Module 4

After watching the video Constructivist Social Studies, I found it interesting that the students were group together and each group had to create their own project. I believe by doing this will help a child create cognitive thinking, be able to solve problems and learn to become an individual. Another thing I notice was the students went around the room presenting their projects and taking pride of their work. Being able to interact and perhaps take some criticism from their other peers is a part of learning.   In Chapter 10 section Social Negotiation, Constructivists share Vygotsky’s belief. Students develop a higher mental processes by interacting with each other. Students working in groups learn from each other by interacting, communicating and respecting one other’s work.  According to Anita Woolfolk, “To accomplish this exchange, students must talk and listen to each other” (364)

Module 3

After watching the video Classical Conditioning, I really agree with it because people uses the somewhat the same thing. For example, we use the sound of our morning alarm to wake up. Our brain is train to know that when we hear that alarm in the morning, we know that it’s time to go to work. Same as in the video, when the dog hears the bell after showing it food it will eventually be train to think it’s time to eat. Therefore, every time it hears the same bell, it will know that it’s time to eat. After reading the Positive Reinforcement Exercise, I did a lot better the second time around. Just like when I took the IQ test for the second time, I felt better with my scores. One might not do well the first time but after a second try, one can feel better about their scores. I learned a lot in positive reinforcement and I enjoyed it.

             In chapter seven (Negative Reinforcement), I found this section very interesting.  I believe that negative reinforcement can be as punishment in a way. Unconsciously, I did not realize that I used this type of reinforcement every day.   For example, when the teacher tells the students to line up and they begin to talk.  I would say, “If you are talking go back and sit down.”  Of course, they do not go back to sit down. They already know what I am going to say. So the next time they line up, the students look at me to see if I am going to say “If you’re talking go back and sit down.” For some reason while reading this section, this scenario popped in my head. I felt that part of me saying what I say is a negative reinforcement. In other words, they are being punished by going back to their seat if they talk in line.

Classroom Management Scenarios

I created a wrong way classroom management animated video. In my video, the teacher was ready to begin her new lesson and the student were not ready to pay attention. They continued to talk among each other and completely ignored the teacher.  She did not settle her classroom down before beginning her lesson. Teacher began her lesson anyways and expected the students to pay attention when she began to speak. I’ve had experience somewhat the same management in the classroom. Where teachers expected the student to settle themselves down. I think it depends on the age group and the maturity level of the student that will settle themselves down as soon as the teacher begins to speak.  I believe if a teacher does this to her classroom all of the time, she might be reinforcing a negative behavior. A child may not understand that as soon as she begin to speak she is ready to present a lesson. This can be confusing to a student.  I think that a positive reinforcement would be that she/he makes an announcement. For example the teacher should say something like this, in three minutes (amount of time depends on the teacher) I will begin a lesson and I would need everyone to pay attention. A timer would be appropriate to use and to set.  Students need that extra time to settle in and to allow their brains to begin the process of learning.  I enjoy read chapter 7 and 13, but after reading chapter 7 (Behavioral Views of Learning), I believe that we as teachers or future teachers need to teach the children good behavioral.  What I found interested was reinforcement. In order for students or anyone to learn any type of behavior, reinforcement should be followed whether it’s a positive or a negative one (251).  Some might believe that negative reinforcement can be the same as a punishment. Another interesting reinforcement is continuous reinforcement schedules. It is true that students that are responded with continuous reinforcement schedule tend to become learn new behavior much quicker (253). 

