Dewey was right; we learn from doing.
If we role play teaching before we actually do it, lesson plans will improve. There are some things that we will not understand until we see them happen.
Tuesday, December 1, 2015
Dewey was right
Tuesday, November 17, 2015
Change the mood
The first day that we worked on our lesson our group was low energy and not a lot of positivity or excitement was going around. We weren't receiving any inspiration and we were all a little worried about it.
Today was completely different. It started with food. Aubria brought chocolate covered almonds to share with everyone and immediately everyone was more happy and energetic. Then with a more open environment we were able to discuss the option of starting fresh with a new idea. Within 5 minutes we were further on the new idea then we were after 3 hours the first day. The group was feeling excited and comfortable and new ideas were flowing right out.
It is amazing the power our minds have to impact every moment.
In teaching and in our lives we need to find ways to improve the mood.
to connect with people to make them feel loved important interesting interested or just share your food. I should start bringing more oranges around with me.
Today was completely different. It started with food. Aubria brought chocolate covered almonds to share with everyone and immediately everyone was more happy and energetic. Then with a more open environment we were able to discuss the option of starting fresh with a new idea. Within 5 minutes we were further on the new idea then we were after 3 hours the first day. The group was feeling excited and comfortable and new ideas were flowing right out.
It is amazing the power our minds have to impact every moment.
In teaching and in our lives we need to find ways to improve the mood.
to connect with people to make them feel loved important interesting interested or just share your food. I should start bringing more oranges around with me.
Thursday, November 12, 2015
Active Learning
We were working in groups in class today and Geoff moved around to each group and sat at the table with us and worked on grading. He made himself available to us but left it up to us to engage him and get his feedback if we wanted.
I liked this method because it activated me in my learning I was thinking wow he is just going to sit here and if we don't say anything to him we will leave and not help us.
I think I would try to use some of these methods by making a lot of resources available to the students but leaving it up to them to use them so they feel a motivation.
I liked this method because it activated me in my learning I was thinking wow he is just going to sit here and if we don't say anything to him we will leave and not help us.
I think I would try to use some of these methods by making a lot of resources available to the students but leaving it up to them to use them so they feel a motivation.
Friday, October 30, 2015
Simple
its simple
Geoff had a meeting today with President Worthlen, the president of BYU.
Right before he had to go a student needed his help.
Everyone came together to help, and I felt so much love today.
There was another man there helping who had to meet his wife and he was a little stressed trying to figure out how we was going to organize his complicated life.
Geoff never mentioned anything about the meeting.
He reached out.
I was impressed with simplicity of following the spirit.
Our video project wasn't going how we planned it and with unexpected difficulties it was becoming more stressful than it was fun.
We both felt after today that we should change our project idea and go with a very simple approach that will be a metaphor for our experiences and impressions.
I feel peace.
its simple
I pray that we will focus on “the simplicity that is in Christ” and allow His grace to lift and carry us.
Elder Dieter F. Utchtdorf
Geoff had a meeting today with President Worthlen, the president of BYU.
Right before he had to go a student needed his help.
Everyone came together to help, and I felt so much love today.
There was another man there helping who had to meet his wife and he was a little stressed trying to figure out how we was going to organize his complicated life.
Geoff never mentioned anything about the meeting.
He reached out.
I was impressed with simplicity of following the spirit.
Our video project wasn't going how we planned it and with unexpected difficulties it was becoming more stressful than it was fun.
We both felt after today that we should change our project idea and go with a very simple approach that will be a metaphor for our experiences and impressions.
I feel peace.
its simple
I pray that we will focus on “the simplicity that is in Christ” and allow His grace to lift and carry us.
Elder Dieter F. Utchtdorf
Tuesday, October 27, 2015
If We Forget Anyways, Why Even Learn?
Summarizing and Note Taking
Verbatim Note Taking is the least effective.
Trying to record all of what is heard or said takes up so much of the student's working memory that they do not have "room" to analyze the incoming information, and they are not engaged in the act of synthesizing information.
Notes should be considered a work in progress reviewing and revising is a powerful activity
Notes should be used for study guides for tests
The more notes taken, the better.
(Research Based Strategies for Increasing Student Achievement, Marzano)
Reflections
In Geoff's class we are able to review and revise our notes every week when we are required to write a reflection. I have noticed that I have retained and learned more in this class than other classes because of this strategy. In class I am already thinking what I can write about, and then later when I actually write it I revise it and think about it even further to take it to the next step.
