Cognitive process p. 23 Culture and Literacy p. 39
I personally am not a fan of theorists. Whenever I read about Dahl or Piaget I respectfully choose to take in their theories, but then formulate my own opinion with my actual experiences in the classroom. I found it very interesting this year in my observations at centennial elementary. I had three different students, and all of them were in different stages of reading They definitely learned from the social interaction like it talks about on page 23 in chapter two. I unfortunately didn't get to see how scaffolding worked because the book that they chose was under their reading level, Stone Fox. I found it interesting how the students interacted with each other when I asked a question and how they would build off of each other! They would understand the content better when they had the opportunity to verbally discuss it with each other.
I really get tired of talking about how we have to teach specifically to minorities. I think that this can put them at a disadvantage because its like we are treating them like they are supposed to fail. By lowering standards on tests, and having them fill in a circle on what ethnicity they are it is singling them out. Why must we always talk about how culture affects an ethnic group and why do we label them students at risk just because of the neighborhood they come from? I wish that we could just treat them as equals. I had the opportunity to work with a Hispanic boy named "C" and he was extremely bright! Even though he is Hispanic and considered a minority, he received an exemplary grade on both his math and reading TAKS! I think the best way to teach is to actually teach students like they are equal! Because they are equal! When I am a teacher, I will work with struggling students when they need help, and I will try to help those who come from different cultures. However, I think it is wrong to assume just because they are a different ethnicity or from a different neighborhood that they need more help! I will help based on need, not ethnicity.
Tuesday, April 28, 2009
Sunday, April 26, 2009
CH. 15 WK
A letter to George
What I took from this last chapter was that while we can read books and books about teaching, there is nothing that can help us learn better than actual students in an actual classroom. We can think that we are as prepared, but we must be able to react to each student and each problem because we all know that the craziest things can happen in a classroom. We must be flexible and willing to put in the time and the effort that is needed to be the best teacher we can be. Thank God for summer breaks so that we can reflect on the year past and prepare for the year to come! We must not forget that the one element that is most important in teaching is love. We must love the students and the community that we teach in. We must embrace the culture and relate to each and every student. We must also love teaching. You can not be an effective teacher if you don't have the passion for what you are teaching. We must love the student, love the school, but most importantly we need to appreciate the opportunity that we have been blessed with. We have the opportunity of a lifetime, because we get to shape the lives of our nations future and we cannont discouraged when things don't happen the way that we would like them too!
What I took from this last chapter was that while we can read books and books about teaching, there is nothing that can help us learn better than actual students in an actual classroom. We can think that we are as prepared, but we must be able to react to each student and each problem because we all know that the craziest things can happen in a classroom. We must be flexible and willing to put in the time and the effort that is needed to be the best teacher we can be. Thank God for summer breaks so that we can reflect on the year past and prepare for the year to come! We must not forget that the one element that is most important in teaching is love. We must love the students and the community that we teach in. We must embrace the culture and relate to each and every student. We must also love teaching. You can not be an effective teacher if you don't have the passion for what you are teaching. We must love the student, love the school, but most importantly we need to appreciate the opportunity that we have been blessed with. We have the opportunity of a lifetime, because we get to shape the lives of our nations future and we cannont discouraged when things don't happen the way that we would like them too!
CH 14 WK
Finding the right book
This is what I look forward to most when I begin teaching. I absolutely love reading! I also love mid-level literature so I look forward to helping students find a book that they can relate too! I really like her suggestion of "read and tease!" Whether its an online book talk by the Great combo of Ben and Jeremiah or just a book introduction in my own classroom, I have to constantly be introducing books to my students. These have to be diverse in my opinion. Biographies, sports books, poetry, and adventure books can all relate to certain students. Also, give your students time in their school library where they can roam around and choose a book that they want on their own! Another way that you can do this is by literature circles. Give the students a choice of three books and have them get in their own literature circles and discuss on their own! All these are good ways of helping your students find the right book!
This is what I look forward to most when I begin teaching. I absolutely love reading! I also love mid-level literature so I look forward to helping students find a book that they can relate too! I really like her suggestion of "read and tease!" Whether its an online book talk by the Great combo of Ben and Jeremiah or just a book introduction in my own classroom, I have to constantly be introducing books to my students. These have to be diverse in my opinion. Biographies, sports books, poetry, and adventure books can all relate to certain students. Also, give your students time in their school library where they can roam around and choose a book that they want on their own! Another way that you can do this is by literature circles. Give the students a choice of three books and have them get in their own literature circles and discuss on their own! All these are good ways of helping your students find the right book!
