Well, yesterday was my last day student teaching. It was quite an emotional day. I tried my hardest not to cry but I couldn't help myself. As students were leaving class and I was saying my typical, "Make good choices! Bye!" it hit me that this was it. The tears just came and I couldn't stop them. It was hard. Some of my students cried but most of them kept it together. I told them they were not allowed to cry (because I knew if they did I would be in trouble...turns out I was in for it anyway!).
The students made me farewell cards and brought treats to share with the class. My cooperating teacher bought cookies and handed them out. Overall it was a fantastic day. I wanted to end on a positive note, with the students happy, so I planned to play musical bingo. That went well. :) It was good I planned a "Chill day" because I was way too emotional to do anything else.
Anyway, I am now officially done with my student teaching. Part of me is so heart broken I can hardly stand to think about it. I have honestly come to love those students. I absolutely adore my cooperating teacher. The other faculty members, staff, and administration are phenomenal. I have HONESTLY never been to a middle school like the one I was assigned. The atmosphere is so different! I felt at home.
I am planning to go back and help every now and then, if my schedule will allow. But for sure I'll be at their next concert! So, the good news is I'll see them again.
Overall, I am incredibly grateful for my experience. I feel I was given the most opportunity to experience what being a teacher consists of, what the demands/needs are, and what I need to work on. I am walking away a better person. I hope, hope, hope those I worked with and those I taught feel the same.
Again, I am so blessed and I can't figure out why. But, I sure am grateful.
Saturday, April 14, 2012
Thursday, December 29, 2011
Tuesday, May 17, 2011
Ed Psych: Human Brain Study Guide (Module 6)
Key Terms:
Cerebral Cortex: among the larger anatomical structures of the brain; the extensive outer layer of gray matter of the two cerebral hemispheres, largely responsible for higher brain functions including sensation, voluntary muscle movement, thought, reasoning, and memory. (pg 105)
Neuron: brain cells that send information to other cells through synapse; can vary in shapes and sizes, but have certain features in common: a cell body that contains a nucleus, dendrites: branch like structures that receive messages from other neurons, and an axon: a long arm-like structure that transmits information to other neurons. A single axon can branch out many times, and these tiny branches end in terminal buttons containing chemicals called neurotransmitters. (pg 105)
Synapse: A gap between two neurons that allows the transmission of messages (pg 105)
Frontal Lobes: located at the front of the brain: responsible for arousal and inhibition, aspects of memory and attention, certain verbal and reading skills, emotional processing, reasoning skills, and stress (see diagram on pg 106)
Temporal Lobes: located at the front-bottom of the brain: responsible for aspects of memory, auditory information, emotional reactions (see diagram on pg 106) - hearing, language, and memory.
Parietal Lobes: located at the top-middle of the brain; responsible for aspects of memory and attention, math skills (see diagram on pg 106)...integration
Occipital Lobes: located at the back of the brain; responsible for spatial working memory and visual processing (see diagram on pg 106)
Cerebellum: located at the back-bottom of the brain; responsible for certain verbal and visual tasks, motor coordination and balance (see diagram on pg 106) (ex. autopilot when driving home)
Myelin: a fatty substance that speeds the transmission of information from one neuron to another (pg 107)
Plasticity: The brain’s ability to reorganize itself by forming new neural connections throughout life (pg 109)
Neurotransmitters: The chemical messengers in the nervous system that permit nerve cells to communicate (pg 109)
Synaptic Pruning: Infrequent use of certain skills may cause synaptic connections to weaken or degenerate; “use-it-or-lose-it” principle. Eliminates useless connections and makes it possible for the remaining connections to operate more efficiently. (pg111)
Online
Hippocampus: A brain structure that plays an important role in memory formation (pg112)...long term memory, spatial navigation. We have one in each temporal lobe.
Amygdala: The part of the brain that is primarily responsible for learning from one’s mistakes and for responding to sad and fearful facial expressions...located in medial temporal lobe.