We also use our notes as our study guides which encourages us to engage in them.
Study Journals by Topic
I also keep a study journal where I record what I learn from the scriptures, the prophets, and the spirit. I have it organized by topic because this way I revisit a page multiple times a week and it has tiny bits that I have learned about that topic over years. I see them again each time and because of this system I have the majority of my study journal memorized, and think about it throughout the day.
In my class, I will provide opportunity to review and revise whether it is reflections or have the students teach back what we have learned to someone else in the class. This will allow them to refine their knowledge and switch it from their short term memory to their long term memory.
I will continue to use study journals and reflections for my other classes even when my professors don't require it. I am starting a separate blog for all of my growing knowledge and I will record what is important to me that I have learned each day.
Verbatim Note Taking is the least effective.
Trying to record all of what is heard or said takes up so much of the student's working memory that they do not have "room" to analyze the incoming information, and they are not engaged in the act of synthesizing information.
Notes should be considered a work in progress reviewing and revising is a powerful activity
Notes should be used for study guides for tests
The more notes taken, the better.
(Research Based Strategies for Increasing Student Achievement, Marzano)
Reflections
In Geoff's class we are able to review and revise our notes every week when we are required to write a reflection. I have noticed that I have retained and learned more in this class than other classes because of this strategy. In class I am already thinking what I can write about, and then later when I actually write it I revise it and think about it even further to take it to the next step.
We also use our notes as our study guides which encourages us to engage in them.
Study Journals by Topic
I also keep a study journal where I record what I learn from the scriptures, the prophets, and the spirit. I have it organized by topic because this way I revisit a page multiple times a week and it has tiny bits that I have learned about that topic over years. I see them again each time and because of this system I have the majority of my study journal memorized, and think about it throughout the day.
In my class, I will provide opportunity to review and revise whether it is reflections or have the students teach back what we have learned to someone else in the class. This will allow them to refine their knowledge and switch it from their short term memory to their long term memory.
I will continue to use study journals and reflections for my other classes even when my professors don't require it. I am starting a separate blog for all of my growing knowledge and I will record what is important to me that I have learned each day.
Tuesday, October 20, 2015
It's Not Soft
Some people say research in education is not as vigorous or conclusive as research in "the hard sciences" such as physics and chemistry. Larry Hedges found that the studies from Physics were almost identical to the studies from social sciences in their terms of variability. In physics roughly 40% of the findings from a study were omitted due to results that were extreme or unexplainable. In educational research it is rare for even 10% of studies to be discarded. (How Hard is Hard Science: How Soft is Soft Science?)
I haven't thought much about educational research. I realize now that is absurd especially representing future educators. I would have been passive in my opinions or naturally supportive, but how embarrassing. After reading Classroom Instruction That Works: Research Based Instructional Strategies. I feel passionately about educational research. I want to read and discover more in order to learn everything that I can and to become the best teacher I can be.
I want to read more books and continue to explore new research and apply it to my teaching. I want to always be changing my strategies and styles in order to experiment and advance alongside knowledge and technology. I will seek correction and innovation.
The heart of the prudent getteth knowledge; and the ear of the wise seeketh knowledge.
Proverb 18:15
I haven't thought much about educational research. I realize now that is absurd especially representing future educators. I would have been passive in my opinions or naturally supportive, but how embarrassing. After reading Classroom Instruction That Works: Research Based Instructional Strategies. I feel passionately about educational research. I want to read and discover more in order to learn everything that I can and to become the best teacher I can be.
I want to read more books and continue to explore new research and apply it to my teaching. I want to always be changing my strategies and styles in order to experiment and advance alongside knowledge and technology. I will seek correction and innovation.
The heart of the prudent getteth knowledge; and the ear of the wise seeketh knowledge.
Proverb 18:15
Thursday, October 15, 2015
Army of Achievers
Achievement vs. Learning
Can we achieve without learning?
Geoff told about his phd test writing class, they learned how to take tests and they had to get at least a B on every test across campus. They were achieving on the tests even though they were not learning the material
I think if we focus on learning first
and then on achievement second we can accomplish both
In order to actually learn we need to have the right motivations
I will focus on learning and growing in each of my classes
and if I do that I will naturally be achieving
I will promote learning to my students
for example a creative project to spark curiosity and desire
"creativity is intelligence having fun." -Albert Einstein
and then assess them
the evaluation could be based on their learning and achievement
evaluation - systematic determination of merit worth and significance of someone or something
assessment - documentation in measurable terms, knowledge, skills, attitudes and beliefs
Can we achieve without learning?
