EDSS 531 Journal

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
What it means
Deeper thinking
1.       “For business, it’s no longer enough to create a product that’s reasonably priced and adequately functional”. (33)
The “left brained” thinking such as engineering, production and similar skills have outdated themselves. Design and beauty are becoming a valuable commodity.
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.
2.       “Last century, machines proved they could replace human backs. This century new technologies are proving they can replace human left brains”. (44)
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.
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.
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)

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.
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.
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)
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.
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?  

Journal #1
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.  

No comments:

Post a Comment