Journal #5
Reflecting back to
my first semester of student teaching I believe that I never really understood
my students and their needs. I was able to change my teaching strategies and
methods of assessment to promote their success but there was more reflection
and discovery required for me to feel that I understood them. The primary
approach was that of testing my own assessment to their learning while not just
adjusting to their needs but also getting used to being an instructor in the
first place. I was able to get the gist of the overall classroom and had some
predictions to how certain students would act in different situation but that
was about it. I was able to connect with some of my students due to their
interests but for many more I was slightly in the dark.
The
hardest part associated with trying to understand my students is not my
willingness to do so or my demeanor in the classroom. I believe I can connect
faster to students whom are similar to me. Not surprisingly it is easier for me
to understand the needs of students who participate in class, enjoy the social
sciences, ask questions overtly and so forth. On the other hand it is most
difficult for me to understand my students that remain invisible in class or
have behavior problems in which create challenges for overall classroom
management. During that time I was also extremely focused on my own studies,
lesson plans, TPAs and all other school work.
The
greatest disconnect was with the students that had an extremely difficult time
outside of school. Throughout the various reading and experiences I am aware of
all the factors that can effect a student including but not limited home
language, parental issues, hunger, bullying and the like. There is a bias gap
based out of the knowledge that I did not have similar problems when I was in
school. Another cause of my inability to appreciate my students’ needs is
related to my lack of intuition. If a student started to act differently in a
subtle way, as in not participating, it would be hard for me to catch the
change and need for intervention. Both issues will be changed once I get more
experience in the classroom and have the ability to really focus on my students.
The primary bias actually can reflect both of
my stated problems with understanding and I need to look past my own experiences
in order to understand my students. Throughout my academic career I relied on
making comparisons and classifications in order to understand a subject or
concept. When I first entered a classroom I pictured what “I” would want out of
a class and instructor but that was my problem. My students are not “me” they
have their own likes, dislikes, concerns, distractions and learning styles.
There are basic things that are shared such as a fair and stable classroom but
it will be my responsibility to analyze what the students need and how I am
able to make it happen for my students who “are not like me”.
Journal Article #4
I have
assorted biases in relationship to my students and my future projected
students. I am fortunate in the fact that I have already discovered them and actively
watch out for them while I am designing and implementing instruction. As my
career unfolds and after time in the field I also acknowledge that my biases
may change and that it will be my responsibility to monitor and control, but
hopefully eliminate, any practices or preconceived notions that will impede a social
and just classroom, school site, and education system.
In the
spirit and application of the “reflective practitioner” I must stand diligent
against any and all assumptions in regards to a diverse group, gender, creed,
and or a particular student that may have a “bad reputation”. Each student is
an individual in which includes a history, interests, dreams, learning style
and every other aspect that makes a person. I must see my students on a case by
cases and day by day perspective and in doing so I can, and will, try to focus
on the potential and not the negative.
Something
that has yet to be mentioned throughout the biases discovery is what bias will
the students have for the teachers and subject material. We as educators must
be aware of how we present ourselves to the students and how we can show that,
in my case, although I am a white, middleclass, male, social science instructor
I care, understand, and empathize.
The key issue
is that my bias as well as the students’ came be overcome by being reflective
in my practices, design, and mindset toward education as a whole. It was said
that educators are agents of social change in which we will affect the future
but we must first look inward to prepare ourselves.
Journal Article #3
On a scale of one to ten in regards
to how well I understand my students’ needs applied for 21st century
learning I would tentatively give myself a six. In that area of expertise I do
understand how most of the current level of technology works but I personally
utilize only about half of the current technological opportunities available.
Another area in which lowers my understanding is the simple fact that to do not
own the next level of mobile technological devices that would supplement more
complete integration and collaboration (Laptop, smart phone, and Tablets to
name a few). Since I do not have the mobility given by such devices I am not
practiced with “on the spot” information sharing granted by websites such as
Twitter.
It has been mentioned that we teach
as we have been taught. This is another area that I must improve on in order to
better prepare my students. The extent of technology that I was exposed to was
PowerPoint presentations. This problem can be solved since I consider myself
able to pick up now tech and run with it fairly easily. I am very fortunate to
be enrolled in the credential program at Cal State San Marcos because of
classes like EDUC 422 (Technology in Teaching) and EDSS 530 (Secondary Schools
in the 21st Century) since they both focus on giving me the tools to
bring myself up to speed.
