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Notes on Chapter 2
Behavorial Techniques: Practices used to modify classroom behaviors.
Behavior modification: Programs developed for individual students.
Importance of Pavlov: began the behaviorist movement with his experiment with dogs. He noticed that when a conditioned stimulus is applied with an unconditional response, the result is a conditioned response.
Importance of John Watson (1878-1958): found that learning was the process of conditioning responses through the subsituation of one stimulus for another.
Importance of Edward Thorndike (1874-1949): operant conditions and came up with the Law of Effect (a rewarded behavior will be repeated and an unrewarded behavior will cease).
Importance of B.F. Skinner: operant conditioning is a theory and concentrated on the observation and manipulation of behaviors. What is operant conditioning? describes the relationship between behavior and environmental events and focuses on the use of reinforcement to obtain desired behaviors.
Behavorists: believe that all behaviors regardless of whether they are good or bad, appropriate or inappropriate, are learned and maintained by reinforcement.
Elements of Behavior Management:
Consequences: events or changes in the environment following a behavior.
Three basic consequences of behavior:
1. Behavior followed immediately by a reward (reinforcement) will occur more frequently
2. Behavior followed closely by a punishing consequence will occur less often.
3. Behavior will be extinguished (stopped) when it is no longer reinforced.
As a teacher we have three choices of ways to respond to inappropriate behavior:
1. Rewarding appropriate behavior in order to increase the chances the desired behavior will occur again.
2. Ignoring the inappropriate behavior in hopes of extinction.
3. Punishing the student for inappropriate behavior.
Consequences of behavior:
Reinforcement: operates on the likelihood that the desired behavior will be repeated under the same or similar circumstances. Can be positive or negative.
Positive Reinforcement: presentation of a reinforcer wanted by the student after the desired behavior has been exhibited. This only works if:
1. reinforcement is given only if the student exhibits the desired behavior
2. reinforcement is individualized for a particular child
3. desired behavior is reinforced immediately after it is exhibited
4. verbal praise is combined with the reinforcement
5. the target behavior is reinforced each time it is exhibited
6. the reinforcement is given by someone the child loves, likes, or respects.
Negative reinforcement: strengthens the behavior, a behavior that is strengthened is more likely to reoccur.
It involves the removal of an aversive stimulus following a desired behavior
Removal: something aversive is removed
Desired behavior: wanted behavior, expected behavior
Negative reinforcement is not punishment. Reinforcement strengthens the behavior whereas punishment suppresses the behavior
Punishment: application of an unpleasant stimulus or the withdrawal of a pleasant reward in an attempt to weaken a response
1. Presentation punishment: presentation of an aversive stimulus in order to decrease inappropriate behavior
2. Removal punishment: pleasant stimulus or the eligibility to receive a positive reinforcement is taken away.
Detention, in-school suspensions are examples of removal punishment
3. Three Types of time out:
a. nonseclusionary: The student remains in the classroom but must be completely silent or is required to put his or her head on the desk.
b. exclusionary: Removed from the immediate instructional area to another part of the room
c. seclusionary: The student is removed from the classroom.
Extinction: process of ending undesired behaviors by withholding reinforcement
Schedules of Reinforcement:
1. Continuous schedule: children are reinforced every time they respond
2. Intermittent schedule: child is reinforced after some occurrences of the desired behavior, not each time
a. Interval schedules of reinforcement: distribute reinforcement based on time
b. Ratio schedule of reinforcement: based on the number of responses rather than the passage of time
3. Variable schedule: the giving of the reward is so varied so that no patterns can be established.
Types of Reinforcement:
1. Primary reinforcements: satisfy the biological needs or drives of a student, and their reinforcing value does not have to be explained (eating, water, sleep).
2. Secondary reinforcements: get their power from the significance attached to them by students, can be in the form of a tangible object, approval or attention from another
3. Token reinforcements: has no intrinsic reinforcing properties; its value is based on the tangible object or desired activity for which it can be exchanged
4. Social reinforcers: behaviors of other people (teachers, parents, peers, and administrators) that increase desired behaviors, include compliments, praise, facial expressions, physical contact, and attention
5. Activity reinforcers: rewards by allowing the student to participate in perferred activities and are another natural and easily dispensable reward for desirable behavior, includes extra time at the computer, leadership roles in the classroom, etc.
Working with Individual students:
1. Shaping: used to teach new behaviors and skills and refers to the reinforcement of successive approximations of a terminal behavior
2. Behavior modification: involves systematically applying behavioral principles in an effort to change specific behaviors in an individual
Strategies for dealing with difficult students:
1. Functional behavioral assessment. The research shows that interventions based on functional behavior assessments are more likely to be effective in changing behaviors than interventions developed without the use of a functional behavioral assessment.
What is this type of assessment? multi step process that is designed to identify causal factors associated with challenging behaviors and to generate plausible hypotheses about the functions of problem behaviors and also to develop possible interventions aimed at replacing such behaviors.
Take aways:
Those behaviors that are inappropriate or unwarrented need to be stopped either through negative reinforcement or extinction. Those behaviors that are appropriate need to be encouraged and praised and have positive reinforcement.
The praise needs to be given regularly on some sort of schedule otherwise the student will not know that they are doing well.
We also need to think about our learners when we give positive or negative reinforcement. For instance, in the chapter it talks about a boy whose parents think that baby talk is cute and how it would be much harder for the teacher to stop that behavior. They also state that if you give a student a piece of candy that they do not like, they might not see it as a reward. I think the latter example is a little shallow because the teacher would explain that it is a reward and even if they didn't like the piece of candy they could see that the teacher was proud of them.
27 Haziran 2012 Çarşamba
Shadow Study
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Shadow Study:
Schema activation: Engagement looks like paying attention to the teacher by:
Method for measuring student activation:
Table 1: Data table used to collect data
The figure above is the data table that I used to collect data for each class hour of the day. I would check a box for engaged or not engaged and then record what type of evidence I had for my conclusion. I also would include a number on a scale from 1 to 5 to indicate how engaged or disengaged she was. The scale went from 1 being very disengaged to 5 being very engaged. Each class is around an hour in length.