Reticular Activating System: Arousal center (emotional, physical, mental, etc. located in the brain stem)
Broca’s Area: Speech, language; located in the frontal lobe
Wernicke’s Area: Understanding written and spoken language; located in the cerebral cortex
Corpus Callosum: an arched mass of white matter…composed of transverse fibers connecting the cerebral hemispheres
Prefrontal Cortex: of, relating to, or situated in the anterior part of the frontal lobe...social behaviors, personality, consequences, planning. The prefrontal cortex is not fully developed in teenagers!!) http://medical-dictionary.thefreedictionary.com/Prefrontal+cortex
Specialization: Different areas of the brain specialize in specific tasks
Lateralization: The tendency for certain processes to be more highly developed on one side of the brain than the other, such as development of spatial and musical thoughts in the right hemisphere and verbal and logical processes in the left hemisphere in most persons.
Long-term Potentiation: The more you do somethign (repitition) the stronger the connection will be.
RAD Teaching: Employ pleasurable learning experiences (using the arousal center; see Reticular Activating System)
Whole Brain Teaching: Stimulating multiple parts of the brain; differentiation contributes to whole brain teaching
Summary:
The brain is continually developing as students work their way from Elementary school through College (development ends between ages 25 - 35). While many aspects of the development of the brain and specializations of parts of the brain are still undergoing research, helpful information has still been discovered which offers understanding to individuals. Teenagers have crazy emotions, make impulsive choices, and don't understand the importance of planning and recognizing consequences because the Prefrontal Cortex isn't fully developed.
Yet, adults who have fully developed brains may still experience knowledge and memory loss, called synaptic pruning. Just as it is vital that teachers teach using differentiation (meaning creative repetition will be taking place) so students have the opportunity to fully understand and remember what is being taught, adults need to regularly revisit, if you will, hobbies, talents, interests, reading, writing, etc. If they don't revisit past knowledge/experiences/memories they will experience synaptic pruning - the "'use it or lose it' principle" of the brain. (Discussed on page 111 in the text book). This is vital for teachers to know both when working with students/family as well as when getting comfortable teaching the basics of their content area. Teachers may suffer synaptic pruning if they don't continue to learn and grow as well.
Application Questions:
1. Why do teachers need to know about how the human brain works?
-The brain is the foundation of how humans function. If we, as teachers, don't understand the basics of brain development we will experience levels of frustration. The fact that teenager's Prefrontal Cortex isn't fully developed (and won't be until they're approximately 25 - 35) explains their rational. The Prefrontal Cortex's specialization is social behaviors, personality, consequences and planning. The last two are huge factors in why teenagers make decisions that will affect the rest of their lives, without realizing the consequences...they're incapable of fully understanding consequences to choices. They also make impulsive decisions without thinking about it. Again, this is because the ability to plan thoroughly and think things through on that level is not fully developed.
As teachers we need to recognize why our students are the way they are. The knowledge of how the brain works will directly affect the students self-efficacy based on the way the teacher treats and responds to them - and the teachers teaching-efficacy based on if the students are teachable or "stupid".
2. Name 2 specific ways that you can use today’s information when you teach.
a) Knowing that the brain develops from the back to the front, it will help me as a future teacher, to understand why my students don't have a problem with performing/retrieving information they learned long ago, because of the Cerebellum. But students may have a hard time paying attention, planning rather than procrastinating, and controlling their emotions. This is because their brains are still developing. It is our job as teachers (as you said in class) to help the students recognize they aren't "stupid" but that their brains are honestly still developing. We need to find ways to work around this active development in a way which allows the students to be successful.
b) Teaching using the Whole Brain Technique (I summarize this by one word: differentiation) is probably one of the most beneficial things we can do for our students:
Repetition = connecting
Repetition using differentiation = Quality connection Monday, May 16, 2011
Ed Psych: Learner Differences Response
Reflect on the results of your multiple intelligences test. (Click here to see my test results.)
Under code enter: lb3786381dm
RESPONSE 1:
1a) Do you feel that they are accurate? Why or why not?
-Yes I feel that this test was, for the most part accurate. I'm quite shocked that my Linguistic score was so high. Most often I feel as if I struggle with my vocabulary, not because I don't know words but because I tend to get so caught up in the conversation I lose track of them. I also find it interesting that my Kinaesthetic and Naturalistic scores were my lowest - followed by interpersonal (people smart). I feel I'm pretty good at reading people and working with them, but this test tells me otherwise. However, I'm not surprised about my Musical score being the highest as that is my passion as well as my major. :)
1b) How might you use your results to better study for this and other courses?