Geoff told about his phd test writing class, they learned how to take tests and they had to get at least a B on every test across campus. They were achieving on the tests even though they were not learning the material
I think if we focus on learning first
and then on achievement second we can accomplish both
In order to actually learn we need to have the right motivations
I will focus on learning and growing in each of my classes
and if I do that I will naturally be achieving
I will promote learning to my students
for example a creative project to spark curiosity and desire
"creativity is intelligence having fun." -Albert Einstein
and then assess them
the evaluation could be based on their learning and achievement
evaluation - systematic determination of merit worth and significance of someone or something
assessment - documentation in measurable terms, knowledge, skills, attitudes and beliefs
Saturday, October 10, 2015
Instructional Strategies
Research Based Strategies for Increasing Student Achievement
Some people say research in education is not as vigorous or conclusive as research in "the hard sciences" such as physics and chemistry. Larry Hedges found that the studies from Physics were almost identical to the studies from social sciences in their terms of variability. In physics roughly 40% of the findings from a study were omitted due to results that were extreme or unexplainable. In educational research it is rare for even 10% of studies to be discarded.
(How Hard is Hard Science: How Soft is Soft Science?)
1. Identifying Similarities and Differences
-Presenting explicit guidance in indentifying similarities and differences
-Asking students to independently identify similarities and differences
both enhance students understanding and ability to use knowledge
2. Summarizing and Note Taking
-Verbatim Note Taking= least effective
Trying to record all of what is heard or said takes up so much of the student's working memory that she does not have "room" to analyze the incoming information, and they are not engaged in the act of synthesizing information.
-Notes should be considered a work in progress
reviewing and revising is a powerful activity
-Notes should be used as study guides for tests
-The more notes that are taken, the better
3. Reinforcing Effort and Providing Recognition
Success is generally attributed to:
Ability
Effort
Other People
Luck
Believing effort is the most important factor in achievement, you have a motivation tool that can apply to any situation.
-Teach the connection between Effort and Achievement to Students
-Reward is most effective when contingent upon standard of performance
-Abstract symbolic recognition is more effective than tangible rewards
"When praise and other forms of positive feedback are given and later removed, people continued to show interest in their work." (Kohn, 1993, p.55) Verbal Praise is an extrinsic motivator that positively alters attitude and behaviors.
4. Homework and Practice
Elementary School - ES=.15
Middle School- ES= .31
High School- ES=.64
-Effect size increases dramatically in higher grade levels
-If homework is assigned it should be commented on
Homework not commented on- ES=.28
Homework graded- ES=.78
Homework graded and written comments on- ES=.83
-Establish and communicate a home work policy
consistent & organized place for homework to be done
consistent schedule
encourage motivate and prompt child but do not sit and do it with them
ask child which steps are easy or hard for him and how will he improve
minutes child spends on homework should be 10 ten their grade level
(2nd- 20 mins, 3rd- 30 mins, ect.)
when bed time comes please stop your child, even if he is not done
-Clearly Articulate Purpose and Outcome of Assignments
-Chart Speed & Accuracy
5. Nonlinguistic Representations
dual coding= linguistic & imagery
linguistic- statements in long term memory
imagery- mental pictures or physical sensations
6. Cooperative Learning
Ability Grouping by Class- ES=.10
it is bad, promotes inequity
homogeneous groups
low ability- ES= -.6
high ability- ES= .09
middle ability- ES= .51
Positive Interdependence - sink or swim together
Face-to-Face Promotive Interaction - helping each other learn & praising successes and efforts
Individual & Group Accountability - each person is needed
Interpersonal and Small Group Skills - communication, trust, leadership and decision making
Group Processing - reflecting on how the team is functioning & how to improve
Cooperative Learning - ES= .78 when compared to students competing against each other
-Ability grouping should be used sparingly
-Cooperative groups should be kept small
-Cooperative learning should be applied consistently and systematically, but not overused
7. Setting Objectives and Providing Feedback
goal setting for learning
goals focused on understanding not tasks
-Instructional goals narrow what students focus on
-Instructional goals should not be too specific
-Students should be encouraged to personalize the teachers goal
"The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be dollops of feedback." -John Hattie after analyzing almost 8,000 studies
-Feedback should be corrective in nature
-Feedback should be timely
-Feedback should be specific to criterion
-Students can effectively provide some of their own feedback
8. Generating and Testing Hypotheses
Ask students to clearly explain their hypotheses and conclusions
Systems Analysis
Problem Solving
Historical Investigation
Invention
9. Cues, Questions, and Advance Organizers
-Cues and Questions should focus on what is important as opposed to what is unusual.