Information on the student I chose:
Reflection: I found that my student was relatively engaged for each of her classes except 6th hour. I also noticed that for the most part my student was relatively disengaged (2-3) during the first 10 minutes of class. This could be a result of the teacher having to take care of attendance and other paperwork necessary for starting class. Generally speaking, I found that after taking attendance, my student made sure not to talk with her friends and started to be engaged in her coursework. There was a few times where I found that my student was disengaged.
Evidence of engagement:
Evidence of disengagement:
Top 5 Things that I learned about engagement:
Shadow Study:
Schema activation: Engagement looks like paying attention to the teacher by:
Method for measuring student activation:
| Time into class | Engaged | Not Engaged | What evidence did I use to make my conclusion |
| 0-5 mins | | | |
| 5-10 mins | | | |
| 10-15 mins | | | |
| 15-20 mins | | | |
| 20-25 mins | | | |
| 25-30 mins | | | |
| 30-35 mins | | | |
| 35-40 mins | | | |
| 40-45 mins | | | |
| 45-50 mins | | | |
| 50-55 mins | | | |
The figure above is the data table that I used to collect data for each class hour of the day. I would check a box for engaged or not engaged and then record what type of evidence I had for my conclusion. I also would include a number on a scale from 1 to 5 to indicate how engaged or disengaged she was. The scale went from 1 being very disengaged to 5 being very engaged. Each class is around an hour in length.
Information on the student I chose:
Reflection: I found that my student was relatively engaged for each of her classes except 6th hour. I also noticed that for the most part my student was relatively disengaged (2-3) during the first 10 minutes of class. This could be a result of the teacher having to take care of attendance and other paperwork necessary for starting class. Generally speaking, I found that after taking attendance, my student made sure not to talk with her friends and started to be engaged in her coursework. There was a few times where I found that my student was disengaged.
Evidence of engagement:
Evidence of disengagement:
Top 5 Things that I learned about engagement:
- 1 When I first conducted this project, I thought of engagement of a student differently. I thought that if a student was not being disruptive, was not talking with their friends, and was not sleeping, it meant that they were engaged. After completing this task and talking with other fellows, I realize that engagement means much more. I also thought that engagement meant following the teacher’s instruction. The main problem with this assumption that I had made is that even if a student writes down the directions to a lab experiment, if they do not understand the steps or why they are doing it, then they might just go through the motions to get the task done. I saw this happen when my student was in art class. She was told to complete a worksheet but she did not understand how to complete it. Instead of asking clarifying questions she tried her best to complete the activity. I heard comments such as, “why are we doing this”, and “I don’t understand this”. I realized after witnessing this, that it is very easy for teachers to think that their students are engaged when they are actually struggling and not understanding the task at hand.
- Engagement means listening to the teacher’s instruction and synthesizing through the information to achieve understanding. This is possibly the most important aspect of engagement. Engagement needs to lead to “aha” moments and that the activity that they are completing could be completed on their own correctly without any help.
- Engagement means asking good questions about the topic that is being covered in class. Questions in class could be about the content being covered or how it is relevant. The biggest struggle for teachers is to keep students engaged in the classroom. Many students want to feel as if the information they are learning is going to help them in the future. If they do not feel as though it is relevant than they will check out of the classroom and become disengaged. I have seen this in my observations so far of my student in her science and math course.
- Sixth hour seems to be for whatever reason the hardest class hour to have students stay engaged for. Many of these students have already checked out of the classroom and are thinking about the rest of their day. A couple of ideas I have to help mitigate this are: 1. have activities that last 15 minutes or less and then change the activity. If an activity lasts longer than 15 minutes, it is easy for students to become disengaged.; 2. Try to incorporate hands-on activities so that students are minds-on, hands on.
Stanford Report
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For 7/14/11 TLW read a scholarly article using the asking questions comprehension strategy. What's important? Even Geniuses Work Hard by Carol S. Dweck
Reading with Meaning.
"You can be as smart as you want to be." Where is she going with this?
Ahhhhhhh, we already went over this with the previous reading and with the visitors that came to our classroom. Sorry, but I don't have any questions and cannot read with a purpose for questions, because I already know what this is all about. I read the first paper New study yields instructive results on how mindset affects learning before class and did the reading and highlighting with the importance of identifying key points. I am a deep reader anyway, so honestly, I know how to ask questions and reflect on answers that I find or infer where a story is going or what I think the answers will be. I am an avid reader. Plus I read this paper a few days ago, but forgot I read it until I got into the first paragraph. I do agree with her thoughts.
Engagement level 4 b/c already familiar with it, but that was my fault.
Reading with Meaning.
"You can be as smart as you want to be." Where is she going with this?
Ahhhhhhh, we already went over this with the previous reading and with the visitors that came to our classroom. Sorry, but I don't have any questions and cannot read with a purpose for questions, because I already know what this is all about. I read the first paper New study yields instructive results on how mindset affects learning before class and did the reading and highlighting with the importance of identifying key points. I am a deep reader anyway, so honestly, I know how to ask questions and reflect on answers that I find or infer where a story is going or what I think the answers will be. I am an avid reader. Plus I read this paper a few days ago, but forgot I read it until I got into the first paragraph. I do agree with her thoughts.
Engagement level 4 b/c already familiar with it, but that was my fault.
Teaching-Learning-Language/Cambourne
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For 7/19/11: What role does language play in learning? TLW use the strategy of making connections to develop further understanding about learning.
