Final Reflection

Good and effective teaching is a very detailed concept with a lot of components that many people do not realize. I know that before taking this class I was very uneducated on what truly makes a good and effective teacher. To be a good and effective teacher one must create a connection with their students in order to teach in a way that the students learn best. For example, some students learn better by hands on teaching, some learn better by listening (auditory) and some learn better by visual learning. As a teacher it is important to take these aspects into consideration. A good and effective teacher also much practice student-centered teaching and not strictly lecture the entire lesson. Student- centered teaching should be organized by using a lesson plan either by using backward design or another style. Student-centered teaching is very important for today’s classrooms because students are getting on the habit of just “getting by”, but student-centered teaching helps eliminate that by incorporating more student involvement and interest. A teacher must know where to draw the line between only lecturing in their classroom and encouraging students to participate and speak out during class. A good and effective teacher also uses technology in the classroom to educate their students, but not excessively. Technology must be used as a resource for students and can be used to add spice to the classroom. For example, videos and games are useful in the classroom to motivate the children, but the classroom needs hands on activities and learning styles other than just technology as well.

 My definition has changed since the conversation that we first had in class. Before taking this class I thought a good and effective teacher was one that was respectful and fun to their students, but also knew how to teach the material. After taking this class, I wasn’t completely wrong, but my definition expanded greatly after learning specific steps in doing so.

This class has helped me learn how to work with individuals specifically for speech pathology in many ways. A few that stick out to me include #2 from our syllabus “Teachers know how students grow”. This is important for a speech pathologist as well because I will be using therapy to assist the children on their speech delays and it will be important to track where they began, where they ended, and how they grew. This will be useful because I can learn through each patient and be able to see how they learn best and what doesn’t seem to help them much. Number 6 from the syllabus also stands out to me “teachers communicate well”. This is huge for speech pathologists because working with anyone who has a delay requires a lot of patience and the ability to communicate. I will consider this while working with my patients to assure myself that I slow down when speaking and clearly state the directions while with them. This course has helped me to understand these standards by bringing them to my attention and giving me ways to use them. Also by giving me videos ad activities to do to further my understanding.

The most significant thing I have learned this semester is the different ways one can learn. This is because each of my patients will be different and I will have to accommodate to them. Whether they learn best by visual, auditory, or hands on activities will be up to me to find out.

I will continue my blog by noting things that I find important for my future career and post them online so I never lose them and can easily access them when necessary. I will force myself to use technology more because I am not good at that right now, and it will benefit me in the future.

