"We had to play dodge ball in science to learn about mass and motion" ~ Veronica (page 176)
The main concept of this chapter is for teachers to get students engaged in their learning and to take the learning outside of the classroom. The quote from Veronica sums up this chapter pretty well. By her teacher getting the students engaged in playing dodge ball (outside of the classroom) helped them understand the concepts that they were learning about in the classroom. If teachers can get students excited about what they are learning and link the material to the student’s lives, teaching is far more successful than the standard form of teaching.
To sum up all of this chapter in my own words, "get students interested in material through their interests and have them use/learn their knowledge though the real world." This was never the case when I was in high school. It was always, sit in class, get lectured, write essays, read books, do busy work. Using the methods described in this book, I think teaching can become way more effective and even enjoyable for students in the classroom.
Monday, February 11, 2008
Chapter 9: When Things Go Wrong
"He was passing, and they never called home" ~ Mahogany (page 165)
This quote comes from the chapter in the section about skipping school and dropping out. One factor pertaining to if students skip or drop out of school is if they feel noticed. Students who do not feel noticed feel the temptation to cut school, since in their minds they will not be missed in school. This quote describes what students observe in the classroom with other students who are often absent. The other part of this chapter I found to be important was when it discussed how teenagers just want to learn. They also discussed that the best way for a teacher to make a connection with the students is to just do the job of teaching and the rest will work itself out. If students see their teacher's passion and will to teach and work with students it will cause the students to at least respect the teacher and put forth suitable effort.
I thought this chapter was brought up good topics and related to my high school experience. I was one of those students that cut class a lot and did not worry about not being there. I knew I could handle the workload and it took a long time before someone said anything to me because I always had good grades. During my senior year my principal tried to revoke my "open campus" rights, for missing so many days. I told him that my grades did not suffer so why should I be punished? To this day I am not sure how I got away with this, but I certainly could relate to the students' experiences from this chapter. I think that students should have to attend school no matter what, because at the least it can keep them off the streets and potentially in a good environment.
This quote comes from the chapter in the section about skipping school and dropping out. One factor pertaining to if students skip or drop out of school is if they feel noticed. Students who do not feel noticed feel the temptation to cut school, since in their minds they will not be missed in school. This quote describes what students observe in the classroom with other students who are often absent. The other part of this chapter I found to be important was when it discussed how teenagers just want to learn. They also discussed that the best way for a teacher to make a connection with the students is to just do the job of teaching and the rest will work itself out. If students see their teacher's passion and will to teach and work with students it will cause the students to at least respect the teacher and put forth suitable effort.
I thought this chapter was brought up good topics and related to my high school experience. I was one of those students that cut class a lot and did not worry about not being there. I knew I could handle the workload and it took a long time before someone said anything to me because I always had good grades. During my senior year my principal tried to revoke my "open campus" rights, for missing so many days. I told him that my grades did not suffer so why should I be punished? To this day I am not sure how I got away with this, but I certainly could relate to the students' experiences from this chapter. I think that students should have to attend school no matter what, because at the least it can keep them off the streets and potentially in a good environment.
Chapter 8: Teaching Teenagers Who Are Still Learning English
"I think you can't do this test because you don't speak English, but anyway I will give you a B if you come every day" ~ Elaine's Teacher (page 151)
This chapter was all about immigrant high school students who do not speak English fluently. The common theme for all these students is having a language barrier in the classroom. This is a huge problem with schools in America since, 1 in 6 high school students do not come from a family where English is not their main language (page 146). The student co-authors from this chapter all shared the same belief, wanting to succeed in school rather than just get by or not be able to move on. This is why it is important for teachers to find ways to accommodate these students to help them succeed. This is why I chose to use the quote from Elaine's teacher, he just wanted the immigrant students to not misbehave and attend class rather than have them learn.
I think this chapter is very important to read for any teacher new or old. If a teacher is not aware of their students needs, especially when it is a language barrier, than it can cause a lot of problems for those students. Also I agreed with this chapter when it talked about reasons immigrant students act up and misbehave. I agreed that if a student cannot follow or understand what is being discussed in the classroom then they will become very bored and probably act out to get attention and show frustration. In all I thought this chapter offered good ideas in ways to help these students as well as notice signs that they are not having their needs met. A few of the reasons ways they can act out are when they cut class, put their heads down to sleep or even biting their nails (list on page 156).
