Tuesday, April 3, 2012
Entry 30 - Ending
Well this is the end of my blogging. I must say I truly enjoyed this class and was glad to be a part of it. I felt like I was in a great learning environment and Rob was well informed about this subject. Enthusiasm is a must-have for a great teacher and definitely makes the class better. I hope to have a great impact on my students the same way one day =)
Entry 29 - Learner-centred planning and Instruction
April 3.
When learning is structured towards the student and away from the teacher it is called learner-centred learning. There are four principles included in this topic.
1. Good for cognition and meta-cognition (student thinking). Has to do with thinking skills and helps a student with self awareness.
2. Supports motivation and effect (emotional)
3. Support developmental and social needs
4. Supports individual differences.
When learning is structured towards the student and away from the teacher it is called learner-centred learning. There are four principles included in this topic.
1. Good for cognition and meta-cognition (student thinking). Has to do with thinking skills and helps a student with self awareness.
2. Supports motivation and effect (emotional)
3. Support developmental and social needs
4. Supports individual differences.
Entry 28 - Working in small groups
What are some things (positive or negative) you know about learning together in small groups?
In my personal opinion working in groups doesn't really work well for me. I am a perfectionist and am very strong-willed. I find that the other groups members know that about me and will slack, making more work for me. Also if they don't do something up to my standards I will redo it so in the end just makes more work for me.
In my personal opinion working in groups doesn't really work well for me. I am a perfectionist and am very strong-willed. I find that the other groups members know that about me and will slack, making more work for me. Also if they don't do something up to my standards I will redo it so in the end just makes more work for me.
Entry 27 - Maslow's Hierarchy of Needs
MAR 29 EDPY
MASLOW'S HIERARCHY OF NEEDS "pyramid"
Start at the bottom - need needs to be fulfilled before going to the next level
If deficiency needs (bottom needs) are not being met can affect learning.
We have hot lunch/nutrition because foundational needs need to be met before learning can take place. Ex- if a child a hungry or if shows up in small jacket in minus weather.
Self-Transcendence- Highest level of achievement.
Self-Actualization- completely fulfilled individual. Off the treadmill to enjoy. Privileged to enjoy the beautiful parts of life. Camping etc. identify strongly with human kind. Elevated. Secure. Embrace diversity.
Aesthetics&beauty- harmony, art, order, gardening, renovating home a creative outlet
Knowledge and Understanding- intellectual needs. Stimulate the mind.
Self- Esteem and Respect of others- be respected and well regarded
Love and Acceptance- foundational intimacy and social acceptance.
Safety- continuing supply of food, clothing, shelter, etc and physical safety.
Physiological - food, clothing, shelter.
Video MAR 30
Candle problem
Start with the end in mind. Narrow your focus.
Motivation.2
Blackfoot connection: Maslow a oversexed his information for the pyramid from the Blackfoot traditions.
Orientations
1. Helpless: I hate math , no matter how much I study etc can't do it. So we don't try.
2. Performance: I must get that "a" extrinsic orientation...staying up late to study etc
3. Mastery: want to learn and understand...it has meaning to me. I don't care about the "a" I just want to learn the material. Ironically when this happens we tend to get the A
Entry 26 - Cognitive Information-Processing Approach.
THE COGNITIVE INFORMATION - PROCESSING APPROACH
Major school of thought within psychology
-Works like a computer
-Input data
-Processes data
-Output data
1. Introduction, issues, and overview
2. Robert Siegler's 3 main characteristics
1) Thinking - information processing . Making differences between different things that you know.
2) change mechanisms (4)
1: Encoding - bring something into a system ( new information )
2: Auto maticity - know something so well don't really need to think about it
3: Strategy construction - making a cognitive function conscious effectively
4: Transfer-
3) Self modification.
Change our system through the effort of our own will. Draw attention to our own thinking - thinking about our thinking (meta cognition) being aware of our own thinking. Highest level of thinking is meta cognition. ***crucial to high level success
SQ4R (SQRRRR)
S: Survey
Q: Question- yourself about the material.
R: Read - as you read you will discover answers.
R: Recite- say it out loud.
R:Relate- correspond with what you know.
R: Review
Entry 25 - Video - William Ury
MAR 22 EDPY
1. Video William Ury: The walk from "no" to "yes"
Notes
Find your 18th camel
Peace = Us that works as a surrounding community.
Hide your poisonous arrows and talk it out. "the third side"
Stop fighting start talking.
Go to your "balcony" - get all the parties there if you can.
Hostility to hospitality
Terrorism to tourism.
Common identity - story of Abraham
The secret to peace is the third side
the third side is each of us
2.Discussion/reflection
1. How do you respond to Ury's message
2. What practical insight and or broader value might you draw for your own work with kids, colleagues, families, schools, and communities?
ANSWERS
1. I think I can agree with Ury and his message. When I get into an argument with someone I tend to try and take a step back before anything gets too heated. I am not really one to fight and argue, I tend to be a peacekeeper and prefer that everyone just gets along if this is possible.
1. Video William Ury: The walk from "no" to "yes"
Notes
Find your 18th camel
Peace = Us that works as a surrounding community.
Hide your poisonous arrows and talk it out. "the third side"
Stop fighting start talking.
Go to your "balcony" - get all the parties there if you can.
Hostility to hospitality
Terrorism to tourism.
Common identity - story of Abraham
The secret to peace is the third side
the third side is each of us
2.Discussion/reflection
1. How do you respond to Ury's message
2. What practical insight and or broader value might you draw for your own work with kids, colleagues, families, schools, and communities?
ANSWERS
1. I think I can agree with Ury and his message. When I get into an argument with someone I tend to try and take a step back before anything gets too heated. I am not really one to fight and argue, I tend to be a peacekeeper and prefer that everyone just gets along if this is possible.
Entry 24 - Study Strategy
MAR 20 EDPY
Study strategy activity. -- how do you study? What is your process? Does it differ depending on the subject? How do you feel abut the results?
Studying is an important part of every students world. I always try to tell myself that I will review all the material weekly but unfortunately life gets in the way. I usually end up cramming the whole day and night before an exam. The results I am usually pretty happy with results, and am actually often pleasantly surprised so for me this works.
Study strategy activity. -- how do you study? What is your process? Does it differ depending on the subject? How do you feel abut the results?
Studying is an important part of every students world. I always try to tell myself that I will review all the material weekly but unfortunately life gets in the way. I usually end up cramming the whole day and night before an exam. The results I am usually pretty happy with results, and am actually often pleasantly surprised so for me this works.