Scholarly Blog Post


For my scholar blog post, I would like to look further into Module 5, specifically, transforming learning.  I think this is an important topic to discuss because just like anything else in life, education is always changing. I found this topic interesting because often times as students we do not realize how much education and teaching has changed over the years, but after looking back it is clear to see that it has. For part of our module 5 learning activities a video was assigned to watch, this video is named “Transforming Learning”. This video really helped me to understand to what extent learning has changed and why. I really like how the speaker compares learning to remodeling a house by explaining that we need to do more than just cover things up or add things, but instead completely remodel by fixing things that don’t work and strengthening what does. This helps avoid the common issue of some students just “getting by” while others excel. I found a study on how faculty transformed a large-enrollment course from lecture style to more student centered learning. This study brought the importance of building skills and engaging students instead of strictly memorization. In order to avoid memorization and shift from lecture to student centered learning, “one instructor present[ed] an activity used in the course and a reflection on how well the activity worked and how students performed on the activity. Follow-up discussion revolved around suggestions for improved implementation (e.g., encouraging more students to share out with the entire class) and troubleshooting” (Elliot 1).  This was very helpful for the teachers in the biology department because they made note of which activities worked and which ones didn’t and they continued to use them in other sections. The active-learning activities that were most commonly used in this study involved think-pair share activities and clicker questions. This relates greatly to our face-to-face meetings during which we engage in think-pair-share activities and things such as Kahoot. The results for this study stated that “active student-centered learning strategies are associated with improved student learning and engagement” (Elliot 1). A limitation to this teaching method is that it is time consuming and requires trial and error in order to find what works and what doesn’t.  Another study I found highlighted the importance of technology involvement with student centered learning. The author of this article, Jack S Cook, is a former professor who states “Over the years, there has been a shift in focus to a more collaborative learning environment, steering away from traditional lecturing to encourage active student-centered learning. To facilitate this style of learning, teachers must focus attention on what information and tools they can provide the student instead of what the instructor is going to cover in the course” (Cook 1). Cook explains that as knowledge increases, the technology available to assist teaching also increases. Cook believes that technology has greatly helped him in facilitating the learning process by permitting him to share construct knowledge with his students. Cook states that, “technology such as the World Wide Web, e-mail, chat rooms, and video conferencing has helped me create an active student-centered learning environment. It also fosters personal relationships between all those involved by enhancing class-focused communication” (Cook 1). The author believes that students enjoy the real time perspective that technology allows. He also stresses the importance of teacher readiness and how technology assists teachers with organization of course material and course expectations through posting syllabi and further instructions. Some limitations have been encountered through using the internet to encourage student centered learning such as; the internet crashing, email being portrayed as too informal and students improperly using it while interacting with their teachers, and that it takes time to create and modify things through the web. The final article I found, Student-Directed Learning Comes of Age, by, Dave Saltman gives a lot of useful insight on why student-centered learning is so important and how it works. Recent research findings have stated that learning must be shifted from the teachers doing the work of learning to the students doing the work of the learning. This is because the students are the ones learning and when “students manage their own learning, they become more invested in their own academic success” (Saltman 4). This was stressed to us in the video from module 5 when the speaker explained that if students are not invested in their education they will continue to coast and just get by instead of fulfilling their max potential. Throughout this article, Saltman stresses the importance of students making decisions for themselves and being able to make connections through their learning. Another interesting fact that came to mind while reading this article is that student-centered learning forces the student to do more work because of their active involvement in class and in on-line activities, rather than putting in ten minutes of work and thinking that it is enough. It is also important that student-centered learning improves a student’s growth mindset by encouraging them to step outside of the box and attempt activities even if they are challenging, instead of remaining at a comfortable level.  Student-centered learning is a topic that I think should be discussed throughout school districts everywhere, because it is clearly beneficial.



Here is the link to a YouTube video I found on student-centered learning:





Works Cited


Cook, J. S., & Cook, L. L. (1998). How technology enhances the quality of student-centered learning. Quality Progress, 31(7), 59-63. Retrieved from

Elliott, E., Reason, R., Coffman, C., Gangloff, E., Raker, J., Powell-Coffman, J., & Ogilvie, C. (2016). Improved student learning through a faculty learning community: How faculty collaboration transformed a large-enrollment course from lecture to student Centered. CBE Life Sciences Education, 15(2), CBE life sciences education, 2016, Vol.15(2). Retrieved from

SALTMAN, D. (2012). Student-Directed Learning Comes of Age. Education Digest, 77(7), 4-8. Retrieved from