This chapter was all about immigrant high school students who do not speak English fluently. The common theme for all these students is having a language barrier in the classroom. This is a huge problem with schools in America since, 1 in 6 high school students do not come from a family where English is not their main language (page 146). The student co-authors from this chapter all shared the same belief, wanting to succeed in school rather than just get by or not be able to move on. This is why it is important for teachers to find ways to accommodate these students to help them succeed. This is why I chose to use the quote from Elaine's teacher, he just wanted the immigrant students to not misbehave and attend class rather than have them learn.
I think this chapter is very important to read for any teacher new or old. If a teacher is not aware of their students needs, especially when it is a language barrier, than it can cause a lot of problems for those students. Also I agreed with this chapter when it talked about reasons immigrant students act up and misbehave. I agreed that if a student cannot follow or understand what is being discussed in the classroom then they will become very bored and probably act out to get attention and show frustration. In all I thought this chapter offered good ideas in ways to help these students as well as notice signs that they are not having their needs met. A few of the reasons ways they can act out are when they cut class, put their heads down to sleep or even biting their nails (list on page 156).
Friday, February 8, 2008
Chapter 7: Teaching Difficult Academic Material
"Science and math are so conceptual that at times it's hard to comprehend, so students need concrete analogies or examples" ~ Latia (page 134)
This quote is in the part of the chapter where the author discusses different ways to convey ideas to students in any subject. The main idea is for a teacher to be able to get all students to learn the material and that comes through offering multiple examples and points of view. The main idea is that for students to learn and want to learn they want to be given all the necessary tools to master the material. Students want the material to relate to their lives and to be guided by the teacher. Difficult material can be tough for all students to understand but they all want a chance to learn about it and they each have their own way.
I think this chapter was interesting but not overly groundbreaking. I thought they offered up ideas and concepts that reassured my beliefs in how to teach students. I chose the quote from Latia because it dealt directly with my field of study. I know it is important for students when learning math to be offered multiple view and examples of what is being taught. I do know that not all teachers understand this about students, and they teach everyone the way they were taught the material. The moral to this book so far seems to be that in order to succeed at teaching students, the teachers and students need to be on the same page and be able to understand each other. Especially teachers must be able to understand and know their students inside and out.
This quote is in the part of the chapter where the author discusses different ways to convey ideas to students in any subject. The main idea is for a teacher to be able to get all students to learn the material and that comes through offering multiple examples and points of view. The main idea is that for students to learn and want to learn they want to be given all the necessary tools to master the material. Students want the material to relate to their lives and to be guided by the teacher. Difficult material can be tough for all students to understand but they all want a chance to learn about it and they each have their own way.
I think this chapter was interesting but not overly groundbreaking. I thought they offered up ideas and concepts that reassured my beliefs in how to teach students. I chose the quote from Latia because it dealt directly with my field of study. I know it is important for students when learning math to be offered multiple view and examples of what is being taught. I do know that not all teachers understand this about students, and they teach everyone the way they were taught the material. The moral to this book so far seems to be that in order to succeed at teaching students, the teachers and students need to be on the same page and be able to understand each other. Especially teachers must be able to understand and know their students inside and out.
Friday, February 1, 2008
Chapter 6: Motivation and Boredom
"Right before a vacation is definitely not a good time for a test. You're so close to vacation, and you don't feel like trying; you rationalize it that it's okay, and really you're going to feel bad about it later." ~ Bosung (page 110)
This chapter discussed the ins and outs to keeping students motivated in the classroom. There were four key components to what motivates students, the first is for the teach to be passionate about the subject AND teaching students, second is to cover and discuss issues that the students care about which leads into the third aspect which is connecting material to the real world. The fourth, and last aspect, is allowing the students to have choices in what they are learning or have to do for assignments. Then the chapter discusses how to keep students motivated. The general idea is to tailor the curriculum to the students and support them in their education. Being able to keep students interested will in turn help keep them motivated. Teachers who can help students stay on top of their work will also help motivate and keep students headed in the right direction. The final part I found important to this chapter was the timing aspect of giving assignments. Students are much more receptive and motivated if they have a say in when tests are, or how extensive projects and assignments will be. The authors of the book listed four good questions teachers can ask before planning and activity on page 111.