Entry 23 - Memory
MEMORY
1. Encoding (5)
2. Storage (including 3 memory time frames)
3. Retrieval (including 3 types of forgetting)
Encoding...three ways (getting it in)
1) Rehearsal - repeating the information over a period of time. Conscious repetition - a little superficial.
2) Deep processing - think about it a lot. "what does it really mean?"
3) Elaboration - "what is an example?" start with the concept and extend the information by use of say examples.
4) Constructing images. - a form of elaboration (VISUAL)
5) Organization - use structure in learning and thinking. - mind maps (start in the middle) and concept maps (starts at the top). Teacher likes concept maps (hierarchy)
Storage (keeping it in)
First memory time frame is: Sensory- seconds.
Second is: Short-term- about 30 seconds. Just long enough
Third is: Long-term- no time limit...forever.
Retrieval: (getting it out) --- Kinds of forgetting
1. Cue-dependent forgetting
Knowing who find stuff stuff and being able to get it out. Neural pathways are highways down we travel to find whether information is stored. Cue- dependent ...when we encode we attach a label to it. Remember the cue. It can be the way in which you remember something. Devise a system! Facilitate cue dependent retrieval. String on the finger and forget what it means is the cur dependent forgetting.
2. Interference theory-
When new information interferes with the old information. Still know the old information but cannot find it. (covered. Y the new informant.
3. Decay theory-
Neural pathways have "decayed" from non-use.
Enrty 22 - Video Andy Bell.
MAR 16 EDPY
Video notes - Andy Bell
remembering every card in order in 10decks of cards.
Several pathways to memory (neural) only one can be easily broken.
Loci method.
I just wanted to jot down a quick blog about this video. I thought it was very interesting and wish that we had been introduced to this earlier in the semester. I tried it out myself, of course not to this extent, and found that it works quite well. It was very interesting to see what people can do with their minds.
Entry 21 - Functional Approach
MAR 13 EDPY
FUNCTIONAL APPROACH
Not just looking at the surface, asking yourself the question of why? Why is she doing that? What need is trying to be met by displaying this behavior?
A lot deeper than operant conditioning.
1. Functional analysis: examines a students inappropriate behavior as well as its antecedents( what comes before) and it's consequences to determine the function that the behavior might serve for the student.
2. ABC: Antecedent, Behavior, Consequence (what happened before, what happened, what happened after) - For a critical incident report. ABC is an example of a functional behavior analysis.
3. Positive Behavior Support: is what we do after the fact of an incident...how we can help the child learn a communication strategy, or conflict resolution. How can we help a child learn the skills to behavior.
4. Strategies
1.Teach desirable behaviors
2. Consistently reinforce the new behavior in a way that the student truly appreciates
3. In your class, have predictable routines. (reduces anxiety & helps to make the students feel comfortable)
4. Provide frequent opportunities for choice.
5. Provide adaptations to support academic success.
BLOG. A student in your class Cody refuses to do his desk work. What are three possible purposes or functions for this behavior. Please suggest an alternative behavior he can learn or adopt to meet each purpose or function.
Video John hunter on the world peace game
a world peace game He has created
What do you want to do? Question the superintendent asked when asked what does he do with teaching gifted children.
Different teachers you've had can come out of you.
Collective wisdom is greater than that of one person.
Spontaneous compassion
Self learning.
Invitation - share thoughts on adopting this kind of student-centered work in your classroom.
Provocation- ummm in case you don't know, building world peace is beyond h curricular outcomes of the k-12 classroom
FUNCTIONAL APPROACH
Not just looking at the surface, asking yourself the question of why? Why is she doing that? What need is trying to be met by displaying this behavior?
A lot deeper than operant conditioning.
1. Functional analysis: examines a students inappropriate behavior as well as its antecedents( what comes before) and it's consequences to determine the function that the behavior might serve for the student.
2. ABC: Antecedent, Behavior, Consequence (what happened before, what happened, what happened after) - For a critical incident report. ABC is an example of a functional behavior analysis.
3. Positive Behavior Support: is what we do after the fact of an incident...how we can help the child learn a communication strategy, or conflict resolution. How can we help a child learn the skills to behavior.
4. Strategies
1.Teach desirable behaviors
2. Consistently reinforce the new behavior in a way that the student truly appreciates
3. In your class, have predictable routines. (reduces anxiety & helps to make the students feel comfortable)
4. Provide frequent opportunities for choice.
5. Provide adaptations to support academic success.
BLOG. A student in your class Cody refuses to do his desk work. What are three possible purposes or functions for this behavior. Please suggest an alternative behavior he can learn or adopt to meet each purpose or function.
Video John hunter on the world peace game
a world peace game He has created
What do you want to do? Question the superintendent asked when asked what does he do with teaching gifted children.
Different teachers you've had can come out of you.
Collective wisdom is greater than that of one person.
Spontaneous compassion
Self learning.
Invitation - share thoughts on adopting this kind of student-centered work in your classroom.
Provocation- ummm in case you don't know, building world peace is beyond h curricular outcomes of the k-12 classroom
Entry 20 - Operant Conditioning
MAR 8 EDPY
Operant Conditioning- is an extremely powerful framework for managing the behavior of people. However it does have limitations...Are they learning how to respect each other and treat strangers in community with respect?
Main theorist for concept is B.F SKINNER.
"You get more bees with honey than vinegar"
Praise, reward and recognition works far better then yelling, criticism etc.
Question. How have you seen classroom management done in your journey? Marbles/check marks/tickets/ When I was in the elementary grades I was subjected to many different varieties of classroom management. My grade 5 teacher had this section of the board that was chalked off and made into a chart. It was called ICMM (I Can Manage Myself). Every time a student did something unappropriated (rolling of the eyes was my major downfall) they got a mark on the chart. When the last column was filled the student would have to pull their desk to right up against the chalkboard and remain there for the rest of the day. Below is a chart I constructed that resembles the original. I always disliked this chart when I was younger and getting in trouble but as I have grown I think that it is a good idea and plan to use something along these lines in my teaching career.
Okay so back to operant conditioning....Some important concepts: to distinguish between them two important questions.
1. What is the direction of the behavior change? If upwards we are talking about reinforcement- more polite.. if downwards - punishment - less bullying etc.
2. Is teacher adding or removing something ...add praise add yelling add home letter or phone call....positive...if removing privilege...negative...removing computer time etc
Positive reinforcement-Most effective results...adding something to increase behavior.
