Journal--Week 8

Journal #35
February 21, 2012

"Tell me and I forget. Teach me and I remember. Involve me and I learn." -- Benjamin Franklin
I often think of different quotes I have heard throughout my life. Many of them deal with being a teacher, since I have known what I wanted to be from a very young age. This quote by Benjamin Franklin reminds me of what I learned in class today. If we want our students to learn from what we are saying, then we need to engage them. We cannot just stand and lecture the entire time and expect our students to grasp what we are saying. How does one engage their students?
There are many methods of engaging students—activities, assignments, projects, but the simplest solution is by asking questions. One of our assignments in class was to read a short passage, then look at the questions. We were not supposed to answer the questions, but we needed to state where they fit into Bloom’s taxonomy chart. The different questions we ask can engage our students at different levels. Coming to understand higher level questions and lower level questions is important. Knowing when to ask which type of question is even more important.

Journal #36
February 22, 2012

Throughout Dr. Crawford’s class we have been listening to each person’s equity journey. The student stands in front of the class and shares details about their life. The share personal stories and situations that they feel makes them who they are. I have been contemplating what I wanted to say for quite some time. As I have thought about my own life, I imagined how I could bring this activity within an English class. Having each student throughout the year share with the class why they are who they are. It is simple things that students have shared: where they grew up, what type of friends they hang out with, their perspective on racism and minorities. The more I think of it, I do not necessarily feel this would be appropriate for a junior high setting. However, I do feel that they should be exposed to different cultural backgrounds through the literature that is read within the classroom---then allowing them to share their own personal feelings and slowly integrate their personal equity journey.

Journal #37
February 23, 2012

1. What is transfer?
a. Transfer is to teach knowledge that can be used in other places besides your own classroom. It is applying one concept that you are teaching in English to other classes students have, applying it to use in the community, or to use previous knowledge students have. An example would be showing students a study strategy such as: outlining. Then tell students that outline works best in classes like English, History, and even Science.
2. List three principles of transfer.
a. It is not automatic. We as educators must explain to students that they can use this acquired knowledge elsewhere.
b. Transfer is a deliberate act. You must plan for it to happen and ensure students are aware of what you are doing.
c. You are moving information from short-term memory to long-term memory
3. Why/Why not teach for transfer?
a. Transfer is a great method to include in classes. It is teaching your students larger concepts not just the little pieces and having them try to fit them together. It allows them to apply information in a large range and gives them more opportunities to learn.

Journal #38
February 24, 2012

What is the importance of lecturing? We learned today that it is important to use lecture when information needs to be presented quickly, key points are not obvious to the students, it is a great source of classroom management, and finally it is the easiest way to show the teacher’s enthusiasm towards the subject matter—which can motivate students.
So, how can I make my lectures effective? Making lectures short in durations (2-20 minutes), present new and fresh material, be well organized, make sure to include audio and visual aids, have students take notes, and finally as a teacher engage the students with your voice.
As I have been writing my lesson plans for my teaching experience I have been trying to keep these little tips in the back of my mind. There was one particular day I was planning and the subject matter is quite lengthy. As I started to put my PowerPoint Presentation together, I knew I would need at least 30-35 minutes to go over this with the students. Then I remembered lectures should be short or I am going to lose their attention. I went back to the beginning and decided what was important and what was repetitive. I thought of activities that could break up the monotonous lecture; which took my lecture down to 15 minutes.
Making sure to think about our students and how they will respond to things is definitely a struggle, but it is worth putting in the extra effort to ensure they will learn the material needed.

Journal #39
February 27, 2012

Today was the beginning of co-teaching; I had many ideas of how today was going to go floating through my mind. However, it ended up being very different then I had anticipated. When I got to the school Mrs. Tippets door was still locked, so I stood outside and waited. Soon the bell rang and still no Mrs. Tippets—it ended up being a great time to get to know some of the students. I enjoyed talking with them about some of the things they put on the introduction surveys and also trying to learn their names.
After waiting for a few minutes a young woman came outside to unlock the door—substitute. This girl looked so relieved when she saw me and I had the opposite effect, I began a tad nervous. Mrs. Tippets 6th period is a class that likes to test the waters, which for a substitute is the scariest thing (I subbed for five years). The sub looked at me and said you’re a student teacher you can take control. “Uh! Ok!” is all I could mutter. Come to find out Mrs. Tippets had yet another guest speaker scheduled, so all I had to do was introduce her and tell the students what I expected of them while Merci spoke.
This is the third guest speaker I have seen in this class since we began working with this teacher. Not once has Mrs. Tippets started class with expectations and often the class stops listening and is off doing their own things. However, when I stood in front of the class I asked them to follow three simple rules:
1. Show Merci respect
2. Listen to what Merci has to say
3. Participate in the activities Merci has prepared
The class quieted down at this particular moment and some even turned around in their seats (most students are facing the wrong direction speaking with their friends throughout class). They all participated and raised their hands to answer questions. I even saw some students laughing and enjoying themselves.
Today showed me that I can have control on this class in two weeks. Today showed me that these kids have a desire to learn. Today was my glimmer of hope!