Wk 1-Free Choice

As we come close to the end of this journey I have mixed feelings. It will be great to be done and have some free time to put towards other areas I've neglected a bit. On the other end of it,  I have met so many great people and made some good friends on the way and that part I don't want to end. It is nice to see that all my hard work is paying off and my students are succeeding. I have learned so much through this process which has enhanced my teaching tremendously. It is great when your students are excited to learn new things. I wish everyone the best of luck over these next two months and hope to meet everyone at graduation.

Wk 1-Reading CH. 1-3

The part of the reading that stuck in my mind the most was the comparison of students to blocks of stone. Teachers have a level of mastery for each subject and the student’s grade is based on their level of mastery. How disappointing is it to see a C or D on a paper you worked incredibly hard on? I had a professor who asked us to come up with ideas on teaching a math concept. My partner and I worked together to create a lesson that taught in a meaningful and motivating way only to have the professor say this is what I want you to teach and how. She had decided what she wanted us to do before we left the class to make plans for our lesson. Our lesson was dismissed without her even listening to what we had to say, our hard work not even acknowledged.

I work as a special education teacher and all my students are working at different levels. I want them to feel great about what they have accomplished. I try to remind myself to acknowledge what they have done and how far they have progressed even if it is just one problem more than the day before. Sometimes we as teachers lose sight of what we are truly trying to accomplish. That is to ensure our students leave our classrooms not just with knowledge of curriculum, but also the knowledge that they are someone special who can do anything they set their minds to. Students are not just a grade. 

Wk 1-Response to Laurie's post

According to Nass and Gazzaley current research indicates that multitasking leads to a decrease in deeper thinking when people are multitasking.   With each switch of task there is a cost in understanding because the brain has to refocus each time a person switches tasks.  This generation may not experience the joy of deep thinking.

Multitasking research is difficult to conduct.  College students, even when offered money, could not even give up a week without technology because they felt that would “destroy” their social life.

What I call Constant Connection Syndrome (CCS) is an addiction the researchers explained is caused by pleasure chemicals produced by the brain in anticipation of new and better information. Evolution favors alert and curious minds.

Current Research:  Is multitasking trainable?  What are the social implications of not giving someone your complete attention?  What are the best techniques for setting tech parameters that do not impede work performance and social interactions?

Research Based Tip For Students:  Instrumental music is ok to use during homework because it is processed on the side of brain where words are processed so it does not interfere with reading, writing, or arithmetic and may reduce stress.

cpark said...

Hey Laurie!
I have to agree with this post. If I am working on two things at once I limit my attention. Once I start working on more than two I am constantly back and forth starting on one thing, moving to the next, back around to the first. I tell myself to finish one thing before moving to the next in order to be more productive. I do work better with background noise such as music and notice my students do also.

Sources: Does Multitasking Lead to a More Productive Brain?, Laurie Merrill, http://macsnacks101.blogspot.com/

Retrieved on: November 27, 2010 4:20 PM 

Wk 1-Response to Tim Edinger's post

In this week’s reading of the first three chapters of The Art of Possibility there were many interesting things that stood out.  The first chapter talked about “truths”.  They used examples about how we don’t know the whole truth.  We learn from our prior knowledge.  Each experience gives us greater insight into what we thought we knew.   For me I wonder if this is always true.  I think that sometimes the more we know about our students coming into a new year, the less opportunity they may have with our preconceived thoughts about them.

For example, in the beginning of the year many of my fellow teachers look at CA-60’s as well as other documents to find out what behavior their incoming students have.  They use this to create a seating chart that pairs “good” students with “bad” students.  These teachers hope that the “good” students will be role models and help to curb some of the poor choices that the “bad” students had made in the past.  I on the other hand, do not agree with looking at those files.  I prefer to meet my students with no preconceived notion of their prior behavior.   I feel that, even though I may not intend it, that I would be looking for those students to comment the same poor choices they did in prior years/classes.  I feel that by not looking I am giving every student a fresh start for the year.  If I start the year looking for the “good” in every student, that may be all the prior “bad” student needs to have a good year.  What do you think?  Should we look at prior behavior of students at the beginning of the year to find an ideal seating chart for them to succeed, or should we go in looking for the good in all students?  Or, is there a way to do both?  I know that if I start experiencing problems with a student in the beginning of the year, I can then go back and look at those records; and look for recommendations that may help them.  What does waiting a couple of weeks hurt?

As a side note, the way the authors use stories to highlight their points makes it a very easy read.  For me, reading stories allows me to make connections on a personal level, thus increase my interest and understanding

Hey TIm! I am so glad you don't listen to previous stories or read files on new students before you get them. I find that some of the students with behavior problems to be the ones I enjoy most. These students usually have fun personalities and will work really hard for you if you give them a chance. When I hear about a student with behavior problems I see a fun challenge. Besides, most of them are pretty stinkin' hilarious.


Sources: Week 1 Reading: Is it all Invented?, Timothy Edinger, http://web.me.com/timothyedinger/MAC_2010_Blog/Welcome.html
Retrieve on: November 27, 2010