Thursday, February 2, 2012

Journal--Week 2

Journal #7
January 10, 2012

In today’s class we began discussing a study done by Bob Wise. Dr. Gowans asked us to choose two or three aspects of the study and discuss our feelings and opinions on these particular aspects. The two that stood out to me the most were: “Getting third graders to read at grade level is important, but many excellent third-grade readers will falter or fail in later grade academic tasks if the teaching of readers is neglected” and “about six million middle and high school students read below grade level.”
These two statements from this study not only shock me, but they appall me. It is outlandish to begin to comprehend how students can fall behind in reading—yet it happens every day. It also puts into prospective how much responsibility I have as a teacher. If I choose to assume my students know how to read, write, and etc… then I am only setting them up for failure. I need to realize that some of the students may only have a basic understanding of what is happening. This is why doing assessments are so vital to the students. It allows teachers to fully see where each student stands and then take the course of action.
Dr. Gowans also stressed the importance of students reading and understanding the textbook that is being used within the classroom. As I listened to her share stories why it is important that students can easily navigate through the books; I thought it would be fun to use a scavenger hunt in the beginning of the school year. It allows students to look through the book, see where important things they will be using such as the glossary, table of contents, etc…. It would be easy to do and allow students to discover where things are located in their textbook. It is also essential to teach students how to read the textbook. Most students know how to read a story, but texts are extremely different and often difficult.








Journal #8
January 11, 2012

Today was the first time we were officially introduced to Dr. Alexander. I have to say that I was extremely nervous about her section of the class. We have been expected to turn in assignments and study for a quiz when we had never even had her class. Boy was I surprised with class today!
Class began with us taking our syllabus quiz. It was a nice change to have a “quiz” be exciting. She created it into a game and awarded bonus points. It was simple, but a great way to get students involved and to read the syllabus. It also allowed for discussion on certain areas—leaving nothing for surprise later.
To finish up the actual class part we discussed FERPA. FERPA is a federal guideline for teachers to follow. It allows students and parents to have rights. I enjoyed the questions that were asked, because several of them were ones that I had myself. One of the biggest concerns that I see the other soon to be teachers and myself share is, parents. It is such a fine line of what to say, how to say, etc…. It was mentioned to be careful what you keep in your records regarding students, be aware of what your student’s home situation might be like, and understand that most parents just want to know what is the best way to handle certain situations with their students.
The final aspect of class today was an activity. The activity was an IEP simulation. We were able to form groups with the elementary education majors, and then we had a scenario given to us. The scenario was about a student in resource who had visual impairments. We were supposed to discuss how we could integrate this student into general education, what options could be provided, etc….Throughout the entire scenario, I kept wondering if this is what it really is like. My role was the resource teacher, but I felt like I was trying to push my student out of the classroom and force them to experience general education courses. While the entire time the student kept saying they were not ready. I guess my biggest question about IEP’s is, are the students really in the meeting while teachers and parents are discussing them?



Journal #9
January 12, 2012

Today’s class began with a discussion on the Professionalism in Teaching book. Dr. Gowans separated us into groups and asked us to discuss three things that we feel are important within the book.
While reading Professionalism in teaching, several things stood out to me. It was nice to see that some of the same ideas/concepts stood out to my classmates. We were able to discuss confidence. Confidence is something that is not everyone has, but it is something that can be developed. As a teacher we need to have confidence in what we are saying, doing, and teaching. If we are not confident with ourselves then how can we expect our students, the parents, or even our colleges to be confident in us?
Standing in front of a classroom is difficult, I was a long-term substitute for five years and it took several months before I felt confident—and even then there were times I struggled. However, if we are confident then are students are more apt to learn. One of the people in my group made the comment that being confident is not always being right. I liked this statement! He continued to explain that we need to let students know if we do not know the answer. This shows them that we are willing to put forth effort and try to learn—rather than making up an answer.
The final thing my group discussed was an “open door policy”. We discussed that the book stated it is important to keep your administrator informed. When you “welcome them into the learning environment you are creating and keeping them informed.” I like the idea of having the principle always invited to your classroom. I believe that when you have an open invitation to your principle, they are able to see what kind of teacher you are. It helps alleviate the guessing work on their part.
Personally, I feel it is important that the principle sits in on some of your classes, because it allows them to see what you deal with. It also provides a way of communication—principle can provide feedback or you as the teacher can ask questions. It is a win-win situation having an open invitation for the principle.


Journal #10
January 13, 2012

I felt like today I walked away with a lot of information that I did not know, or possibly was ignorant to it. We began class with being told we were having a quiz on chapter one. My heart rate began to increase and to be completely honest I was nervous. I do not know why I was nervous, I had read through chapter one---I even did the extra credit on it. Then my worries were put to rest when Dr. Alexander said we would be walking to the back of the room if we felt the statement was false or to the front of the room if we believed it was true.
As Dr. Alexander read through each question my memory started to engage finally and the things I read came to the surface. After this quiz, we were asked to write on a piece of paper three things we learned from copy right laws. Again, sudden panic! I unfortunately did not have time to read this yet and was worried about turning in the activity. Dr. Alexander then proceeded to explain that this is how students with disabilities feel within general education courses sometimes.
I sat in class thinking about this—we, as teachers, need to be aware of how students will react to situations. For some students it can cause complete panic, while others have no difficulties at all. Incorporating ideas, concepts, and different activities will help lessen the anxiety within your classroom. Instead of having students write down things they learned from the chapter, allow them to discuss it in small groups, then pull it together as an entire class.
Also, in class today Dr. Alexander explained how to accomplish one of her assignments. In this particular assignment we as small groups were able to discuss a movie or book that incorporated a person with a disability. As my group discussed “I am Sam”, “Mr. Holland’s Opus”, and “Radio” my mind drifted to what we are able to learn from these types of entertainment. They teach me specifically, that disabilities are not a form of incompetence, lack of ability, or a lack of will. Disabilities can be a drive for that person. It also shows me that as a teacher I need to treat all of my students equal—I never know what one may be able to teach me!

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