Journal--Week 6

I have really enjoyed writing these informal journals for my class. They remind me of the things I am learning and how I can apply them to my future career! They won't mean much to anyone that reads my blog, but they mean a lot to me.






Journal #26
February 7, 2012

It is interesting to think back on my own education and about how I was personally taught. I often remember sitting in class having to write down everything the teacher said or wrote on the board. We were never given lessons on how to properly take notes—it was not until college that I taught myself, because I was struggling to keep up with my professors.
The need for teachers to help students learn how to take notes or follow an idea is imperative to their learning and understanding; students will learn more efficiently if they knew the basic outline for notes. So, as a teacher how can I implement note taking with my students?
There are many options for taking notes, but the ones I have really come to love are the ones that do not feel like taking notes—students often feel as if they are drawing or even jotting down ideas verses note taking. Here are two of my favorites:
• Mind mapping (sometimes called spider webs). Students start with a main idea in the center, they branch off with the key elements---for example the digestive system would be main idea, my branches would be the mouth, esophagus, intestines, etc… and then the students branch off the key elements with things like the function of the mouth, the importance of the mouth in digestion, etc…. This is a great way for students to quickly review material, but they have organized thoughts
• Guided-notes: this helps to pin-point exactly what I as a teacher expect my students to know and understand. I feel guided notes provide students the opportunity to listen more intently to what is being said, instead of rushing to write down everything.


Journal #27
February 8, 2012

I was born in the mid-eighties, growing up technology started to become more available. In my schools we always had computers, calculators, overhead projectors, and other forms of technology available to us if we needed it. While I am grateful for the technology I had, I am a bit jealous of the opportunities students have now.
The world is changing to a fast paced environment where in order for students to be successful, technology needs to be available to them. Looking within classrooms now they have LCD projectors, Document Cameras, Smart Boards, iPads, and so much more—this advance in technology is only bettering our students. With this new technology we are able to interact with students more freely. The students are able to come forward and participate in our lessons. Students with any disability can now work within the classroom with these new accommodations.
As I learned how to use the Smart Board today, I was amazed at the depth of possibilities I could explore with it. From simple lectures all the way to using games for review. I started using the program for an assignment in Dr. Gowan’s class and I am thrilled at how much more I can include, that the students can actually engage with me in the lesson, and I can get direct feedback of their understanding.









Journal #28
February 9, 2012


Students who are second language learners often struggle with understanding what teachers are actually saying. Some nod their head as if they understand, but more in likely they did not grasp anything. Dr. Crawford stated in today’s class, “When providing instructions to students—you (the teacher) are demonstrating the road map to mastery. Prior knowledge and understanding will increase the mastering of your objectives.” So, as a teacher, how can I help second language learners truly understand what I am saying?
The most important thing as a teacher I can do for second language learners is bring clarity and meaning to my lessons. How is a student going to know what something is, if I do not help them see it, hear it, and then do it? Creating lessons in the English class or Health class setting could be difficult for a second language learner. They may feel overwhelmed with the terminology or even the extensive reading that takes place in both classes.
I feel in these cases using props would help extend their understanding. Take for instance in a English class---if we were discussing adjectives I could explain that an adjective is a word that describes a noun. Ask the students to explain again what a noun is---person, place, or thing. One of my favorite examples of adjective is to take an object and have the students start to explain it. For a second language learner, they may not understand what is going on—that is where the prop comes in. For class that day, I could bring in some popcorn (the noun). Ask the students to smell, feel, look at, and taste it (the adjectives). Then ask them to describe it, I would get responses such as: buttery, yellow, salty, round, warm, crunchy, white, yucky, soft, good, etc… In this instance all students are able to use their five senses and connect with the lesson.

Journal #29
February 10, 2012

As I read through an article today about gender equality, the questions that keeps coming to mind is---why is it so important for gender equality? Why would Dr. Crawford want us to understand gender equality?
Gender equality is important in several different ways. In the article I read there was a study done that showed, “teachers call on boys more frequently than girls; teachers give boys more extensive feedback; teachers punish boys more severely than girls for the same infractions; and in mixed-sex groups, boys take leadership roles and girls defer to their decisions.” What ends up happening is students start to give up. They feel that there is no point to try if they are not going to get the credit they deserve or are going to be treated differently. So, what can I do as a teacher to ensure gender equality in my classroom?
• Make sure you have concrete rules. Having rules established for all students will guarantee you will not discipline students differently.
• Avoid pitting girls vs. boys in classroom competitions—allow genders to work together.
• When calling on students, ask higher-level questions of both girls and boys. A great tool to use is the “tongue depressors in the jar trick.” Write each student’s name on a tongue depressor, then place the sticks in a jar or decorated coffee can. When questioning or prompting students, reach in and choose a stick and call on that student to respond. This will ensure everyone is on their toes and that all students have the same opportunity to be called on, regardless of gender
• Encourage students equally---girls can do science and math, boys can do sewing classes and art classes.
Journal #30
February 13, 2012

My experience at Wahlquist was actually memorable and something I want to keep note of. Mrs. Tippets had another guest speaker to discuss the importance of refusal skills. The speaker began by asking students to identify pictures (they were funny and caught the students attention—an EMT body with an alligator head= Gatorade). Once she had the student’s attention she split the class into two teams.
Team A chose three people to represent them and vice-versa with team B. These three people each took a turn---the first person rolled a die, whatever number it landed on that particular student needed to do the task she had on the board (sing a song, lead team in cheer, act like an animal, dance, etc….). If they completed the task on 1st roll- 10 points, if they didn’t like the task and rolled again points went down and if they chose not to do the task they received zero points. They continued to play until all three players went on each team.
The interesting thing about this game was what the teams did. One student rolled and had to sing a song—this particular student refused. However, their team started to yell and scream “just do it”, “it isn’t that bad”, and “I would do it if I was up there”. The teams were not instructed to do this; they did this on their own. These students were displaying peer pressure. The guest then proceeded to discuss with the students the importance of refusal skills and ways to refuse things.
I enjoyed today, because it showed me that simple examples can show students the task at hand I am trying to accomplish. By engaging the students within the first five minutes I often will have their attention the rest of the class time. This is defiantly an activity I would like to keep in my files to refer to in future situations.