Module 6 Blog Post

Technology impacts teaching and learning in both positive and negative ways. In today’s generation, technology is everywhere and it is very important for us as students to be aware of it and how to use it. For example, my 9 year old cousin already uses iPads in the classroom and at home, and she can honestly operate it better than I can. This is beneficial to her because often times she is playing educational games on it or doing activities regarding school. So, instead of dreading boring school work with a pencil and piece of paper (which she has to do also), she gets excited to use her iPad and do work on it, and most of the time she doesn’t even realize that she is learning through it which is good. Another reason I think technology is beneficial in teaching and learning is because of the mass amounts of resources we are able to access through the internet, such as; videos, articles, books, et. Throughout my college education I have enhanced my use of technology greatly, especially through D2L. Before coming to college I was terrible with technology and avoided it at all cost, I hated it. Now that all of my assignments are (for the most part) are posted online with attached online activities/videos needed in order to complete the assignments, I had no choice but to force myself to use it. I am happy about this because I am now more comfortable with using the internet and can access things easier and quicker.  I have always said that I would prefer pen and paper because it can avoid confusion and losing things through the internet, but as time has progressed I have come to appreciate technology more. I say this because I enjoy being able to complete my assignments and submit them right there on the spot instead of having to worry about handing them in the next day or a few weeks later in class. I also have major OCD about checking/calculating my grades and this is nice to be able to do through D2L, and as a matter of fact this is my first semester that I have encountered a teacher that does not use D2L and it stresses me out so bad not knowing what my grade is and not having the ability to see what needs improvement. Technology can negatively impact teaching and learning through the use of multitasking. Oftentimes students think that while they are doing homework or in class they can be on their phone and lap top and learn at the same time. This is proven to be a very big distraction and negative impact on students and their learning. This is shown through our Module 6 in class activity where we were asked to write a sentence and a number corresponding to each letter at the same time. For most of us it was nearly impossible, or caused us to be much slower while doing it and frustrated. This is because it is hard for our brains to physically do two things at the same time, which is why texting and driving is so dangerous. The only time I think a cell phone is good while learning is when you need a mental break and need a minute or two to take a breather and step away for a couple minutes. After researching I came across an article that explains negative impacts of technology in the classroom, and some of them I have not thought of before. For example, it is stated that “Many students learn best by physically and mentally interacting with what they are studying. If most of the teaching is done using a computer, these students’ needs are not being met” (Klaus). The concept of overuse is not one that I normally would think of because I feel as though technology is pushed so much in the classroom. After bringing it to my attention I completely agree that if children are strictly glued to the computer while learning, they will not properly store the information in their memories because of the lack of hands on experience and auditory action. I think this can be avoided by proposing an activity online or short video and then verbally go over it in class with an activity involving it as well.

Here is a link to the article I used:


Module 5 Blog Post

While working as a SLP I plan to use motivation to encourage my patients to want to learn and get better. A while back it was brought to my attention that often times working with a child who has a speech issue it is difficult to gain their attention and willingness to learn because it most likely isn’t their decision to be there. What I mean by this is, due to a parent placing their child in therapy it tends to be more of the parents want for them to get better and not so much the child. Because of this issue I will need to find ways to motivate the child into learning and cooperating in order for them to succeed. I think it would be effective to use positive and negative reinforcement toward the child to either motivate them to do things the right way or to discourage them to do the wrong thing. I will assess them in ways that show progression with their speech and language development by using charts to track where they first began to where they are now. I will also give them one on one verbal tests and verbal instruction to complete a task. This will help me to understand what level they are learning at. I will set goals without the child around in order for me to have an idea of where they should be after a certain amount of sessions and then I will also set goals with the child in order for them to see what they need to work on and what they are doing better at. Learning centered methods will be very helpful in one on one therapy because I will be sure to engage the child the entire time and not just stand in front of them preaching at them. The session will be completely based on the child and involving child interaction. I can use backward design when helping my patient by accommodating to the different patient interests that I will encounter and also to help me have an idea of what to go over during certain sessions. I think it is important that backward design reinforces that “the challenge is to focus first on the desired learnings from which appropriate teachings will follow” (Grant Wiggins). I will avoid using only textbooks and time-honored activities while teaching and instead focus on the learning aspect of teaching.

Here is my lesson plan using backward design:


Unit Title:  Students will be able to function in classroom settings while learning Spanish                                                                   

Established Goals: Students will be able to independently use their learning to function in school and classroom settings in the target language. This will serve as an introduction to language learning, provides the necessary skills to begin communication in the target language, and encourages curiosity and interest in language learning.