Cambourne discusses conditions necessary for learning and motivation for learning. First, for the journey from novice to expert there has to be a need (reason, purpose, motive, desire, intent, commitment) to learn. The process of learning happens by demonstration, engagement, transformation, discussion, application, and evaluation. Basically this article shows how connections are made in learning by explaining the processes of learning to iron. The steps are listed below. Central to this is understanding that language, how we present lessons, is important to their learning and how existing schema is used to learn new things or may need to be altered somewhat, because the way in which one interprets is a function of all of the experiences that one has ever had. The explanations of the learning process in ironing helped me to make connections in the steps that students use to learn new things. I was using existing schema and it was transforming what I already knew to apply how students (and adults) learn as I was picturing what he was saying with language and processes I understood. Cambourne also showed the disconnect and lack of learning that takes place when jargon is used that one doesn't understand--he showed this with trying to learn math in a language that he could not understand, thus couldn't learn.
Demonstration (actions and artifacts) are the raw material from which our students construct their meanings. Questions to ask self: Am I demonstrating what I intennd to demonstrate? Are my learners engaging with what I intend to demonstrate? Must have the attention of the students with something that is interesting or presenting it in a way that is interesting. Language must be meaningful and can connect with what the learner already knows and what she or he needs to know. Speak in a way that they can understand what you are saying.
Engagement: Principles of engagement
1. Learners are more likely to engage deeply with demonstrations if they believe that they are capable of ultimately learning or doing whatever is being demonstrated.
2. Learners are more likely to engage deeply with whatever is being demonstrated if they believe that learning this has some potential value, purpose and use for them.
3. Learners are more likely to engage with demonstrations if they're free from anxiety.
4. Learners are more likely to engage with demonstrations given by someone they like, repsect, admire, trust, and would like to emulate.
Transformation is when one knows and understands, thus should be able to explain what was learned in own in his own words while still maintaining its truth value. Schema is transformed (reconstructed or accommodated) where their old knowledge incorporates the new understandings from demonstrations.
Discussion: Learning has a social dimension to it. Learning, thinking, knowing, and understanding are significantly enhanced when one isprovided with opportunities for talking one's way to meaning.
Application is trying to resolve a problem that includes the above steps in the process. Here the freedom to approximate (make mistakes, and be wrong) is an important component. Eliminate punishment for wrong answers, encourage practice and working through the mistakes.
Evaluation: Potential learners are constantly evaluating their own performance as they engage, discuss, trasform and apply. Students should be asking, how am I going? Learners need feedback to evaluate their performance. Needs to be an authentic, supportive relationship between teacher and learner.
Engagement level: 7
Cambourne discusses conditions necessary for learning and motivation for learning. First, for the journey from novice to expert there has to be a need (reason, purpose, motive, desire, intent, commitment) to learn. The process of learning happens by demonstration, engagement, transformation, discussion, application, and evaluation. Basically this article shows how connections are made in learning by explaining the processes of learning to iron. The steps are listed below. Central to this is understanding that language, how we present lessons, is important to their learning and how existing schema is used to learn new things or may need to be altered somewhat, because the way in which one interprets is a function of all of the experiences that one has ever had. The explanations of the learning process in ironing helped me to make connections in the steps that students use to learn new things. I was using existing schema and it was transforming what I already knew to apply how students (and adults) learn as I was picturing what he was saying with language and processes I understood. Cambourne also showed the disconnect and lack of learning that takes place when jargon is used that one doesn't understand--he showed this with trying to learn math in a language that he could not understand, thus couldn't learn.
Demonstration (actions and artifacts) are the raw material from which our students construct their meanings. Questions to ask self: Am I demonstrating what I intennd to demonstrate? Are my learners engaging with what I intend to demonstrate? Must have the attention of the students with something that is interesting or presenting it in a way that is interesting. Language must be meaningful and can connect with what the learner already knows and what she or he needs to know. Speak in a way that they can understand what you are saying.
Engagement: Principles of engagement
1. Learners are more likely to engage deeply with demonstrations if they believe that they are capable of ultimately learning or doing whatever is being demonstrated.
2. Learners are more likely to engage deeply with whatever is being demonstrated if they believe that learning this has some potential value, purpose and use for them.
3. Learners are more likely to engage with demonstrations if they're free from anxiety.
4. Learners are more likely to engage with demonstrations given by someone they like, repsect, admire, trust, and would like to emulate.
Transformation is when one knows and understands, thus should be able to explain what was learned in own in his own words while still maintaining its truth value. Schema is transformed (reconstructed or accommodated) where their old knowledge incorporates the new understandings from demonstrations.
Discussion: Learning has a social dimension to it. Learning, thinking, knowing, and understanding are significantly enhanced when one isprovided with opportunities for talking one's way to meaning.
Application is trying to resolve a problem that includes the above steps in the process. Here the freedom to approximate (make mistakes, and be wrong) is an important component. Eliminate punishment for wrong answers, encourage practice and working through the mistakes.
Evaluation: Potential learners are constantly evaluating their own performance as they engage, discuss, trasform and apply. Students should be asking, how am I going? Learners need feedback to evaluate their performance. Needs to be an authentic, supportive relationship between teacher and learner.
Engagement level: 7
Chpt. 1-Effective Classroom Management
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What's so important about classroom management? TLW use the reading strategy of determining importance whiel reading a professional text.
Classroom management is the style you use to create a productive learning environment in your classroom. This style is greatly influenced by your underlying world and teaching philosophies. The three types are Classroom management as discipline, as a system, or as instruction.
The top three important items are classroom management as discipline, as a system, or as instruction. As mentioned above, the style we choose to run our classrooms will fall under one of these categories. Thus, it was most important to me to understand what each of these styles means and how they may or may not pertain to me and my classroom. It is also instrumental in understanding how different classrooms are ran under these different styles, the strengths and weaknesses of each, the success or failures of each, and to see how I feel about each of these styles. It really causes you to think, imagine, and reflect on each of these styles as you are reading them, and they may not necessarily be isolated, depending upon how you choose to run your classroom (at least in my opinion at this time).
Engagement Level: 10
Classroom management is the style you use to create a productive learning environment in your classroom. This style is greatly influenced by your underlying world and teaching philosophies. The three types are Classroom management as discipline, as a system, or as instruction.