-Considering I'm a music major, I feel I'm using my greatest strength (according to my test scores) at this point in my life. However, when applied to other classes outside of my music classes, I think instrumental music playing in the back ground while I study is calming for me. I notice my body instantly relax, I'm more focused, and able to retain information quicker. Sounds cliche' but it's true for me. I also think that putting harder bits of information to a common jingle or rhythm will really help me. Most definitely, one of the best ways of applying my results would be to allow for musical interruptions through out my homework in my Ed classes (I only have music and Ed classes left. All my generals are done) because this will allow me to take a satisfying break (mentally, emotionally, etc) as well as realign myself. Music is refreshing for me.
1c) Would you use a test like this with your future students? Why or why not?
-Yes, I think I would. I would not take it so far as to make it my foundation for lesson planning though. I think this is vague in many ways. I would use it as a helpful guide when applying differentiation to my lesson plans. I would also refer to it when working with a student/students who are struggling with the subject/idea being discussed/presented, for example if he/she/they came in after school for extra help. So, my answer is yes and no.
No, in that it is one test with 40 questions, I believe. Forty questions isn't nearly enough to accurately and thoroughly assess an individuals' learning strengths/weaknesses.
RESPONSE 2:
Use terminology from the module (e.g., curriculum compacting, acceleration, etc.). Be specific in your response. Really think about how you will help these students engage in your class.
2a) How will you differentiate for gifted students in your classroom?
-I really like the idea of curriculum compacting. It makes the most sense to me to test a gifted student on information they already know and target teach the information they don't know (based off of pre-assessments of the unit plan). Not only would this be highly engaging for the student who is gifted, it would be engaging - and I dare say beneficial - to me as a the teacher. I would be able to teach on a higher level, possibly review/teach information from my college days, depending on what grade level the student tests at.
I'm also okay with the idea of acceleration, advancing the student who is gifted to the grade level they test at for the specific content area they are gifted at. Teachers have 30+ students per class and to have to accommodate for one of the 30+ can seem impossible. By participating in acceleration, the student who is gifted will not find themselves bored and under-stimulated. Likewise, the teacher will not have to deal with the stresses of keeping track of the one while presenting and assisting the other thirty students.
RESPONSE 3:
3a) How do you feel about the movement toward inclusion in today's public schools?
-I feel inclusion is a wonderful gift offered to the students who have special needs. Looking back to my High School years, I remember seeing the students with special needs in the hallways between classes and during lunch, but I don't remember really getting to know them in a classroom environment - at least not the students with more severe needs. I feel human beings learn a lot from one another just through observation alone. I feel students with special needs could learn a lot about classroom etiquette, socially acceptable behavior, among other things relating to the subject being taught in the classroom.
I also feel inclusion is a much needed opportunity for students with "normal" or average needs need to be surrounded by peers who aren't like them. Based off my experience, I noticed many students without special needs found students with special needs scary because of their unpredictability and special needs. I find this unfortunate because I believe both sides of the test scores can learn something from the other, on top of the content area of the classroom.
3b) Are you concerned about trying to teach students with special needs and/or gifted students? What, in particular, are you concerned about?
-I have concerns, yes. My concerns go anywhere from my ability to connect with and teach a gifted student to my ability to understand a student with special needs, evaluate my teaching style based on that students needs, and teach correctly, in a way the student with special needs will understand. I tend to second guess my ability with students without special needs or giftedness. So, naturally I second guess my abilities with students with special needs.
I am also worried about possible tantrums or break downs a student with special needs may experience during my class. I am concerned as to how I will handle it (I can predict and hope how I'll respond but I won't actually know until it happens) will be appropriate and efficient. I have an nephew with autism and I deal with his emotional/physical breakdowns differently than I may a student (hopefully) because I know Braxton and I know what works and what doesn't work with him. I may not know what will work with a student with special needs. I only hope my schema will be the correct fall-back when it happens because we know it's not a matter of "if".
