by allowing them to get every viewpoint of a subject, and allowing them them to learn to their full potential about a subject. All in all, I think teachers should use technology in a classroom, since students are using it outside of the classroom already, but they should not make everything in the classroom technology based.

 

 

Module 5 Blog Post

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As a future school counselor, I plan to use motivation a lot when dealing with students. I would use motivation to encourage students. By using motivation, you are making the students learn more, not just about the situation at hand, but about themselves as well. Also, if you motivate a student, they will gain self confidence, and will get better and grow as a person overall. I will teach students that they should motivate themselves as well, and that they should not always need an incentive to do something. They should do something because they think it is the right thing to do, or because it makes them happy. Self- motivation will make them an overall happier person, and make them do certain tasks because they want to grow as a person. This will also increase the student’s self confidence. In my future career, I plan on using formative and summative assessments. I will use formative and summative assessments because these types of tests will motivate students to learn the material. Students will be motivated to do good on these because they will want a decent grade. Another technique I will use is negative and positive reinforcement. This will motivate students to do the right thing, and hopefully lure them away from doing the wrong thing. I will give them an incentive for doing the right thing, such as an ice cream bar or a piece of candy. By having all sorts of different assessments, students will not know what to expect, and will always have to pay attention. I will set goals with the student around, so that they know what exactly they need to improve on, and what they’re doing better at as well. I will also set goals without the child around, to see if they are learning, and doing better without them actually knowing.

motivation

 

Using classroom design principles, such as the Backwards Design framework, will help develop and design classroom instruction in a more effective way by making it more precise, clear, and straight forward. The Backwards Design framework starts at the base/root of the lesson, which is pretty helpful for the students to know exactly why they are doing the lesson at hand, and why exactly they are learning this material. This approach also lets the students, and teacher, have more say in how they learn the material. This type of framework also states how the students will reach the main goal of the lesson.

module-5-online-activity-lesson-plan-rough-draft

The link above is my lesson plan. My lesson plan fits the backwards design learning plan by establishing the goals for the learner first. Then, it allows the teacher to figure out how to teach the students, so that the students can reach their full potential. Students will know exactly what they need to do in order to succeed. This framework helped me in designing my lesson because it allowed me to see what exactly the goals were. It also states what the students are suppose to learn and achieve. Overall, I think this framework allows everyone to be more organized, and gets more students engaged in the lesson.

 

 

Module 4 Blog Post

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The behaviorist perspective focuses on, “acquisition of facts, skills, and concepts” (Educational Psychology, p. 468). This perspective states that children learn through drill, and guided practice. On the other hand, the cognitive perspective focuses on, “acquisition of facts, skills, concepts, and strategies” (Educational Psychology, p.468). This perspective states that children learn through the application of strategies. It is important for us as teachers to apply these perspectives of learning to instruction because as teachers, we should practice different theories and perspectives, and see which one works best for our students and classroom. More so, even if we don’t use every perspective and theory, we should at least have some background on it, just in case a student needs to learn a different way. As a teacher, if you use these strategies, as well as using other strategies, you can learn more about each student individually, and see how they learn. Overall, it will make for a more a better learning environment and a more effective classroom. One limitation of the behaviorist perspective is that there has to be somebody there, guiding the student, so that they can learn. Another limitation of the behaviorist perspective is that, “A behaviorist perspective can  not explain how people make procedural decisions or negotiate between various types of potential rewards and goals. Most of human behavior is not based on conditioned, convergent reflexes on a single task, but correlates to preceding mental processes that are divergent and collaborative in nature” (Kompa). One limitation of the cognitive perspective is that, “The cognitive approach is too mechanical, it compares the human to computers in that they have similar processes. This is a weakness as humans are more complex than computers, for example, emotions can affect a humans’ output.” I found this quote to be interesting because when I think of the word, “cognitive,” I think of the word, “brain,” and I think it means that we just remember how to do certain tasks because we have been taught that way. More so, those moves just become mechanical to us. In regards to the role of teachers, peers, and students, I agree more with the cognitive perspective because as a teacher, peer, or a student, you will have to guide others on how to do something. If you want the task done successfully, you can’t just tell them to do it without any explanation, you have to guide them on how to get the task done. As a future school counselor, I will apply the things I have learned in this module by at least trying to teach a various amount of different learning perspectives, so that every student can understand the material entirely, and get the full opportunity to learn. I have also learned that in my future career, I should guide the students, and not just tell them what to do.

