Afterword
"As every educator knows, good teaching entails far more than basic intelligence and knowledge." (184)
To me, this sums up the entire book. To be a good teacher, one must do many of the things that the student co-authors mentioned. Teachers must be passionate, compassionate, confident, respectful, understanding, etc. Having read the entire book from the viewpoint of a future educator, there is much that I didn't take into account for why students act the way and feel the way that they do. I will most definitely be on the lookout for students in my practicum assignment class who are like the students in the book. I feel that when I do find those students, I will be able to help them much more easily than if I hadn't read the book.
Showing posts with label Fires. Show all posts
Showing posts with label Fires. Show all posts
Tuesday, February 20, 2007
QR Chapter 10
Chapter 10
"Especially for teenagers, school doesn't always provide the best setting for learning." (175)
I completely agree with this statement. Some people simply aren't cut out for the 8 to 2 concept of learning where it's mostly sitting at a desk listening to the teacher. Like I've said before, I feel that to truly learn, one must be doing something. The outside world allows for so many more opportunities to learn by doing than a school ever could. Many teenagers have a hard time connecting what they are learning to real life. By going out into the real world, it will help the students make that real life connection for themselves so that their motivation and understanding will grow. I know that if I had been given more opportunities to learn outside of the classroom then I would have retained much more knowledge from high school than I actually did.
"Especially for teenagers, school doesn't always provide the best setting for learning." (175)
I completely agree with this statement. Some people simply aren't cut out for the 8 to 2 concept of learning where it's mostly sitting at a desk listening to the teacher. Like I've said before, I feel that to truly learn, one must be doing something. The outside world allows for so many more opportunities to learn by doing than a school ever could. Many teenagers have a hard time connecting what they are learning to real life. By going out into the real world, it will help the students make that real life connection for themselves so that their motivation and understanding will grow. I know that if I had been given more opportunities to learn outside of the classroom then I would have retained much more knowledge from high school than I actually did.
QR Chapter 9
Chapter 9
"Students who don't feel noticed at school have a powerful temptation to stop going, especially if they think they can manage to pass their courses anyway." (165)
All too often I've noticed this happening. In my high school, those who were most likely to drop out were the quiet, unassuming students whom the teachers never paid any attention to. It only makes sense that students would want to stop coming to classes. If I showed up for work everyday without anyone noticing or appreciating my presence, I would be tempted to stop coming also. I think it's human nature to feel this way. Although many times teachers are too preoccupied with everything else like disruptive students and standardized tests, to make an effort with these students, it would really benefit everyone if they were to be noticed and included.
"Students who don't feel noticed at school have a powerful temptation to stop going, especially if they think they can manage to pass their courses anyway." (165)
All too often I've noticed this happening. In my high school, those who were most likely to drop out were the quiet, unassuming students whom the teachers never paid any attention to. It only makes sense that students would want to stop coming to classes. If I showed up for work everyday without anyone noticing or appreciating my presence, I would be tempted to stop coming also. I think it's human nature to feel this way. Although many times teachers are too preoccupied with everything else like disruptive students and standardized tests, to make an effort with these students, it would really benefit everyone if they were to be noticed and included.
Monday, February 19, 2007
QR Chapter 8
Chapter 8
"At least one in every six adolescents going to school in the United States comes from a family in which English is not the main language." (146)
This statement shocked and saddened me. I was astounded by the number of teenagers, 3.4 million, whose main language is not English. I was also saddened by the fact that here in Maine, I went from Kindergarten to senior year in high school without any classmates who fell into this demographic. As the chapter continued on, I realized that much of the information presented didn't apply simply based on my location. It is good to read the chapter, however, to get a basic understanding of how to approach foreign language speakers in the classroom.
"At least one in every six adolescents going to school in the United States comes from a family in which English is not the main language." (146)
This statement shocked and saddened me. I was astounded by the number of teenagers, 3.4 million, whose main language is not English. I was also saddened by the fact that here in Maine, I went from Kindergarten to senior year in high school without any classmates who fell into this demographic. As the chapter continued on, I realized that much of the information presented didn't apply simply based on my location. It is good to read the chapter, however, to get a basic understanding of how to approach foreign language speakers in the classroom.
QR Chapter 7
Chapter 7
"Even when teachers are not experts in a particular field, the way they react will send a powerful message to kids about the value of curiosity, hard work, and lifelong learning." (143)
Reading this passage helped to quell some of my fears. One of my biggest worries when I begin teaching is that I will be incompetent not in classroom management and curriculum but in knowing my content area. Reading this made me realize that even if I don't know every single fact about history or geography, my passion and drive for the subject will compensate for it and I will still be an effective teacher. Looking back on it, I've had teachers who weren't masters in their fields by any means, but their passion for what they were teaching and their desire to keep learning made me want to learn even more, and in the end, I think that's what it's all about.