I chose to use the quote from Bosung because he stated exactly how I have felt in classes over my years in school. When a teacher wants to give a test on the last class right before break it is always hard to stay focused. I often thought if the teacher gave the test the week before vacation then my test score would probably be higher. I understand though why a teacher would want to give a test right before break; it is a way for them to go into break with a new topic to start when the students come back. The material is much harder to retain if you learn about something new right before a vacation and then are expected to still have it understood upon returning from vacation. I thought the timing aspect of the chapter was one of the most important sections. I think the list provided on page 112 is a very useful template for a classroom. I agreed with a lot of what was on the template for ideas teachers could use, but having the student input is what makes it such a valuable tool for a classroom.
Chapter 5: Teaching to the Individual, Working with the Group
"..I practiced all night to say this --And so I just put my head back down on the desk" ~ Vance (page 88)
This chapter is all about how teachers need to evaluate their students individually and how to put them in successful groups. The section of the chapter the quote is taken from is about participation of students and why they do or do not participate. In this section Vance offered up a perspective in his physics class, and the teacher shut him down, and Vance just proceeded to not interact and put his head down on a desk. The beginning of this chapter started with a list of different personality types in the classroom and defines them. The group working aspect of this chapter was very in depth. It discussed how teachers need to evaluate the students to put them in the best groups possible. The key idea is to find the students strengths and let them use what they are good at in group work assignments. One key to this was to have the class make a list of important roles a group would have and define them to find the best fit student for that role.
I thought that this chapter was the most interesting so far in this book. It is still very interesting for me to hear student opinion's on what goes on in school/classrooms. I felt very bad when I read the quote from Vance about his science class. If teachers are really like that out there and disrespect their students ideas and opinions then I am not surprised students do not want to participate. Also, I found it interesting when the teacher/student relationship was compared to parent/child. I think if teachers treat their students with the respect they would their own children, then students would be much more receptive to their teachers. All students in my mind deserve an equal oppurtunity whether their instructor thinks so or not. If school is not fun or interacting for the students then why would they want to do their best at it. It seems we still have a long way to go to get the best out of our students in our society.
This chapter is all about how teachers need to evaluate their students individually and how to put them in successful groups. The section of the chapter the quote is taken from is about participation of students and why they do or do not participate. In this section Vance offered up a perspective in his physics class, and the teacher shut him down, and Vance just proceeded to not interact and put his head down on a desk. The beginning of this chapter started with a list of different personality types in the classroom and defines them. The group working aspect of this chapter was very in depth. It discussed how teachers need to evaluate the students to put them in the best groups possible. The key idea is to find the students strengths and let them use what they are good at in group work assignments. One key to this was to have the class make a list of important roles a group would have and define them to find the best fit student for that role.
I thought that this chapter was the most interesting so far in this book. It is still very interesting for me to hear student opinion's on what goes on in school/classrooms. I felt very bad when I read the quote from Vance about his science class. If teachers are really like that out there and disrespect their students ideas and opinions then I am not surprised students do not want to participate. Also, I found it interesting when the teacher/student relationship was compared to parent/child. I think if teachers treat their students with the respect they would their own children, then students would be much more receptive to their teachers. All students in my mind deserve an equal oppurtunity whether their instructor thinks so or not. If school is not fun or interacting for the students then why would they want to do their best at it. It seems we still have a long way to go to get the best out of our students in our society.
Chapter 4: Creating a Culture of Success
“Most students do not want to be singled out, praise and criticism feel almost the same” ~ Bosung (page 67)
This chapter was all about how to create a successful culture in the classroom. Teachers walk a fine line between helping and not helping students and being overly friendly with students of not friendly enough. This chapter discusses a lot of how to create good relationships with students. Teachers need to encourage their students to do good work, but as the quote I chose from Bosung, a teacher shouldn’t always single out a student whether it is good or bad, students just want support for their efforts. Another aspect to this chapter was to teach students how to take risks in the classroom. This means that teachers need to get students to not be afraid to speak up in class, whether its that they have a question, comment or concern with what is going on in the classroom/lesson. The students surveyed in this book also feel that teachers will pick favorite students and not favorite students and treat them differently. The students teacher like will often get more support and higher expectations from the teacher. The other students get less attention and less support to do quality work.