-Higher level questions produce deeper learning than lower level questions.
-"Waiting" briefly before accepting responses from students has the effect of increasing the depth of students answers
-Questions are effective learning tools even when asked before a learning experience
Declarative Knowledge
Vocabulary
wide reading- six exposures before you are able to remember the meaning
most effective- high ability students & low density reading
instruction in new words increases ES
associate an image with a word to learn it
direct vocabulary instruction works
most powerful = direct instruction on words that are critical to new content procedures
Process for teaching new terms and phrases
Step 1- brief explanation or description of the word
Step 2- nonlinguistic representation
Step 3- ask students to generate their own description
Step 4- ask students to generate their own nonlinguistic representation
Step 5- periodically review accuracy of their description and add new insights
Details
-students should have systematic, multiple exposures to details
-details are high amenable to dramatic instruction
Organizing Ideas- Generalizations & Principles
(ex: specific battles sometimes disproportionately influence the outcome of a war.)
-students commonly have misconceptions about organizing ideas
-students need opportunities to apply organizing ideas
Procedural Knowledge
Mental Skills
Tactics- general pattern of rules but no set order (ex: how to read a histogram)
Algorithms- specific steps & outcomes (ex: multicolumn subtraction)
skills are most useful when learned to the level of automaticity
Processes:
Students should practice the parts of a process in the context of the overall process
Instructional Planning
Beginning of Unit- setting learning goals
allow students to identify, record and share with others their personal learning goals
During- monitor progress toward learning goals
introducing new knowledge
practice, review and apply knowledge
provide students feedback and help them self assess how they are reaching their goal
periodically celebrate legitimate progress towards learning goals
End of Unit-help students determine how well they achieved their goals
Learning Logs & Audiotape Assessments- faster & more thorough & personal grading - good idea to consider
Some people say research in education is not as vigorous or conclusive as research in "the hard sciences" such as physics and chemistry. Larry Hedges found that the studies from Physics were almost identical to the studies from social sciences in their terms of variability. In physics roughly 40% of the findings from a study were omitted due to results that were extreme or unexplainable. In educational research it is rare for even 10% of studies to be discarded.
(How Hard is Hard Science: How Soft is Soft Science?)
1. Identifying Similarities and Differences
-Presenting explicit guidance in indentifying similarities and differences
-Asking students to independently identify similarities and differences
both enhance students understanding and ability to use knowledge
2. Summarizing and Note Taking
-Verbatim Note Taking= least effective
Trying to record all of what is heard or said takes up so much of the student's working memory that she does not have "room" to analyze the incoming information, and they are not engaged in the act of synthesizing information.
-Notes should be considered a work in progress
reviewing and revising is a powerful activity
-Notes should be used as study guides for tests
-The more notes that are taken, the better
3. Reinforcing Effort and Providing Recognition
Success is generally attributed to:
Ability
Effort
Other People
Luck
Believing effort is the most important factor in achievement, you have a motivation tool that can apply to any situation.
-Teach the connection between Effort and Achievement to Students
-Reward is most effective when contingent upon standard of performance
-Abstract symbolic recognition is more effective than tangible rewards
"When praise and other forms of positive feedback are given and later removed, people continued to show interest in their work." (Kohn, 1993, p.55) Verbal Praise is an extrinsic motivator that positively alters attitude and behaviors.