Under code enter: lb3786381dm
RESPONSE 1:
1a) Do you feel that they are accurate? Why or why not?
-Yes I feel that this test was, for the most part accurate. I'm quite shocked that my Linguistic score was so high. Most often I feel as if I struggle with my vocabulary, not because I don't know words but because I tend to get so caught up in the conversation I lose track of them. I also find it interesting that my Kinaesthetic and Naturalistic scores were my lowest - followed by interpersonal (people smart). I feel I'm pretty good at reading people and working with them, but this test tells me otherwise. However, I'm not surprised about my Musical score being the highest as that is my passion as well as my major. :)
1b) How might you use your results to better study for this and other courses?
-Considering I'm a music major, I feel I'm using my greatest strength (according to my test scores) at this point in my life. However, when applied to other classes outside of my music classes, I think instrumental music playing in the back ground while I study is calming for me. I notice my body instantly relax, I'm more focused, and able to retain information quicker. Sounds cliche' but it's true for me. I also think that putting harder bits of information to a common jingle or rhythm will really help me. Most definitely, one of the best ways of applying my results would be to allow for musical interruptions through out my homework in my Ed classes (I only have music and Ed classes left. All my generals are done) because this will allow me to take a satisfying break (mentally, emotionally, etc) as well as realign myself. Music is refreshing for me.
1c) Would you use a test like this with your future students? Why or why not?
-Yes, I think I would. I would not take it so far as to make it my foundation for lesson planning though. I think this is vague in many ways. I would use it as a helpful guide when applying differentiation to my lesson plans. I would also refer to it when working with a student/students who are struggling with the subject/idea being discussed/presented, for example if he/she/they came in after school for extra help. So, my answer is yes and no.
No, in that it is one test with 40 questions, I believe. Forty questions isn't nearly enough to accurately and thoroughly assess an individuals' learning strengths/weaknesses.
RESPONSE 2:
Use terminology from the module (e.g., curriculum compacting, acceleration, etc.). Be specific in your response. Really think about how you will help these students engage in your class.
2a) How will you differentiate for gifted students in your classroom?
-I really like the idea of curriculum compacting. It makes the most sense to me to test a gifted student on information they already know and target teach the information they don't know (based off of pre-assessments of the unit plan). Not only would this be highly engaging for the student who is gifted, it would be engaging - and I dare say beneficial - to me as a the teacher. I would be able to teach on a higher level, possibly review/teach information from my college days, depending on what grade level the student tests at.
I'm also okay with the idea of acceleration, advancing the student who is gifted to the grade level they test at for the specific content area they are gifted at. Teachers have 30+ students per class and to have to accommodate for one of the 30+ can seem impossible. By participating in acceleration, the student who is gifted will not find themselves bored and under-stimulated. Likewise, the teacher will not have to deal with the stresses of keeping track of the one while presenting and assisting the other thirty students.
RESPONSE 3:
3a) How do you feel about the movement toward inclusion in today's public schools?
-I feel inclusion is a wonderful gift offered to the students who have special needs. Looking back to my High School years, I remember seeing the students with special needs in the hallways between classes and during lunch, but I don't remember really getting to know them in a classroom environment - at least not the students with more severe needs. I feel human beings learn a lot from one another just through observation alone. I feel students with special needs could learn a lot about classroom etiquette, socially acceptable behavior, among other things relating to the subject being taught in the classroom.
I also feel inclusion is a much needed opportunity for students with "normal" or average needs need to be surrounded by peers who aren't like them. Based off my experience, I noticed many students without special needs found students with special needs scary because of their unpredictability and special needs. I find this unfortunate because I believe both sides of the test scores can learn something from the other, on top of the content area of the classroom.
3b) Are you concerned about trying to teach students with special needs and/or gifted students? What, in particular, are you concerned about?
-I have concerns, yes. My concerns go anywhere from my ability to connect with and teach a gifted student to my ability to understand a student with special needs, evaluate my teaching style based on that students needs, and teach correctly, in a way the student with special needs will understand. I tend to second guess my ability with students without special needs or giftedness. So, naturally I second guess my abilities with students with special needs.
