Final Learning Log

What??

I believe that children are more apt to learn if they feel comfortable and happy. I heard somewhere that learning can not take place until students' basic needs have been met, and I agree with that. If students are worried because they are hungry or need to use the bathroom, there mind will not be in a place where it is concentrating in taking in new information. It's also important to have a classroom that is a safe environment so that those who are more shy feel comfortable enough to share and participate in class without fear of being ridiculed. I believe learning occurs through thought and discussion, and if there is a classroom where students do not feel they can contribute to the discussion, that is valuable information and learning that is not being shared with others. I know that when I am in a class and fellow students are discussing what they have learned or how they interpreted something, it really helps me to retain the knowledge because I am hearing it again and from another point of view. I also believe that students learn better from someone who they feel truly cares about them and their well-being.


So What??

Because of my theory of students' learning, I will do my best to build students' confidence from day one. I want to have a classroom where everyone is respectful and kind, and nobody is afraid of what someone else will say to them. I saw a teacher who had everyone sign a contract saying they would be respectful to themselves, others in the class, and the classroom. I loved that idea and plan to use it because I think respect is something that is crucial in a classroom and if the students are signing a contract, it is placing accountability on them. I want everyone to feel they can contribute to class discussions, and that they have something valuable to contribute. I think that if I focus on students' successes, that will help build their confidence and they will feel more comfortable in my class. I also want my students to be friends with each other, so I plan to do lots of activities where we get to know each other and work together.


Now What??

I guess the next steps I need to take are to graduate and get my own class. Then I will put all of my ideas into practice (having a class contract, doing group work, etc.). I'm excited to see what works well for me and to get ideas from others. One topic in Ed Psych I would like to learn more about is how the brain works. I once had a professor who taught my class a lot about our brains and different activities that stimulate different parts of our brains; I loved that and thought it was so interesting. I liked learning how things actually work and are processed in my mind. I also really liked learning about emotional intelligence and fostering it, because I feel that helping our students emotionally is as important as helping them academically. An area I need to improve in is remembering all the different theories and theorists. I feel that they all have important and valuable ideas about learning, but I have a hard time keeping them all straight. I need to study and learn more about them.

12-8-08 Chapter 10 "Social Cognitivism"

What??

Today in class we learned about Social Cognitivism. Social cognitivists believe that children will exhibit behavior they have modeled. They define learning as "an internal process that may or may not lead to a behavior change." Social cognitivists also believe that people learn by observing others and, in the process, begin to assume control over their own behavior.



So What??

So, knowing that children may learn from observing others, I need to be more conscious of my behavior. Children are like sponges that absorb everything; they never forget if you say a bad word or don't keep a promise. It's important to make sure the behavior we are modeling, would be appropriate behavior for them to exhibit.

Now What??

Now I can use this concept to teach students about appropriate behavior. I could have scenarios that they act out where someone exhibits appropriate behavior (raising hand to talk, not talking out of turn, being respectful, etc), and ask the students why it is appropriate. If they are seeing classmates acting out desirable behaviors, it may stick with them and they will be more likely to exhibit the behaviors they have seen.

Investigations Math

Investigations Math requires that children reason mathematically, develop problem-solving strategies, and represent their thinking using models, diagrams and graphs (according to the curriculum). After Alpine School District implemented Investigations, several parents became very upset. Many removed their children from schools and put them charter schools. However, I did talk to the principal of one school in Alpine School District who said that their school's test scores continue to go up every year that they use Investigations.

Arguments FOR Investigations:
It causes children to think and prove what they are thinking. If they know that 10+8=18, they have to be able to draw a graph, number line, or some other model PROVING how they know that. Those who believe Investigations are beneficial also believe that students can break down big problems into smaller problems that will be simpler for them to figure out.

Arguments AGAINST Investigations:
Those who do not like Investigations argue that it does not teach students the basic facts of math. I read several parent comments about how their children who have learned through Investigations do not know multiplication facts as well as those who learned them the "old-fashioned" way. Also, many parents did not grow up using Investigations, so it is very difficult for them to have to constantly prove why an answer is what it is.

