I edited twice on the 'Strong Webquest components'. I put in Betsy's Quilt for a strong introduction because it really got the reader into the project. It was kind of a cliff hanger that made the reader want to read on and then it ends (and the reader has to pick up the ball and run with it).
The other edit I put on that page was in the 'process' section. I really liked how organized the author was with the steps. Some students really need these steps to be successful, it leaves no room for questions, and yet leaves so much room for creativity.
http://webquestroles.wikispaces.com/WebQuestComponents
I edited on the WebQuests Audiences under 'Bloom's Taxonomy' page, there was still the little blurb about 'need info here on why a good GRASPS makes a strong webquest...' I deleted it to make the page look nicer.
http://webquestaudiences.wikispaces.com/
Monday, October 20, 2008
Thursday, October 9, 2008
How to Help Someone Use a Computer
One thing you have to tell yourself:
"Don't take the keyboard. Let them do all the typing, even if it's slower that way, and even if you have to point them to every key they need to type. That's the only way they're going to learn from the interaction"
I always want to just take over the computer when someone asks for my help. It's really hard for me not to because I look at it as being time efficient. But I realize now, that in order for that person to remember how to do it, they have to do it themselves. And then, next time, they won't have to ask for help. And the only way I can recognize this (besides reading it) is that I used to be like that and I didn't mind when people did the work for me. But then I figured out that next time, I still didn't know what I was doing, so I needed help again.
One Important Rule:
"You are the voice of authority. Your words can wound."
I, myself, am the first to admit that I am not that great with computers. I have really come a long way and I can see that. I can also spot beginners right off, too. I try really hard not to scoff at the newbies because I remember how embarrassed I was when someone made fun of me for not knowing how to do something.
When I present, I will slowly show the class how to navigate the Maine Memory Network and show them all the neat options they have when they check it out.
http://polaris.gseis.ucla.edu/pagre/how-to-help.html
"Don't take the keyboard. Let them do all the typing, even if it's slower that way, and even if you have to point them to every key they need to type. That's the only way they're going to learn from the interaction"
I always want to just take over the computer when someone asks for my help. It's really hard for me not to because I look at it as being time efficient. But I realize now, that in order for that person to remember how to do it, they have to do it themselves. And then, next time, they won't have to ask for help. And the only way I can recognize this (besides reading it) is that I used to be like that and I didn't mind when people did the work for me. But then I figured out that next time, I still didn't know what I was doing, so I needed help again.
One Important Rule:
"You are the voice of authority. Your words can wound."
I, myself, am the first to admit that I am not that great with computers. I have really come a long way and I can see that. I can also spot beginners right off, too. I try really hard not to scoff at the newbies because I remember how embarrassed I was when someone made fun of me for not knowing how to do something.
When I present, I will slowly show the class how to navigate the Maine Memory Network and show them all the neat options they have when they check it out.
http://polaris.gseis.ucla.edu/pagre/how-to-help.html
Tuesday, October 7, 2008
Copyright and Fair Use (LR)
4. "The state mandates technology proficiency for all high school students but adds no money to schools' software budgets. To ensure equity, public schools are allowed to buy what software they can afford and copy the rest.
False. Some interpretations of the 11th Amendment of the Constitution suggest that state schools may in fact be exempt from copyright prosecutions. However, following the guidelines encourages software and hardware makers to keep making quality products for us to buy."
This angers me because why do schools think that they have the right to copy software just because they don't have the money? It's kind of like a poor person saying, "Well, I would pay for my food if I had the money, but since I am poor and have no money, then I guess I will just steal the food." That does not make sense. If anything, the school who is copying software should get into trouble. A good school that runs out of money for software should apply for a grant. Students can get into so much money for illegally downloading music, but if a school copies something illegally, do they get into trouble or do they just get a slap on the hand? I feel like copying software for a school system is so much worse because so many other people will use it and a student who illegally downloads music will just keep the musical for himself/herself, which really isn't a big deal.
False. Some interpretations of the 11th Amendment of the Constitution suggest that state schools may in fact be exempt from copyright prosecutions. However, following the guidelines encourages software and hardware makers to keep making quality products for us to buy."