Understandings: Students will understand that-Languages cannot be translated on a word-to-word basis

-Spanish has its own unique alphabet, similar to English

-Spanish nouns have gender

-Greetings change based on time of day and the person who you are talking to

-Proper communication is important to effective communication

-Spanish has its own unique punctuation and accent marks






Essential Questions:How do I greet people appropriate to the time of day?

-How do I talk about the day, date and time?

-How do I say what the weather is like?

-How do I ask how someone is feeling?

-How do I say how I am feeling?

-How do I respond to my teachers directions?

-How do I spell in Spanish?

-How do I talk about things in a classroom?



Students will know:• Basic classroom vocabulary

-Greetings and good byes


-Forms of addresses

-Spanish alphabet

-Classroom commands

-Numbers 1-100


-Gender of nouns




Students will be able to:-Greeting people at different times of the day

-Introducing themselves

-Telling time

-Asking questions about new words and phrases

-Talking about a calendar

-Describing weather and seasons

-Comparing weather in different parts of the world






Performance Tasks:Students will show that they really understand by evidence of

-Interpretive task- be able to incorporate reading and listening

-Interpersonal speaking (greetings, introducing self, say the date, the time and weather)

-Interpersonal writing that includes emails and proper use of weather and birthday

-Theme project- students write a video script with a picture for a weather forecast for 2 different locations. They will use an iPad to record a screenshot of their forecast and show the class

-Integrated Performance Assessment that includes watching a video and discussing what they learned in the video and then presenting to the class.



Other Evidence:Students will show that they have achieved Stage 1 goals by

-Formative assessments

-Practice activities online

-Formative speaking and writing activities

-Summative Exam

Key Criteria:-Are all three types of goals addressed in the learning plan? (Acquisition, meaning and transfer)

-Does the learning plan reflect principles of learning and best practice?

-Is it effective in engaging all students?








Summary of Learning Activities: 

Begin with a hook- (Show a “YouTube” video “Why study Spanish in the 21st Century?”)

-Introduce questions- (have students brainstorm and then go over as a class while presenting the questions to the class)

-Preview the performance task- (Project done on iPad)

-Provide direct instruction- (Vocabulary phrases)

-Provide practice on the basics- (Listening, partner speaking tasks, in class activities, iPad activities)

-Provide opportunities for further discussion

-Provide an application task

-Lead a class discussion and provide small group application

-Assign the final performance
























This lesson plan uses the backward design learning plan by first considering the learner and establishing goals and then considering how to teach them in an effective way that will help them to fully learn. This also helps demonstrate engaging the students in activities that will assess their learning in a way that portrays the larger purposes of the activities and tests. It helped me in designing my plan because I could fully understand what goals were to be accomplished and how the student will learn from the material given to them. It also helped me to be organized and ready for my patients.


Module 4 Blog Post

The cognitive perspective focuses its attention on achievement of facts, concepts, skills, and strategies in order to succeed in learning. They believe that learning happens through applying strategies in effective ways. The behaviorist perspective focuses more on “acquisition of facts, skills, [and] concepts [that] occur through drill, guided practice” (Educational Psychology p. 468).  It is important for us to apply these perspectives of learning to instruction in order to practice different theories and what works best. It is also important because these theories have been tested and proven to work while teaching children, although, all children learn differently. Applying both methods to your teaching will help you to find which strategy works best for different age groups and learning styles. Instructing these theories correctly will give you as a teacher a better understanding of the theory and also help the children to learn accurately. The limitations of the cognitive theory include that “behaviorists see this theory as weak due to the abstract nature of thoughts and the difficulty in defining them. What may be seen as self-critical by one researcher may look like a rational remark by another” (Heffner). Another limitation is that prior knowledge must be at hand in order to apply specific strategies. The behaviorist perspective limitation would be that there must be someone to guide the student in order for them to learn, and it is more teacher involvement. The transmission presentation technique is also used by behaviorist theorists which is more of telling rather than guiding students through teaching. Another weakness is that “many critics argue that behaviorism is a one-dimensional approach to understanding human behavior and that behavioral theories do not account for free will and internal influences such as moods, thoughts and feelings” (Rhed). It is also said that the behavioral approach is limited to one type of learning and tends to be superficial. I agree more with the cognitive approach in terms of the role of the teacher, peers, and students. I will apply the things I have learned in this module by teaching my patients in speech pathology by guiding them and not just telling them while I am teaching them. I will also be sure to take into account teach and model effective strategies and ensuring that each patient has accurate and complete knowledge of the material. I will be sure to avoid keeping my work one sided and I will take into account of different factors in the children’s lives and home life.