I chose this quote from this chapter because I think it is important for any future teacher to know. When I was a student I did not have a problem being singled out for the good or the bad, so I never thought it was a problem (for good praise at least). I think it does make sense though, since as this book noted previously teenagers like to blend in and go with the flow of everything. That cannot happen if a student is being singled out in a class. I also think something should be done in efforts to make doing well in school appealing to more students. If students are turned off from learning from a “popularity” standpoint then they will have no luck succeeding in the classroom. In short I think doing well in school should be more of an accomplishment for students rather than being negative to them in their “social circles”.
This chapter was all about how to create a successful culture in the classroom. Teachers walk a fine line between helping and not helping students and being overly friendly with students of not friendly enough. This chapter discusses a lot of how to create good relationships with students. Teachers need to encourage their students to do good work, but as the quote I chose from Bosung, a teacher shouldn’t always single out a student whether it is good or bad, students just want support for their efforts. Another aspect to this chapter was to teach students how to take risks in the classroom. This means that teachers need to get students to not be afraid to speak up in class, whether its that they have a question, comment or concern with what is going on in the classroom/lesson. The students surveyed in this book also feel that teachers will pick favorite students and not favorite students and treat them differently. The students teacher like will often get more support and higher expectations from the teacher. The other students get less attention and less support to do quality work.
I chose this quote from this chapter because I think it is important for any future teacher to know. When I was a student I did not have a problem being singled out for the good or the bad, so I never thought it was a problem (for good praise at least). I think it does make sense though, since as this book noted previously teenagers like to blend in and go with the flow of everything. That cannot happen if a student is being singled out in a class. I also think something should be done in efforts to make doing well in school appealing to more students. If students are turned off from learning from a “popularity” standpoint then they will have no luck succeeding in the classroom. In short I think doing well in school should be more of an accomplishment for students rather than being negative to them in their “social circles”.
Wednesday, January 30, 2008
Focus the Nation
I found a link on the focus the nation page that sent me to a message board. I normally do not even bother reading them, because people who use them generally make outlandish claims, but I did find a section on coal mining and what has been done to reduce the use of coal. One person posting discussed how the US has shut down a lot of coal mines, since we do not need as much coal production. The interesting point brought up was, what happens to these people who used to mine coal? Where do they work, how do they get jobs. Today in America it is all about being "green" and "environmentally friendly" which I think is great, but as a nation if we choose to take these jobs away from workers we should at least help them out and get them new ones. It would be like if the US decided we did not need to educate children anymore since functioning school's contribute to global warming. I know for a fact that all the teachers in America would be in the same boat as these coal miners are. "Saving the world" sounds good and all but we need to be smart about it, and help those who inhabit it.
Three Things I learned about global warming
Three Things I learned about global warming
- By reducing the production of coal, the US has had to shut down many coal mines.
- By shutting down all of these coal mines, it has put many workers out of a job.
- There do not seem to be any guidelines the government follows to help out these unemployed workers. Thus global warming is detrimental to certain parts of the economy.
In math classes to raise awareness of "Global Warming" we could look at graphs of carbon dioxide emissions (and anyother "greenhouse gas"), for as far back as possible and study trends in it and analyze the data to see how much we are affecting the world today. We could certainly do a project on this or even a WebQuest if it can be related directly to the curriculum at hand. Perhaps a math and a science teacher can team up and learn about ice cores and other means of collecting emission data, and help the students to make conclusions and conjectures on this topic. I think it is important for students to see the scientific background regarding "global warming" instead of just learning and reading about what is written in the news and on television.
Chapter 3: Classroom Behavior
"Whether or not we chose to utilize school has to offer is something that should be discussed between student and teacher -- not parents, students and teachers" ~ Mika (page 56)
This excerpt deals with the topic of when are appropriate times for a teacher to call a student's home. They talk about how teachers should work directly with students on behavioral issues opposed to just kicking kids out of class and getting administrators involved and/or teachers. Also these student conflicts at school can be a result of what is going on at home, either they have physical problems at home or the lack of an at home life causes them to act out in school.