This angers me because why do schools think that they have the right to copy software just because they don't have the money? It's kind of like a poor person saying, "Well, I would pay for my food if I had the money, but since I am poor and have no money, then I guess I will just steal the food." That does not make sense. If anything, the school who is copying software should get into trouble. A good school that runs out of money for software should apply for a grant. Students can get into so much money for illegally downloading music, but if a school copies something illegally, do they get into trouble or do they just get a slap on the hand? I feel like copying software for a school system is so much worse because so many other people will use it and a student who illegally downloads music will just keep the musical for himself/herself, which really isn't a big deal.
Copyright and Fair Use (SR)
1. This makes sense, as long as the the copies are not being shared with other people, be they students or fellow teachers.
2. I thought that the answer to this question was false because I was thinking that more than one person was using the software at once, so it was definitely a violation. It turns that as long as one copy isn't being used at the same time as the other, you are ok. I guess it's right because it is only on one server. A tricky question!
9. It seems logical that a teacher can use music if he/she downloaded it from MP3.com and put it into a project. They obviously paid for the music and it was totally legal. The only problem might be that a student would try to take the music for his/her own purposes, and then it might get sticky.
10. It seems odd to be allowed to get clip art and music from a file-sharing site, but not be able to post it on the web for other students and teachers to read. To me, it's all kind of the same, the other teachers will read it anyway, I don't think it's that big of a deal where exactly that person happens to find it.
12. I thought for sure this would be a violation because when I was in high school, my teachers might have taped something off the television, they would always say, "shhh!" don't tell anyone, and the sincerely thought that what they were doing was bad. I wonder why they thought that is was illegal?
13. I was surprised to find that using another person's interview that was put on the web was entirely illegal. I thought that since the person who downloaded it didn't have the permission of the person who was being interviewed or the student, it would a violation. But, I guess that it works both ways: your own information can be used and you can use other peoples'.
15. I have never heard that it was illegal to compile videos. I figured since you already owned the videos and were just showing them in class, it wouldn't be a big deal. I wonder why? Maybe because only a part of a movie won't show the real idea or might be misleading?
16. I thought this was very interesting because I immediatly figured that it would be totally illegal to defeat the copyright protection of DVDs, CD-ROMs, etc. It turns out that the machines are no longer being made, instead! This would be a useful tool for a teacher and finding neat movies/information on the internet.
20. I thought that it would be no problem to make copies of the DVD and sell them for the school to make money, after all, it was all pictures of the school and students from the school, what's the big deal? I guess the 'wider distribution' part got them!
2. I thought that the answer to this question was false because I was thinking that more than one person was using the software at once, so it was definitely a violation. It turns that as long as one copy isn't being used at the same time as the other, you are ok. I guess it's right because it is only on one server. A tricky question!
9. It seems logical that a teacher can use music if he/she downloaded it from MP3.com and put it into a project. They obviously paid for the music and it was totally legal. The only problem might be that a student would try to take the music for his/her own purposes, and then it might get sticky.
10. It seems odd to be allowed to get clip art and music from a file-sharing site, but not be able to post it on the web for other students and teachers to read. To me, it's all kind of the same, the other teachers will read it anyway, I don't think it's that big of a deal where exactly that person happens to find it.
12. I thought for sure this would be a violation because when I was in high school, my teachers might have taped something off the television, they would always say, "shhh!" don't tell anyone, and the sincerely thought that what they were doing was bad. I wonder why they thought that is was illegal?
13. I was surprised to find that using another person's interview that was put on the web was entirely illegal. I thought that since the person who downloaded it didn't have the permission of the person who was being interviewed or the student, it would a violation. But, I guess that it works both ways: your own information can be used and you can use other peoples'.
15. I have never heard that it was illegal to compile videos. I figured since you already owned the videos and were just showing them in class, it wouldn't be a big deal. I wonder why? Maybe because only a part of a movie won't show the real idea or might be misleading?
16. I thought this was very interesting because I immediatly figured that it would be totally illegal to defeat the copyright protection of DVDs, CD-ROMs, etc. It turns out that the machines are no longer being made, instead! This would be a useful tool for a teacher and finding neat movies/information on the internet.