Negative reinforcement-(strangest)- want to condiment an increase in a behavior by removing something. Target behavior is student time spent on studies....tell students anyone who sitting at a term average in june of 85% doesn't have to write to the final exam.
Positive punishment- decrease some behavior so add something.
Negative punishment - decrease a behaviors but does so through taking something away.
Generalization- when a behavior is conditioned in one context the learning can be moved to another context
Extinction - stop rewarding any behavior so it becomes evident that even If the student wants negative attention it won't be had.
Behavior decrease. Behavior increase
Adding something. Positive punishment. Positive reinforcement
Taking away some thing Negative punishment. Negative reinforcement
Entry 19 - Service Delivery Models
MAR 1 & 2 EDPY
Service delivery models
1. Special education class - Learning and behavior support. Everyone has an individualized program. Learn how to manage their own behavior. Praise works far more effective then criticism. Ex) Marbles in jar - marbles as a reward for good behavior as a class - jar filled equals a pizza party.
2. Resource room / withdrawal model - The kids are together for most of the class (day) and part of the day they are taken from class and put into programs in other parts of the school.
3. Inclusive classroom - Organized around a sense of community - everyone belonging and being educated together well. (included)
Video - problem ownership.
Processing, motivation and perception.
Storage and retrieve.
Associative - can do several things at once.
Cognitive - one thing at a time.
Entry 18 - Shawn Achor Video
FEB 17 Shawn Achor video
The Idea of Positive Psychology
Mindset shapes the experience of happiness.
Happiness - relationships and social bonds are very important.
Progress paradox - becoming less happy with the introduction of new technologies.
Need to study very healthy not just unhealthy.
We have what we study.
Positive psychology is the study of human potential.
Hard work and success equals happiness in the future? Nope
Happy before the activity success rate is increased by fifty percent.
Primed for happiness secures a better result.
DO NOT FOCUS ON WEAKNESS OR NEGATIVE.
Smiles and happiness can spread the same as frowns and depression.
The Idea of Positive Psychology
Mindset shapes the experience of happiness.
Happiness - relationships and social bonds are very important.
Progress paradox - becoming less happy with the introduction of new technologies.
Need to study very healthy not just unhealthy.
We have what we study.
Positive psychology is the study of human potential.
Hard work and success equals happiness in the future? Nope
Happy before the activity success rate is increased by fifty percent.
Primed for happiness secures a better result.
DO NOT FOCUS ON WEAKNESS OR NEGATIVE.
Smiles and happiness can spread the same as frowns and depression.
Questions for ponder....
1. How do you respond to what he has to say?
2. How does it resonate with your own life and experiences?
3. What about as a student?
2. How does it resonate with your own life and experiences?
3. What about as a student?
4. How might teaches apply this?
ANSWERS
2. I am always about looking for the bright side of things and try to keep a very positive attitude towards people and life. I have actually cut people out of my life for being negative and bringing my moral down. Who wants to have people like that around?! Not me! I believe in his statement that if we are primed for happiness we will perform at a higher rate and be more happy and content with life. For me this means getting my partner to send me a nice text message so I can wake up to it in the morning. Loving words from my significant other boosts my mood immediately and provides that spring in my step, or the smile on my face.
3. This should be a very important theme for a student to follow if they should so chose to follow anything. Being happy is a major top priority in many lives and provides a good foundation. Happiness, to me, is a building block for having a complete life. I find that it is hard to concentrate and focus on schoolwork if I am unhappy or stressed.
4. Teachers could apply the idea of "positive psychology" by instilling motivation in their students to work hard and be successful. Perhaps they could suggest to students to do something they enjoy, whether it be reading a book, baking a cake, or laying out in the sun for an hour before getting down to work on homework or a project.
Entry 17 - Gender
FEB 16 EDPY
A few side notes about gender before the discussion begins..
1. School is a complex situation where a lot of social functions occur. We are socialized into our gender roles at school. It is also a place for the policing of gender. Students will learn who they are and who are they going to become. Taught how a girl/boy should behave.
2. Teachers need to be sensitive to gender as well as informed.
2. Teachers need to be sensitive to gender as well as informed.
Gender : A learned behavior
1. Preliminary definitions. Sex: biological dimension Gender: sociocultural dimension. Gender roles: expectations for thinking, acting, and feeling. The way we are expected to do so. Cognition behavior and affect.
2. Views on Gender Development
- Biological: the mechanism that drives the complex ways of thinking, acting, feeling. Either starts with physiology or neurology. Biology is not destiny especially for complex attitudes and behaviors. (interactionist view)
- Social Learning: child (boy) observes his teacher, dad, uncle , coach. Throughout the process he learns his gender role. From observing roles models. Social observation. (theorist Albert bandura)
-Cognitive Development Theory: is about the way a child thinks about gender, about the kind of conceptual frameworks (schema) that the child develops about gender. Schemas become more stable over time until eventually they are fixed. Cognition and developmental steps.
- Gender Schema Theory: part of a school of thought with the information processing approach. Information in, something done, information out. The brain is a computer. The way a child processes the information. Can be different, overlapping, or the same as the dominate expectation.
Issues:
1. Stereotypes: textbook definition: broad categories of expected behavior that are typically exaggerations, typically negative , and typically reductive. Want to avoid.
2. Gender bias in education: not a conscious bias, it is an unexamined bias. Ex) giving girls less time to answer a difficult math question.
3. Sexual orientation: self explanatory
Entry 16 - Video - FEB 10 TED talk - Ken Robinson says school kills creativity
FEB 10 TED talk - Ken Robinson says school kills creativity
Just a short blog about this video.
I didn't agree with this very much. Sure schools are structured and disciplined. Every growing person needs these ground rules and guidance. You see how kids act these days? Well it's because these important principles are missing! I don't see anything wrong with giving a child a spanking. Parents nowadays are so scared of what everyone will think, it's literally taboo to physically discipline your children...and it's exactly what is needed! Anyways getting a little off topic..I think that schools bring creativity out, not suppress it! Endless options are given to accommodate what students want to learn, while at the same time preparing them for life and equipping them with the appropriate tools. You want to learn to cook and sew? Home economics. Think you are going to become an aspiring artist? Art class. Are the construction and fabrication processes fascinating to you? Shop class. Love capturing the perfect picture? Photography. I don't see how this is killing creativity at all! If the public school system just doesn't seem fitting for you or your child then have them enrolled in a school that specializes in certain subjects. There are schools for artists and dancers. It's a free country, do as you please. If you don't like something, change it.