Now, to get back to the quote at the top, I think parents have every right to have a say in what students are to get out of school, unless it is detrimental to the student. For example, if a student wants to drop out and they are still under their parent’s guardianship then their parents should have a say in what they do. On the other hand, if student’s parents have no will to allow their kids to get a good education, like they may need their child to work the family farm to keep it going, then a third party contributor should step in and not allow this to happen. We need to educate our children inAmerica
This excerpt deals with the topic of when are appropriate times for a teacher to call a student's home. They talk about how teachers should work directly with students on behavioral issues opposed to just kicking kids out of class and getting administrators involved and/or teachers. Also these student conflicts at school can be a result of what is going on at home, either they have physical problems at home or the lack of an at home life causes them to act out in school.
Now, to get back to the quote at the top, I think parents have every right to have a say in what students are to get out of school, unless it is detrimental to the student. For example, if a student wants to drop out and they are still under their parent’s guardianship then their parents should have a say in what they do. On the other hand, if student’s parents have no will to allow their kids to get a good education, like they may need their child to work the family farm to keep it going, then a third party contributor should step in and not allow this to happen. We need to educate our children in
Web 2.0 Educator
I picked Peggy Sheehy. She is an 8th grade science teacher at Suffern Middle School. Her blog URL is http://rampoislands.blogspot.com/. She seems to specialize in getting students accustomed to virtual life and simulations, she has been using this program for I think three years now (as of 2008). She uses the simulation to get students engaged in what she wishes to teach them and pretty much lets the kids do the learning. I think that this is a very interesting piece of technology used in a classroom. I would like to learn more about this and just how exactly it can be utilized in educating students. The health teacher part seemed like a good idea, to give the students a chance to see what their bodies look like, and then what they could look like if they changed their body build. I do not think that using an AOL type communicator is beneficial for the students. All I think it does is kill their grammar and spelling. Also I think the secrecy aspect of this game is great, I think students would be able to be more of themselves if all the other students did not know who each other’s characters are.
Summary of the Blog entries:
9-19-2007- The writer talks about how the health teacher, Ms. Whiting, at his school uses “Second Life.” She uses the portion of the game that gives students a visual of body image. It allows the students to tinker and change around what the body image looks like for you in the virtual world. There aren’t really any specific details about what she actually does.
9-22-2007-This day the students learned how to use and log in to a virtual avatar called Second Life. It is a program where the students can interact with one another. The students must come up with “virtual” names that they will use for their avatar, and the only other people who know which student belongs to which name is the teacher. One student on the first day, thought this program was boring and hated it when they could not log on correctly. The next day the students were able to sign in and the one student who did not like it, was one of the most enthusiastic students in the classroom. He had spent the night before learning how to use it.
9-24-2007- The writer discusses how the students work hard at using “Second Life”. The students can build tools and other constructions in the virtual world, and a lot of the students log in from their homes. He thinks that this may be caused from his classes watching last years eighth graders use the program and fell in love with it. The goal is to have only “virtual” communication among students.
9-26-2007- This blog shows how students can log in from at home and still be able to attend class. Apparently all students have to do for this class is use “Second Life” and follow the goals and instructions from the teacher. The students communicate much like AOL instant messenger. However their spelling is less than par.
Summary of the Blog entries:
9-19-2007- The writer talks about how the health teacher, Ms. Whiting, at his school uses “Second Life.” She uses the portion of the game that gives students a visual of body image. It allows the students to tinker and change around what the body image looks like for you in the virtual world. There aren’t really any specific details about what she actually does.
9-22-2007-This day the students learned how to use and log in to a virtual avatar called Second Life. It is a program where the students can interact with one another. The students must come up with “virtual” names that they will use for their avatar, and the only other people who know which student belongs to which name is the teacher. One student on the first day, thought this program was boring and hated it when they could not log on correctly. The next day the students were able to sign in and the one student who did not like it, was one of the most enthusiastic students in the classroom. He had spent the night before learning how to use it.