12-1-08 Chapter 9: Behaviorist Views of Learning

What??
Behaviorism defines learning as "a semi-permanent change in behavior." One behaviorist is Pavlov. He did an experiment with dogs, their food, and a bell. He began by giving the dogs their food to make them salivate. Then he began ringing a bell when he would give them their food, and they would salivate. Before long, the dogs would begin salivating when they heard the bell whether there was food or not.

So What??
What Pavlov learned was that he was able to teach the dogs to respond in a specific way (by salivating) to something that would not typically cause them to do so (they began salivating after hearing the bell). However, after a while of ringing the bell to get them to salivate without actually giving them food, they quit salivating at the ring of a bell. So the dogs salivating to the ringing of a bell could be classified as a semi-permanent change in behavior.

Now What??
Now that we know we can alter behavior by using stimuli and reinforcements, that knowledge could be used in the classroom. When our students do what we want them to do, we can give them a reward. Pretty soon we will be able to remove the reward from the equation and hopefully maintain the desired behavior.

11-24-2008 Chapter 7: Knowledge Construction

What??

To promote knowledge construction, one important thing is to assign authentic activities. Authentic activities are real-life situations, hands-on activities that ask for comparisons, and have students analyze and find a solution. Authentic activities give students examples very similar to what they are apt to encounter in the outside world.

So What??

Authentic activities are important for students because they give real-life examples the students must think through. By seeing real life examples and problems, students are able to discover the reasons they are learning certain things. A student will care more about math if they are given specific examples they would need to use math in the real world (cooking, shopping, etc.)

Now What??

Now it will be my job to provide authentic activities for the students I teach. Although authentic activities are not always possible or practical, there are several instances in which students would benefit from these activities. Science activities would be excellent for students. If they are able to actually perform experiments and see what happens, students will not only be much more interested and engaged, but they will remember what they learn and how it relates to them.

Third Week in Field

This last week flew by! I can't believe we're already done with our field experience and are going to be back in classes. Carrie and I finished teaching the last lesson we had to teach, and were able to relax and participate in some of the fun things our school did this week. They had Junior Engineering Day where the students spent the day going from one activity to another. They got to shoot rockets made of 2 liter bottles, operate robots, and learn about sound. The day after Junior Engineering, they had someone come from some Gateway Center and that was way cool too. They had a "mad scientist" who did awesome experiements with the kids and had them predict what would happen. I'm glad we were able to be at the school for both of those days. The kids wrote us notes thanking us and telling us they enjoyed us being in their class. They're good kids. I'll miss them.

Second Week in Field

This second week in field seems to have gone better than the first. We started out the week by teaching lessons on Monday and Tuesday (Veteran's Day) that went well. Our cooperating teacher is still not planning much of anything from day to day. That has been so interesting to see. On Friday, he randomly had everyone go outside (it was about 40 degrees with a freezing wind blowing) and run around and play kickball. The kids were all shivering. That was strange to me that he randomly decides to go outside on such a cold day and run to the fence and back 3 times. It has definitely been interesting to see how one individual has structured his classroom.

'm getting to know Carrie better every day and I absolutely love working with her. She is so great and has so many good ideas. I'm having a good time.

First Week In Field

This has been an interesting week so far! Carrie and I are in a 5th grade class in American Fork.

The teacher we areworking with is... different. He doesn't plan anything, and therefore the students have a LOT of time to just do whatever they want. Luckily, most of them like to read so they spend a good majority of their time reading. When we arrive in the morning they students do a little literacy activity where they correct sentences that are written incorrectly on the whiteboard. After that they spend 45 minutes copying spelling words out of the dictionary. Once the first hour of school is over, they get into groups where they read together. They do this until lunch time. It's the same thing every day. They do not have a morning recess. They don't even get out of their seats much. I have found it very eye-opening. I work in a different school that is completely the opposite. They have 3 recesses a day, and are constantly doing interactive things with the students.