The top three important items are classroom management as discipline, as a system, or as instruction. As mentioned above, the style we choose to run our classrooms will fall under one of these categories. Thus, it was most important to me to understand what each of these styles means and how they may or may not pertain to me and my classroom. It is also instrumental in understanding how different classrooms are ran under these different styles, the strengths and weaknesses of each, the success or failures of each, and to see how I feel about each of these styles. It really causes you to think, imagine, and reflect on each of these styles as you are reading them, and they may not necessarily be isolated, depending upon how you choose to run your classroom (at least in my opinion at this time).
Engagement Level: 10
25 Haziran 2012 Pazartesi
Plum District: Disney's Family Fun Magazine=FREE
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Vygotsky and the Three Bears
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How do we know when it's just right? TLW read an article regarding learning theory and connect it to other ideas about which we have discussed and read.
1. As you read, monitor your schema as it related to learning theory. How is the reading fitting within your pre-existing schema?
2. Record where:
a. your understanings are supported.
Children are naturally inclined to want to learn, a positive atmosphere and praise promotes learning and mistakes are ok-they are a part of the learning process, social interaction helps learning, insight gained by listening to others and verbalizing our own thoughts, give tools to learn with that are fun and engaging, challenge at a level that is not overwhelming,celebrate learning that has occurred, language or a story is used to tap existing schema to make learning and assimilation or accomodation easier, not too soft-not too hard-just right or just enough to challenge (like porridge).
b. your understanding are extended.
All higher functions originate as as actual relationships as individuals which infers the early development of schema a little different than I had imagined it, it can be inferred that some of the kindergartners were struggling doing a task that made more sense to others--some may not have been able to put blocks together like others, and the girl didn't understand the number 2, reflection is key to figuring out what is going on with the learners in a classroom-who gets it and who doesn't and where the difficulty may be stemming from.
c. your understanding are challenged. I didn't really have any challenges with understanding.
A commonly known language (story) that was simple was used to convey the learning theory. It took advantage of existing schema and added to it. It also used visuals to make it easier (the three bears, the house, the kitchen, the porridge, similar to the ironing used by Cambourne) This builds on the previous lesson from Cambourne's Teaching-Learning-Language and reinforces the learning theory. Using the existing schema made it easier to understand and learn what was being taught by making connections.
Engagement level: 10
1. As you read, monitor your schema as it related to learning theory. How is the reading fitting within your pre-existing schema?
2. Record where:
a. your understanings are supported.
Children are naturally inclined to want to learn, a positive atmosphere and praise promotes learning and mistakes are ok-they are a part of the learning process, social interaction helps learning, insight gained by listening to others and verbalizing our own thoughts, give tools to learn with that are fun and engaging, challenge at a level that is not overwhelming,celebrate learning that has occurred, language or a story is used to tap existing schema to make learning and assimilation or accomodation easier, not too soft-not too hard-just right or just enough to challenge (like porridge).
b. your understanding are extended.
All higher functions originate as as actual relationships as individuals which infers the early development of schema a little different than I had imagined it, it can be inferred that some of the kindergartners were struggling doing a task that made more sense to others--some may not have been able to put blocks together like others, and the girl didn't understand the number 2, reflection is key to figuring out what is going on with the learners in a classroom-who gets it and who doesn't and where the difficulty may be stemming from.
c. your understanding are challenged. I didn't really have any challenges with understanding.
A commonly known language (story) that was simple was used to convey the learning theory. It took advantage of existing schema and added to it. It also used visuals to make it easier (the three bears, the house, the kitchen, the porridge, similar to the ironing used by Cambourne) This builds on the previous lesson from Cambourne's Teaching-Learning-Language and reinforces the learning theory. Using the existing schema made it easier to understand and learn what was being taught by making connections.
Engagement level: 10
Choice: Catch-up on Past Assignments
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Updating participation rubric and catching up on past assignments.
Schema and Focus
Plan: Tease out the areas of the worksheets that didn't get completed and complete them in the time suggested on the worksheets. Try to get as much done as possible so I can be current and not behind. I hate being behind! Organize worksheets, label first group of handouts as 1, 2nd handouts as 2, 3rd as 3, and 4th as 4. Write "done" on the top of each worksheet that is complete. Time spent = 20-30 min.
Reflection: At this time, I am still not yet able to force myself to stop at end of the suggested amount of time to work on an assignment and move on to the next without feeling disappointed and frustrated. I find that I want to complete it fully and satisfactorally. I spent way more than the allotted 100min b/c, but I had a lot of work to do, and it is NOT due to procrastination. How do you compromise in your mind what has to be done with lack of completion? This is an area I need to work on with myself. However, I am able to do piece-work on worksheets, meaning, I can complete one of the several tasks on a worksheet, that which I feel is most pressing, and come back to the others later. This is a step forward for me.
It's interesting that on this Choice worksheet it says, "Learners need to make their own decisions about when, how, and what 'bits' to learn in any learning task. Learners who lose the ability to make decisions are 'depowered.'" I feel like I have to do it all and learn it all to do these assignments and get the most out of it and that we are going to be graded on this when you evaluate what we have done and/or learned (that grade-reward-punishment mentality that is still fixed in my mind). Yet, the new behavior has been to make the choice to do the tasks when and how I decide it is best for me to do it. I am learning...baby steps. I realize this serves to empower us, but it doesn't feel empowering yet. I also realize this is a result of having difficulty assimilating or accomoding or changing my existing schema!
Engagement Level: 6
Schema and Focus
Plan: Tease out the areas of the worksheets that didn't get completed and complete them in the time suggested on the worksheets. Try to get as much done as possible so I can be current and not behind. I hate being behind! Organize worksheets, label first group of handouts as 1, 2nd handouts as 2, 3rd as 3, and 4th as 4. Write "done" on the top of each worksheet that is complete. Time spent = 20-30 min.
Reflection: At this time, I am still not yet able to force myself to stop at end of the suggested amount of time to work on an assignment and move on to the next without feeling disappointed and frustrated. I find that I want to complete it fully and satisfactorally. I spent way more than the allotted 100min b/c, but I had a lot of work to do, and it is NOT due to procrastination. How do you compromise in your mind what has to be done with lack of completion? This is an area I need to work on with myself. However, I am able to do piece-work on worksheets, meaning, I can complete one of the several tasks on a worksheet, that which I feel is most pressing, and come back to the others later. This is a step forward for me.
