Journal--Week 4

Journal #16
January 24, 2012

We continued learning about the core curriculum today and how to use it with our lesson planning. We discussed the objectives once more and truthfully I feel much more confident in the material than I did yesterday.
It is interesting to think of these core curriculum objectives in the way that we have, but I have come to see that it will benefit me in the long run. The importance behind coming up with a main concept to further explain what the students will learn is outstanding. Not only will it benefit the students in seeing what they will be learning, but will help keep me on task of what I should be teaching.
I enjoyed breaking apart the core curriculum verbs and content today as well. It showed me that there are so many ways to perceive the curriculum and teach it in a way that will engage, but also teach the students properly. Finding the right spot on Bloom’s taxonomy is difficult; however, it was proven today that they all do not fit in one particular spot. That is up to the teacher’s point of view what they want from the student.
The most important thing I am taking away with today—is the importance of teaching students from different angles. It is important to not just ask them to identify or remember something, but to take it a step farther. Ask students to create or analysis something further. Have them compare the understandings that they have listed. This allows students to get a more well-rounded education, but also is a way of assessing the student’s understanding of key concepts.



Journal #17
January 25, 2012

I read an article from Educational Leadership for Dr. Crawford’s class that has stuck with me this past week. In this article it discussed how learning is connected to culture.
While reading the article I kept asking myself, why is it important that an educator recognize their student’s culture? Does it really play that much into effect? The answer simply is, yes! I have learned some key ideas from this article that I hope I remember throughout my teaching career.
Each and every student learns differently, not only because that is the way we are made, but we all grow up in different environments. These environments, our culture, shape and mold us into who we are. I have come to understand that I need to assess my students in the beginning of the year, to grasp what type of learning styles they have. Then as the educator it is my responsibility to engage each student by implementing different teaching strategies.
In the article it discussed different ethnic cultures and the way they have come to learn. While I already knew many of these ideas, it was a nice reminder that some students learn through oral experiences and so I need to include collaborative work within my classroom. I should try to engage each student and push them to new experiences as well. If classroom expectations are limited by my own culture, then I am going to stop the successful learning from other cultures. If I only teach according to the ways I learned best, then again I will impede successful learners who may share my cultural background—I am keeping them from growing. It is important to find that balance.
By using information about culture in my classroom I am going to be able to promote diversity in all aspects of the school. This task is not going to be easy, it will take time and planning, but it can be done!

Journal #18
January 26, 2012

Yesterday in Dr. Crawford’s class we discussed the four axioms of multicultural education. They are: multiple perspective, multiple voices, equal co-existence, and cooperation.
I believe that all four of these axioms are needed within the classroom, not only to make sure students understand the material, but to provide an expanded educational opportunity. There are many times I have been in a classroom where students are not allowed to voice their opinions, share their experiences, or offer their insight. These classrooms are difficult environments to learn in, they provide tension and uncertainty for the students.
As educators I believe it is our responsibility to allow students to share in the teaching process. Who knows what someone might say or offer that will allow for another student to connect with the material. There are many ways in my content area that students will be able to voice insight into the material. In English, the opportunities are endless—have students give opinion on the novel or poetry, ask students to write about a certain topic, have students present on a certain topic. All of these different ways will open new understanding and may spark the mind of someone else.
My classroom is going to follow these four axioms, because a classroom that allows multiple perspectives, allows multiple learning opportunities.

Journal #19
January 27, 2012

In today’s class, a discussion on group work came up. Is group work effective for students? Is group work something I would incorporate within my classroom?
Growing up I have always been a bit OCD when it came to school work—my work had to be the most organized, the best idea, and the best grade. I worked hard on everything that was handed to me and I expected those around me to do the same. Unfortunately, it did not always work out that way. Often, I ended up doing all of the work (mostly because I couldn’t relinquish the OCD in me). As I got older (high school and college) working in groups has become easier. I have learned to step back, allow others to give input, and help with creating the project.
What I have learned from group work is cooperation, understanding, hard work, trust, and most importantly that I do not have to always be in charge. As a teacher I want to instill these same characteristics into my students. I want them to experience working in groups—it broadens there thinking and understanding. I strongly believe (now, not so much when I was a kid) that group work is pertinent in students learning.
I will incorporate group work as much as possible into my classroom, because it is a building foundation for when they are older. Throughout school students will learn to work with different people—something they will face in the real world. They will learn to give and take—something they will need to do in the real world. They will learn to be accepting of others thoughts, ideas, and suggestions---again, something they need to know for the real world. Group work is and will be something that guides my classroom.


Journal #20
January 30, 2012

I learned to very important lessons today while observing Mrs. Tippets at Wahlquist Jr. High School—the importance of watching what you say and discipline.
My observation began with Mrs. Tippets stating “these two classes are very difficult and often out of control”. What she fails to realize is that her classrooms are this way due to her lack of discipline. The class was loud, disruptive, and quite frankly out of line. This made me a bit nervous to think I would be having these students in the near future.
Having a classroom that has rules, guidelines, and expectations is so valuable. I learned that within my own classroom I need to be straightforward with the students in the beginning. If I am not then my classroom will run like Mrs. Tippets. I do not want the type of classroom where no learning is actually taking place. The students were so interested in their friends, I am sure that the students did not learn one thing today. My classroom rules need to be short, but to the point—In seat by the time bell rings, mouth closed when teacher is speaking (unless called upon), no put-downs, be an active listener, and show respect (no only to teacher, other students, but to self).
The other big thing that caught my attention happened in the last class today. There is a particular student in the class who has a lot of energy. He gets up out of his seat, wanders the room, and likes to be the class clown. Students started to make comments regarding this student, what shocked me even more was when the teacher made comments as well, “we don’t want to know what goes on in so-and-so’s mind” or “so-and-so you are too much”. Whenever this particular student raised their hand to give an answer, the teacher would either pass over them or when student would give answer the teacher would be “ummm okay” and move on (even though answer was on task. This bothered me a great deal—the student was trying his best to participate even though he was having difficulties.
The teacher failed to realize she was part of the problem, the other students fed off of her emotions and attitudes towards this particular student. Within my own classroom, I do not ever want to be the teacher who encourages her students to make fun or put-down another student. It is important as educator to be away of the way we treat each individual student. I want my classroom to be a place of comfort and safety, where all students feel accepted and open to sharing.