Enrty 15 - Gardner's Multiple Intelligences
FEB 10 EDPY
Gardner's Multiple Intelligences
Mathematical - overlaps the most with traditional IQ. Numerical fluency. An ability to work with numbers. Realize the underlying logical - mathematical reasoning.
Verbal- overlaps with traditional IQ. It is about language. Speaking and writing.
Musical - detecting harmony, play a tune by ear, tune an instrument. Pick it up relatively easy
**Spatial - think and imagine in 3D. Physical world and space. Ex) architect
Bodily Kinaesthetic - understand the body, good with movement, people that are good with athletics. Jillian Lynn
Interpersonal - communicate and interact with other people in a good and productive way. Empathy.
Intrapersonal -understanding ones' feelings/emotional life. Self understanding.
Naturlist - authentic scientific. Ecological
Spiritual - connection with something larger than ones self.
Existential- Philosophical understanding.
Questions for Reflection
With which intelligence do you most identify? Which sounds like it describes your greatest strengths?
Well I think I am going to start with the second question first. The intelligence which best describes my strengths would definitely have to be Interpersonal. I have always been a people person and have been able to make friends with ease wherever I go. This is a good trait for me to have acquired because I have done far more than my fair share of moving in my short lifespan. People are more often attracted to me, I would say, as opposed to me going out and looking. Sometimes the attracted people aren't always the best individuals and that has caused some troubles for me. Fortunately, over the years, I have grown and matured wildly and have been able to weed out the negative aspects and spot them from a distance. The good friends I do have often seek my advice, and find refuge in the way I can understand and explain things to them. It gets a little overwhelming sometimes when life gets in the way, but making others around me happy also satisfies me. My partner plays the largest part in my contentedness. I always say "Happy wife, Happy life."
As for the intelligence I most identify...after thinking about this and writing about the previous question I think I would have to say that it is Verbal. Words come easily for me and seem to just flow once I get going. I take pride in spelling and grammar and knowing how to use words in proper context. Every person that is educated at all should be capable. I often find friends asking for my help with documents such as resumes and asking "How do I make this sound better?" To me that says strong verbal skills.
Entry 14 - Diversities
FEB 14 EDPY
Diversities
**Socioeconomic status - (SES) Social science category. Placing individuals and their families in terms of their rank within a social and economic hierarchy. There is a powerful correlation to achieving socioeconomic status with the parents. A child coming from a high status is more likely to have a higher status but not ultimately if coming they are coming from a family of lower status.
Cultural capital - thinking about cultural that adds to socioeconomic status and the way it functions to achieve academic success. Understanding how to behave, how to talk (language), and how to dress (clothing). Cultural feature is associated with (SES). Dialect(speaking and communication). Ability to stay in your desk, fashion (keeping up with trends).
Reduce barriers- watch our attitudes especially our unexamined attitudes. Equally high expectations for all students, be sensitive to and consider where the student is coming from.
Multicultural education- Empowering students. To-pronged way. First is domination. Empower them towards wanting personal achievement, be all that they can be!! Second dimension - make a broader contribution to their classroom, community....improve the social life of their community. **Personal achievement and broader contribution.**
2. Multicultural education should be part of every students education.
3. Students should be trained to be more conscious of culture. More aware of the culture - their own and others. Implications of your own culture.
People are faced with multiculturalism everyday, we do live in Canada, a country where a wide variety of races, ethnicity's, religions, and so on are accepted. Also everyone in this class attends a public college where diversity is welcomed and celebrated. We should feel lucky for this and take the time to learn from one another. It can never hurt to gain another viewpoint!
Diversities
**Socioeconomic status - (SES) Social science category. Placing individuals and their families in terms of their rank within a social and economic hierarchy. There is a powerful correlation to achieving socioeconomic status with the parents. A child coming from a high status is more likely to have a higher status but not ultimately if coming they are coming from a family of lower status.
Cultural capital - thinking about cultural that adds to socioeconomic status and the way it functions to achieve academic success. Understanding how to behave, how to talk (language), and how to dress (clothing). Cultural feature is associated with (SES). Dialect(speaking and communication). Ability to stay in your desk, fashion (keeping up with trends).
Reduce barriers- watch our attitudes especially our unexamined attitudes. Equally high expectations for all students, be sensitive to and consider where the student is coming from.
Multicultural education- Empowering students. To-pronged way. First is domination. Empower them towards wanting personal achievement, be all that they can be!! Second dimension - make a broader contribution to their classroom, community....improve the social life of their community. **Personal achievement and broader contribution.**
Kanu's 3 recommendations
1. The school curriculum should be openly anti-racist and anti-discriminatory.2. Multicultural education should be part of every students education.
3. Students should be trained to be more conscious of culture. More aware of the culture - their own and others. Implications of your own culture.
Questions for Thought
How, in your own life and school career, have you observed education and diversity done? What, if anything, would you like to do differently? Why?People are faced with multiculturalism everyday, we do live in Canada, a country where a wide variety of races, ethnicity's, religions, and so on are accepted. Also everyone in this class attends a public college where diversity is welcomed and celebrated. We should feel lucky for this and take the time to learn from one another. It can never hurt to gain another viewpoint!
Monday, April 2, 2012
Entry 13 - Intelligence Quotent (IQ)
FEB 7 EDPY
IQ definition (Rob): standardized test to measure a persons intelligence. Textbook def - a simple way to describe intelligence by assigning it a number that represents the ratio of mental to chronological age, multiplied by 100. Average IQ is therefore 100 and is based on a comparison between an individuals performance and that of other comparable people.
Mental age - Alyshia is 8, scores the IQ of an 7 year old. She has a mental age of 7
Chronological age - Alyshia is 8, performs at the level of an 8 year old - she has an chronological age of 8
Mental age - Alyshia is 8, scores the IQ of an 7 year old. She has a mental age of 7
Chronological age - Alyshia is 8, performs at the level of an 8 year old - she has an chronological age of 8
Mean IQ is 100.
IQ formula - IQ = MA/CA x 100 (mental age/chronological age)
Brandon is 10 performs at the level at an average 8 year old. 8/10 x100= 80. 10 year old Brit performs at the age of an 12 year old. IQ=12/10=120
Brandon is 10 performs at the level at an average 8 year old. 8/10 x100= 80. 10 year old Brit performs at the age of an 12 year old. IQ=12/10=120
Normal distribution/ bell curve / standard distribution. Horizontal line represents the value. The middle line equals the average (is the mean). Bottom is the standard deviation. 1 standard deviation equals 15 points. Middle equals 100.