4. Homework and Practice
Elementary School - ES=.15
Middle School- ES= .31
High School- ES=.64
-Effect size increases dramatically in higher grade levels
-If homework is assigned it should be commented on
Homework not commented on- ES=.28
Homework graded- ES=.78
Homework graded and written comments on- ES=.83
-Establish and communicate a home work policy
consistent & organized place for homework to be done
consistent schedule
encourage motivate and prompt child but do not sit and do it with them
ask child which steps are easy or hard for him and how will he improve
minutes child spends on homework should be 10 ten their grade level
(2nd- 20 mins, 3rd- 30 mins, ect.)
when bed time comes please stop your child, even if he is not done
-Clearly Articulate Purpose and Outcome of Assignments
-Chart Speed & Accuracy
5. Nonlinguistic Representations
dual coding= linguistic & imagery
linguistic- statements in long term memory
imagery- mental pictures or physical sensations
6. Cooperative Learning
Ability Grouping by Class- ES=.10
it is bad, promotes inequity
homogeneous groups
low ability- ES= -.6
high ability- ES= .09
middle ability- ES= .51
Positive Interdependence - sink or swim together
Face-to-Face Promotive Interaction - helping each other learn & praising successes and efforts
Individual & Group Accountability - each person is needed
Interpersonal and Small Group Skills - communication, trust, leadership and decision making
Group Processing - reflecting on how the team is functioning & how to improve
Cooperative Learning - ES= .78 when compared to students competing against each other
-Ability grouping should be used sparingly
-Cooperative groups should be kept small
-Cooperative learning should be applied consistently and systematically, but not overused
7. Setting Objectives and Providing Feedback
goal setting for learning
goals focused on understanding not tasks
-Instructional goals narrow what students focus on
-Instructional goals should not be too specific
-Students should be encouraged to personalize the teachers goal
"The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be dollops of feedback." -John Hattie after analyzing almost 8,000 studies
-Feedback should be corrective in nature
-Feedback should be timely
-Feedback should be specific to criterion
-Students can effectively provide some of their own feedback
8. Generating and Testing Hypotheses
Ask students to clearly explain their hypotheses and conclusions
Systems Analysis
Problem Solving
Historical Investigation
Invention
9. Cues, Questions, and Advance Organizers
-Cues and Questions should focus on what is important as opposed to what is unusual.
-Higher level questions produce deeper learning than lower level questions.
-"Waiting" briefly before accepting responses from students has the effect of increasing the depth of students answers
-Questions are effective learning tools even when asked before a learning experience
Declarative Knowledge
Vocabulary
wide reading- six exposures before you are able to remember the meaning
most effective- high ability students & low density reading
instruction in new words increases ES
associate an image with a word to learn it
direct vocabulary instruction works
most powerful = direct instruction on words that are critical to new content procedures
Process for teaching new terms and phrases
Step 1- brief explanation or description of the word
Step 2- nonlinguistic representation
Step 3- ask students to generate their own description
Step 4- ask students to generate their own nonlinguistic representation
Step 5- periodically review accuracy of their description and add new insights
Details
-students should have systematic, multiple exposures to details
-details are high amenable to dramatic instruction
Organizing Ideas- Generalizations & Principles
(ex: specific battles sometimes disproportionately influence the outcome of a war.)
-students commonly have misconceptions about organizing ideas
-students need opportunities to apply organizing ideas
Procedural Knowledge
Mental Skills
Tactics- general pattern of rules but no set order (ex: how to read a histogram)
Algorithms- specific steps & outcomes (ex: multicolumn subtraction)
skills are most useful when learned to the level of automaticity
Processes:
Students should practice the parts of a process in the context of the overall process
Instructional Planning
Beginning of Unit- setting learning goals
allow students to identify, record and share with others their personal learning goals
During- monitor progress toward learning goals
introducing new knowledge
practice, review and apply knowledge
provide students feedback and help them self assess how they are reaching their goal
periodically celebrate legitimate progress towards learning goals
End of Unit-help students determine how well they achieved their goals
Learning Logs & Audiotape Assessments- faster & more thorough & personal grading - good idea to consider
Friday, October 9, 2015
Tuesday, October 6, 2015
Impress or Inspire?
Geoff took his 6 year old to hike timp, a mountain that is 11,752 feet.
He didn't expect her to make it to the top.
They made up games for the kids to play the whole way up.
They were excited and having fun and didn't even notice the mountain.
He didn't expect her to make it to the top.
They made up games for the kids to play the whole way up.
They were excited and having fun and didn't even notice the mountain.
Geoff also told about an after school robotics club
The students anxiously sign up and participate
They are doing school work but it is problem based and exciting.
The students anxiously sign up and participate
They are doing school work but it is problem based and exciting.