We had our first opportunity to teach Thursday.. We did a lesson on Immigration and Emigration. I thought it went well. The students were engaged and were able to use a little bit of their creativity. I want to know what the students thought of it. They seemed to enjoy the lesson. Most of the students in the class are from lower-income families and a few have come from other countries. The lesson was something that many of the students could relate to. At one point we had the students share where their families or ancestors had come from. They were so excited to share. I think every student had their hand raised and wanted to tell us where they came from.

Friday's lessons also went extremely well. We did a lesson on Freedom of Speech and Press, and also an Art lesson. The students loved it and were all so engaged. Even those who do not typically speak up or say anything in class were involved. They seemed to have a lot of fun, and that made it fun to be teaching. I am liking the students more and more every day. They all have such fun personalities and are so different. It's been a good experience getting to know them so far.

We'll see what the next week holds!

10-27-08 Chapter 6: Learning & Cognitive Processes (Memory)

What??

There are different kinds of memory that we use every day. There is short-term and long-term memory. Short-term memory is also called "working" memory. In order for something to be stored in our memory there are a few steps it must go through. When we pay attention to something, it moves from our sensory registry to our working memory. When it is encoded, it becomes part of our long-term memory.



So What??

Knowing that there are steps that must be taken to encode something as part of our long-term memory will be important. If I know how something becomes part of long-term memory, I can use techniques to help my students put information they learn into their long-term memory.



Now What??

There are several techniques that can encode information into long-term memory. Some of these techniques are: rehearsal, meaningful learning, organization, elaboration, visual imagery, and mnemonics. I plan to use activities that will exercise the children's brains so they can remember things and learn effectively.

10-13-2008 Chapter 3: Personal & Social Development

What??

In order to grow and develop personally and socially, a child must have a positive sense of self. Sense of self is the perceptions, beliefs, judgments, and feelings about oneself as a person. It is also related to self-concept and self-worth.

So What??

Factors that affect a child's sense of self are previous performance, behavior of others, and group membership. Peers also have a role in personal and particularly social development because they allow opportunites to practice social skills, provide social and emotional support, and can model behaviors and beliefs.

Now What??

I will do what I can to help my students develop a postive sense of self. I will try to help my students have good self-concept and esteem. I will give them praise whenever I can, and help them to feel that they are a vital part of our class. I like classes that give students an opportunity to do different jobs (getting the books for a group, helping the teacher pass out papers, etc.) because it helps the students feel as though they are an important person in class.

Piaget Task Assignment

I tried a few of the Piaget tasks with my niece and nephew. Hailey, my niece, is 5. Caden is 3. I used a few of the tests that Dr. Cox used with her own children. I had two piles of clay that were shaped the same, and I asked each of the children if they were the same size. They both said they were. Then I flattened one pile of clay and asked if they were still the same size. Both children said they were not, however, Hailey thought about it as though she was considering that they may not be the same size.
Both children determined that the amounts changed of all the things I used to test them (water, beads, cookies). They didn't seem to grasp that simply re-arranging things did not change the quantity. I wished that I had someone a little bit older to do the tasks with, but my husband didn't want to participate and those were the only children I could try it with over the week.


It was so interesting to me how both children would say the piles were the same size inititally, but would insist that the quantity had changed whenever I re-arranged something or poured it into a cup a different size. Hailey was really thinking about what I was doing, and I could see the wheels turning in her head. She kept asking people for help like she didn't want to be wrong, so we just kept telling her to try her best and that she was doing great. Caden didn't seem to get what was going on and was just loving the attention. He wanted to play with whatever we were putting in front of him. Although Hailey was thinking that I had changed the quantities of what I was using, she put a lot more thought into it than I had expected her to; I thought she would be too young to even try to think through what I was doing.

10-6-08 Chapter 2: Cognitive & Linguistic Development

What?