It's interesting that on this Choice worksheet it says, "Learners need to make their own decisions about when, how, and what 'bits' to learn in any learning task. Learners who lose the ability to make decisions are 'depowered.'" I feel like I have to do it all and learn it all to do these assignments and get the most out of it and that we are going to be graded on this when you evaluate what we have done and/or learned (that grade-reward-punishment mentality that is still fixed in my mind). Yet, the new behavior has been to make the choice to do the tasks when and how I decide it is best for me to do it. I am learning...baby steps. I realize this serves to empower us, but it doesn't feel empowering yet. I also realize this is a result of having difficulty assimilating or accomoding or changing my existing schema!
Engagement Level: 6
Reading Groups: What Should We Share?
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Chapter 1 introduces 3 views of classroom management:
1. Classroom management as discipline: The teacher is responsible for maintaining classroom control, discipline comes before instruction, and consequences must exist for inappropriate behavior.
2. Classroom management as a system: Classroom management is systematic, management and instruction are interworven, there is a focus on the building of learning communities, and planning is essential.
3. Classroom management as instruction: There is a focus on teaching prosocial skills, the goal is to establish habits of peacemaking, schoolwide programs teach skills of conflict resolution and peer mediation, and teachers help students make ethical judgments and decisions.
We read and discussed chapters 2 and 3 which were behaviorism and assertive discipline (management as discipline.
Following is what I posted on discussion board from my readings of chapters 1 and 3:
I am not one who supports an authoritarian viewpoint, though assertive discipline was not quite as harsh as the name sounded like (but then I guess it depends upon the teacher). Still, I didn't like the idea of putting students' names on a board for negative behavior for everyone to see all day long (some could be embarrassed or ashamed, others may be proud--for attention). But as I was reading, I was wondering how one could maintain control of a classroom without having a list of rules with consequences and rewards. In chapter one it discusses classroom management as a systematic approach with solid instruction and a purposeful learning environment that keeps the students engaged in hands-on activities or group discussions that are interesting which are contributing factors to success. I want to learn how to effectively manage a classroom (maintain control--if that is the correct term as I actually don't want to "control" students) while not being authoritarian. It sounds like there are still rules, rewards and disciplines, and this style lacks the teaching of prosocial behavior and self-regulation that could go even further. I do feel there has to be an understood classroom etiquette that needs to be respected in order to have an optimal learning environment, but the children need to be seen and not heard mentality disgusts me. I want them to feel comfortable asking questions, discussing material with each other, learning from each other, etc.
What I found most important in chapter 3 was that a solution to working with problem or difficult students is to establish a positive relationship with them. Canter (2010) states that establishing a positive relationship with students can reduce disruptive behavior by up to 50 percent. Part of this is getting to know your students on a personal level, contacting students and parents before school begins to begin a welcoming, positive relationship, and attend extracurricular activities that show you are interested which offers students the opportunity to talk to you about things they do or are interested in. I agree that assertive discipline does nothing to find the cause or treatment for misbehavior, it merely treats the symtoms (with discipline). Misbehavior could be occurring as a result of stresses such as child abuse, malnourishment, rejection, insecurity, loneliness, and emotional distress. A caring teacher can help.
Here's the thing: I believe that many of children's/adolescent behaviors are a result of how they have been raised and their experiences. I never really had to use an authoritative disciplinary style with my boys. They are respectful, caring of other people's thoughts and feelings (including mine and vice versa), responsible, and never acted out in school. And to the most part they did not act out at home with a few exceptions with my oldest son (and those were nothing major--just trying to exercise/anty up his independence). I can honestly say that school teachers continually told me how good my sons were, and I continue to hear it on gatherings with friends and family (graduation, etc.). So I would like to use a different method than authoritarian, because I know that repect, closeness, and praise can go a long way. But I will be beginning with students who have had their own experiences that may be completely opposite of my own practices, so I am curious how far I can get with them with my style and earn their trust. How long would it take to earn that trust???
Engagement level: 7
1. Classroom management as discipline: The teacher is responsible for maintaining classroom control, discipline comes before instruction, and consequences must exist for inappropriate behavior.
2. Classroom management as a system: Classroom management is systematic, management and instruction are interworven, there is a focus on the building of learning communities, and planning is essential.
3. Classroom management as instruction: There is a focus on teaching prosocial skills, the goal is to establish habits of peacemaking, schoolwide programs teach skills of conflict resolution and peer mediation, and teachers help students make ethical judgments and decisions.
We read and discussed chapters 2 and 3 which were behaviorism and assertive discipline (management as discipline.
Following is what I posted on discussion board from my readings of chapters 1 and 3:
I am not one who supports an authoritarian viewpoint, though assertive discipline was not quite as harsh as the name sounded like (but then I guess it depends upon the teacher). Still, I didn't like the idea of putting students' names on a board for negative behavior for everyone to see all day long (some could be embarrassed or ashamed, others may be proud--for attention). But as I was reading, I was wondering how one could maintain control of a classroom without having a list of rules with consequences and rewards. In chapter one it discusses classroom management as a systematic approach with solid instruction and a purposeful learning environment that keeps the students engaged in hands-on activities or group discussions that are interesting which are contributing factors to success. I want to learn how to effectively manage a classroom (maintain control--if that is the correct term as I actually don't want to "control" students) while not being authoritarian. It sounds like there are still rules, rewards and disciplines, and this style lacks the teaching of prosocial behavior and self-regulation that could go even further. I do feel there has to be an understood classroom etiquette that needs to be respected in order to have an optimal learning environment, but the children need to be seen and not heard mentality disgusts me. I want them to feel comfortable asking questions, discussing material with each other, learning from each other, etc.