Links to my websites:

Group 3 assignment

While watching this video I was impressed with the fact that the children are the ones who create the view of what they want the classroom to look like. I think this is important and beneficial because in the end they are the ones that his game is affecting and it is a good idea to get their input. I also think it is interesting how they incorporated the words “spleem” and “PAX” to describe bad or good behaviors. This game actually seems like a game I would like to partake in as a child in a classroom, I like it because it allows competitive behaviors, hence the teams, but the overall message is to act appropriately and accordingly in the classroom. These two factors working together cause the children to want to avoid a “spleem” in order to win the game. I also like how the teacher doesn’t call out which individual child is receiving the “Spleem” in order to avoid them having a negative attitude toward the game. This game is rewarding because it allows the teacher to encourage good self-management and gives the children a chance to show the teacher how well behaved they can be. The letters with compliments are also a good idea in order to make the students feel better for doing a good job in the classroom. My reaction to this video was positive. I have experienced games like this one growing up, where the teachers would try to encourage good behavior by reward and punishment type games, but none of them seemed as good as this one. I will incorporate something like this in my career as a Speech Pathologist by coming up with a game or activity that encourages my patients to behave appropriately while I am working with them and rewards them both internally and externally while working with me. Thank you for sharing this video!

Module 3 Blog Post

In your future career, how do you expect to encounter differences among those you will be working with? How will you identify and plan for individual and cultural differences between students? Pick one difference you might have in your future teaching experience, discuss how you will plan for differences, and why planning for this difference is important

In hopes of becoming a Speech Pathologist in the future, I am very aware that not every child I work with will learn the same or act the same. I plan to find differences among the severity of their speech issue and their learning ability. I also plan to find differences in their daily lives, like family, social class, and their individual personalities as well. I know this will cause me to struggle at times, but I am excited to see how well I can adapt to the differences between my clients. I will identify individual differences by incorporating different activities into my sessions. For example, some days I may do activities outside and some days I may do activities inside in order to find where the individual seems to learn and excel better. I will also do activities that are visual based and auditory based to see which part of their learning needs the most work. I also think it is very important while working with a child and their speech development that they are interacting with you and not just listening to you, in order to do this I will make sure to have activities that cause them to “copy” what I am saying, or activities that involve me holding up certain objects and instructing them to tell me what they are. I think a huge part of being a good speech pathologist is being able to have a good connection with your client in order to create a sense of comfort between your client and yourself and in order to really pay attention to the ways they are learning and the ways they may not be. From personal experience with my cousin, I think that family involvement is a huge part of a child learning and growing and making sure they get the proper attention and care that they may need, so I will be sure to encourage as much family involvement as possible. I also think that recommending different therapies such a therapeutic horsemanship, water activities, and physical exercise are important in stimulating different ways of learning for these children, so I will try to recommend these activities as much as possible. Although, I wish every child could have equal opportunities, I will be aware that not every family will be able to afford such things or find the time to get their children to these things. In cases like those I will need to be sure to find alternatives such as extra outside time at a playground or in the back yard or special day cares that they families can afford and make happen. A difference that I will encounter a lot while in this profession is the difference between and auditory learner and a visual learner. These are common differences that many people encounter every single day and that I have noticed a lot through my cousin. For example, while trying to get his attention he is more of an auditory learner. I say this because if I stand next to him and point at something for him to do he will not do it, but if I grab him and make eye contact with him and speak to him he will understand what I am saying and respond by actions involving what was said. I found it extremely interesting that in the video Learning styles don’t exist, Daniel Willingham explains that visual learners don’t actually learn best by watching a screen and auditory learners don’t actually learn best by hearing, but it is more of putting a meaning to what they are learning. I find this to be extremely true and I will try my best to incorporate this theory into my work as much as possible. I think that when someone is taught something and it is just memorized it is not a beneficial as actually attaching a meaning to it and retaining it that way. Planning for this difference is important in order for me to be prepared to work with different learning styles and in order to have different activities in mind when these differences are right in front of me.