Right Way Classroom Management

Right Way Classroom Management

Wrong Classroom Management

Module 2

I’ve been working as a teacher’s aide in a special education classroom.  After reading Anita Woolfolk text chapter four, I learned that everyone learns differently. “Every child is a distinctive collection of talents, abilities, and limitations” (118).  While working with students with learning, I found that every child is not alike. In the section Student Characteristics, I learned that most common characteristics are certain difficulties. For example in the classroom that I am currently aiding, there are students with hyperactivity and impulsivity, lack of motivation, difficulty processing information, and problems paying attention. Although they are in a special ed classroom there are many students that are in the regular class with the same characteristics (137).  Also, I learned that labeling students can lead to a controversial issue. “A label does not tell which methods to use with individual students” (118).   If a student is label with a certain disorder a student may start believing this for their rest of their lives. For example, if a child is on Adhd medicine one might start thinking that the child has a behavioral disorder. When in reality, this child is a bright person that his or her brain doesn’t allow them to focus on one thing at a time. I agree the term “special needs” is a protection for students with disabilities whether it’s learning or physical. “If classmates know a student has intellectual disabilities (once called mental retardation), they will more willing to accept his or her behaviors” (118).  Another interesting topic that I found was section Measuring Intelligence.  Beniet believed that students with learning disabilities or students from poverty should be tested by their intellectual skills. “Binet and Simon finally identified 58 tests, several for each age group from 3 to 13” (124). There are many different ways of testing ones intelligence by taking testing individuals or as a group. However, I believe that IQ testing can be discouraging to students. As an adult, I took the test and although my score was considered normal; I still questioned my intelligence.

            In chapter 5 section Teaching Immigrant Students and English Language Learners by Anita Woolfolk, although I was born and raise in the United State, I can relate to Felipe’s story.  My father came to the US at age 17 to make a better life for himself and met my mother here in the US. My mother (Mexican descent) was born in Texas and knew English. The reason I can relate to his story is because my mother helped many immigrant family to settle in the United States. As a paraprofessional I continue to help families and non-English speaking students at my school.  Everyone deserves an education and deserves to succeed. “There are so many students like Felipe and his siblings in America school today,” and “we explore ways of teaching these students so that their dreams of college and careers can come true wherever they finally live”(185).

Module 1

Reading Anita Woolfolk chapter one (Learning, Teaching, and Educational Psychology), our classrooms are made up of many cultures and ethically.  Students and teachers are learning to work with each other and building relationships. Although the classrooms will soon be diverse and most of the teachers will be white, students can still succeed in life. (5). Teachers can make a difference in a student life no matter what background the teacher is from.  In high expectations for teachers and students (6) the NCLB Act takes away from struggling students. Also, makes it very more difficult for the teacher to meet AYP standards. It is common sense to select random student to participate in different activities specially in reading (13).  I remember as a child I did not like the teachers to call on me because I felt that nervous and I would mispronounce many of the words. I did not want anybody laughing at me.  In class I always select students that I know that will be able to read the students.

            Another concept that I read for the reading this week was about differentiated instruction (p. 10).  In the past, students with special needs were in a separate class set away from the “normal” students. Today, most schools practice mainstreaming.  My class 2^nd and 3^rd graders mainstream with a regular ed class for gym.

             In the second chapter, the concept I liked was The Brain and Learning to read (38-39) I found it interesting know how the brain works when one reads. Every one brain works differently and at times process information at a different rate. As a future teacher one must be able to recognize a struggling student and accommodate to their needs. For example, a struggling student will not recognize words, sounds or symbols the same way a “normal” student would.

            In the third chapter, I really enjoyed reading about Erikson’s of psychology development (87-92). Erikson’s theory determines that parents and society can affect a child’s development through adulthood. Also, Erikson believed that everyone must pass through a series of eight stages in life. The 5^th stage Identity versus role confusion was difficult for me because as an adolescence I struggle to understand life. As an adult I believe it was because my parents were going through a divorce. One might go through these stages in life, but I believe that everyone is different and will pass through the stages at different times.  

Context for Learning Description of School and Students

Trinity Christian College Field Experience Form

Context for Learning

Description of School and Students

About the School Where You Are Observing or doing Field Experience

School Name and City: Ridge Central   Chicago Ridge

Type of School: Elementary school

Write your responses to the three questions below in paragraph form.

1.       List any special features of the school or classroom setting (e.g., themed magnet, classroom aide, bilingual, co-taught with a special education teacher, pull-out program).