Myths of IQ
1. Measures some mysterious property (intelligence) "vague property." It actually just measures performance on that test on that day.
2. Score does not change or cannot change.
3. Measures the only important thing about people. It does not measure social skills!!
1 truth- IQ score does predict academic success. IQ is positively correlated with high academic success.
1. Measures some mysterious property (intelligence) "vague property." It actually just measures performance on that test on that day.
2. Score does not change or cannot change.
3. Measures the only important thing about people. It does not measure social skills!!
1 truth- IQ score does predict academic success. IQ is positively correlated with high academic success.
Alyshia's Thoughts on IQ
To me IQ is not of huge importance. Of course it needs to play a role in everyday life, but I do not need to be (nor need my partner to be) a genius in order to live and love my life. I do, however, enjoy finding someone I can hold an intelligent conversation with and pride myself on my passion for learning and soaking up all the knowledge I can. Some days I wish that I could have been blessed with the ability to achieve good grades without studying my butt off, but all in all I am pretty satisfied =)
Entry 12 - Carol Gilligan & Children IQ testing
FEB 3 EDPY
1. Carol Gillian -Critique and extension of Kohlburgs's moral reasoning.
1. Carol Gillian -Critique and extension of Kohlburgs's moral reasoning.
On the Justice perspective-- believes Lawrence Kohlberg's model is harsh and dominant. Overly masculine and care is missing.
Womanly way of looking at things.
-Care perspective
-Feminist
*Combine justice and care. Wants to combing these two. Highest level for Gillian.
2. Discussion: IQ testing and children: BLOG ? - What is you experience or observation of IQ testing and children? How did it impact their learning or life? What do you think about the IQ testing and why?? Fact - IQ does predict academic success!
I personally do not have any experience with formal IQ testing, although I have taken (as I'm sure many of us have) the online quizzes that supposedly tell us our IQ. I am a bit on the fence with this question because I think it could have some very positive and negative effects on children as they grow up and mature. I feel as though I could speak endlessly on this issue debating against myself, so I will just let you skip all that reading and say that IQ testing should be done (if so wanted) at an age where the individual can decide for themselves. I don't think I would want to take one and find out something I might not like. I am happy the way I am! If I felt like I needed to refine myself it could/would be as simple as picking up a book or an extra class.
Entry 11 - Lawrence Kohlberg
Lawrence Kohlbergs' levels and stages of moral development.
1. Preconventional: Not yet developed moral reasoning
A. Punishment- No moral reasoning Avoidance of unpleasant consequence just Behaviouristic response.
B. Hedonism - surrender to pleasure, her own personal pleasure. Do what we do to get what we desire.
2. Conventional: Moral reasoning has developed
A. "Nice girl/nice boy" - Is about social approval.
B. Law and Order - Law is the law
3. Postconventional: Moved beyond
A. Social contract - Unstated rules we live by. Mechanism for solidarity. Give respect, get respect.
B. Universal ethical - Only great moral figures such as Jesus, Buddha, Gandhi, etc.
At which stage do you see yourself?
I think this is a bit of a loaded question. It is difficult to think about oneself and try to decide which category we should place ourselves. I could see myself in several of these stages and be dealing with more than one at one a time, but if I had to chose I guess I would have to say that I am "3A." As a person gets older common sense tends to play a keen role in this model, although these days common sense doesn't always seems fitting to its' name. You have to go through each step and master it before you can move on. I know I may not be wise in years, but I am definitely wise in experience. The notes that I took down to describe this stage is what first caught my eye, and the more I think into it, the more befitting it becomes.
Entry 10 - Heinz Dilemma
FEB 2 EDPY
Heinz dilemma
Heinz's wife is dying. One special drug, discovered by a local druggist, might save her, but the druggist is selling it at an exorbitant price. So Heinz, after failing to borrow the money he needs, pleads with the druggist to all the drug cheaper or let him pay later. But the druggist refuses. Should Heinz steal the drug for his wife? Why or why not?
My Opinion
Yes he should steal the drug. He tried to reason with the druggist but he was stubborn and refused. He would be saving his wife's life, what is more precious in this world then life? It's not as though the druggist will have any real consequence to having the drug stolen other than a loss of profit. If Heinz is is caught for stealing the drug, what's the worse thing that would happen...a small about of jail time, but his wife lives. That seems a lot better to me than having a significant other die because there is a lack of money. Entry 9 - Erick Erickson's Stages of Human Development
JAN 31 EDPY
1. What is your current main priority in life? BLOG also where do you see yourself in the stage below.
Eric Erickson's stages of human development.
Like Piaget in ages and stages theory. Difference - piagets framework only goes to adulthood
Erickson has a lifespan approach. Grow and develop until the time we are born til the day we die. Each stage is marked by a particular developmental task. Every stag is a new opportunity for us to continue to grow and the successful completion of each development task is necessary for our continues healthy growth . Piaget is cognitive. ( narrow) - Erickson's concern and more rich and broad. - psychosocial theorist! personality. Developing throughout the course of their life. social emotional theorist. People also think of Erickson a a humanist psychologist..not just cognition, the whole richness of the the whole human being can grow to be. Help p to become all they can be. Very influenced by psychoanalysis. - we all posses an unconsciousness. Behavior is driven by unconscious. We cannot always know why. If an infant doesn't develop past the oral stage the persons association with pleasure remains with the mouth - this is explains why some people are compulsive (smokers, eaters, drinkings- to do with the mouth) issues not resolved do NOT go away. Connection between analysis and Erickson -
1. Trust vs mistrust
2. Autonomy vs shame and doubt
3. Initiative vs guilt
4. Industry vs inferiority *Puberty (Elementary years)
5. Identify vs identify confusion
6. Intimacy vs isolation
7. Generactivity vs self-absorption
8. Integrity vs despair
1. Birth - 1. Infant needs Warmth love to be taken care of
2. Def of autonomy (a sense of independence). 1-2.
3. 3-5. Can I take care of myself, brush my teeth, make the bed.
4. 6-puberty (elementary school years) never be as intently passionate about learning as in these years
5. 10-20 adolescent...who am I, where do I fit in. Listen to different music, looks, etc. trying out different identities / paths. Figures put who they are, where they're going who they want to be
6. Early adulthood. 20-30. On our own, investing previous stages into new relationships
7. 40-50. No longer satisfied being about ourself, want to contribute to the community. A broad contribution the community.