Module 2 Blog Post


There are many variables that go into how one may develop and construct knowledge. Genetic factors as well as environmental factors are linked to the development of knowledge. For example, everybody has a genetic code that they are born with that comes from their parents and earlier family members. But, this genetic code does not limit people to how far they can take their knowledge abilities. Factors such as family members, friends, peers, and education also have a big impact on how one’s knowledge develops. In this module we focused on cognitive development, self-development, social- development, and moral development.  Developmental characteristics influence teaching in a way that in order to properly teach you have to be aware of the circumstances and the level of learning the child is at. You also need to be sure to use appropriate task level assignments and activities while teaching a child. A child will not learn well if they are being taught material that is too challenging or too easy for them, this is where the Zone of Proximal Development by Vygotsky comes into play. Vygotsky wanted to make sure that every student was excelling in the right way, using tasks that are one step ahead of their cognitive development is how he went about this. This method is successful in Cognitive Development, because it allows children to step out of the level that they are currently at and be introduced new and further material. In order for this to be done properly, a teacher is necessary in order for the children to accomplish these new tasks. Another theory related to Cognitive Development is Piaget’s Stages of Cognitive Development. Piaget explains the importance of the Sensorimotor, Preoperational, Concrete- Operational, and Formal- Operational Stages. He believed that maturation, activity, and social transmission, were a big part of how a child develops. Throughout each stage he lists what the child should be able to do within that age range and what you can expect to come next, starting at 0 and going through adulthood. Bronfenbrenner created a Bioecological Model of Social Context for Development, which consisted of four major parts, the Microsystem, Mesosystem, Exosystem, and the Macrosystem. This system revolves around social development and the certain interactions that help to shape and develop a child properly. The benefits of these theories come within them and help us to develop and grow in certain ways, but they lack a sense of universal understanding of where development comes from. For example Vygotsky is more focused on the help of authoritative figures with development, while Bronfenbrenner focuses more on environmental factors and interactions. The role of parents is huge in the development of a child. There are many different parenting techniques and everyone has their own views on this topic, but over all children learn and develop with the help of their parents, whether that be a good or a bad thing is up to them. For example, my whole life I have had somewhat “strict” parents, but I can honestly say they were only strict about things that are necessary. What I mean by this is, they would be strict about going to school and going to practice, and not being a quitter and to always be respectful, and things like that. But when it came to making friends and curfews, they were not too strict. I believe this is because my parents wanted to help shape us into good and successful kids, but not completely hold our hands throughout the whole process. They wanted to guide us but also wanted us to learn for ourselves and make decisions for ourselves. I respect this parenting style because I never felt the need to sneak out of the house or do things behind my parents back, because I could always tell them the truth, but all of my other friends with very strict parents always seemed to rebel and get into trouble.  