I am also worried about possible tantrums or break downs a student with special needs may experience during my class. I am concerned as to how I will handle it (I can predict and hope how I'll respond but I won't actually know until it happens) will be appropriate and efficient. I have an nephew with autism and I deal with his emotional/physical breakdowns differently than I may a student (hopefully) because I know Braxton and I know what works and what doesn't work with him. I may not know what will work with a student with special needs. I only hope my schema will be the correct fall-back when it happens because we know it's not a matter of "if".
Wednesday, May 11, 2011
Ed Psych: Motivation, Part 5
Summary of Motivation Assignment
Write one paragraph to help remember key points of this section.
APPLICATION QUESTIONS
Write a one paragraph response to each with personal and specific application of course concepts.
1) How will you utilize students' needs for autonomy, competence, and relatedness to motivate your future students? Include each of the above in your response.
2) How will you help students in your future classes (or even yourself) to overcome learned helplessness?
I hope to help myself and my students to overcome learned helplessness by creating a safe environment where there wrong answers are an opportunity to learn the right answers, where mistakes are just opportunities to try again. I hope to create an atmosphere of trust and acceptance, no matter how hard or easy the subject may be. In this atmosphere, "successful" students will look for the "struggling" students (although I won't call them that) and will tutor and help them. I also plan to have office hours where students are encouraged to talk with me about anything they want: homework assignments, concerns, activities they've attended, their family, etc. I hope to help motivate students by my enthusiasm and love for the subject - by involving them in many different ways. I hope to have positive relationships with my students so they will know without a doubt that their growth (not "success") is most important to me - that I believe they are capable of growth.
Write one paragraph to help remember key points of this section.
APPLICATION QUESTIONS
Write a one paragraph response to each with personal and specific application of course concepts.
1) How will you utilize students' needs for autonomy, competence, and relatedness to motivate your future students? Include each of the above in your response.
2) How will you help students in your future classes (or even yourself) to overcome learned helplessness?
I hope to help myself and my students to overcome learned helplessness by creating a safe environment where there wrong answers are an opportunity to learn the right answers, where mistakes are just opportunities to try again. I hope to create an atmosphere of trust and acceptance, no matter how hard or easy the subject may be. In this atmosphere, "successful" students will look for the "struggling" students (although I won't call them that) and will tutor and help them. I also plan to have office hours where students are encouraged to talk with me about anything they want: homework assignments, concerns, activities they've attended, their family, etc. I hope to help motivate students by my enthusiasm and love for the subject - by involving them in many different ways. I hope to have positive relationships with my students so they will know without a doubt that their growth (not "success") is most important to me - that I believe they are capable of growth.
Ed Psych: Motivation, Part 3 & 4
Skipped "Motivation, Part 3" because it is an online quiz.
For which tasks do you have high self-efficacy? Why? For which tasks do you have low self-efficacy? Why? Is your self-efficacy for teaching high or low? Why? What could you do to improve it, if necessary? (We will revisit this concept later in the semester, so I'd love for you to make your teacher self-efficacy a goal to work on.)
I have high self-efficacy in my music. I guess this is the case because when I came back to school, after a 5 year hiatus, I recognized my desire to learn all I could about music. However, there was a huge "problem", I didn't know ANYTHING about music except that I loved it. I could not read music, I did not understand even the basics of theory (ex. I didn't know what a chord/triad was), I did not play an instrument either. I simply knew I loved to sing and that was my motivation for studying music.
After taking my last theory class this past semester, I have low self-efficacy in advanced theory. I'm not saying I'll never grasp it, I'm just saying I question my abilities sometimes. To improve this low self-efficacy, I could really focus on theory, receive tutoring, and do more listening.With time, I could see myself improving dramatically.
My teacher self-efficacy goal: To be more confident in what I have to offer students in the classroom in what I know love. Sometimes extreme passion surpasses extreme knowledge when it comes to inspiration and motivation.
How can you use aspects of self-determination theory (autonomy, competence, and relatedness) to motivate your future students?