What I found most important in chapter 3 was that a solution to working with problem or difficult students is to establish a positive relationship with them. Canter (2010) states that establishing a positive relationship with students can reduce disruptive behavior by up to 50 percent. Part of this is getting to know your students on a personal level, contacting students and parents before school begins to begin a welcoming, positive relationship, and attend extracurricular activities that show you are interested which offers students the opportunity to talk to you about things they do or are interested in. I agree that assertive discipline does nothing to find the cause or treatment for misbehavior, it merely treats the symtoms (with discipline). Misbehavior could be occurring as a result of stresses such as child abuse, malnourishment, rejection, insecurity, loneliness, and emotional distress. A caring teacher can help.
Here's the thing: I believe that many of children's/adolescent behaviors are a result of how they have been raised and their experiences. I never really had to use an authoritative disciplinary style with my boys. They are respectful, caring of other people's thoughts and feelings (including mine and vice versa), responsible, and never acted out in school. And to the most part they did not act out at home with a few exceptions with my oldest son (and those were nothing major--just trying to exercise/anty up his independence). I can honestly say that school teachers continually told me how good my sons were, and I continue to hear it on gatherings with friends and family (graduation, etc.). So I would like to use a different method than authoritarian, because I know that repect, closeness, and praise can go a long way. But I will be beginning with students who have had their own experiences that may be completely opposite of my own practices, so I am curious how far I can get with them with my style and earn their trust. How long would it take to earn that trust???
Engagement level: 7
Expectations
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Discussion in class on what is expected of us for Participation (rubric) 20%, Observation Report 5%, and Classroom Management Presentation 5%.
Observation Report: 3 observations, summary report of interactions and communication.
It's about natural learning in a classroom.
What would I like to get out of this assignment that demonstrates the two standards: 1) The teacher develops learning experiences that engage learners in collaborative and self-directed learning and that extend learner interaction with ideas and people locally and globally, and 2) The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differeing perspectives learners bring to the learning environment.
How can I demonstrate my ability to completely comprehend these standards?
-Learning takes on many different views/areas.
-Things we see can help us create a more natural environment for them.
-Where do they go, what do they like to do, how can we connect/relate to them
locally, individually, globally-in district and beyond?
Clear description of process
Coherent-clear point trying to get across
Complete-what got us from start to finish
Compile
Why did you go where you io in the direction of connection and observation?
Engagement level: 10
Observation Report: 3 observations, summary report of interactions and communication.
It's about natural learning in a classroom.
What would I like to get out of this assignment that demonstrates the two standards: 1) The teacher develops learning experiences that engage learners in collaborative and self-directed learning and that extend learner interaction with ideas and people locally and globally, and 2) The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differeing perspectives learners bring to the learning environment.
How can I demonstrate my ability to completely comprehend these standards?
-Learning takes on many different views/areas.
-Things we see can help us create a more natural environment for them.
-Where do they go, what do they like to do, how can we connect/relate to them
locally, individually, globally-in district and beyond?
Clear description of process
Coherent-clear point trying to get across
Complete-what got us from start to finish
Compile
Why did you go where you io in the direction of connection and observation?
Engagement level: 10
24 Haziran 2012 Pazar
Meijer Expands Services with Meijer Mobile
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On a recent trip to Meijer I found myself in the electronics department where I discovered they offer cell phone services. I was really surprised by that. I had never thought to look at Meijer for any type of cell phone services at all. After leaving Meijer I got to thinking about all the changes that have taken place in the supermarket industry. I decided to check into this more and found that Meijer Corporate had decided to add this service in order to separate them from the competition. Meijer has always had the same model for success and that is a "on-stop shopping." In order to keep up Wal-Mart and other competitors Meijer has had to open up to new and improved ways of being that one-stop shopping center. They feel that adding a low cost cell phone service will help separate them from the competition. I believe they are right from what I have seen around Grand Rapids, there are no other supermarkets that offer their own cell phone services. I personally saw a few people asking about them when I was in the store. In order to accomplish this Meijer had to team up with Fusion Mobile of Austin, Texas. With this partnership Meijer is able to provide all the services any cell phone provider would within its stores. www.meijermobile.comwww.meijer.com
On a recent trip to Meijer I found myself in the electronics department where I discovered they offer cell phone services. I was really surprised by that. I had never thought to look at Meijer for any type of cell phone services at all. After leaving Meijer I got to thinking about all the changes that have taken place in the supermarket industry. I decided to check into this more and found that Meijer Corporate had decided to add this service in order to separate them from the competition. Meijer has always had the same model for success and that is a "on-stop shopping." In order to keep up Wal-Mart and other competitors Meijer has had to open up to new and improved ways of being that one-stop shopping center. They feel that adding a low cost cell phone service will help separate them from the competition. I believe they are right from what I have seen around Grand Rapids, there are no other supermarkets that offer their own cell phone services. I personally saw a few people asking about them when I was in the store. In order to accomplish this Meijer had to team up with Fusion Mobile of Austin, Texas. With this partnership Meijer is able to provide all the services any cell phone provider would within its stores. www.meijermobile.comwww.meijer.com
Sunny Slope Floral More Than Just a Flower Shop
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Recently I went to purchase flowers for my girlfriend at Sunny Slope Floral in Grandville. My girlfriend only likes lilies which can sometimes make it difficult to purchase flowers but I knew that Sunny Slope would be able to help. This florist is the only one I will go to on the west side of the state. The owners have taken it upon themselves to offer superior products with excellent customer service. Every time I have been to this florist I am always greeted with a smile and asked if I can be helped with anything. The customer service is unbelievable, being a guy I would not have a clue as to what kind of arrangements would look good. The employees at Sunny Slope take it upon themselves to get you the best product for each individual. Along with superior customer service Sunny Slope also offers a diverse product line that includes gift baskets and other small gifts they prepare and deliver free of charge.
I know that the costs of Sunny Slopes products are higher than Meijer or other places, but you are paying for more than just a product when you go to a local florist like Sunny Slope. I believe that you’re paying for the comfort of knowing that you’re going to get great service and a superior product every time you are there. That is why I will always go to Sunny Slope for my floral needs.