20. I thought that it would be no problem to make copies of the DVD and sell them for the school to make money, after all, it was all pictures of the school and students from the school, what's the big deal? I guess the 'wider distribution' part got them!
Monday, October 6, 2008
Chapter 10: Going Beyond the Classroom
“In 9th grade science, two times a week we went out to clean up a park with a pond in it. We learned about fish and the environment.” Page 176.
The teacher had her/his class clean up a small park a couple times a week, which really stood out to me. It is such a good idea to have the class go out once a week and clean up, because it would show the students that littering is bad for the environment and it’s a bummer to clean up; therefore emphasizing that point of not littering. And the teacher also talked about the environment while they were out there, so it was a hands-on activity.
This is a really great activity, especially for a science class because you can do so much with it. You could talk about different trees, weather, the food chain, and maybe a little about things have evolved over time (that might be a can of worms you wouldn’t want to open, though). I would think that it would be hard, though, if the students had block scheduling, because at the most, they would have the class 3 times a week. I would think that the ‘class clean-up’ could only be once a week. But it is an awesome idea, all you have to do is get permission!
The teacher had her/his class clean up a small park a couple times a week, which really stood out to me. It is such a good idea to have the class go out once a week and clean up, because it would show the students that littering is bad for the environment and it’s a bummer to clean up; therefore emphasizing that point of not littering. And the teacher also talked about the environment while they were out there, so it was a hands-on activity.
This is a really great activity, especially for a science class because you can do so much with it. You could talk about different trees, weather, the food chain, and maybe a little about things have evolved over time (that might be a can of worms you wouldn’t want to open, though). I would think that it would be hard, though, if the students had block scheduling, because at the most, they would have the class 3 times a week. I would think that the ‘class clean-up’ could only be once a week. But it is an awesome idea, all you have to do is get permission!
Chapter 9: When Thing Go Wrong
“I hurt when I get a bad grade! You feel like you’re doing all that hard work for nothing. Then you don’t want to work more, if you’re just going to get bad grades. Whenever my grades get low I feel like dropping out of school.” Page 163.
This girl would get really disappointed when she received her report card with low grades. Yes, she probably did work hard for them and everybody gets bad grades once in a while. Teachers should try better to emphasize that grades aren’t everything, learning and effort is more important.
I think that professors should write on the report cards something like: “grade does not reflect the time and effort put into class” or something like that, that shows the teacher understands how hard you worked and your grade should have been better but you had a low test grade, etc. I remember in high school (and even now in college) when I get a low quiz or test score, I am immediately ashamed and I feel like crying (sometimes I still do). I quickly hide the test and wish that the class was over, and I just zone out for the rest of class.
This girl would get really disappointed when she received her report card with low grades. Yes, she probably did work hard for them and everybody gets bad grades once in a while. Teachers should try better to emphasize that grades aren’t everything, learning and effort is more important.
I think that professors should write on the report cards something like: “grade does not reflect the time and effort put into class” or something like that, that shows the teacher understands how hard you worked and your grade should have been better but you had a low test grade, etc. I remember in high school (and even now in college) when I get a low quiz or test score, I am immediately ashamed and I feel like crying (sometimes I still do). I quickly hide the test and wish that the class was over, and I just zone out for the rest of class.
Chapter 8:Teaching Teenagers who are still Learning English
“I was put into ESP and I was pulled out to read, and we would read really easy books. We could read already, and it was insulting. You were like the outcasts, and that made me mad.” Page 152.
This girl was learning English (obviously not her first language), and she was being pulled out of the classroom to try to teach her the English language. She felt humiliated and frustrated because it disrupts the class as she goes to leave and come back, but she is also missing that information during the class.