8. Late adulthood 60+. Look back on our life, relationships we have had, feel proud of the life we've lived ??
1. What is your current main priority in life? BLOG also where do you see yourself in the stage below.
Eric Erickson's stages of human development.
Like Piaget in ages and stages theory. Difference - piagets framework only goes to adulthood
Erickson has a lifespan approach. Grow and develop until the time we are born til the day we die. Each stage is marked by a particular developmental task. Every stag is a new opportunity for us to continue to grow and the successful completion of each development task is necessary for our continues healthy growth . Piaget is cognitive. ( narrow) - Erickson's concern and more rich and broad. - psychosocial theorist! personality. Developing throughout the course of their life. social emotional theorist. People also think of Erickson a a humanist psychologist..not just cognition, the whole richness of the the whole human being can grow to be. Help p to become all they can be. Very influenced by psychoanalysis. - we all posses an unconsciousness. Behavior is driven by unconscious. We cannot always know why. If an infant doesn't develop past the oral stage the persons association with pleasure remains with the mouth - this is explains why some people are compulsive (smokers, eaters, drinkings- to do with the mouth) issues not resolved do NOT go away. Connection between analysis and Erickson -
1. Trust vs mistrust
2. Autonomy vs shame and doubt
3. Initiative vs guilt
4. Industry vs inferiority *Puberty (Elementary years)
5. Identify vs identify confusion
6. Intimacy vs isolation
7. Generactivity vs self-absorption
8. Integrity vs despair
1. Birth - 1. Infant needs Warmth love to be taken care of
2. Def of autonomy (a sense of independence). 1-2.
3. 3-5. Can I take care of myself, brush my teeth, make the bed.
4. 6-puberty (elementary school years) never be as intently passionate about learning as in these years
5. 10-20 adolescent...who am I, where do I fit in. Listen to different music, looks, etc. trying out different identities / paths. Figures put who they are, where they're going who they want to be
6. Early adulthood. 20-30. On our own, investing previous stages into new relationships
7. 40-50. No longer satisfied being about ourself, want to contribute to the community. A broad contribution the community.
8. Late adulthood 60+. Look back on our life, relationships we have had, feel proud of the life we've lived ??
My Thoughts
1. What is your current main priority in life? BLOG also where do you see yourself in the stage below.
-- My current main priority in life is school, to work hard and succeed! I am 22 years old and truly feel as though I am in the perfect place in life. Everything has been a bit hectic for me these last few weeks, as is life throwing curve-balls to keep us on our toes. I am glad to have the people I do in my life and it is great to finally have reconnected with all of my family. It's been years since speaking with several members. I am ready to be challenged and make something of myself. What school and community doesn't need a hard-working, motivated teacher who is sharing her knowledge and life skills with their children? Especially one whose life-long dream has been to do so! I am working towards landing my dream job so all my time and effort will be placed within my schooling =)
I see myself in the 6th stage - Intimacy vs. Isolation. I know who I am and what I want in life. I have known for a very long and have had a plan on how to get there almost my whole life. I am a strong-willed individual, with a very caring, compassionate heart. I have a lot to give to the world, although I feel like it hasn't blessed me with much until the recent year. A good head on a set of strong shoulders seems like a rare commodity these days. I plan to do as much with it as I can, and becoming a respected, passionate elementary school teacher seems like a perfect way to get started!
Entry 8 - Video - Digital Nation
January 24 EDPY
Video - digital nation.
Growing up online, immersed in technology. Living in the virtual world a large percentage of the time. Having a digital life. Distracted, have to think about one thing at a time. Technology is like oxygen. Short attention span...get bored?
Some questions to frame your viewing and reflection.
1. How have your own life and learning been shaped by digital technology?
2. How can we as teachers and parents help prepare the next generation for digital nation?
Video - digital nation.
Growing up online, immersed in technology. Living in the virtual world a large percentage of the time. Having a digital life. Distracted, have to think about one thing at a time. Technology is like oxygen. Short attention span...get bored?
Some questions to frame your viewing and reflection.
1. How have your own life and learning been shaped by digital technology?
2. How can we as teachers and parents help prepare the next generation for digital nation?
ANSWERS
1. My own life is greatly influenced by a cornucopia of different technologies. I feel that today's generation is heavily dependent on technology and most of us probably could not function them. I know many people (including myself) whose cell phones are basically glued to their hands, and whose lives are more virtual than reality these days. Facebook makes procrastinators of us all, and most recently the "draw something" game. I count on my Ipad and my laptop to do almost all of my schoolwork, including taking notes in lecture. It has also changed the way I learn by the technologies into the classroom. There is a computer in almost every classroom and here in the college they are accompanied by huge projectors and screens. A substitute used the over-head projector the other day and I exclaimed "I think that's the first time I've seen that used!" Sometimes the advances seem more like disadvantages. For example, VHS vs. DVD. I don't hardly ever watch movies at home but when I do I am definitely a VHS fan. Sure the picture isn't as clear, or the graphics aren't as good...but when was the last time a tape didn't work because of a little scratch?! That's what I thought! =)
2. Everyday the world is changing, as are the technologies that run it. I know of young children that can operate a computer better than my Dad. He calls the internet "the world wide web!" I do not think that we, as teachers and parents, have to do much to prepare our next generations for a digital nation. It seems to be happening all around us without much guide. I do believe that the youngsters need to be supervised while "surfing the net" and the time spent online needs to be controlled. People need to get out and live their lives for real, and not from behind a computer screen.
Enrty 7 - Bronfenbrenner
Bronfenbrenner's ecological theory - Framework for thinking about the contexts of kids lives. Individual in the center- focus of the concern. 1st- Microsystems- most intimate. 2nd- mesosystem 3rd- exosystem. 4- macro system. 5- chronosystem.
1.Microsystems- Immediately involved, directly participate. Reciprocally participate. We are in it and everything we do and say has an impact. DEFINITION- The system in which we are directly involved. Ex) school, peers, neighborhood play area, church group, family, health services...(social services)
2.Mesosystem- Intermediate/between. The system that connects different systems. what happens in one Microsystems has an impact on another- they are all connected. A connecting system..the funny system.
3. Exosystem- (external- on the outside) cannot be directly influenced by the microsystem. E cannot have a direct impact of this. Ex) Neighbors, legal services, social welfare services, mass media, friends of family.
Top three are social systems, next point is intellectual.