I know that the costs of Sunny Slopes products are higher than Meijer or other places, but you are paying for more than just a product when you go to a local florist like Sunny Slope. I believe that you’re paying for the comfort of knowing that you’re going to get great service and a superior product every time you are there. That is why I will always go to Sunny Slope for my floral needs.
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Verizon Wireless a Step above the Rest
When it comes to cell phones and cell phone services I have been way behind in keeping up with all the changes. Up until just recently I have used the same phone and service. I used to be under contract with Nextel or Sprint but that has all changed. It was last year when I started thinking about whether or not my current cell phone plan was worth the 55 dollars a month I was paying. Like I mentioned before I had been working with Nextel for six years, during those years I never once got any offers to improve my calling plan or cell phone. This was a determining factor that made me look into other competing companies. After, looking at promotional ads and listening to my friends talk about different networks, I decided to stop by and talk to a Verizon store.
Upon walking into the Verizon store I noticed something different from the Nextel store it was all the options for phones and phone plans they had. I knew I was way behind when it came to the latest and greatest features of cell phones, so I really had to be educated on what was to offer. While talking with the salesperson they told me that I could end up with a new phone and free features for the life of my contract if I signed up that day. The phone they were offering me was much more technically advanced compared to what I was used to. I really didn’t even know how to use it. I explained to the salesperson my concerns with the new technology and how these phone plans worked. They were very helpful answering all my questions. I also was told about the option to move my plan up in minutes and down if need be without a penalty. This was completely different then what I was used to with Nextel. They made me sign a new contract every time I changed my plan. Also Nextel never gave the option to move plans back to a lower calling amount if something changed, without a penalty.
After spending about an hour with the salespersons, listening to all the options and what kinds of deals I would receive if I changed service I decided to go a head and change. In order to keep my same number Verizon called Sprint and cancelled my old account and switched my phone number over. Also, they gave me a month of free service a long with a car charger. All in all I received a 400 dollar phone and accessories for 150 dollars. Better yet my phone plan which was much improved from my old Sprint plan was the exact same price as before. I walked out of the Verizon store that day happy with the amount of customer service I had received and a new member of the Verizon network. www.verizonwireless.com
Verizon Wireless a Step above the Rest
When it comes to cell phones and cell phone services I have been way behind in keeping up with all the changes. Up until just recently I have used the same phone and service. I used to be under contract with Nextel or Sprint but that has all changed. It was last year when I started thinking about whether or not my current cell phone plan was worth the 55 dollars a month I was paying. Like I mentioned before I had been working with Nextel for six years, during those years I never once got any offers to improve my calling plan or cell phone. This was a determining factor that made me look into other competing companies. After, looking at promotional ads and listening to my friends talk about different networks, I decided to stop by and talk to a Verizon store.
Upon walking into the Verizon store I noticed something different from the Nextel store it was all the options for phones and phone plans they had. I knew I was way behind when it came to the latest and greatest features of cell phones, so I really had to be educated on what was to offer. While talking with the salesperson they told me that I could end up with a new phone and free features for the life of my contract if I signed up that day. The phone they were offering me was much more technically advanced compared to what I was used to. I really didn’t even know how to use it. I explained to the salesperson my concerns with the new technology and how these phone plans worked. They were very helpful answering all my questions. I also was told about the option to move my plan up in minutes and down if need be without a penalty. This was completely different then what I was used to with Nextel. They made me sign a new contract every time I changed my plan. Also Nextel never gave the option to move plans back to a lower calling amount if something changed, without a penalty.
After spending about an hour with the salespersons, listening to all the options and what kinds of deals I would receive if I changed service I decided to go a head and change. In order to keep my same number Verizon called Sprint and cancelled my old account and switched my phone number over. Also, they gave me a month of free service a long with a car charger. All in all I received a 400 dollar phone and accessories for 150 dollars. Better yet my phone plan which was much improved from my old Sprint plan was the exact same price as before. I walked out of the Verizon store that day happy with the amount of customer service I had received and a new member of the Verizon network. www.verizonwireless.com
Circuit City “Firedog Department”
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About a month ago I had to call up Circuit City in order to see if my brother’s computer was still under warranty. I had this computer fixed once already over the summer. When I called they directed me to the Firedog department, which is their computer service department. They informed me that I had to come in so they could look at the computer. I was at the store twenty minutes later when the Firedog technician told me that everything was covered. He was going to fix the broken screen and also said he would have them order a new power cord and battery. I thought was great, but I was still a little upset by everything the technician had told me.
During the summer when I went into Circuit City to have the computer worked on the technician said I had to call the manufacturer and handle everything myself. This was fine but still was a hassle. Now no more than two months later a different technician at the same store is doing everything for me and fixing some extras on the side. For how expensive the extended warranty is ($500) you should get the same level of service every time.
All the technicians have to be certified and go to a school in order to work for Firedog at Circuit City, in which case I would imagine they would have all been trained the same way. I am not sure if it is too much to ask for consistency when it comes to customer service, but after my experience with Circuit City I will not be buying my next computer through them.www.circuitcity.com
About a month ago I had to call up Circuit City in order to see if my brother’s computer was still under warranty. I had this computer fixed once already over the summer. When I called they directed me to the Firedog department, which is their computer service department. They informed me that I had to come in so they could look at the computer. I was at the store twenty minutes later when the Firedog technician told me that everything was covered. He was going to fix the broken screen and also said he would have them order a new power cord and battery. I thought was great, but I was still a little upset by everything the technician had told me.
During the summer when I went into Circuit City to have the computer worked on the technician said I had to call the manufacturer and handle everything myself. This was fine but still was a hassle. Now no more than two months later a different technician at the same store is doing everything for me and fixing some extras on the side. For how expensive the extended warranty is ($500) you should get the same level of service every time.