My younger brother had a very bad learning disability and he had a really hard time learning how to read and write. When he was in 3rd grade, a teacher would pull him out of class and set him down at a desk right outside the door and try to teach him to read and write, and Ben hated it. He knew that the other kids knew that he couldn’t read and write and it humiliated him to no end, not to mention that he was missing out in being with the other students. My mother was furious when she finally found out about this. She really just wanted him to be in a classroom with that teacher, not in the hallway, outside the door where passing students would stare and disrupt. Mom actually taught my brother how to read and write in a summer using the SPIRE program, and my brother is just like any other kid now (which he is very grateful for). I think the best way (in high school) to teach English to a student would be during study halls, or maybe even a lunch once or twice a week where all the English learning students could get together and talk.
This girl was learning English (obviously not her first language), and she was being pulled out of the classroom to try to teach her the English language. She felt humiliated and frustrated because it disrupts the class as she goes to leave and come back, but she is also missing that information during the class.
My younger brother had a very bad learning disability and he had a really hard time learning how to read and write. When he was in 3rd grade, a teacher would pull him out of class and set him down at a desk right outside the door and try to teach him to read and write, and Ben hated it. He knew that the other kids knew that he couldn’t read and write and it humiliated him to no end, not to mention that he was missing out in being with the other students. My mother was furious when she finally found out about this. She really just wanted him to be in a classroom with that teacher, not in the hallway, outside the door where passing students would stare and disrupt. Mom actually taught my brother how to read and write in a summer using the SPIRE program, and my brother is just like any other kid now (which he is very grateful for). I think the best way (in high school) to teach English to a student would be during study halls, or maybe even a lunch once or twice a week where all the English learning students could get together and talk.
Chapter 7: Teaching Difficult Academic Material
“Especially with the hard subjects, it’s difficult to figure out what they’re trying to teach you if you don’t know it yet. For chemistry, they gave us a really difficult book to read; it used words that I didn’t have any idea of. It was a really good book, I could tell, but I didn’t have any incentive to read it. I couldn’t concentrate, because the assumptions were that you knew a lot already.” Page 125.
The teacher obviously overestimated his students’ knowledge of chemistry and even their vocabulary by giving them a difficult text book to read and try to comprehend. And probably, at first, the students tried to read it, understand it, and do the homework. But, then they gave up after a while when they realized the book was just too hard to understand. The teacher should have noticed that the homework wasn’t that good and students would come to class not understanding major concepts.
I had classes like that in high school, and they really stunk because I didn’t know what was going on, and my fellow classmates were in the same situation. Now that I look back on it, I wish that I had told the teacher, just so that maybe the next year, they could order new text books that were easier to understand. I also think that if I was the teacher and knew that the book was really difficult, I wouldn’t teach right out of the book, I would ‘dumb it down’ for them and give some easy examples out of the book to improve the students’ confidence. In this way, they would learn and they wouldn’t hate and dread the class.
The teacher obviously overestimated his students’ knowledge of chemistry and even their vocabulary by giving them a difficult text book to read and try to comprehend. And probably, at first, the students tried to read it, understand it, and do the homework. But, then they gave up after a while when they realized the book was just too hard to understand. The teacher should have noticed that the homework wasn’t that good and students would come to class not understanding major concepts.
I had classes like that in high school, and they really stunk because I didn’t know what was going on, and my fellow classmates were in the same situation. Now that I look back on it, I wish that I had told the teacher, just so that maybe the next year, they could order new text books that were easier to understand. I also think that if I was the teacher and knew that the book was really difficult, I wouldn’t teach right out of the book, I would ‘dumb it down’ for them and give some easy examples out of the book to improve the students’ confidence. In this way, they would learn and they wouldn’t hate and dread the class.
Chapter 6:Motivation and Boredom
“In seventh grade, my grades started slipping. I noticed I had a lot more freedom, and I stopped doing my homework. But they kept on passing me, even though I wasn’t doing anything. It’s not like it was about my learning, it was about moving us through high school. I hated that.” Page 108
The teachers must have known that the student was not doing homework, not learning, and should not have been passing, and yet-they did. They didn’t offer to give the student extra help, or even ask if something was wrong. To them, this was just one student in the crowd and they just didn’t want to spend that extra time.
