Today I went to observe a classroom in Pleasant Grove. I was so excited to be there! The teacher was great and the kids were so fun. Aside from letting us go through his handouts and take the stuff we wanted, he was really friendly, very optimistic, and actually really honest about the pros and cons of teaching.
When we first got there, we talked for a little while with him and he kind of told us what would be going on. We met the other teacher who is in charge of the wood shop, but was launching water bottle rockets today. He invited us to come out and watch. We didn't make it out there until the second class.
Mr. Frey was really good at demonstrating all the skills from the Wong book. He praised the students, had high expectations for them, didn't interrupt the class to discipline an active student, and was very patient with the students who didn't quite catch on at first.
A student in a wheel chair came in about 5 minutes late. I expected there to be a huge commotion with moving chairs around and I thought the students would lose focus. None of that happened. The only interruption was when the student's TA needed a place to sit. Mr. Frey, almost in passing, asked his classroom TA to get a chair for her. It was almost as if nothing happened in the classroom to distract the students. Pretty cool.
I noticed that Mr. Frey obviously had really good classroom procedures. As the students walked in, they each turned in their assignments to him and were at their desks ready to start class when the bell rang. Even after being sick for the entire week (this was his first day back), the students were right on schedule and he praised them for being so good for the substitute teacher. Most of the students were quietly listening to instructions and all of them were excited to go use the computer lab and make bridges on the software they've been working with.
It was a very successful class period and all the students stayed on task. Everyone had a positive attitude except for the students who got frustrated because their bridge wouldn't work, but that's probably normal. As soon as they figured it out, they kept going to try to get the cost of the bridge as low as possible. It was actually pretty amazing to see how involved they all were and how much fun they were having.
Mr. Frey was a really great example of how teaching should be done and even offered to let us come in and teach for a day sometime if we feel like we want/need the experience. He said that some teachers get annoyed when new teachers come in with almost no experience, just because the way the system is set up. Basically, there is student teaching for a semester and then they let us loose.
In the seminary teaching program, we get 2 weeks out of the semester to go teach one period per day. It's great experience. I think it would be kind of fun and great practice to do that in our program as well. Is it possible?
Thursday, September 25, 2008
Monday, September 22, 2008
L/T: the circle of life
I was asked to give a talk in church. It reminded me of teaching our class. I think that we are so used to speaking in church that we don't know the difference between "giving" a lesson (or a talk) and "teaching." It's hard to break the habit. In my talk, I kept wanting to ask questions and see what they would say...it's tough to do one or the other. I tend to mix them both.
In the Gong book, I really liked the chart on page 80 about Expanding a Capture. I am going to use that in my personal study. It's a 3 column diagram on how to internalize what has just been learned.
The first column gives the scenario of agreeing or approving of something recently learned. That one is pretty easy. I think people generally do that if they are really interested in the subject.
The second column deals with new knowledge that is disagreeable or not approved of. It gave great pointers on how to counter the argument. Using experiences was a really good one, I thought, just because people cannot refute a personal experience because it is what it is.
The third column was the one that was most helpful to me. It addresses the option of boredom or indifference to the topic. Sometimes I learn something that I really don't care about. I've never quite known how to start caring in order to make it stick. Here are some of the suggestions:
For me, the change usually takes place as soon as I understand a concept. However, my downfall is that I don't always check my facts.
(Example: Last semester, I found out that there was a plastic island twice the size of Texas in the middle of the Pacific Ocean. I made an informative poster about it in 255. I found out later that it's probably all a hoax. There are no pictures, evidence, or credible sources for this assumption. I did more research to find out the truth. I didn't ever find a real answer, but one day I'm going to go there to find out.)
My point is this: never stop learning. There is always something new to learn and implement. And there is always something being researched. Learn as much as possible then tell others about it. It's one of the best ways to retain information (not to mention spread it).
In the Gong book, I really liked the chart on page 80 about Expanding a Capture. I am going to use that in my personal study. It's a 3 column diagram on how to internalize what has just been learned.
The first column gives the scenario of agreeing or approving of something recently learned. That one is pretty easy. I think people generally do that if they are really interested in the subject.
The second column deals with new knowledge that is disagreeable or not approved of. It gave great pointers on how to counter the argument. Using experiences was a really good one, I thought, just because people cannot refute a personal experience because it is what it is.