9-24-2007- The writer discusses how the students work hard at using “Second Life”. The students can build tools and other constructions in the virtual world, and a lot of the students log in from their homes. He thinks that this may be caused from his classes watching last years eighth graders use the program and fell in love with it. The goal is to have only “virtual” communication among students.
9-26-2007- This blog shows how students can log in from at home and still be able to attend class. Apparently all students have to do for this class is use “Second Life” and follow the goals and instructions from the teacher. The students communicate much like AOL instant messenger. However their spelling is less than par.
Saturday, January 26, 2008
Type I and Type II Technology
Definitions of Type I and Type II technologies.
Type I: These are when types of technology are used to save time, energy and ease in the teacher/learner process.
Type II: These are when types of technologies are used to have the learner learn through the technology as opposed to just aiding in the process of learning.
Examples of Type I and Type II technologies.
Type I: 1) When teachers use overhead projectors to display the same information that they could have just written it on the chalkboard. 2) Using spreadsheets to calculate grades automatically allows teachers to spend more of their energy lesson plans/preparation. 3) Using the Internet to make Web postings for homework allows us to save on paper and helps keep the students work organized and accessible.
Type II: 1) Having laptops in the classrooms allow teachers to change everything they do from electronic assignments to visuals for topics being taught. 2) In math classes if all the students were to have a graphing calculator that plugged into their computer, then this would cause all math teachers to have to teach the skills needed to use and operate this device for class material. Also this technology would be very beneficial in helping the students learn with graphic visuals and reliable ways to check their answers on their own. 3) The use of a SmartBoard in a classroom can change the teaching style of a teacher. The SmartBoards have educational games stored on them and can be integrated into a lesson to help students learn the material better. A teacher could also store assignments and other important notes on the Smart board.
Reference: "Type II Applications of Technology in Education: New and Better Ways of Teaching and Learning", Maddux and Jonson.
Type I: These are when types of technology are used to save time, energy and ease in the teacher/learner process.
Type II: These are when types of technologies are used to have the learner learn through the technology as opposed to just aiding in the process of learning.
Examples of Type I and Type II technologies.
Type I: 1) When teachers use overhead projectors to display the same information that they could have just written it on the chalkboard. 2) Using spreadsheets to calculate grades automatically allows teachers to spend more of their energy lesson plans/preparation. 3) Using the Internet to make Web postings for homework allows us to save on paper and helps keep the students work organized and accessible.
Type II: 1) Having laptops in the classrooms allow teachers to change everything they do from electronic assignments to visuals for topics being taught. 2) In math classes if all the students were to have a graphing calculator that plugged into their computer, then this would cause all math teachers to have to teach the skills needed to use and operate this device for class material. Also this technology would be very beneficial in helping the students learn with graphic visuals and reliable ways to check their answers on their own. 3) The use of a SmartBoard in a classroom can change the teaching style of a teacher. The SmartBoards have educational games stored on them and can be integrated into a lesson to help students learn the material better. A teacher could also store assignments and other important notes on the Smart board.
Reference: "Type II Applications of Technology in Education: New and Better Ways of Teaching and Learning", Maddux and Jonson.
My MEL experience
- Student/teacher relationship: I have had good relationships with teachers who show a sense of humor and show that they are not always nagging students about schoolwork. Teachers I have struggled in classes with, tend to not have a sense of humor and assign a lot of work.
- Hands-On: I am always interested in seeing how things function and work. I am not sure how much knowledge I gain from doing such tasks. Science classes I never really enjoyed because a lot of the work was hands-on in a lab.
- Learning Styles: I have not had many classes where the teacher seemed to by trying to integrate different learning styles into their lesson plan. I have had classes where the teacher stands at the front and lectures the entire time.
- Autonomy: When doing certain group projects I have enjoyed having the opportunities to brainstorm ideas and create the topic in which we will do our project on.
- Connections: It is always beneficial for me in my math classes when teachers connect different ideas and topics that we learned from other classes. Even hearing names of mathematicians who have worked in the math being studied, helps me make stronger connections in my head with the material.
- Interest: When having a teacher relate material to any of my interests always makes it easier to listen and learn. I always enjoyed teachers who used examples with sports that related to material learned in class.
