Burris, C., Weiner, K. G., & Mathis, W. J. Issue 5: Can schools close the achievement gap between students from different ethnic backgrounds? (4/27)

Blog post: In class on Tuesday, we are going to have a debate on the issue raised by Burris. If your last name is between Abrin and Kotz, you will be on the "Yes" side. If your last name is between Lee and Yip, you will be on the "No" side. Your blog post will be part of your preparation for this debate.

Question 1: Read the side you're supporting. Of the points made by the author, which one do you feel can be argued the most strongly? Explain your reasons. Which point do you feel is the weakest? Explain.

I think the strongest argument would be the lack of money. Affluent school can provide different opportunities for their students like field trips and different programs for them. Poor schools on the other hand cannot provide that and their students are stuck doing the same thing every day. I feel that it is possible for students in poor areas to bridge the gap, but it is hard to do so with they are not provide the support to do so. I feel that the weakest point of this argument is that there are ways that schools can bridge the gap even with little resources. I know that it is possible, but without a strong plan then there is little chance it will happen.

Question 2: Read the side you're arguing against. Of the points made by the author, which one do you feel can be argued against the most strongly? Explain your reasons.

I think that the points about high-track and low-track can be argued against. They provide data that shows students put on a high track keep on moving up with their classes. I see that as a good point, but I do not feel that without the help and support it will happen. I think that the little resources they have will greatly affect the child’s success. More financial support and support from the community needs to happen before I see that making a big difference.

Individual Differences & Response to Intervention (4/22)

Blog post: In your own words, what is “response to intervention”? What is this approach an alternative to?

Response to intervention or RTI is to help students early on with succeeding in school. It is a way to determine if a student has a learning disability. Many steps are taken to find out if the student has a disability. Before this approach students would be tested with an IQ test or grades from their school year would be looked at to determine if the student had a disability. The RTI takes more time to make sure that the right approach to each student is being made.

Gardner, H. Multiple Intelligences (4/20)

Blog post: Some educators think of intelligence as one "thing" that students have to a varying degree. Other educators agree with Gardner's notion that there are multiple kinds of intelligence. And, still other educators think that the whole idea of intelligence has little practical value. What are your thoughts on this? Give examples to illustrate the points you're making.

I agree with Gardner’s notion that there are multiple kinds of intelligence. I don’t think that just because you are book smart necessarily makes you smart at everything. Some people may have to work harder than others in school, but they could be extremely smart common sense wise. I had a friend in school that always got good greats, but when it came to doing things that didn’t deal with school I was shocked at the things she would do. Some people may also be good at math, but others may have to work harder to be good at it. I think anyone is capable of being good at math it just depends on how hard they work at it. That is why when students are tested on their ability in school and do poorly they think they are not smart. What they don’t realize is just because you don’t perform highly in school does not mean you not smart.

Soltis, J. F., & Philips, D. C. (2009). Perspectives on Learning. Piagetian structures and psychological constructivism. Chapter 5, p. 41-51.

Blog post: According to Piaget, what is a structure and how is it related to learning? Give an example of such a structure from your own learning.

Piaget believed the people learn through their experiences. He made four separate stage of development and they are sensorimotor, preoperational, concrete operational, and formal operational. As a child grows they will be able to look at multiple aspects of a situation. When children grow and master stages they need to be challenged in different ways. The stages help to show me what a child’s level they maybe at and what skill level is average for their age. Offering students advanced math classes or English classes allow students that are able to move up can and those who are not able to are not left behind.

Soltis, J. F., & Philips and Ullucci, K. (April 6)

Soltis, J. F., & Philips, D. C. (2009). Perspectives on Learning. Chapter 3, Behaviorism, p. 21-32.

Ullucci, K. (2005). Picking battles, finding joy: Creating community in the "uncontrolled" classroom. Multicultural Education, 12(3), 41-44.
Blog post: What is your reaction to any of the "behaviorist" teaching practices described in either the Soltis or Ullucci pieces? If you were the teacher, would you respond to the same situation differently? How might you use behaviorist principles to respond differently? From a behaviorist perspective, explain what you would do and why.