4.Macro system Attitudes and ideologies of the culture.
5. Chronosystem- Sociohistorical conditions of ones life course. - All the feature as of our life or functions that are there because of where we are in life. Our generation is known as millenniums. Ex) our generation doesn't remember a time without Internet.
Entry 6 -Lev Vygotsky
January 19 EDPY
Lev Vygotsky
- concerned with social....right here right now.
Assumptions
1. Developmental trajectory - what you learn today is built on what you learn previously and that all provides a foundation for what you will learn tomorrow. Learning is all connected.
2.Cognitive skills (thinking) are structured by language. **central** language is symbolic medium which we process things.
3. Importance of social relationships and culture. Used in social interaction. Crucial for learning - teacher knows more than student. Coach know more than the athlete. *mentoring* Learning is situated and collaborative. Learning takes place.in certain situations.
**Zone of proximal development** (ZPD)
Is where you are in terms of what we can do with a little bit a help. Give taks beyond them.
Scaffolding..(construction)
What we do as teachers to help a student reach a goal that is a bit beyond their reach. Set targets that require growth and provide the help that is needed. Support the student.
I feel Vygotsky takes learning to a new level, although I think Piaget is more suited to my style.
Lev Vygotsky
- concerned with social....right here right now.
Assumptions
1. Developmental trajectory - what you learn today is built on what you learn previously and that all provides a foundation for what you will learn tomorrow. Learning is all connected.
2.Cognitive skills (thinking) are structured by language. **central** language is symbolic medium which we process things.
3. Importance of social relationships and culture. Used in social interaction. Crucial for learning - teacher knows more than student. Coach know more than the athlete. *mentoring* Learning is situated and collaborative. Learning takes place.in certain situations.
**Zone of proximal development** (ZPD)
Is where you are in terms of what we can do with a little bit a help. Give taks beyond them.
Scaffolding..(construction)
What we do as teachers to help a student reach a goal that is a bit beyond their reach. Set targets that require growth and provide the help that is needed. Support the student.
I feel Vygotsky takes learning to a new level, although I think Piaget is more suited to my style.
Wednesday, March 7, 2012
Entry # 5 - Piaget
January 17,2012
Today we started discussing the educational theorist Jean Piaget. His theory includes three cognitive processes. The first of which is the SCHEMA. A schema is a framework of sorts for organizing what we know. A representation in the mind of a set of perceptions, ideas, and/or actions which go together. A cognitive structure that contains pre-existing ideas of the world with information that agrees with what we already know is known as ASSIMILATION. When information does not agree with what we know, or rather it contradicts it, this is known as ACCOMMODATION. You cannot have one without the other. Piaget's stages are and structured and in predictable sequences.
Jean Piaget (Ages & Stages Theorist) Cognitive Development
Cognitive Process: involves changes in thinking, intelligence, and language.
1. Schema - a framework for organizing what we know
Processes to adapt and use the schema:
1. Assimilation - new information agrees with what we already now. When individuals incorporate new knowledge into existing knowledge. ( Add information about the environment)
2. Accommodation - new information doesn't match what we know (contradicts it.) This occurs when adjusting to new information.
Four stages (structured and predictable sequences)
1. Sensorimotor - birth - 2. Infants don't think the way we think, they feel and move their way around the world through uses of sense and the ability to move. understand the world by coordinating sensory (seeing/hearing) with motor (reaching/touching). knows self from objects *object permance* understands objects and events still exist even when they cannot be heard, touched, seen.
2. Pre-Operational - 2-7. symbolic and intuitive. first starts to developing thinking. egocentrism - inability to distinguish between own perspective and someone else's. realizes she is an "I" but not separate from others. NO CONSERVATION.
3. Concrete Operational - 7-11.operational thinking. it is logical and reasonable not abstract. **CONSERVATION - knows different containers contain same amount of substance.Classifying - group objects on basis of common feature. Seriation - can arrange from shortest stick to longest. Transituity - A.B.C sticks. If A>B and B>C then A>C
4. Formal operational - 11-15+. Logical and reasonable thinking/ abstract reasoning. Does not need any sticks or marbles. *Hypothetical deductive reasoning* - if I do this what will happen? complex problem solving. Adolescent egocentrism - having your own ideas.
1. Kids may develop at different rates. The stages are not quite so neat and tidy.
2. There is a firewall, you cant go to bed in stage and wake up in another just because of age.
3. Training and cultural experiences can have an impact on the child development. Environment has an impact.
4. Formal operational - 11-15+. Logical and reasonable thinking/ abstract reasoning. Does not need any sticks or marbles. *Hypothetical deductive reasoning* - if I do this what will happen? complex problem solving. Adolescent egocentrism - having your own ideas.
Issues and concerns
2. There is a firewall, you cant go to bed in stage and wake up in another just because of age.
3. Training and cultural experiences can have an impact on the child development. Environment has an impact.
Blogging Activity
Please imagine an example of each of the stages in action.
Sensorimotor - an infant will grab a rattle and shake it to hear a noise.
Pre-Operational - make-believe play
Concrete - pouring water from a tall, slender glass and knowing that the substance will equally fill the the shorter, wider glass
Formal - solving a mathematics problem with thoughts alone.Friday, January 27, 2012
Entry # 4 - Why do I want to be a teacher?
January 13, 2012
Hello =) In class today we were asked to think about what compelled us to be teachers. We were to work individually then arrange ourselves into small groups and share our answers with fellow classmates.
"When you know the why, the how takes care if itself."
So...the question in front of us is "Why do you want to become a teacher?"
Here is my answer...
First and foremost, I LOVE children. I want to be a person sculpting young minds, teaching our next generations the fundamentals of life; reading, writing, sharing, and proper behavior. Being an elementary school teacher will keep my mind and heart young for years to come. The profession will allow my inner child to be forever unchained and allow me to have fun with my career. Being a teacher means that everyday will be different. Varied activities which are fun especially when you're working with young children. When you do something you enjoy, waking up everyday and going to your job isn't considered "work." To me passion is everything. I love to be knowledgeable and soak up all the information I can about everything. Being a teacher not only allows me to do this, but demands me to be a continuous learner. It is meaningful and valuable work, making a difference in the life both students and parents. Taking what I know and passing along my knowledge would be very rewarding, not too mention the great feeling received from helping people. The experience would be especially rewarding if a child was struggling and I took the time to work one on one with the student to help them, excel and succeed. Correctly using a variation of instructional strategies to give every pupil the chance to learn in whichever way their mind works.