Like the book said, I could make the classroom environment safe for everyone (one of my goals anyway) by the way I treat the students and my expectations on how they will treat each other. I could also allow students to have more choice in their studies, for example, if there was a project/presentation each member of the class had to do I could let them investigate subjects, people, events, etc.
How does Maslow's Hierarchy of Needs translate into real life? What will your students need? How can you help them learn?
Maslow's Hierarchy of Needs is confusing yet interesting to me. It makes sense that we need validation in many different areas of our lives but I believe we, as humans, can attain self-actualization without having to validate each of the needs he has listed (Physiological, Safety, Belongingness & Love, Esteem, Cognitive, Aesthetic). I think if a homely-looking individual has a firm foundation of who he/she is and what they're capable of, it ultimately doesn't matter what they look like (uncontrollable physical characteristics: hair color, eye color, skin color, etc).
VOCABULARY
Self-efficacy theory: (Albert Bandura) An expectation that we are capable of performing a task or succeeding in an activity (pg 297)
Self-worth theory: (Martin Covington) An appraisal of ones own value as a person (pg 300)
Arousal:
Self-determination Theory: Humans possess universal, innate needs for autonomy, competence and relatedness (pg 303)
*Autonomy: Self-determination
*Need for Competence: an innate desire to explore and attempt mastery of skills
*Relatedness: To feel safe enough to explore our environment; a sense of being securely connected to others
Maslow's Hierarchy of Needs: Individuals are motivated by a need to satisfy their full potential, called self-actualization; focus on internal needs as sources of intrinsic motivation (see pg 304 for diagram)
Internalization: Moving from less self-determined (more extrinsically motivated) to more self-determined behavior (pg 305)
For a simple outline of the three theories, see page 307
For which tasks do you have high self-efficacy? Why? For which tasks do you have low self-efficacy? Why? Is your self-efficacy for teaching high or low? Why? What could you do to improve it, if necessary? (We will revisit this concept later in the semester, so I'd love for you to make your teacher self-efficacy a goal to work on.)
I have high self-efficacy in my music. I guess this is the case because when I came back to school, after a 5 year hiatus, I recognized my desire to learn all I could about music. However, there was a huge "problem", I didn't know ANYTHING about music except that I loved it. I could not read music, I did not understand even the basics of theory (ex. I didn't know what a chord/triad was), I did not play an instrument either. I simply knew I loved to sing and that was my motivation for studying music.
After taking my last theory class this past semester, I have low self-efficacy in advanced theory. I'm not saying I'll never grasp it, I'm just saying I question my abilities sometimes. To improve this low self-efficacy, I could really focus on theory, receive tutoring, and do more listening.With time, I could see myself improving dramatically.
My teacher self-efficacy goal: To be more confident in what I have to offer students in the classroom in what I know love. Sometimes extreme passion surpasses extreme knowledge when it comes to inspiration and motivation.
How can you use aspects of self-determination theory (autonomy, competence, and relatedness) to motivate your future students?
Like the book said, I could make the classroom environment safe for everyone (one of my goals anyway) by the way I treat the students and my expectations on how they will treat each other. I could also allow students to have more choice in their studies, for example, if there was a project/presentation each member of the class had to do I could let them investigate subjects, people, events, etc.
How does Maslow's Hierarchy of Needs translate into real life? What will your students need? How can you help them learn?
Maslow's Hierarchy of Needs is confusing yet interesting to me. It makes sense that we need validation in many different areas of our lives but I believe we, as humans, can attain self-actualization without having to validate each of the needs he has listed (Physiological, Safety, Belongingness & Love, Esteem, Cognitive, Aesthetic). I think if a homely-looking individual has a firm foundation of who he/she is and what they're capable of, it ultimately doesn't matter what they look like (uncontrollable physical characteristics: hair color, eye color, skin color, etc).