This really angers me. Teachers are supposed to teach, and what are they doing? Just letting students slide by without learning. Yes, maybe a student is having a bad day and you can let a homework assignment or two slide by, but you can’t let the actual student slide by the whole year without learning anything. If I was that student, I wouldn’t even bother to show up for school then, if I knew that my teachers didn’t care about me and didn’t want to even bother to help me. This is terrible.
The teachers must have known that the student was not doing homework, not learning, and should not have been passing, and yet-they did. They didn’t offer to give the student extra help, or even ask if something was wrong. To them, this was just one student in the crowd and they just didn’t want to spend that extra time.
This really angers me. Teachers are supposed to teach, and what are they doing? Just letting students slide by without learning. Yes, maybe a student is having a bad day and you can let a homework assignment or two slide by, but you can’t let the actual student slide by the whole year without learning anything. If I was that student, I wouldn’t even bother to show up for school then, if I knew that my teachers didn’t care about me and didn’t want to even bother to help me. This is terrible.
Chapter 5: Teaching to the Individual, Working with the Group
The different ‘types’ of students in the classroom: The eye-roller, wallflower, hand-waver, dreamer, con artist, goof-off, and lastly:
“the workhorse: students like us always come to class, do the homework, and answer the questions. We might not excel, but teachers depend on us.” Page 86.
There are seven different ‘types’ of students in the classroom, according to this list, of how the students act and what they do in school. It is odd to give these characteristics to students, but it seems to have some truth behind it, when I really think about it. I can think back to my old high school classes and I can see each ‘stereotype’.
When I read this, frankly, I was a little shocked that students would categorize each other like that. Especially the not-so-nice stereotypes, I wouldn’t like that. I really wouldn’t like to be known as a ‘workhorse’. I think of someone slaving away, working so hard, and getting only an average grade, never excelling. I can see where these students are coming from because every classroom has these students, all I have to do is look around and open my eyes. In a perfect classroom, everyone would be ‘hand-wavers’.
“the workhorse: students like us always come to class, do the homework, and answer the questions. We might not excel, but teachers depend on us.” Page 86.
There are seven different ‘types’ of students in the classroom, according to this list, of how the students act and what they do in school. It is odd to give these characteristics to students, but it seems to have some truth behind it, when I really think about it. I can think back to my old high school classes and I can see each ‘stereotype’.
When I read this, frankly, I was a little shocked that students would categorize each other like that. Especially the not-so-nice stereotypes, I wouldn’t like that. I really wouldn’t like to be known as a ‘workhorse’. I think of someone slaving away, working so hard, and getting only an average grade, never excelling. I can see where these students are coming from because every classroom has these students, all I have to do is look around and open my eyes. In a perfect classroom, everyone would be ‘hand-wavers’.
Chapter 4: Creating a Culture of Success
“My brother who didn’t graduate makes me feel like I’m dumb-he puts pressure on me to not do well because he didn’t. He’s like: ‘How you gonna graduate? I told you if I didn’t graduate they’re not going to graduate you either.’” Page 77
This girl was struggling to be the first child in the family to graduate and here’s her older brother telling her that she couldn’t do it, and there was no way that it was going to happen. This simply shocked me; what kind of brother would say that? I cannot imagine anyone in my community saying that to a younger sibling.
I couldn’t believe what I read, I actually had to stop and reread that passage. What an awful brother to sit there and tell his little sister that he couldn’t do it, so there was no way that she was going to graduate and go on to college. If anything, that brother should be pushing her harder to get her to graduate because he would know what a rut it would put her in if she didn’t graduate. The only reason he would say that (all I could think of) is because he was jealous of her. I have never heard someone say that to another person, I sincerely never hope I do.
This girl was struggling to be the first child in the family to graduate and here’s her older brother telling her that she couldn’t do it, and there was no way that it was going to happen. This simply shocked me; what kind of brother would say that? I cannot imagine anyone in my community saying that to a younger sibling.
I couldn’t believe what I read, I actually had to stop and reread that passage. What an awful brother to sit there and tell his little sister that he couldn’t do it, so there was no way that she was going to graduate and go on to college. If anything, that brother should be pushing her harder to get her to graduate because he would know what a rut it would put her in if she didn’t graduate. The only reason he would say that (all I could think of) is because he was jealous of her. I have never heard someone say that to another person, I sincerely never hope I do.