Friday, January 25, 2008
MEL Webquest
Step 1.1. All of the information seems plausible. It makes sense that to enhance a student's learning a viable way would be to have them use more parts of their brain than just the “standard” parts we’ve been accustomed using to learn with.Survey Results
Brief Posting: I think this test was a pretty good judge at determining what my learning styles are. A few of the questions though I did not feel I could accurately answer, with the 0, 1 or 2 rating. Some questions I only fit half of the description but wasn’t really able to justify giving it a 0 or 1. However I think in the end my results were accurate. I strongly agree that I am a logical thinker and can learn both visually and auditory.
5. I would choose to target the visual learning style for this website design. Given that we are to make a website it only makes sense to enhance the visual concepts of the site to make it most appealing to the audience. We are to show off new techniques of the MEL and I do not think targeting a kinesthetic or aural learning style would be most beneficial to a website.
Step 2
I would choose to use the Comic Life product. It would be a good way to create a visual to depict what I’ll need to have on my website.
Step 3
See Entry Form
Chapter 2: Respect, Liking, Trust and Fairness “It feels like we are being punished when the teacher doesn’t know the subject well enough to help stud
“It feels like we are being punished when the teacher doesn’t know the subject well enough to help students…” ~ Andres (page 25)
This excerpt comes from the section of the chapter where the subject is discussing that teachers should know their subjects they teach. This part goes right along with what has previously been said in the chapter. In order to gain respect from students a teacher should show a mastery of the subject to show the students that they are dedicated to teaching.
This excerpt by Andres hit the nail on the head for me. When I was in high school I had numerous math teachers who did not have the material understood well enough to teach it. My calculus teacher, had never taught in a school before, he used to be an engineer designing roofs for houses. His inability to understand the material made it painful to sit there in class, it was much like a punishment to us (the class). Thus I thought this problem was a good one to note because I remember going encountering this vividly in my earlier schooling experience.
This excerpt comes from the section of the chapter where the subject is discussing that teachers should know their subjects they teach. This part goes right along with what has previously been said in the chapter. In order to gain respect from students a teacher should show a mastery of the subject to show the students that they are dedicated to teaching.
This excerpt by Andres hit the nail on the head for me. When I was in high school I had numerous math teachers who did not have the material understood well enough to teach it. My calculus teacher, had never taught in a school before, he used to be an engineer designing roofs for houses. His inability to understand the material made it painful to sit there in class, it was much like a punishment to us (the class). Thus I thought this problem was a good one to note because I remember going encountering this vividly in my earlier schooling experience.
Chapter 1: Knowing Students Well
“If they see drug dealers, they’ll think that’s why you’re so dumb. My street is so nasty, and its hard to walk by. You can see the needles.” ~ Veronica (page 7).
This excerpt of the book is in the first chapter in the section talking about “teacher tours”. This is when teachers can go on a tour of a student's neighborhood, (students in the back seat and two teachers in the front). This gives teachers an opportunity to see where their students live and how their surroundings are, good or bad. Students are encouraged to point out places of interest in their neighborhood.
This part of the chapter really stuck out to me. I thought it was a real good idea to have teachers go on tours of their children’s neighborhoods, especially when the teacher is not from their student’s surroundings. The quote I chose to use at the top by Veronica, really stood out to me because I cannot even fathom what it is like to see this, let alone grow up in an area like this. If this is where some children live and grow up then I have a lot to learn about the “real world” outside of the communities I have lived in.
This excerpt of the book is in the first chapter in the section talking about “teacher tours”. This is when teachers can go on a tour of a student's neighborhood, (students in the back seat and two teachers in the front). This gives teachers an opportunity to see where their students live and how their surroundings are, good or bad. Students are encouraged to point out places of interest in their neighborhood.
This part of the chapter really stuck out to me. I thought it was a real good idea to have teachers go on tours of their children’s neighborhoods, especially when the teacher is not from their student’s surroundings. The quote I chose to use at the top by Veronica, really stood out to me because I cannot even fathom what it is like to see this, let alone grow up in an area like this. If this is where some children live and grow up then I have a lot to learn about the “real world” outside of the communities I have lived in.
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