VOCABULARY
Self-efficacy theory: (Albert Bandura) An expectation that we are capable of performing a task or succeeding in an activity (pg 297)
Self-worth theory: (Martin Covington) An appraisal of ones own value as a person (pg 300)
Arousal:
Self-determination Theory: Humans possess universal, innate needs for autonomy, competence and relatedness (pg 303)
*Autonomy: Self-determination
*Need for Competence: an innate desire to explore and attempt mastery of skills
*Relatedness: To feel safe enough to explore our environment; a sense of being securely connected to others
Maslow's Hierarchy of Needs: Individuals are motivated by a need to satisfy their full potential, called self-actualization; focus on internal needs as sources of intrinsic motivation (see pg 304 for diagram)
Internalization: Moving from less self-determined (more extrinsically motivated) to more self-determined behavior (pg 305)
For a simple outline of the three theories, see page 307
Ed Psych: Motivation, Part 2
How do you expect to perform in Education Psychology? Do you see value in this class? What about the other classes you're taking this semester? Why or why not?
-I plan on passing the class because I am determined to stay on top of the assignments, work hard and seeing that hard work pay off. I plan on tackling all my classes (three Ed classes, two music)
Are your learning goals typically master - or performance-oriented? How does this orientation influence your approach to learning?
-Honestly, I think I'm a little of both. I have a drive to really learn my stuff - because I feel that is important and vital to my success as a future teacher and musician. However, I also enjoy performing (again, I'm a music major. Performing is a huge part of my life) and excelling as I continue to learn and develop. My learning orientation has helped me to continue moving forward, to get up when I fall because I know there's a race to finish and I recognize the importance of finishing it - even if I'm last. But with my performance-orientation I do tend to focus on feed back a lot, probably more than I should. I get discouraged when I fall. But I keep getting up, it just takes a little longer than others.
Have you ever experienced learned helplessness? Why? How did you overcome it? How can you help future students overcome learned helplessness?
Yes, I have. In fact, I felt it last semester. I was completely new to the subject of the class but felt the teacher wasn't teaching. I felt that the teacher would test the students on material that was never discussed, emphasized, or even hinted at in class. I honestly felt I was helpless. There was not a text book. There was not a syllabus. There was no structure to the class. Yet here I was being tested and judged based on my test scores. I did not know how to help myself because there was no direction in the class. I did not overcome it. The entire semester was frustrating. I emailed the department chair as well as the professor and stated I wanted to meet with both of them to discuss how this class be beneficial to both student and professor. I want to discuss the importance of a syllabus and an outline of material to be covered so the students will be empowered to do their own research on their own time. I have yet to meet with them but I intend to hold my ground and make sure it happens.
I think structure is a huge part of student/classroom success. Having a clear plan and setting the students up for success by aligning objectives with assessments.
Is there such a thing as "good anxiety"? If so, how can you induce it in the classroom? How do you avoid "bad anxiety"? Do you have any anxiety issues? What steps do/can you take to reduce your own anxiety?
Yes. It's called motivation. I think module 16 explained it perfectly when giving suggestions to teachers on how to help students overcome their incorrect thinking. On pages 288-289 there are two sections with great advice, Student-level Techniques and Classroom-level Techniques.
I do have anxiety issues but not to an extreme level. When I'm feeling especially anxious I will take deep breaths, go for a walk, meditation, positive thinking, etc. I plan on continuing these things because I feel they help.
ARTICLE
Will your students experience anxiety? How can you help them?
-My future students, without a doubt, will suffer from anxiety. This anxiety may come from home environments, classroom environments, peers, society, or other places.
I think the only way to help anyone is to care, to offer a safe learning environment. I hope to have my classroom be a safe environment for everyone (i.e students, parents, teachers) who walks through the door.
VOCABULARY
Goal Theory:
Mastery Orientation: Students who focus on improving intellectually and acquiring new skills and knowledge even if they experience failure (pg 280); mastering task, learning, understanding (pg 281)
Performance Orientation: Intrinsically oriented students whose goal is to demonstrate their ability to others and outperform others (pg 280); being superior, being the smartest, besting others (pg 281)
Attribution theory: Interpretations of events based on past performances and social norms (pg 281)
-Locus: Where we place the cause of the outcome (pg 281)
-Stability: Whether we perceive the cause as being stable or unstable over time (pg 282)
-Controllability: Our personal responsibility for the cause of the success or failure (pg 282)
Learned Helplessness: When students who have experienced repeated failures attribute their failures to causes beyond their control (pg 290)
Facilitating Anxiety: A small amount of anxiety that does not impair performance (pg291)
Debilitating Anxiety: has a cognitive and an emotional component. Students with anxiety experience mental worry, which most directly interferes with learning and task performance. They also experience negative emotions such as nervousness or tension, which are indicated physically by increased heart rate, sweaty palms, and so on. (pg 291)
-I plan on passing the class because I am determined to stay on top of the assignments, work hard and seeing that hard work pay off. I plan on tackling all my classes (three Ed classes, two music)
Are your learning goals typically master - or performance-oriented? How does this orientation influence your approach to learning?