Thursday, January 26, 2012
Entry # 3 - Simon Sinew: "Golden Cirle" (TED talk)
January 13, 2010
Today we started with the first of our TED talks. This one featured Simon Sinew, talking about the "Golden Circle" This post will be the notes I jotted down while viewing the clip. (I like notes lol although I write them on my Ipad which likes to change words on me sometimes so bear with me :p)
How great leaders inspire action
Great and inspiring people act the same way. The "Golden Circle" - How? Why? and What? What you do, how you do it, and why you do it... with profit NOT being the main concern. People buy WHY you do it, NOT what you do. The goal is to do business with with people who BELIEVE what you believe. The neocortex (part of the brain) is the "what." The Limbic (part of the brain) controls feelings. Decision making area not language. Goal is not to buy what you have. Hire people who believe what you believe and they will work harder - put their blood, sweat, and tears into it. VS working only for a paycheck if you hire someone to produce what you make. Be driven by a cause and a belief! Ex) Wright brothers. Strive to attract others who believe what you believe - this will equal success. What you do PROVES what you believe. A similar belief will cause people to take things on as their own. There are laws made by high authority and laws made by man. MOTTO "I have a dream!" NOT "I have a plan." Leaders and those who lead inspire people. They start with why and get people to follow what you believe..have a better understanding the purpose.
Entry # 2 - Being a wise consumer of information.
January 12, 2012
5 steps to being a wise consumer of information about Educational Psychology
These are my version of the notes from class today. There were the 5 areas to observe. They are in dark blue and what I gathered about the points are in light blue.
1. Be cautious of what is reported in the popular media. The media often over speculates in many of the cases they cover. There are always alternate viewpoints. The information may be poorly portrayed.
2. Avoid drawing conclusions about individual needs based on group research. The content of the report is not necessarily about a specific individual. Ex) Males that play violent video games have increased violent tendencies afterwords.
3. Recognize how easy it is to over generalize about a small or clinical sample. This is the opposite of number 2 (induction)
4. Be aware that a single study is usually not the defining word. No one study is the final word. It is simply a start of research and should not be considered to be exact or necessarily true.
5. Always consider the source of information and evaluate its' credibility. Who is the researcher? Are they specialized in the subject? The person may not be knowledgeable of the topic.
The following information is just some notes I took down while watching the video. They are not in complete sentences, just jotted thoughts.
Treadmills in the classroom.
Get fit, Get smart? School especially for kids where cannot make it anywhere else is good. Smoking and drinking at a young age, ADHD, and children with other diagnosed illnesses. Problems with authority. (Spark - book) - Growing new brain cells is a result of exercise and effects behavior. Students not as fidgety and have a longer attention span. Increased ability to sort through information and take it in. Lowest obesity rate. Fitness for everyone for 45 minutes. Interactive lessons. Higher heart rate, better focus. (possibly more oxygen intake for the muscles?) Turning on the front part of the brain involved with controlling impulses. Neurotic brain impulses. Sustained aerobic movement. 65-75% percent of maximum for 20 minutes being in constant motion. Students are paying better attention and turning their lives around. They are wanting to go in a different direction then when they were first admitted to this school. Reading increased over 20%, comprehension over 400%. The students say they feel more energized and "happy-ish." Our brains are geared to move.
Next we have the notes from discussing the video with a friend in class.
Activity in the body also equals activity in the mind. A kind of jump start to the day, getting everyone moving and thinking. Also with the increased percentag4es we don't know what they were before and if they were testing with the exact same method and material. They are only giving us facts based on the small group of delinquent kids, no statistics to compare anything to. It's great that they have the school for kids who don't fit in anywhere else and for kids with diagnosed illnesses. Better marks maybe because the machines are getting the students up moving and participating, warming up both body and mind. Perhaps they could find a less costly and space consuming way to create the same effect. Instead of the treadmills maybe run and down stairs, do crunches, push-ups, etc to get the energized, ready-to-go feeling expressed in the video by the students. This gives a basis for if you wanted to conduct a study of your own or simply research the topic better to get more answers, not just from a small group of pupils. I think it's great this teacher has found a way to get more participation out of her students and have them both behave and preform better. Innovation in the classroom is a great thing.
Activity in the body also equals activity in the mind. A kind of jump start to the day, getting everyone moving and thinking. Also with the increased percentag4es we don't know what they were before and if they were testing with the exact same method and material. They are only giving us facts based on the small group of delinquent kids, no statistics to compare anything to. It's great that they have the school for kids who don't fit in anywhere else and for kids with diagnosed illnesses. Better marks maybe because the machines are getting the students up moving and participating, warming up both body and mind. Perhaps they could find a less costly and space consuming way to create the same effect. Instead of the treadmills maybe run and down stairs, do crunches, push-ups, etc to get the energized, ready-to-go feeling expressed in the video by the students. This gives a basis for if you wanted to conduct a study of your own or simply research the topic better to get more answers, not just from a small group of pupils. I think it's great this teacher has found a way to get more participation out of her students and have them both behave and preform better. Innovation in the classroom is a great thing.
Thursday, January 19, 2012
Entry #1 - Effective Teaching
January 10/2012
Hello everyone! =)
Well, this is the first of many blog entries I will be completing throughout the course of this semester. I, like many others in my class I'm sure, am not entirely decided on what I will be putting up here. For now, I'm starting with the writing assignment from today.
Please describe, from personal experience, an instance in which you witnessed effective teaching skills in action. Who and why? What did you observe?
The person that instantly came to mind was a teacher I had at H.J Cody high-school in Sylvan Lake. My grade 11/12 social studies teacher was one that greatly helped me along in school and in life. Not only by motivating me to do well, but also by taking extra time out of his day to work with me through problems I had, whether in school or other areas. He was a genuine and friendly person who made his students feel comfortable and himself easy to approach with any questions, comments or concerns. Social studies was not my most favored subject, but he made it my favorite class to be in. It seemed he was always in a good mood (keeping his personal and business life separate) and the tone of the class was light and easy-going as long as a few rules were followed. A variety of instructional strategies were always used, keeping the lessons interesting and the students entertained and engaged in learning. After I had graduated I still went back occasionally to visit with this particular teacher, and we kept in touch for several years after. It has been quite awhile since my last visit and although we are distanced and our relationship has died down, his ways of teaching has had, and will have, an enormous affect on me and my life and how I will teach my own pupils one day. I hope that I can impact students`life in the same way and make a difference in their world.
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