"Even when teachers are not experts in a particular field, the way they react will send a powerful message to kids about the value of curiosity, hard work, and lifelong learning." (143)
Reading this passage helped to quell some of my fears. One of my biggest worries when I begin teaching is that I will be incompetent not in classroom management and curriculum but in knowing my content area. Reading this made me realize that even if I don't know every single fact about history or geography, my passion and drive for the subject will compensate for it and I will still be an effective teacher. Looking back on it, I've had teachers who weren't masters in their fields by any means, but their passion for what they were teaching and their desire to keep learning made me want to learn even more, and in the end, I think that's what it's all about.
QR Chapter 6
Chapter 6
"Kids learn more in every academic area when they are highly motivated to read and write, so it's definitely worth a teacher's time in any subject to help students take pleasure in doing these things."
This statement jumped out at me because it makes so much sense. If a student is struggling with the basics of reading and writing, then those struggles will overlap into other subject areas. The same can be said for the student who is able to read and write but does not like to. By showing students that reading and writing can be easy and fun, that confidence and desire to read and write in other subjects will increase. In the past I've noticed that students struggle in one subject like math or science simply because they do not like to read or write. I feel that a little creativity and effort on the part of the teacher could help to eliminate this problem.
"Kids learn more in every academic area when they are highly motivated to read and write, so it's definitely worth a teacher's time in any subject to help students take pleasure in doing these things."
This statement jumped out at me because it makes so much sense. If a student is struggling with the basics of reading and writing, then those struggles will overlap into other subject areas. The same can be said for the student who is able to read and write but does not like to. By showing students that reading and writing can be easy and fun, that confidence and desire to read and write in other subjects will increase. In the past I've noticed that students struggle in one subject like math or science simply because they do not like to read or write. I feel that a little creativity and effort on the part of the teacher could help to eliminate this problem.
QR Chapter 5
Chapter 5
"Teachers who want to make sure that everyone in a diverse group really understands the material should set up purposeful group activities that depend on every student's doing things that foster learning." (91)
As I've mentioned before in my blog, I think that the best way for students to truly learn and understand the material is to learn by doing. This also applies to groups. Groupwork is ineffective if only a few members of the group are doing something while the others are not participating or haven't been given an opportunity to participate. Application, one of the levels in Bloom's taxonomy fits in nicely with this concept. To demonstrate that a student has truly mastered information, they will need to apply, or do, something relating to the information.
"Teachers who want to make sure that everyone in a diverse group really understands the material should set up purposeful group activities that depend on every student's doing things that foster learning." (91)
As I've mentioned before in my blog, I think that the best way for students to truly learn and understand the material is to learn by doing. This also applies to groups. Groupwork is ineffective if only a few members of the group are doing something while the others are not participating or haven't been given an opportunity to participate. Application, one of the levels in Bloom's taxonomy fits in nicely with this concept. To demonstrate that a student has truly mastered information, they will need to apply, or do, something relating to the information.
QR Chapter 4
Chapter 4
"Teaching students the habit of revising their work goes further than any other single strategy for success." (68)
I'm not quite sure how I feel about this statement, which is why I chose it. On one hand, I believe that the opportunity to revise one's work can be beneficial and provide a higher quality final product. On the other hand, I feel that this might have negative effects. For one, students will come to accept that it is alright to turn in work that is not of their best quality because they will have a chance to revise their work. This mindset could be transferred to the "real world" where unfortunately, many professions do not allow automatic and numerous chances for revision and reflection. I believe that students must always turn in work that was done to the best of their ability on the first try, regardless of if a revision will be allowed. This will get them in the habit of a strong work ethic and will prepare them for the outside world.
"Teaching students the habit of revising their work goes further than any other single strategy for success." (68)
I'm not quite sure how I feel about this statement, which is why I chose it. On one hand, I believe that the opportunity to revise one's work can be beneficial and provide a higher quality final product. On the other hand, I feel that this might have negative effects. For one, students will come to accept that it is alright to turn in work that is not of their best quality because they will have a chance to revise their work. This mindset could be transferred to the "real world" where unfortunately, many professions do not allow automatic and numerous chances for revision and reflection. I believe that students must always turn in work that was done to the best of their ability on the first try, regardless of if a revision will be allowed. This will get them in the habit of a strong work ethic and will prepare them for the outside world.
QR Chapter 3
Chapter 3
"...remember that students are often trying to make a point when they disrupt a high school classroom." (41)
I think this is one of the problems that many teachers will struggle with along the way. Instead of looking at the reasoning behind the student's disruptive behavior, many teachers will become annoyed or flustered that there is a classroom disruption, simply taking the actions of the student at face value. I know that I've seen students act up because they get caught up in the excitement of the material or get aggravated when they're trying to make a point that no one is understanding. Instead of treating classroom disruptions as mere behavioral problems I think that the teachers need to work with the individual students to address the motive behind their actions.