CH 13 WK
Ch. 13 p. 266 Do Not Tolerate Put-downs
I think it is very necessary to have a positive enviroment in your classroom. After observing in classes all semester, I can see how put downs can negatively affect the classroom. " When children are belittled by their peers, something happens that is hurtful beyond repair. When it happens in front of an adult, an adult who is supposed to care, and the adult does nothing, then the damage is even greater." What that means is that it is my job as the teacher and adult in the classroom to make sure that students aren't belittled in my classroom. I've noticed that there are certain students that sometimes bring the comments on themselves, but it is my job to help these students cope in social situations as well! I really cannot wait until I have my own classroom that I can help influence our future!
I think it is very necessary to have a positive enviroment in your classroom. After observing in classes all semester, I can see how put downs can negatively affect the classroom. " When children are belittled by their peers, something happens that is hurtful beyond repair. When it happens in front of an adult, an adult who is supposed to care, and the adult does nothing, then the damage is even greater." What that means is that it is my job as the teacher and adult in the classroom to make sure that students aren't belittled in my classroom. I've noticed that there are certain students that sometimes bring the comments on themselves, but it is my job to help these students cope in social situations as well! I really cannot wait until I have my own classroom that I can help influence our future!
CH. 12 WK
Spelling
In the days of text messaging and instant messaging, the need to teach spelling has never been more important! I've helped my mother grade research papers with the words LOL and bc written in the paper! I think the first thing that you have to teach them through the stages of spelling development. By doing this you can see what stage each student you have is in. Also, you can now give them spelling lists that can help them develop in their own individual stage. Once again, grouping your students can help the learning process by putting similar learners together. I completely agree with Beers' ideas on how you should use different spelling tests with different groups of students.
In the days of text messaging and instant messaging, the need to teach spelling has never been more important! I've helped my mother grade research papers with the words LOL and bc written in the paper! I think the first thing that you have to teach them through the stages of spelling development. By doing this you can see what stage each student you have is in. Also, you can now give them spelling lists that can help them develop in their own individual stage. Once again, grouping your students can help the learning process by putting similar learners together. I completely agree with Beers' ideas on how you should use different spelling tests with different groups of students.
CH 11 WK
p. 231 Suggestions for students who lack word recognition skills
My biggest fear/weakness is, at this point, I struggle with helping students with word recognition skills. I just find it kind of hard to describe how I read a certain word besides just saying sound it out! Beers four suggestions help me have a starting place of when I am trying to help a struggling reader. Their knowledge about letters and sounds are very important, and I can't assume that they are fluent in this area by the time they are in my classroom. I think a great way of helping students like this is by separating them into groups with similar reading problems! This chapter was very helpful for someone like me who is worried about this kind of teaching!
My biggest fear/weakness is, at this point, I struggle with helping students with word recognition skills. I just find it kind of hard to describe how I read a certain word besides just saying sound it out! Beers four suggestions help me have a starting place of when I am trying to help a struggling reader. Their knowledge about letters and sounds are very important, and I can't assume that they are fluent in this area by the time they are in my classroom. I think a great way of helping students like this is by separating them into groups with similar reading problems! This chapter was very helpful for someone like me who is worried about this kind of teaching!
CH 10 WK
Fluency pg 209-210
Too many times you see fluency teststed by how many words you can read per minute. I don't understand why they think that how fast a child reads is a true test of fluency! He read 200 words per minute! Impressive! Now tell me what was the main idea of the story. I think it is ridiculous to test fluency by how fast a child reads! That is why I like the way that Beers suggests we shoudl test fluency. It combines both speed with comprehension. I still don't think it is necessary to test how fast a student reads as long as he is comprehending what he is reading. (under most circumstances)
Too many times you see fluency teststed by how many words you can read per minute. I don't understand why they think that how fast a child reads is a true test of fluency! He read 200 words per minute! Impressive! Now tell me what was the main idea of the story. I think it is ridiculous to test fluency by how fast a child reads! That is why I like the way that Beers suggests we shoudl test fluency. It combines both speed with comprehension. I still don't think it is necessary to test how fast a student reads as long as he is comprehending what he is reading. (under most circumstances)
Tuesday, April 21, 2009
CH. 9 WK
Vocabulary
Vocabulary is very important in learning, but I don't think that is it taught very well in the classroom. Too many times I have found teachers giving the students a list of words on monday and then giving them a test on friday. I was victim of this method throughout my educational career. I can say from personal experience that, if I studied at all, I would memorize them and then forget them over the weekend. I think that an effective way of teaching vocabulary is having a word wall in your classroom. This way they are constantly seeing the word and the meaning, but to ensure that the students really are learning I would give out a ticket to a student who uses the word during the week in the correct way. At the end of the week I would have the students turn in their tickets that they received and then I would have a drawing for a prize. These prizes could be a bag of chips, free bathroom pass, or something else, but I think students would actually be able to learn the true meaning of the words. Throughout the week I would be using some of the stratgies in the book such as, teaching students to use context clues, to ensure that everyone is learning!