"It wasn't hard when we were excited" -Gong, Teaching and Learning for Exponential Growth
How can we keep this desire, excitement and curiosity with us throughout our day and our lives?
How can we give it to our students, family and friends?
Something that stuck with me from general conference is seek to inspire not impress.
"True disciples desire to inspire the hearts of men, not just impress them." -Elder Gregory A. Schwitzer
I should apply this to all of my interactions but I have been especially relating it to teaching.
When we impress, we distance the others from ourself or the goal.
comparing, admiring or wishing; it seems unattainable
and we are inviting others and ourselves to the seeds of pride
When we inspire, we bring them closer to the goal
We show them the path, Help them see how to get there
Let we can provide them with the opportunity to reach it themselves
following the pattern that Gong described...
a teacher is a peer ahead on the same path.
We show them the path, Help them see how to get there
Let we can provide them with the opportunity to reach it themselves
following the pattern that Gong described...
a teacher is a peer ahead on the same path.
Standards- Expectations
Inspiration to Surpass the Standard
Freedom- that lets them choose to succeed
Point my interactions and teachings towards others and their progress and away from myself
Point my interactions and teachings towards others and their progress and away from myself
Thursday, October 1, 2015
Apotheosis
Runners keep breaking the world record and running faster and faster
how? every time they run they are trying to run faster
The fastest speed reader can read 25,000 wpm
The average undergrad is at 300 wpm
I always read at the same pace
I never push myself and try to read faster
of course I am not any faster
There is not enough time to read everything
I need to read faster
As a man now is; God once was,
As God now is; man may be.
Endowment- What is the gift?
Enlightenment – the gift of knowledge
Exponential learning
Inside of Us
Tell a 1 minute story, go
My mind is very active when it comes to social interactions
I thought about what would be interesting to my partner, what would be a good story, a mision story, a miracle, Something so stupid and funny
I had to start right then so I started speaking
It is natural to say who we are
We tell about what is most important to us and what is always with us
The story i told was about friendship
The boy told about losing weight, body image and health
this was so interesting to me
maybe the next date i go on i will test him out with this
this was so interesting to me
maybe the next date i go on i will test him out with this
We Love Those Whom We Know
For behold, this is my work and my glory—to bring to pass the immortality and eternal life of man.
Moses 1:39
Gods purpose is us.
My purpose is my students.
I want to know my students.
I want to know my teachers.
We love those whom we know.
Alma 1:26 ...neither was the teacher any better than the learner
The teachers will be learners and the students must be teachers.
If you love your professors, you will learn more.
In general conference we listen to the speakers that are more familiar and dear to us
because we already love them.
When we have a crush on someone we remember each detail about them
because we love them.
I want to know my students.
I want to know my teachers.
We love those whom we know.
Alma 1:26 ...neither was the teacher any better than the learner
The teachers will be learners and the students must be teachers.
If you love your professors, you will learn more.
In general conference we listen to the speakers that are more familiar and dear to us
because we already love them.
When we have a crush on someone we remember each detail about them
because we love them.
love your neighbor as you love yourself
NIV version- love your neighbor as god loves them or sees them
NIV version- love your neighbor as god loves them or sees them
it is hard to love content
but you can and should love a person
it is hard to love someone who doesn't love you
make sure your students know you love them
you remember the teachers you hate and the teachers you love
Not everyone liked their savior their redeemer
The best and most powerful teacher
Some people hated him and some worshipped him
He organzied a church that has a fast Sunday
Some people would hate it he knew that
But he knew it was what they needed
I love this class.
why? it is emotional
I love this class.
why? it is emotional
Wednesday, September 23, 2015
A Moral Endeavor
What are the Moral Dimensions of Teaching?
Today in class we watched video clips from teaching movies
Freedom Writers, The Great Debaters, Akeelah and the Bee, ect.
I felt so much inspiration today to become the best teacher I can, to give everything to my students, and to stand for right.
"The modeling of virtues is necessary by teachers for students.. We must judge acts as good or bad, right or wrong."
Education is the vehicle to pass moral values from generation to generation.
Our teacher Geoff said today, "It doesn't matter to me what I teach."
I hope I feel this way one day.
There are many things that I wouldn't want to teach.
When he said this I felt this is what a teacher should be.
Some teach what they are passionate about,
And some are passionate about teaching.
Today in class we watched video clips from teaching movies
Freedom Writers, The Great Debaters, Akeelah and the Bee, ect.