"...remember that students are often trying to make a point when they disrupt a high school classroom." (41)
I think this is one of the problems that many teachers will struggle with along the way. Instead of looking at the reasoning behind the student's disruptive behavior, many teachers will become annoyed or flustered that there is a classroom disruption, simply taking the actions of the student at face value. I know that I've seen students act up because they get caught up in the excitement of the material or get aggravated when they're trying to make a point that no one is understanding. Instead of treating classroom disruptions as mere behavioral problems I think that the teachers need to work with the individual students to address the motive behind their actions.
Friday, January 19, 2007
QR Chapter 2
Audra Whitney
Chapter 2
"Even the suspicion that a teacher holds a bias sometimes grows into students feeling that they can't do anything right." (22)
Having just taken a child and adolescent psychology course and been told about learned helplessness, I found this statement particularly interesting. I think that bias in the classroom is a huge problem but that it is also an unnecessary one. This being said, I can imagine that it is hard as a teacher to not show positive or negative bias toward certain students. I think this is something that many new teachers will struggle with.
Chapter 2
"Even the suspicion that a teacher holds a bias sometimes grows into students feeling that they can't do anything right." (22)
Having just taken a child and adolescent psychology course and been told about learned helplessness, I found this statement particularly interesting. I think that bias in the classroom is a huge problem but that it is also an unnecessary one. This being said, I can imagine that it is hard as a teacher to not show positive or negative bias toward certain students. I think this is something that many new teachers will struggle with.
QR Chapter 1
Audra Whitney
Chapter 1
"Students want teachers to know their strengths and acknowledge their expertise, but they rarely get a chance to make them known." (2)
This really jumped out at me because I was that kind of student in school. I wanted teachers to know that although I might not be the best student in their class, I still had other skills and strengths. Many times, however, I felt that the opportunity to share my accomplishments was never presented, or if it was, it felt forced and awkward. I also felt more confident when a teacher picked up and commented on something that I had done right. It prompted me to work harder.
Chapter 1
"Students want teachers to know their strengths and acknowledge their expertise, but they rarely get a chance to make them known." (2)
This really jumped out at me because I was that kind of student in school. I wanted teachers to know that although I might not be the best student in their class, I still had other skills and strengths. Many times, however, I felt that the opportunity to share my accomplishments was never presented, or if it was, it felt forced and awkward. I also felt more confident when a teacher picked up and commented on something that I had done right. It prompted me to work harder.
QR Introduction
Audra Whitney
Introduction
"It is about seeing students as complete human beings, with minds, hearts, and souls, rather than as test scores to be raised" (xvi)
With the advent of such programs as No Child Left Behind, the modern teacher is forced to teach to the test and overlook the students as unique human beings. This statement jumped out at me because while in high school, I felt that interpersonal relationships were underdeveloped with some teachers because their class time was too filled with curriculum and not filled enough with getting to know one another. While some teachers make it a point to connect with each and every student, some are so accustomed to trying to meet requirements that they now longer feel the desire to connect with students.
Introduction
"It is about seeing students as complete human beings, with minds, hearts, and souls, rather than as test scores to be raised" (xvi)
With the advent of such programs as No Child Left Behind, the modern teacher is forced to teach to the test and overlook the students as unique human beings. This statement jumped out at me because while in high school, I felt that interpersonal relationships were underdeveloped with some teachers because their class time was too filled with curriculum and not filled enough with getting to know one another. While some teachers make it a point to connect with each and every student, some are so accustomed to trying to meet requirements that they now longer feel the desire to connect with students.
QR Preface
Audra Whitney
Preface
"To keep the place running smoothly, students' behavior becomes more important than their understanding, acquiescence more valued than inquiry." (ix)
I had never thought of this as being the case in schools before, but after reading this statement, it made perfect sense. Often, the quiet, docile students are overlooked and most of the attention paid to the students with behavioral problems for the greater good of keeping the class in order and operating smoothly. Also, if a student has behavioral issues in class, the teacher's attention is more often focused on that student's behavior and its affect on the class instead of assessing whether or not they are learning the material.
Preface
"To keep the place running smoothly, students' behavior becomes more important than their understanding, acquiescence more valued than inquiry." (ix)
I had never thought of this as being the case in schools before, but after reading this statement, it made perfect sense. Often, the quiet, docile students are overlooked and most of the attention paid to the students with behavioral problems for the greater good of keeping the class in order and operating smoothly. Also, if a student has behavioral issues in class, the teacher's attention is more often focused on that student's behavior and its affect on the class instead of assessing whether or not they are learning the material.
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