Vocabulary is very important in learning, but I don't think that is it taught very well in the classroom. Too many times I have found teachers giving the students a list of words on monday and then giving them a test on friday. I was victim of this method throughout my educational career. I can say from personal experience that, if I studied at all, I would memorize them and then forget them over the weekend. I think that an effective way of teaching vocabulary is having a word wall in your classroom. This way they are constantly seeing the word and the meaning, but to ensure that the students really are learning I would give out a ticket to a student who uses the word during the week in the correct way. At the end of the week I would have the students turn in their tickets that they received and then I would have a drawing for a prize. These prizes could be a bag of chips, free bathroom pass, or something else, but I think students would actually be able to learn the true meaning of the words. Throughout the week I would be using some of the stratgies in the book such as, teaching students to use context clues, to ensure that everyone is learning!
CH. 8 WK
Likert Scales p. 140
Likert scales are an effective after reading strategy. I personally used a likert scale to do another mini lesson this semester and found that student responded very well to the activity. Another way that I found the Likert scale to be effective is to have them do a writing assignment using their scale. For example, in the book it asks students to disagree or agree with the statement "Kenny and his family should not have gone to Birmingham, Alabama, when they did." This was one question out of five. I would have the students pick a question and ask them why they rated it as they did. If they strongly agreed that Kenny's family should not have gone to Birmingham, have the students write why they agreed and then have them use examples from the book! This method can be very useful for the teacher to understand how each student thinks!
Likert scales are an effective after reading strategy. I personally used a likert scale to do another mini lesson this semester and found that student responded very well to the activity. Another way that I found the Likert scale to be effective is to have them do a writing assignment using their scale. For example, in the book it asks students to disagree or agree with the statement "Kenny and his family should not have gone to Birmingham, Alabama, when they did." This was one question out of five. I would have the students pick a question and ask them why they rated it as they did. If they strongly agreed that Kenny's family should not have gone to Birmingham, have the students write why they agreed and then have them use examples from the book! This method can be very useful for the teacher to understand how each student thinks!
Ch 7 WK
Think Aloud p.119
I really like the Think-Aloud strategy. I think this could be very effective in after school tutoring sessions for those who are struggling readers. The think aloud strategy allows the reader to make connections outloud and also allows the student to analyze how he is thinking about his reading. This helps the teacher see how the student's brain is working, and can possibly help them find a solution to the problem that the reader is having. Once the problem is identified it is only a matter of helping the student realize how he can solve this problem. In order for this process to truly work though you have to set some guidelines to how the process works. This can be done by modeling a think aloud in front of them, but also students must realize that they will constantly be stopping throughout the text to ensure that they understand what is going on in the book.
I really like the Think-Aloud strategy. I think this could be very effective in after school tutoring sessions for those who are struggling readers. The think aloud strategy allows the reader to make connections outloud and also allows the student to analyze how he is thinking about his reading. This helps the teacher see how the student's brain is working, and can possibly help them find a solution to the problem that the reader is having. Once the problem is identified it is only a matter of helping the student realize how he can solve this problem. In order for this process to truly work though you have to set some guidelines to how the process works. This can be done by modeling a think aloud in front of them, but also students must realize that they will constantly be stopping throughout the text to ensure that they understand what is going on in the book.
Ch. 6 WK
Anticipation Guides p. 79 using before, during, and after.