The third column was the one that was most helpful to me. It addresses the option of boredom or indifference to the topic. Sometimes I learn something that I really don't care about. I've never quite known how to start caring in order to make it stick. Here are some of the suggestions:
- rewrite the capture showing the changes needed to make it interesting and applicable to you.
- see if you have any experiences that you can compare it to.
- apply the central ideas to a subject that does interest you.
- find the most boring idea to you and discuss it with someone who is interested in it; tell why they like the idea.
- if you think the idea is useless or unimportant, tell what it would take to make the idea more meaningful (i.e., worth sharing with others).
For me, the change usually takes place as soon as I understand a concept. However, my downfall is that I don't always check my facts.
(Example: Last semester, I found out that there was a plastic island twice the size of Texas in the middle of the Pacific Ocean. I made an informative poster about it in 255. I found out later that it's probably all a hoax. There are no pictures, evidence, or credible sources for this assumption. I did more research to find out the truth. I didn't ever find a real answer, but one day I'm going to go there to find out.)
My point is this: never stop learning. There is always something new to learn and implement. And there is always something being researched. Learn as much as possible then tell others about it. It's one of the best ways to retain information (not to mention spread it).
Freedom...what is it?
I finished the Gong book this weekend. I really liked it. It got me thinking about things, not only about teaching but about the subjects it talked about. I've been thinking about freedom and how everyone should be free to choose what they want to do. However, in politics, there are always people who want to take rights away from others. In Indonesia, the government (primarily Muslim) wants to pass a law banning pornography. Bali, an island in Indonesia, thrives because of rituals and culture that bring tourism. They don't want the law passed because they are afraid that people will stop coming and that they will not be able to worship in the way they desire. So, morality and "mormon thinking" aside, which one is right? Who is actually taking the rights from others? Muslims don't want to see it and Hindus do. So what is the answer? What is freedom all about? To be continued...
Action Satisfaction-AKA-Breakdancing
This week I taught break dancing in class. I wish I could do it over again. Here's how I would do it if I could:
Start with a short video of breakdancers, maybe 20 seconds. (purpose: sheer enjoyment).
Ask them to look for common things about all the people in the video (i.e.,-what were they wearing, moves, footwork, etc.) and replay the video.
Discuss observations, write them on the board.
Talk about toprock.
If time allows, show the "liquid" dancing guy.
Talk about downrock.
Teach the 6-step.
(In class, Jason volunteered to try it up front. When he got it down, I should have had him help Tara, the next volunteer. That way it would have been an L/T moment where he was the learner, but progressed to the teacher. We could have then gone out into a bigger area and split up into pairs so that everyone could help teach their partner. If needed, Jason and Tara could have acted as TA's for me to help everyone get it right.)
If there is still time, watch the competition video to give inspiration to continue learning on their own.
That would have been a much better lesson than what I had planned. It's always easier to see what could be better once you've taught it.
Start with a short video of breakdancers, maybe 20 seconds. (purpose: sheer enjoyment).
Ask them to look for common things about all the people in the video (i.e.,-what were they wearing, moves, footwork, etc.) and replay the video.
Discuss observations, write them on the board.
Talk about toprock.
If time allows, show the "liquid" dancing guy.
Talk about downrock.
Teach the 6-step.
(In class, Jason volunteered to try it up front. When he got it down, I should have had him help Tara, the next volunteer. That way it would have been an L/T moment where he was the learner, but progressed to the teacher. We could have then gone out into a bigger area and split up into pairs so that everyone could help teach their partner. If needed, Jason and Tara could have acted as TA's for me to help everyone get it right.)
If there is still time, watch the competition video to give inspiration to continue learning on their own.
That would have been a much better lesson than what I had planned. It's always easier to see what could be better once you've taught it.
Saturday, September 13, 2008
Reflection 2
In class this week, we had the opportunity to teach. I taught a principle about attitude and how it can change lives. I really enjoyed the opportunity to teach. It's great practice and it's not as scary as doing it in front of actual students in an actual classroom where you are responsible for their learning the material. I'm not saying that this is not real, I'm just saying that they won't be tested on my presentation. I say presentation because I feel like I could have done a better job teaching it than I did. It was more of a presentation and I don't think it hit home like I had hoped.
We focused on checking for understanding. I forgot about that part...funny, because it is one of the most crucial points. In the book we are reading, it talks a lot about that and about how to create tests to fit your objectives.
