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).