All the technicians have to be certified and go to a school in order to work for Firedog at Circuit City, in which case I would imagine they would have all been trained the same way. I am not sure if it is too much to ask for consistency when it comes to customer service, but after my experience with Circuit City I will not be buying my next computer through them.www.circuitcity.com
Jude's Barbershop
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Last weekend I decided to venture outside my comfort zone and try a new barbershop. I was at work when a co-worker mentioned to me about his experience at Jude’s Barbershop. After listening to him explain his experience and the cost of the cut, I decided to give it a try. As I entered the store I was shocked to see flat screen TV’s at every station with college football on all of them. The walls were completely covered with pictures and movie clips directed towards the male gender. Another thing I noticed was they had a video game system set up for waiting customers to play.
After signing in at the front desk I waited for about 20 minutes for the next barber. When she was ready I sat down in her chair and was asked what kind of hair cut I wanted. I told the lady what I wanted and she proceeded to cut my hair while I watched a great football game. While cutting my hair she offered me a free massage and an after cut wash and rinse. This was the first time I had ever been offered those types of services at a barbershop. After she had finished with the cut and explained everything to me about all the services I was given my bill. To my surprise I only ended up spending $17 and was given a coupon for 10% off on my next visit. Upon leaving the Jude’s I decided to check into the number of locations they have in the West Michigan area. They have 13 different locations all over the West side of Michigan. They also have more plans for expansion and the barber that was cutting my hair told me that every store she has worked at has pulled in a large amount of cliental. After the service I received and the friendly guy atmosphere I would highly recommend to any guy to check out Jude’s for their next hair cut.
Last weekend I decided to venture outside my comfort zone and try a new barbershop. I was at work when a co-worker mentioned to me about his experience at Jude’s Barbershop. After listening to him explain his experience and the cost of the cut, I decided to give it a try. As I entered the store I was shocked to see flat screen TV’s at every station with college football on all of them. The walls were completely covered with pictures and movie clips directed towards the male gender. Another thing I noticed was they had a video game system set up for waiting customers to play.
After signing in at the front desk I waited for about 20 minutes for the next barber. When she was ready I sat down in her chair and was asked what kind of hair cut I wanted. I told the lady what I wanted and she proceeded to cut my hair while I watched a great football game. While cutting my hair she offered me a free massage and an after cut wash and rinse. This was the first time I had ever been offered those types of services at a barbershop. After she had finished with the cut and explained everything to me about all the services I was given my bill. To my surprise I only ended up spending $17 and was given a coupon for 10% off on my next visit. Upon leaving the Jude’s I decided to check into the number of locations they have in the West Michigan area. They have 13 different locations all over the West side of Michigan. They also have more plans for expansion and the barber that was cutting my hair told me that every store she has worked at has pulled in a large amount of cliental. After the service I received and the friendly guy atmosphere I would highly recommend to any guy to check out Jude’s for their next hair cut.
23 Haziran 2012 Cumartesi
Think Before You Eat
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Although I had not thought of food as pop culture before, after the class discussion today and more recognition of it, I can now see how the empire permeates the entire food industry.
Yesterday at the dining halls, there were many vendors presenting their various foods in order to have us vote and hopefully be chosen to be featured in our dining halls. This was a very interesting experience. As soon as I walked into Commons, I could feel it in the air, something different: competition. Admittedly, I was drawn in. The smells, the sights, the sounds - it brought me into a new atmosphere, and rather than going to line one, picking what looked the most tasty and sitting down with my plate and drink, I skipped the like and headed straight to the booths that were giving away free food. Quickly I realized I would not be able to carry everything that was given out, and I grabbed a tray - for the first time this year. I also had no problem grabbing as many samples as possible, even some milk (I don’t even like milk). It was not until I was sitting down that I realized how much I had actually taken, most of which I ended up not eating, and how much trash it generated. It was fun, but...
But how? How did these vendors suddenly make me want to take more, eat more, consume more?
But is it worth it? Is all of this interesting food worth the trash, trans fat, and harm to the environment?
But - we fell for it. There was a line at every table, we all ate it, we all talked about it, even the nasty protein milk (which the vendor explained “isn’t even dairy until you open it, so if you put it your backpack and it warms up, you can just chill it again”)
But, there is also an alternative, which we must remember. There is a way to combat this idea of consuming without thought. We all make mistakes, but we can also all take steps.
Discussion Questions:
- Does the hype of food take away our rational thoughts of what we are eating?
- What would happen if we as a country chose a better way? Would we be able to fight the big companies that control the industry at this moment?
Adele
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Four years ago I got onto iTunes just to browse at their growing selection. Being Dutch, I inevitably found myself on the “free download” page. The song that was up for this weeks discovery download was the song “Hometown Glory” by an unfamiliar British girl of 19 years old, Adele. I listened through the song once and immediately found the tune captivating and her mature voice ringing through my ears. Over the years, Adele has found her spot at the top of numerous music charts and become a pop culture icon with her soulful melodies; it’s almost hard to believe that this woman is only 23 years old.
Adele shows a great deal of contrast in the wild world of music now a day. With synthesizers and heavy dance beats, Adele really breaks through with her emphasis on simplicity. Not only does she show that she’s got the talent for what she is doing, but also she has an incredibly positive outlook on herself. Adele doesn’t fit the so-called “norm” of what society expects for this industry. “I like having my hair and face done, but I'm not going to lose weight because someone tells me to. i make music to be a musician not to be on the cover of Playboy." I think that in the obsessive world of Hollywood and in the music industry we can lose sight of where the real talent is because the face that comes with the performer hinders our views. It’s very clear to see that Adele truly cares about herself and the amazing talent that she has been given. After watching and discussing the film America the Beautiful and talking about the issues with appearance in class, I can really understand how having a very successful, and beautifully proportioned woman representing some of the best that pop culture has to offer can make a huge difference in the world’s views on what is truly beautiful.
Questions:
1. What has caused the music industry to change to dramatically over the years to focusing primarily on the visual and the presentation of the performer?
2. Where can we see brokenness and evidence of the empire in music and artists of today when every person has their own opinion and different taste? Is this "broken" or just something that we are not used to?
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