Ridge Central is a public school that consists classrooms of Regular Ed with co-taught, Special Ed, EL program as well as Occupational therapy.  Students get pull out for EL, speech, and OT throughout the day. Every grade level has at least two aids in the classroom.

2.       Describe any district, school, or cooperating teacher requirements or expectations that affects the planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.

Chicago Ridge, Ridge Lawn and Finley Junior High are part the Chicago Ridge School district and

part of Oak Lawn area. The school follows the implementation of the New Illinois Learning standards incorporating the Common Core.  The school is going on its second year in participating in PARCC testing.

3.    For special education only: List any educators with specialized expertise in the school/district (e.g., specific disabilities, subject-specific pedagogy, English language development, speech therapists).

               

                In a special ed classroom settings, every day a teacher in the EL programs would push in and interact with students that are in the program for half hour.  Every day a speech therapist or OT therapist pulls students out for half hour depending on whose turn it is.

About the Students in this Class [Polite ]

1.       Estimated percentage of students eligible for free/reduced lunch: Whole school is eliglble for free/reduced lunch

2.       Grade level(s): 2^nd and 3^rd grades

3.    Number of

a.    students in the class: 11

b.    males:  7

females: 4

c.     English language learners: 3

d.    students identified as gifted and talented: 0

e.    students with Individualized Education Programs (IEPs) or 504 plans: 11

4.    Complete the chart below to summarize required accommodations or modifications for students receiving special education services and/or students who are gifted and talented as they will affect instruction. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.

Special Education Category	Number of Students	Accommodations, Modifications, and/or Pertinent IEP Goals
Example: Learning Disability	Example: 4	Example: Close monitoring, follow up, and Resource Room
Specific Learning Disability	11	Modify tests, homework, any curriculum, read direction, longer test time, positive reinforcement, repeat instructions, work in small groups, use tablets for spelling test, reteach concepts, practice on white board, frequently ask questions, hands on techniques, smart board, every day journal,
ADHD	1	Modify test, homework, read direction, longer test time, positive reinforcement, repeat instructions, work in small groups, usage of table when taking spelling test, every day journal

About the Class You Observed

1.       How much time is devoted each day to instruction in the classroom? Describe the class periods (if applicable)? Choose a content area of your specialty or major. How much time is devoted to teaching that subject?

I would say 3 to 4 hours each day the time is devoted to instruction in the classroom. During reading, it’s a roughly hour and half long but with rotation. There are four different centers  set up with different activity such as reading or listening to story follow by answering modify questions. Another center is set as a writing center that allows students to create sentences base on their reading.  The two other students are interacting with the teacher and aid.  The center are rotated every 20 minutes.

2.       Is there any ability grouping or tracking? If so, please describe how it affects your class.  Yes, El teacher comes in everyday during math for half hour and interact with the students. A speech and Occupational therapist would often pull out different students throughout the day.

3.    Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication.   Math textbook published by Glencoe McGraw Hill and he materials are published on a website called ConnectEd.  Use SRA Reading Matery and SRA Corrective Reading Direct Instruction Program.

4.    List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class. 

        Smart Board, Educational games, tablets, many  online educational games

5. What do you know about what your students know, what can they do, and what are they learning to do? What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?

         

        Students are very polite and eager to learn.  They really try their best and take pride of their work. The classroom is very diverse it contains different race, culture and religion. They understand that religion is an important topic and respects one another beliefs

  

6. Describe one teaching event. What best practices in teaching were used?

Students work on creating good sentence and paragraph by using the four square technique. They have to pick any topic that they like and in each square write one sentence and draw a picture. Each student have their “special” own journal book. In this book they rewrite their sentence and create a paragraph follow by an overall picture about their story. In the end, each student come up to the front and reread their story to the classroom.  The teacher has different way of cheering them on with different types of clap. For example, there’s a firecracker clap, golf clap, seal of approval clap, fast, slow clap, looking good clap, alligator clap and round applause clap.  The students really enjoy choosing a certain clap.