I felt so much inspiration today to become the best teacher I can, to give everything to my students, and to stand for right.
"The modeling of virtues is necessary by teachers for students.. We must judge acts as good or bad, right or wrong."
Education is the vehicle to pass moral values from generation to generation.
Our teacher Geoff said today, "It doesn't matter to me what I teach."
I hope I feel this way one day.
There are many things that I wouldn't want to teach.
When he said this I felt this is what a teacher should be.
Some teach what they are passionate about,
And some are passionate about teaching.
Tuesday, September 15, 2015
Learning Styles: God Loves Variety
There are so many people
We are all so different
Heavenly Father loves each the same.
God has given each of us something special
talents and gifts and pieces of Him.
God has given me so much
I have a lot
I see the other gifts and see that they are good
but the ones he has given me are perfect for me,
what I like, and what is important to me.
I have so much potential that I am not using
I have gifts that I want to share
When we get to know our Heavenly Father's children,
This is one way we can get to know Him.
I will be aware of my gifts, learning and teaching styles and personality
in order to avoid catering to myself instead of my students.
I will make an active effort to discover the learning styles of each of my students
to get to know each one in order to connect to them and inspire them.
We are all so different
Heavenly Father loves each the same.
God has given each of us something special
talents and gifts and pieces of Him.
God has given me so much
I have a lot
I see the other gifts and see that they are good
but the ones he has given me are perfect for me,
what I like, and what is important to me.
I have so much potential that I am not using
I have gifts that I want to share
When we get to know our Heavenly Father's children,
This is one way we can get to know Him.
I will be aware of my gifts, learning and teaching styles and personality
in order to avoid catering to myself instead of my students.
I will make an active effort to discover the learning styles of each of my students
to get to know each one in order to connect to them and inspire them.
Tuesday, September 8, 2015
We Pay for Feedback
We were given the assignment to teach something in 5 minutes. I learned how to draw a puffer fish, fold paper origami, make peanut butter cookies and many more significant and insignificant things. What I am reflecting on after this is not my new learned skills but rather the feedback period in between each teacher.
Our natural reaction when receiving feedback is to defend, to rationalize and to justify.
Receive feedback with humility and an open mind.
Feedback is a valuable tool. We pay for feedback.
A good teacher receives and applies feedback.
To give constructive and effective feedback and to receive and apply it after it is given.
This will be invaluable throughout our teaching careers.
I will apply the feedback that I received today about my teaching and I will ask and seek for feedback from my Heavenly Father.
For whom the Lord loveth he chasteneth,
Hebrews 12:6
For whom the Lord loveth he chasteneth,
Hebrews 12:6
Friday, September 4, 2015
11 Habits
11 Habits of an Effective Teacher
Summary:
1. ENJOYS TEACHING. - your students wont have fun if you're not having fun
2. MAKES A DIFFERENCE. -you don't know your students conditions outside of the classroom so make it count while you are with them.
3. SPREADS POSITIVITY. - whatever is going on in your life leave it behind when you enter the classroom, forget about yourself and serve your students
4. GETS PERSONAL. - know your students so that you can connect with them
5. GIVES 100%. - do it out of love not obligation
6. STAYS ORGANIZED. - never fall behind
7. IS OPEN-MINDED. - apply feedback, we pay for feedback
8. HAS STANDARDS. - give a lot and expect a lot
9. FINDS INSPIRATION. - use as many resources as you can
10. EMBRACES CHANGE. -be flexible and count your blessings
11. CREATES REFLECTIONS. - learn from my failures
Tuesday, September 1, 2015
Teaching is Two Way
Christ was the best teacher and still the people did not accept him.
Teaching is two way.
Some of the burden of teaching rests on the student.
Not all my students will accept me and like me.
The students must be willing to learn.
There is only so much I can do.
I will always try my best when I teach and realize that I do not have complete control over the success of my students.
I will make sure I am doing my part as the student in my education and in my relationship with my Heavenly Father.
Take fast hold of instruction; let her not go: keep her; for she is thy life.
Proverbs 4:13
I will always try my best when I teach and realize that I do not have complete control over the success of my students.
I will make sure I am doing my part as the student in my education and in my relationship with my Heavenly Father.
Take fast hold of instruction; let her not go: keep her; for she is thy life.
Proverbs 4:13
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