-Honestly, I think I'm a little of both. I have a drive to really learn my stuff - because I feel that is important and vital to my success as a future teacher and musician. However, I also enjoy performing (again, I'm a music major. Performing is a huge part of my life) and excelling as I continue to learn and develop. My learning orientation has helped me to continue moving forward, to get up when I fall because I know there's a race to finish and I recognize the importance of finishing it - even if I'm last. But with my performance-orientation I do tend to focus on feed back a lot, probably more than I should. I get discouraged when I fall. But I keep getting up, it just takes a little longer than others.
Have you ever experienced learned helplessness? Why? How did you overcome it? How can you help future students overcome learned helplessness?
Yes, I have. In fact, I felt it last semester. I was completely new to the subject of the class but felt the teacher wasn't teaching. I felt that the teacher would test the students on material that was never discussed, emphasized, or even hinted at in class. I honestly felt I was helpless. There was not a text book. There was not a syllabus. There was no structure to the class. Yet here I was being tested and judged based on my test scores. I did not know how to help myself because there was no direction in the class. I did not overcome it. The entire semester was frustrating. I emailed the department chair as well as the professor and stated I wanted to meet with both of them to discuss how this class be beneficial to both student and professor. I want to discuss the importance of a syllabus and an outline of material to be covered so the students will be empowered to do their own research on their own time. I have yet to meet with them but I intend to hold my ground and make sure it happens.
I think structure is a huge part of student/classroom success. Having a clear plan and setting the students up for success by aligning objectives with assessments.
Is there such a thing as "good anxiety"? If so, how can you induce it in the classroom? How do you avoid "bad anxiety"? Do you have any anxiety issues? What steps do/can you take to reduce your own anxiety?
Yes. It's called motivation. I think module 16 explained it perfectly when giving suggestions to teachers on how to help students overcome their incorrect thinking. On pages 288-289 there are two sections with great advice, Student-level Techniques and Classroom-level Techniques.
I do have anxiety issues but not to an extreme level. When I'm feeling especially anxious I will take deep breaths, go for a walk, meditation, positive thinking, etc. I plan on continuing these things because I feel they help.
ARTICLE
Will your students experience anxiety? How can you help them?
-My future students, without a doubt, will suffer from anxiety. This anxiety may come from home environments, classroom environments, peers, society, or other places.
I think the only way to help anyone is to care, to offer a safe learning environment. I hope to have my classroom be a safe environment for everyone (i.e students, parents, teachers) who walks through the door.
VOCABULARY
Goal Theory:
Mastery Orientation: Students who focus on improving intellectually and acquiring new skills and knowledge even if they experience failure (pg 280); mastering task, learning, understanding (pg 281)
Performance Orientation: Intrinsically oriented students whose goal is to demonstrate their ability to others and outperform others (pg 280); being superior, being the smartest, besting others (pg 281)
Attribution theory: Interpretations of events based on past performances and social norms (pg 281)
-Locus: Where we place the cause of the outcome (pg 281)
-Stability: Whether we perceive the cause as being stable or unstable over time (pg 282)
-Controllability: Our personal responsibility for the cause of the success or failure (pg 282)
Learned Helplessness: When students who have experienced repeated failures attribute their failures to causes beyond their control (pg 290)
Facilitating Anxiety: A small amount of anxiety that does not impair performance (pg291)
Debilitating Anxiety: has a cognitive and an emotional component. Students with anxiety experience mental worry, which most directly interferes with learning and task performance. They also experience negative emotions such as nervousness or tension, which are indicated physically by increased heart rate, sweaty palms, and so on. (pg 291)
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