Before this semester, I had relatively no experience with anticipation guides. I can remember doing one once in high school, but that was only one time. However this year, in another class, my partner and I used one to teach a mini lesson about themes. I found it a very effective way of getting the students to really think about what was going on. I also liked how in the book it talked about using not as a test, but using it as an active reading strategy. Some of these guides are kind of a moral dilemma, but it allows the students to make their own opinion and therefore they are critically thinking about the book and question at hand. I would and will definitely use this in a classroom. Especially with a book or story, such as Mufaro's Beautiful Daughters, that requires you to have an opinion on what you would do if you were in their place.
Before this semester, I had relatively no experience with anticipation guides. I can remember doing one once in high school, but that was only one time. However this year, in another class, my partner and I used one to teach a mini lesson about themes. I found it a very effective way of getting the students to really think about what was going on. I also liked how in the book it talked about using not as a test, but using it as an active reading strategy. Some of these guides are kind of a moral dilemma, but it allows the students to make their own opinion and therefore they are critically thinking about the book and question at hand. I would and will definitely use this in a classroom. Especially with a book or story, such as Mufaro's Beautiful Daughters, that requires you to have an opinion on what you would do if you were in their place.
Ch. 5 WK
P. 62-63 Paragraph Activity
I really like the idea of using this activity in a classroom. I think, especially at the middle school level, it is an activity that kids can relate to. At this point in their lives, at least for me, they were beginning to go on dates and are understanding the awkwardness and rules of first dates. One of the rules is that the guy typically pays for the date. I think this activity is a subtle way to teach inferencing in a "cool" way. After you read them the paragraph and let them guess you can then ask them how they knew this. They will probably say that that they learned it from their own experiences or answers close to that. At that point, you can explain to them how inferencing works and how it can help you when reading a book. If students can understand that their own experiences are very influential in their own learning, I believe they can have a deeper appreciation for reading in certain aspects.
I really like the idea of using this activity in a classroom. I think, especially at the middle school level, it is an activity that kids can relate to. At this point in their lives, at least for me, they were beginning to go on dates and are understanding the awkwardness and rules of first dates. One of the rules is that the guy typically pays for the date. I think this activity is a subtle way to teach inferencing in a "cool" way. After you read them the paragraph and let them guess you can then ask them how they knew this. They will probably say that that they learned it from their own experiences or answers close to that. At that point, you can explain to them how inferencing works and how it can help you when reading a book. If students can understand that their own experiences are very influential in their own learning, I believe they can have a deeper appreciation for reading in certain aspects.
Monday, April 20, 2009
Thursday, April 9, 2009
Thursday, April 2, 2009
Book Chat
I felt like it was very chaotic at first! Everything that was planned just got thrown out the window, and I was faced with the question what do I do? However, isn't that like a normal day at school? Things never go the way you plan, you just have to be flexible! Once I got past the shock that I wasn't the one asking the first question, I settled down on my couch and just enjoyed listening to the author. It's not every day that you can pick apart the brain of a published author (unless you talk to Maria) and it was interesting to hear why he did the things that he did. I would definitely use this in a classroom, but I would try to structure it where only one question was asked at a time. Perhaps by using one computer in a classroom and have the student actually get up and type the question and then wait for the response. It was a very enjoyable experience, and I think everyone can learn something from the book chat!
Chapter 4 WK
In response to the last paragraph on page 41, "education is not a Nike commercial: you can't say Just Do It. Instead, we mush show students how to do it."
Sometimes it is so hard for me to explain to students how things are done. For example, today in observations I had to help students with fractions. Fractions! I haven't learned those since I was in the sixth grade, and it was so hard for me to explain what a fraction was. I realized that to be a good teacher, you have to see things from their eyes. My biggest fear is not being able to help a student truly understand something. When I was looking at those fractions, I was just scrambling in my mind to figure out a way that could help this girl. This really made me think about how important it is to really show a student how something is done, instead of just telling them what to do!
Sometimes it is so hard for me to explain to students how things are done. For example, today in observations I had to help students with fractions. Fractions! I haven't learned those since I was in the sixth grade, and it was so hard for me to explain what a fraction was. I realized that to be a good teacher, you have to see things from their eyes. My biggest fear is not being able to help a student truly understand something. When I was looking at those fractions, I was just scrambling in my mind to figure out a way that could help this girl. This really made me think about how important it is to really show a student how something is done, instead of just telling them what to do!
Ch. 3 When Kids Can't Read
I found the section about Amy interesting.