Cognitive development is the process by which people learn and develop mentally. We studied a few theorists in depth (Piaget & Vygotsky) and about their views and beliefs on cognitive development. I learned a lot about the differences between the two and their theories. I learned that Piaget focused mainly on children teaching themselves and growning and developing through exploration. Vygotsky believed that children learned best through adult instruction and example. I really liked that Vygotsky was such a believer in play for children. I remember growing up always playing "school" with my friends, and now I am going to school to become an educator. Having children play gives them an opportunity to experience what they believe it would be like to be someone or something else. It's also interesting to see children when they pretend to be in adult roles, take the role so seriously. If someone does not play along exactly as they think they should, children often get anygry with that person. I also liked seeing the Piaget techniques that were used in the video. It was interesting to see the 2 different children in the different stages Piaget has defined. I also really liked learning about the linguistic development. I loved when the professor said to have lots of stories and language in the classroom.

So What?

So... I plan to have lots of stories in my classroom to expand the vocabulary of the students in my class. One of the classes I am in has a lot of times throughout the day in which the students are able to hear stories from the teacher. They love it, and it gives them a chance to take a break from doing what they have been doing and to let their mind wander and grow. I also want to be able to incorporate play into my classroom. From the time I have spent in the classrooms, I don't see that there is much extra time to dedicate to play but hopefully I can bring it into the activities that I already have prepared. I will need to do more research on ways to do that.

Now What?

Now I plan to take all that I have learned about the importance of reading stories and exposing children to language, and play and incorporate it into my future classroom. I also want to include lots of stories as I had said before.

09-22-2008 Chapter 5: Individual Learning Differences

What?

Learning differences. We all learn differently so it's important for us as educators to be aware of the many different styles and methods to teach concepts. If we know a student in our class has a disability of some type, or that a student learns best in a specific way, we should do our best to prepare our materials in a way that will be beneficial to them as well as the other students. I know that it would be impossible to cater to the learning needs of every single student, but in an ideal situation we will have many aids and teachers in our class who can help us to teach concepts in many ways.

So What?

This is so important because there are endless possiblities for students and their learning needs. The more aware we are of these abilities and learning styles, the more equipped we will be to educate these students in the most effective way for them.

Now What?

Now I will do all I can to familiarize myself with different disabilities I will most likely be faced with in my classroom. In one of the classes I am an aid for now, we have several disabilities that I am able to be exposed to. I really feel it has been beneficial because I have learned so much about students and their abilities that I would not have otherwise known. The more time I spend with these kids and learning about them, the more I love them.

09-21-2008 IQ & Multiple Intelligences Test Results

IQ Test Results

I scored 115 on my IQ test.

My IQ test results actually surprised me. I was slightly above the average person (who scores about 100). I actually thought I would be well below the average because I don't think I am very intelligent. I guess if intelligence is measured by how well you can pick out patterns in numbers and determine what shape will come next, then I may be more "intelligent" than I thought.

I don't know what I thought about the intelligence test. I hadn't imagined intelligence as being measured by the things the test asked. I always thought it was measured by the amount of "book smarts" and overall knowledge a person has, versus being able to determine what number will come next in a sequence. Although the test is probably not very accurate, it was still entertaining to take.

Multiple Intelligences Test Results

The multiple intelligences test I took showed me scoring highest in the naturalist intelligence. Interpersonal and intrapersonal were almost a tie for 2nd and 3rd place.

According to Gardner, someone who scores high in the naturalist intelligence has the ability to recognize patterns in nature and differences among various life-forms and natural objects. A relevant behavior would be identifying members of a particular plant or animal species.

Someone who scores high in the interpersonal intelligence has the ability to notice subtle aspects of other people's behaviors. A relevant behavior would be detecting another person's underlying intentions and desires.

Someone who scores high in the intrapersonal intelligence has an awareness of their own feelings, motives, and desires.