Website Links:

https://joanakompa.com/2015/05/02/strengths-and-limitations-of-behaviorism-for-learning/

https://quizlet.com/8294726/psychological-approaches-strengths-and-weaknesses-flash-cards/

 

 

Module 3 Blog Post

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I expect to encounter differences in all of my students, when it comes to all of their different cultures. As a future school counselor, I plan on working with a lot of students, that all have different cultures and different backgrounds. Throughout my time at UW-Whitewater, my teaching, and my education courses that I have taken, I have encountered all sorts of cultures. Especially through my Observation and Participation, I ran into a lot of students of different cultures. It was fascinating to learn all about the different cultures, and to see all of them get along at that age and interact so peacefully. I learned a lot about different cultures when I did my Observation and Participation, and realized there were many cultures out there that I did not necessarily think about on a daily basis. I now realize that we are faced with interacting with numerous amounts of different cultures every day just by daily conversations. As a future school counselor, I will take into consideration all of the different types of cultures I will come across.

I will identify and plan for cultural differences between students by teaching and making sure that students are familiar with all of the different kinds of cultures. With this being said, I will teach the students about the differences, and norms for all of the different types of cultures. I will not flat out say stuff like, “this culture does this, and this culture does this,” because I do not want to stereotype cultures, but I will let students know that sometimes certain cultures see things a different way. Some of the differences that I might have to deal with is how certain cultures dress a different way, and skin tone. A lot of people would think that skin tone is not really a problem in today’s schools, but it is still a problem today. For example, in my Observation and Participation, I was placed in Milwaukee, where students would not be in a group with another student because they were a different skin tone color. I could not believe that stuff like this still happened. This reminded me of the video, “A Girl Like Me,” because they were signaling out a certain type of person, which is not right.

One difference I might run into in my future career would be all of the different skin tone colors. Like I said before, to plan for differences and different skin tones, I will teach all of the students about the differences and how even if they think a way a student does something is weird, or not normal, that is actually not weird, it is just something they are not use to. I will also try my best to teach kids to keep an open-mind when it comes to people’s differences. Planning for these differences is important because if students can be open-minded, and get along with all different cultures and everyone, no matter their skin tone color, it will make for a more fun, and loving learning environment for everyone in the classroom!

 

 

 

 

 

 

Module 2 Blog Post

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How a person develops and constructs knowledge is due to numerous factors, but the two main factors are environmental factors, and genetic factors. Family members, media, education, and peers, also support to shape a person’s knowledge. When a person is born, they’re born with a genetic makeup, or better known as, a genetic code. This genetic code, or genetic makeup comes from their parents, and grandparents mostly, but this genetic code does not limit the amount of knowledge a person can have or gain throughout their lifetime. During this module, we focused on self- development, moral development, social- development, and cognitive development. As a teacher, you need to know where the student’s level of learning is at. You need to know where the student level is at for learning because you need to give them assignments that are not too easy, but yet, not too difficult for them either. This fits with Vgotsky’s Zone of Proximal Development. This approach would use assignments and tasks that are somewhat out of their reach, but yet, they can still figure the assignment or task out. By doing this, it allows students to use what they already know, but they can also learn something new. Vgotsky believed that this was the best method for students and children to learn. Another form of cognitive development is Piaget’s Stage’s of Cognitive Development. The stages are Sensorimotor, Preoperational, Concrete- Operational, and Formal- Operational. He thought children learned better through social connections, and maturation. He stated at each stage what the child should be able to do, but these were not always set in stone ages for each of the stages. For example, a child could be at the sensorimotor stage for some tasks, and then, be at the preoperational stage for some other tasks. The  next person we talked about in this module was Bronfenbrenner. For social development, he created the Bioecological Model of Social Context for Development. This model had four parts: Microsystem, Mesosystem, Exosystem, and the Macrosystem. Bronfenbrenner believes that we grow as a person from social interactions. Some theorists believe that it is more of enviornmental factors that make us grow as people, and some think it is more of a genetic makeup and that we get help from our parents. For me, I believe the parents play a huge role in how a child develops. I also believe that no one knows you better than your parents, so they know what you can and can not handle as far as tasks. I think that you get a concept of what’s right and wrong from your parents at a young age, and as you grow up, you learn how to act and what’s wrong and right in social places through social interactions. For instance, I had parents that would have rules for me, and told me that I had to go to school, and be home by 9 on school nights because it was the right thing to do, but they would allow me to do whatever I wanted to do on the weekends. Also, as I grew up, I learned how to act in school situations and deal with friends and problems through social interactions. My parents wanted to help me learn and grow, but they also wanted me to learn some things for myself.