In teaching, you will always find kids that say they do not like to read. I think it is a teacher's job to find something that the student will want to read in order to change their opinion on reading. For example, in the text Amy complains that reading is "boring and It's a do-nothing," however she then said"If it's a really good story, I'll read all of it." As I was growing up I always loved to read, but I can thank my fourth grade teacher, Mrs. Hardy, for two genres that I absolutely love! First, she introduced me to Archie Comics. As a fourth grader, I really didn't understand some of the events that were happening, but I would always try to buy one when I would go to a grocery store. I still use Archie Comics as bathroom reading to this day! My second love that she introduced to me were biographies. I LOVE biographies. Especially sports biographies, and she had books on Shaq and Michael Jordan and she put those in my hands. That teacher has effected me to this day! That is my hope as a teacher to try to find a genre or a series for each student so that I can help their love for reading grow!
In teaching, you will always find kids that say they do not like to read. I think it is a teacher's job to find something that the student will want to read in order to change their opinion on reading. For example, in the text Amy complains that reading is "boring and It's a do-nothing," however she then said"If it's a really good story, I'll read all of it." As I was growing up I always loved to read, but I can thank my fourth grade teacher, Mrs. Hardy, for two genres that I absolutely love! First, she introduced me to Archie Comics. As a fourth grader, I really didn't understand some of the events that were happening, but I would always try to buy one when I would go to a grocery store. I still use Archie Comics as bathroom reading to this day! My second love that she introduced to me were biographies. I LOVE biographies. Especially sports biographies, and she had books on Shaq and Michael Jordan and she put those in my hands. That teacher has effected me to this day! That is my hope as a teacher to try to find a genre or a series for each student so that I can help their love for reading grow!
Lit Circle
I absolutely love the idea of literature circles! I learn best when I can help and teach other students what I learned! I also enjoy discussing books as well! The one thing that makes me a little weary of using literature circles in my classroom is keeping the students on track. If I were to do literature circles, I would make sure that the students completely understood the structure of literature circles. I would also, in the beginning, give them a list of guided questions to help guide them in the beginning. Literature circles are a chance to assess what students learn without using book reports or worksheets! Students will need to understand that they are not a chance to catch up on the latest gossip!!
Chapter 2 When Kids Can't Read
I found the last paragraph in chapter two the most interesting. In particular the sentence, "making mistakes is a part of the learning process."
I found this very interesting because I also want to coach as well. I sometimes forget that teaching is no different than coaching. When coaching, you practice and drill as hard as you can so that you can make your students the best that they can be. Teaching is no different. I think as a teacher it is my job to help students realize that mistakes are a part of the learning process. I make mistakes all the time, but I try to learn from every mistake. If I can help the students understand that when they make a mistake they shouldn't be discouraged, as long as they tried their best, then I have done my job. Learning shouldn't be discouraging! Learning needs to be enjoyable, and as a teacher it is my job to help the students become better!
I found this very interesting because I also want to coach as well. I sometimes forget that teaching is no different than coaching. When coaching, you practice and drill as hard as you can so that you can make your students the best that they can be. Teaching is no different. I think as a teacher it is my job to help students realize that mistakes are a part of the learning process. I make mistakes all the time, but I try to learn from every mistake. If I can help the students understand that when they make a mistake they shouldn't be discouraged, as long as they tried their best, then I have done my job. Learning shouldn't be discouraging! Learning needs to be enjoyable, and as a teacher it is my job to help the students become better!
Chapter 1
"What do you want to teach?....I want to teach middle school...Why?"
As I decided to change my major from business to education many people questioned why I wanted to teach middle school. Now that I have observed in classrooms I ask myself the same question. Not really, but in all seriousness, I love the fact that I am going to get to effect the youth of America every year for the rest of my career! What profession can boast the same thing? I think middle school is special, because that is the age that they start making their journey to becoming an adult. I believe they are at their most influential period of their lives, and I just hope that I can make a positive impact on an adolescents' life!
As I decided to change my major from business to education many people questioned why I wanted to teach middle school. Now that I have observed in classrooms I ask myself the same question. Not really, but in all seriousness, I love the fact that I am going to get to effect the youth of America every year for the rest of my career! What profession can boast the same thing? I think middle school is special, because that is the age that they start making their journey to becoming an adult. I believe they are at their most influential period of their lives, and I just hope that I can make a positive impact on an adolescents' life!
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