The other gap that will exist is
entirely based on the individual student and the diversity offered by my
classroom. In that case it will be my responsibility to learn about my students
and be able to bridge connections based on that knowledge. I have been given
many various tools in which I can learn about my students from the surveys
created in EDSS 555 (Multi Cultural Education) and the various activities
shared in EDSS 521 (Secondary School Literacy).
Journal #2
Text and Video
Reflection
Quote from video
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What it means
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Deeper thinking
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1. “For business, it’s no
longer enough to create a product that’s reasonably priced and adequately
functional”. (33)
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The “left brained” thinking
such as engineering, production and similar skills have outdated themselves. Design
and beauty are becoming a valuable commodity.
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It seems somewhat ironic
that while the school systems across this country are focused on math and
science (left) while these trends are shifting back the other way. I do not
believe that math and science will be unnecessary by any means but the other
side of the educational spectrum should not be sacrificed at the whim of
those subjects.
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2. “Last century, machines
proved they could replace human backs. This century new technologies are
proving they can replace human left brains”. (44)
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In the previous era advances
in production, robotics etc. have solved the issue of the physical
limitations of human beings. The next step in our own ingenuity has solved
the issue dealing with the limitations of the human mind in regards to logic,
calculation and analytics.
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The author referenced the
story of John Henry while comparing the machine beating the man physically.
At the time there was dismay over the separation from humanity but in
retrospect entire professions of hard labor are no longer needed. This will
be a similar situation since another application of labor, in this case the
left brain, will be no longer required.
Although I see the issue of jobs being lost there is another way to
look to the future. Imagine a world where machines do the mundane work for us
while humans can spend their time pursuing meaningful (right brain)
objectives.
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3. “When facts become so
widely available and instantly accessible, each one becomes less valuable.
What begins to matter more is the ability to place these facts in context and
to deliver them with emotional impact”. (103)
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The internet can deliver
information within an instant. An adolescent with Google can find something
faster than the master librarian at Oxford. Information is now easy however
application and context are the important factors of that information.
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Although there is a wealth
of facts floating about on the cloud there is still the requirement to apply
that information. I is somewhat a double edged sword since anyone can place
“facts” on the internet so you really can’t assume everything is correct.
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4. “Of course, narrative
competence cannot replace technical experience. A doctor who listens
empathetically to her patient’s story but forgot to take his blood pressure
or prescribes the wrong drug is not long for the profession.”(114)
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In the case of medicine,
skills such as empathy have started to make a comeback but a doctor still
needs to maintain their analytical skills as well in order to be successful.
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This is where both sides of
the brain are needed whereas other professions can leave certain skills of
the shelf. When imagining a situation where the doctor is replaced by a
machine for the analysis duties I ponder on the question “Can a machine make
decisions?”. In one sense it can, when using statistical information to
promote favorable outcomes based of probability, but will these outcomes be
favorable to the patient?
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Clinical
Practice #1 Reflection
What is it like to be a student in my class?
Although
this experience will vary from student to student and from period to period I would
like to have my response focus on the average. Most of my students enjoy my
class due my passion and energy level in which I celebrated American history. What
has the possibility to be a dry subject that consists of lecture and note
taking I believe that history should be akin to “story time”. History can be
fun, interesting, and relatable and it is my job to exactly that.
My greatest strength
can also be a tragic weakness however in regards to energy level and delivery. Early
in my student teaching I had a tendency to be overexcited when answering a
question and or explaining a topic. I would find myself spewing out a stream of
consciousness describing everything before, during, and after whatever point I
was trying to make. Once I found, and still improving, a way to slow down my
explanations and tighten up my precision more of my students were able to
follow along.
What is it like for a student to move
through classes in a day at our school?
It is difficult for me to see
the world through the eyes of my former students in this regard. Their high
school experience up to the series of events that brought them into continuing education
is at time unfathomable considering each of their personal hardships just
making it to school that day. That being noted I would imagine most of the
students on that campus are happy to be in a safe, stable and structured
environment. Most may grumble and grip about having to do work every now and
then but they enjoy the overall experience.
Another interesting insight
would be how the students felt about each of their instructors. At my former
school the faculty really went out of their way in order to support the
students. I would also understand how each of the staff were all unique and
interesting individuals in which different students will have their own opinion
based on the instructor and or subject material.
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