Chapter 3: Classroom Behavior
“My teacher would touch me on the shoulder and ask ‘are you okay?’ If I am, she would say, ‘I can’t have you sleep in my class, so please step outside, rinse your face with cold water, then come back when you’re okay’.” Page 43
The teacher just wanted her students to stay awake in the class and it’s a good idea to have them step outside and just take a quick walk around to wake them up. And when they come back in, they’ll be feeling refreshed and ready to learn. It is also important not to allow your students to fall asleep in class; it is a distraction and the sleeping student isn’t learning either.
I feel that teachers ‘touching’ their students can be kind of weird. As a teacher, you have to be careful that you are not ‘inappropriately’ touching your students because it could be your job on the line. But, looking at it from the other side, if the student was falling asleep, he/she has to be woken up; it’s mean to shout at them or hit the desk. I guess that touching a student on the shoulder is a better alternative, because having a sleeping student is not an option.
The teacher just wanted her students to stay awake in the class and it’s a good idea to have them step outside and just take a quick walk around to wake them up. And when they come back in, they’ll be feeling refreshed and ready to learn. It is also important not to allow your students to fall asleep in class; it is a distraction and the sleeping student isn’t learning either.
I feel that teachers ‘touching’ their students can be kind of weird. As a teacher, you have to be careful that you are not ‘inappropriately’ touching your students because it could be your job on the line. But, looking at it from the other side, if the student was falling asleep, he/she has to be woken up; it’s mean to shout at them or hit the desk. I guess that touching a student on the shoulder is a better alternative, because having a sleeping student is not an option.
Thursday, September 11, 2008
Web 2.0 Educator
I picked Cool Cat Teacher Vicki Davis just because she had so many blogs, I figured she really knew what she was doing. Her 'specialty' seemed to be blogging about good (and bad) ways of teaching students and using technology. I liked her analogy about bobbleheads and bumble bees the best because all of us have had our share of bobbleheads and a few good, busy bumblebees trying to make up for all the bobbleheads. It gives me hope for the future of America. Hopefully young children are reading that and saying, "I want to make the difference! I'm going to be a bumble bee and work hard to teach my students everything they need to know to succeed in life!" Vicki Davis knew how to diagnos learning disabilities, too, even as she was teaching in the classroom, so she was an all around good teacher. I was also impressed with all the knowledge she has with technology. I read her article about cellphones in schools and how teachers have to be on their guard all the time because you never know when they'll be using them for either cheating or videotaping. Yes, they are excellant for safety, but they can also be used frivolously. She warned parents about making sure their children were being 'safe' online, and so much more. Our country needs more teachers like her to spice up the classroom. I must say, I'm glad that she's not my mother because I have a feeling that I couldn't ever sneak anything past her!!
Tuesday, September 9, 2008
Type I and Type II Tecnology
Type I applications that don’t really make a difference in the classroom, they just help keep things rolling. A few examples of that are a new version of Microsoft Word, or getting wireless Internet at school, or maybe a new way or registering for classes. These are all helpful, but don’t really change the world as we know it. But on the other hand, Type II applications of technology are things like SmartBoards, Inter-Library Loans for books, and even how we are all connected by e-campus. These things are all really handy and I feel that we had either advanced or it would be so much harder to stay connected with everyone else.
Type II Applications of Technology in Education: New and Better Ways of Teaching and Learning. Maddux, Cleborne, Johnson, D. LaMont. 1984, Haworth Press.
Type II Applications of Technology in Education: New and Better Ways of Teaching and Learning. Maddux, Cleborne, Johnson, D. LaMont. 1984, Haworth Press.
My MEL Experiences
- Hands-On: My freshmen year in high school, my Algebra I teacher, Mr. Moody made the coordinate plane on the floor in our classroom. He gave us an ordered pair, one at a time, and we had to find out place on the plane. We also learned where the four quadrants were located. This was fun because we were able to get up and move around, but also learn about math in a new, interesting way.