 

Module One Blog Post

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The relationship between research and practice in education is very important. Teachers need to consistently do research, and keep up with research to guarantee a well run classroom, and a good learning environment. Every classroom, and student learns differently. One teaching style could work for one classroom, but that same teaching style could not work for the next classroom or student. Due to this, teachers have to continuously do research to figure out what works best for their classroom, and students, and what they should practice in their classrooms as well. For example, one classroom and group of students could learn better doing hands-on activities, and the next classroom and group of students could learn better from a lecture. As a teacher, you have to do research to make sure you are giving your students the best opportunity to learn, and succeed. Furthermore, teachers should not be bias, and should not only teach in ways that they like to teach. Teachers should not ignore research that states, and proves that another way works better. Teachers should always experiment, and practice with all different types of teaching approaches, and old and new research, to see what works best for their students, and their classroom.

After reading the note that Mrs. Young sent out, I believe it is a good idea to only assign homework that is not finished during the school day. She has the proof and has done the research to know, and back up the fact that homework does not improve student success. I like how she asks the parents to do things that will correlate with student success. For instance, she asks the parents to read with their child, eat dinner as a family, and to play outside with their student. This was kind of eye-opening to me because as a child, my parents did do all of these things with me, and I would say I was pretty successful in school, and in life. On the other hand, I had a friend who had parents that did not do any of these things with him, and I did not think he was as successful as he could have been. Personally, I have never thought that homework did correlate with student success because a lot of students would cheat and copy down their friend’s answers on their homework. It made me question how are those students actually going to be successful in that class, and more so, on the tests, if they did not know the material. Also, students could not have a decent learning environment at home, or they could not have the proper tools to complete an assignment, or lack of parental support. Furthermore, as a teacher, you have to take a student’s family life into consideration. This goes along with the traumatized children article because if a student is traumatized and gets assigned homework, they are more likely to not do it because they do not feel cared for. I found an article that states, “Homework management indices were unrelated to standardized achievement test scores” (Jianzhong). This proves that homework does not create student success. Another article I found stated, “There was no strong evidence found for association between homework-achievement link and the outcome measure, or the subject matter” (Cooper). This is more proof that homework does not automatically create student success. All in all, I believe more teachers should be like Mrs. Young, and not assign homework, due to its lack of creating student success.

Works Cited

Jianzhong, X., & Corno, L. (2003). Family Help and Homework Management Reported by Middle School Students. Elementary School Journal, 103(5), 503.

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does Homework Improve Academic Achievement? A Synthesis of Research, 1987-2003. Review Of Educational Research, 76(1), 1-62.

 

 

Week One Blog Post

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Hello guys! My name is Brianna Lemmer. I am a senior at UWW, majoring in Elementary Education and minoring in Spanish. After graduation, my future plan is to attend graduate school at either UWW or at UW-Madison for school counseling. Once I have completed graduate school, I want to move out to San Francisco, and work in either an elementary school or a middle school as a school counselor.

Throughout my years of schooling, I have had many amazing and wonderful teachers that have impacted my life for the better! The one teacher that I remember the most is my senior year of high school AP English teacher, Ms. Callison. I find Ms. Callison to be just like the teacher from the video clip, “Dead Poets Society,” because she just like the teacher from the clip, Ms. Callison could make the class laugh. She also made learning in her classroom more enjoyable by trying to relate to her students more, and learning about their interests and dislikes. By doing this, she created a more comfortable learning environment. No matter what, Ms. Callison always made us feel like we actually were cared for. She is what a “good teacher” is because she does try to find interests and connections among her students. I can take many positive qualities away from Ms. Callison. The first one I can take is to always keep an open mind when teaching, and to try to see certain topics from different perspectives. The second trait she taught me was to always find a way to make learning fun and to connect with your students.

One experience that influenced me to become a teacher/counselor, was when I was an assistant coach for a traveling softball team during the summer. I remember at first, I was kind of dreading the fact that I agreed to coach because I thought it would be somewhat annoying coaching 20, 12-14 year old girls. Slowly, but surely, those girls taught me more about my own self, and taught me that work can be fun sometimes. I found myself sharing some personal stories with them, and realizing that they like to hear about my interests. This made me soon realize that I should find out their interests and connect with them and their other interests, besides just softball. Eventually, I found out that one girl was quiet because she was having family problems at home, this reassured me that I need to keep an open mind when working with children and to always see things from their/different perspectives. At the end of the season, at the team party, as I got endless amounts of hugs and thank you’s, this experience reassured me that I did want to work with children, help them with their problems, and help them grow as a person overall.

This is a link to a YouTube video on what students believe a “good teacher” should be and do in the classroom. This video reinstates the fact that teachers should have a good sense of humor and make learning fun….