I really enjoyed learning about the different styles of learning and the theorists that go with them. I think you have to have a mix of all three to have a good learning environment. I would like to discuss these theories more in depth because I kept thinking of more tests that could be done (ex. Bandura's experiment with the bobo doll...Would he get the same results if he used video games instead of actual toys? Just curious.)
We focused on checking for understanding. I forgot about that part...funny, because it is one of the most crucial points. In the book we are reading, it talks a lot about that and about how to create tests to fit your objectives.
I really enjoyed learning about the different styles of learning and the theorists that go with them. I think you have to have a mix of all three to have a good learning environment. I would like to discuss these theories more in depth because I kept thinking of more tests that could be done (ex. Bandura's experiment with the bobo doll...Would he get the same results if he used video games instead of actual toys? Just curious.)
Wednesday, September 3, 2008
Reflection 1
“There is no greater responsibility than the training of the human soul.”
I really enjoyed class this week. It re-inspired me to continue on my path to become an educator. I’ve never really thought about the definitions of learn, teach, technology education, teacher, and student. My partner and I came up with these definitions (which will be built on throughout the semester):
Learn: To grow in understanding &/or knowledge through personal experiences, reflection, others’ experiences/knowledge to improve life.
Teach: To facilitate learning. To invoke curiosity in a pupil so they willingly and actively learn for themselves.
Some things from the reading that I thought were helpful:
“This book will only help you become the teacher you were meant to be.” Teaching is not for everyone but we are all teachers.
“Money and materials cannot buy an ideal learning environment. Only YOU can provide that environment.” Some schools will not have the means to provide what you think you need. Make do.
“4 Stages of teaching: 1.Fantasy 2.Survival 3.Mastery 4.Impact”
“Education is not teaching people things they don’t currently know. Education is teaching people behaviors they don’t currently practice.”
“Having positive expectations simply means that the teacher believes in the learner and that the learner can learn.”
Whatever you believe about a student will happen. “It is essential that the teacher exhibit positive expectations toward all students. That attitude benefits both the teacher and the student, as well as the overall classroom environment.”
Continually learning as a teacher will help you become an effective teacher. Don’t get stuck in the same routine with the same handouts and the same books. Improve just as you would expect your students to improve. Research is simply finding solutions to your problems. Do it.
“Listen, listen, listen.”
Some teachers lose sight of who is really important in their teaching. “Always remember: student achievement and success are why teachers teach.”
Intersperse questions throughout all class activities. It’s proven to help students comprehend and internalize the material.
Sorry if this is longer than expected. I really enjoy this book and the class. I may have more to say on the first section of it by the time I finish reading it. For now, this will do.
I really enjoyed class this week. It re-inspired me to continue on my path to become an educator. I’ve never really thought about the definitions of learn, teach, technology education, teacher, and student. My partner and I came up with these definitions (which will be built on throughout the semester):
Learn: To grow in understanding &/or knowledge through personal experiences, reflection, others’ experiences/knowledge to improve life.
Teach: To facilitate learning. To invoke curiosity in a pupil so they willingly and actively learn for themselves.
Some things from the reading that I thought were helpful:
“This book will only help you become the teacher you were meant to be.” Teaching is not for everyone but we are all teachers.
“Money and materials cannot buy an ideal learning environment. Only YOU can provide that environment.” Some schools will not have the means to provide what you think you need. Make do.
“4 Stages of teaching: 1.Fantasy 2.Survival 3.Mastery 4.Impact”
“Education is not teaching people things they don’t currently know. Education is teaching people behaviors they don’t currently practice.”
“Having positive expectations simply means that the teacher believes in the learner and that the learner can learn.”
Whatever you believe about a student will happen. “It is essential that the teacher exhibit positive expectations toward all students. That attitude benefits both the teacher and the student, as well as the overall classroom environment.”
Continually learning as a teacher will help you become an effective teacher. Don’t get stuck in the same routine with the same handouts and the same books. Improve just as you would expect your students to improve. Research is simply finding solutions to your problems. Do it.
“Listen, listen, listen.”
Some teachers lose sight of who is really important in their teaching. “Always remember: student achievement and success are why teachers teach.”
Intersperse questions throughout all class activities. It’s proven to help students comprehend and internalize the material.
Sorry if this is longer than expected. I really enjoy this book and the class. I may have more to say on the first section of it by the time I finish reading it. For now, this will do.
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