I found these results interesting. I wasn't surprised that I scored high in the naturalist intelligence because I have always been someone who loves animals, plants, and nature.
However, I was surprised that I scored high in both the inter and intrapersonal intelligences. At first I didn't see how someone could score high in both categories. But the more I thought about it, I realized that being someone with intrapersonal intelligence means I have an awareness of myself and my thoughts, feelings, and motives. So if I'm able to read my own emotions, it would make sense that I am able to read those of others as well.

I thought the test was interesting. It was very quick and from what I can tell, pretty accurate.

09-15-2008 Chapter 4: Group Differences

What?

Group/Gender Differences
As we grow up, we are taught that there are certain things that are more appropriate for boys than for girls and more appropriate for girls than boys. For instance, we typically think of those with occupations like nurse or teacher as being women. We would imagine fire fighters and construction workers to be men. Now it is beginning to be believed that we should not plant these ideas or images in children's heads because men and women are crossing these "boundaries" all of the time. We do not want to restrict children by making them believe there are things that only men, or only women, can do.

So what?

So we need to teach children that they can do whatever they want without a fear of being ridiculed or exiled. We need to do what we can to eliminate these pre-conceived notions they may have of what is and is not okay for the different genders. There are increasingly more children who may even have questions about their own gender, so we need to do all we can to ensure they are comfortable being who they are.

Now what?

Now I will take what I have learned about gender differences and equity and apply it to my own classroom. I will do all I can not to stereotype certain genders into specific categories or areas. I think watching my vocabulary and not using policeMAN, fireMAN, and mailMAN but rather police officer, fire fighter, and mail carrier will make a differences. It's a small thing but it may help to eliminate some of those gender schemas the students may already have.

9-15-08 Chapter 1: Ed Psych. & Teacher Decision Making

What??

There are several things an educator should keep in mind at all times:
- What we say and do will have an impact on students.
- Addressing social-emotional aspects is not separate from the core.
- All students enter shcool wishing to learn and succeed.
- Students will be more responsive if basic needs are met first.
- Parents are our partners, not our adversaries.

So What??

I can take these 5 statements and incorporate them into my thoughts. If I wake up every day and repeat these to myself, I will keep them in the forefront of my mind and I can use them. If I am constantly reminding myself that all the students want to learn and succeed, and that they will be more responsive if I am meeting their basic needs, it will improve my teaching and their learning.

Now What??

Now I need to put into practice repeating these 5 statements to myself. I suppose it wouldn't hurt to start trying this now, rather than waiting until I am actually in a classroom. I really believe in these statements and think that if all educators believed them, there would be more success in classrooms.

9-8-08 Motivation

1. Why are you here?

- I am here because I want to be someone who makes a difference in children's lives. I have had several people in my family who have been teachers and I have a huge amount of respect and admiration for them because I have been able to see what they have done, and how they have helped others.


2. What motivates you?

- Success is one thing that I know motivates me. Everyone wants to do well and succeed in what they do. Money is also a motivator for me. I am much happier about going to work when I know there will be a pay check in 2 weeks.


3. Why do you succeed?

- I have found that I am much more likely to succeed when I put lots of time and effort into things. It's been really difficult for me in college classes because in middle and high school I didn't have to put in any effort. School has always come easily for me so I never really had to study. Now that school is actually difficult, I have found I have to put an immense amount of time and effort into things in order to succeed.
Also, having support from family and friends has helped me. When my husband encourages me to get my school work done, rather than suggesting we go out to dinner or to a movie, it really helps me feel motivated to succeed. My mom has also helped me a lot already this semester with homework which has contributed to my success.


4. Why do you fail?

- I fail when I feel I can't do something or that trying would be a waste of time because I won't succeed or do well anyway. I find myself getting very stressed and overwhelmed with everything that is going on in my life, and I give up.


5. How do you need to change your perspective and/or motivations in order to succeed in the elementary education program and become a GREAT!!!!!!! teacher?

- I need to prioritize and not procrastinate!! I am always finishing today, what is due tomorrow. Life would be much less stressful if I stayed on top of things. I really need to use my time over the weekend to complete school work, instead of just play!