Module 1 Blog Post

In education the relationship between research and practice is quite strong. In order for a teacher to properly run a classroom, research is needed. There are many different types of classrooms and learning environments out there, making it nearly impossible for teachers all over the world to run their classrooms exactly the same way. Research is done allowing us to benefit from what has worked in the past and what has not. For example, back in the day Special Ed classrooms did not exist, and many children with special needs were extremely neglected. This was happening because a lack of research and information done on what a child with special needs requires to learn and function. With the help of research and the spread of information and awareness we now have programs and classrooms to fit the needs of these children and other children with special adaptations. Research and practice should work to inform each other by communicating properly and not skewing the data. What I mean by this is, if a teacher likes something a certain way they should not deny or ignore the data and research given to them that may work better. Experiments are done to portray a realistic representation of how something should work in order for the best results to come. Practice is what comes after that, allowing us to put the data to the test and benefit from the research.

The note from Mrs. Young really interested me. I think it is very respectable that she went out of her way to back up her decision about only assigning homework that is not finished during the school day. To me, this seems perfectly logical because she has the proof that homework has no benefits to students. I also find it very interesting that she assigns something completely unrelated to regular “homework” as her out of school mission. Ever since I can remember, I have always hated doing homework and have felt as though it never seemed to help me, but more so stress me out. I hated the thought of teachers assigning “busy work” that seemed to have no correlation to my actual knowledge of what was done during class. The thing that bothered me the most was the amount of cheating done outside of the classroom that teachers did not know about, leading to those students being praised for doing “their” work. With that being said, as I have grown and moved up in school I feel as though I don’t have as much “busy work” as I used to, and that the work I do in college does in fact have an impact on my knowledge on the material. So, I guess what I am trying to say is, I am not against homework.. as long as it is clear as to why the assignment was assigned, and as long as I feel as though it truly expanded my knowledge. While researching I found a quote to further explain what I am thinking, it reads, “In 35 such studies, about 77 percent find the link between homework and achievement is positive. Most interesting, though, is these results suggest little or no relationship between homework and achievement for elementary school students” (Cooper). This perfectly explains how I feel as though when we are younger homework is more of busy work rather than work that helps students to succeed, but in the future it is helpful. Further expanding my theory on how homework is more beneficial for college kids, Nick Rupp theorizes that, “differences in scores reflect how homework can help to refresh the course material and help students figure out weak spots in their knowledge before an important test” (McNally). Mr. Rupp conducted a study that showed college students who have a homework requirement result in higher overall grades than students with a homework option. Over all homework is a very controversial topic.




Works Cited


Cooper, H. (2006, September 23). Does Homework Improve Academic Achievement? Retrieved September 28, 2016, from


McNally, V. (2013, August 27). Bad News, College Kids: Homework Actually Does Help You Learn. Retrieved September 28, 2016, from


Week 1 Blog Post

Hello everyone, my name is Mariah Gentile. I am a junior at UWW majoring in Speech Pathology and minoring in Psychology. In the future I plan to go to grad school, if everything works out with that I want to move on to specializing with autistic children that can not speak properly.

I have had many teachers in the past that have inspired me in positive ways, but one that will always stick out to me is my senior year English teacher, Mrs. Mauro. As we mentioned in class, Mrs. Mauro defines a “good teacher” due to her ability to connect with her students, her patience, and her effort to keep the material and the classroom in a manner that makes learning fun. Also much like the professor from “Dead Poets Society” she has a very good sense of humor and can always get the classroom laughing, which makes learning more enjoyable for everyone but at the same time she keeps a serious attitude about it in order to keep us under control. The teacher from video two does a poor job of teaching due to his monotone voice and his lack of interaction with the students.

Another person who has inspired me in a way that can not be replaced is my 8 year old cousin, Maddux. Maddux is autistic and can not form complete sentences on his own. He has inspired me to want to become a Speech Pathologist in hopes of assisting children like him. Maddux is the most loving and happy kid I have ever been around and although, he faces many struggles I am so fortunate to be able to spend most of my time with him. Keeping him in the back of my mind and close to my heart will help me in the future to keep pushing myself to work hard. Maddux teaches me so much about life without even trying to.

Here is a link to a youtube video on teaching like a “champion”