- Learning Styles: My geography teacher taught us by lecturing and using PowerPoint on a Smartboard. It was much easier for me to learn because not only was she telling us about it, but we could look at the SmartBoard for more information. I discovered that this is best way I learn and I really enjoyed the class.
- Student/Teacher Relationship: My 7th grade math teacher was also my homeroom teacher, so I would see her every morning for twenty minutes or so, and one day I asked her a quick question about math. From then on we could have a couple minutes in the morning to talk about math, a new concept, or even just how life was going. I really liked that class because I felt like Mrs. Wells had a interest in me and my life, I wasn’t just a number and I did really well in that class.
- Helping Students Succeed: My band teacher was also a part time theatre teacher and at least once a week our band class would be a study hall because he would be working on the scenery for a play, or he would have a meeting, etc. We only played about twice a week and it would take at least fifteen minutes before he started class. This poor example of a band teacher really showed when we had concerts because the Middle School band always sounded so much better than the High School’s. He didn’t expect much from us, so we never gave it to him.
- Context: My geography teacher also had us do a current event every Friday that had to do with geography. We did things about the weather or the cultures of different people. We had to find an article and summarize it. As students, we hated doing it (and I’m sure she didn’t look forward to reading all of them). But when I look back on it, it really kept us informed about what was going on in the world. We also were given the option of sharing our topic if we chose to, so we could learn the topics of fellow students. And by doing these current events, the teacher could tie in certain facts that we learned, but they struck closer to home since we already knew a little to begin with.
Learning Style Inventory Results
Style Scores
Visual
6
Social
13
Physical
7
Aural
18
Verbal
18
18
Solitary
12
12
Logical
16
16
I was actually surprised when I took this online quiz. I have always known that I was logical, I have a love for math and math puzzles. When I took the survey in Dr. Beth’s class, I was almost all math. What surprised me was how high I had scored on the aural and verbal. But, when I looked back on the characteristics, I really do like reading and writing, and I can’t be in a room for ten minutes before I turn on some sort of music. I especially love singing in the car (alone, of course!). This was neat and I felt like I learned more about myself. In the future, I will have to work on my Physical and Spatial to be a well-rounded person.
Ch. 2: Respect, Liking, Trust, and Fairness
“I’m not adult enough to get a job and have my own apartment, but I’m adult enough to make decisions on my own, know right from wrong, have ideas about the world. That’s why it’s so hard to be a teenager-it’s like a middle stage.” -Vance p. 18 This describes my life perfectly. I can see his frustration, he knows what he wants and how to do it, but he can’t quite reach that goal. I have been there and maybe I still have one foot stuck there. But the only cure to this problem is time. It will make you older and wiser!
I agree with Vance. Even now (and I’m in my last teenage year) I find that I can make these decisions like choosing a college, paying for it, going to school in the fall, doing homework and dealing with the issues that come up. And yet, you’re never quite old enough to do everything, according to your parents. And everyone goes through this stage of life, it’s like a coming-of-age rite.
I agree with Vance. Even now (and I’m in my last teenage year) I find that I can make these decisions like choosing a college, paying for it, going to school in the fall, doing homework and dealing with the issues that come up. And yet, you’re never quite old enough to do everything, according to your parents. And everyone goes through this stage of life, it’s like a coming-of-age rite.
Ch. 1 Knowing Students Well
No one quote stood out at me, but reading what those students really shocked me. They were so honest and said exactly what they thought. I liked how Elaine said she liked to paint, but the brushes and paint were too much money. These students come from a poor household but they say it how it is and the author writes it so bluntly, explaining the whole truth right there.
I thought the whole time I read this chapter that this is exactly what teachers need to read. Students expose themselves and say how they really feel, but reading even this first chapter that I already know how not to do on the first couple days. I know that I will be kind, polite, and treat the students like equals; that’s what they want, not a friend, but someone on the same level as them.
I thought the whole time I read this chapter that this is exactly what teachers need to read. Students expose themselves and say how they really feel, but reading even this first chapter that I already know how not to do on the first couple days. I know that I will be kind, polite, and treat the students like equals; that’s what they want, not a friend, but someone on the same level as them.
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