I thought that the Soltis piece was a lot of information I already knew, but the Ullucci piece was very interesting. I liked how the teacher found what Andre was good at and because of that he was able to find his place in the classroom. What she was told by an adviser which I thought was a great comment was, “The less you know the more you make up.” I think that what she did was a great way for him to have reward that won’t stop from coming unless he chooses it to. I would maybe use shaping so that Andre skills can keep on improving and he can still feel the reward of doing something well. If she would of used candy or recess as mentioned that would have never lasted because as they found out once the reward is gone so is the action.

Soltis and Santrock (Apr. 1)

Soltis, J. F., & Phillips, D. C. (2009). Perspectives on Learning. Chapter 1, Introduction. New York: Teachers College Press. p. 1-8.
Santrock, J. W. (2009). Educational Psychology. Chapter 1, Educational psychology: A tool for effective teaching. Focus on pp. 1-16; skim the rest.

Blog post: In this module, we turn our attention to the psychology of learning school subject matter. Subject matter refers to the content of school curriculum such reading, math, science, and so on. After doing the readings, describe 3 important questions you can think of related to subject-matter learning. Write several sentences about each question explaining why it is interesting to you.

1.My first question was how do I find a way to teach that helps my students learn best when one way does not work for all? When I am teaching a subject like math I understand that not everyone will catch on as fast, but I don’t want to go too slow where other students are not benefiting because they’re bored. I want to help all of my students learn and not to have them fail because of the way I am teaching. I want to find a middle ground where everyone can be happy.

2.My second question is how do I find a way to motivate my students to learn and want to come to class when they aren’t interested in the subject? I want to find a way to interest them in a subject like math or science so they will want to learn the material. If they don’t want to learn the material I am afraid they will fail and not try. If I am able to interest them maybe they will find something about the subject they wouldn’t of otherwise.

3.My third question is how do I help promote intrinsic motivation in math when so much of it is extrinsic? I know I will be given a set of grading guidelines that can push my students to be extrinsically motivated. Such as if they do poorly on a test, then after that they have to move on to study for the next test. That teaches them to not want to learn what they missed because they have other stuff to study for and they will probably only see a little of it on the exam. I want to allow them as many times as needed to succeed, but I don’t want them to not work hard the first time because they know they can make it up. I feel if I forget about what they did wrong then that makes it seem like it wasn’t important and they shouldn’t work hard to fix mistakes.

Invisible Inequality: Social Class and Childrearing in Black Families and White Families (Mar. 25)

According to Laurea the invisible inequities between black and white families were what type of language was used between the child and adult, what their days were like and their relationships with one another in the family. Poor and middle class households put more emphasis on physical discipline where as in middle-class they were more likely to talk about the issue and work it out that way. The middle class families took the child’s thoughts and opinions into consideration where the poor and middle class families thought what the adult said is the way and that is it. In the middle-class family the children are more involved in organized activities where the children in poor and middle class households are freer to decide their activities. Working–class and poor parents emphasize the “accomplishment of natural growth.” That is why working-class and poor parent’s children would be more likely playing outside with all different types of children of different ages. They feel that the child does not need extra organized activities to make the child grow and thrive as long as the child is provided love, food and safety. With more free time it gave working-class and poor parent families closer ties with their extended family. Most of them would see their family quite often, whereas middle class families would talk with their extended family maybe once a week, but the visits would not be as often.

As an educator my response to these inequities is to understand how different each child’s life is so I can be sensitive to their feelings and to find a solution that will help them learn the best. If I become aware of different situations the children may have gone through I will not negatively judge them because I will understand where they are coming from. Instead I will be able to help them and embrace who they are. The way different students will come off to me will be different due to the way they were raised and that is something I also need to take into account. Knowing more about your students can only help you understand them instead of getting mad because you are angry at their behavior or way of doing things. Knowing more never hurt anything, but it will open your eyes to see things from all angles.

Observation-idea of Preschool in Three Cultures (Mar. 21)

One observation I noticed in the Komatsudani Preschool in Japan was how there seemed to be little safety rules the children had to follow. Two things I noticed were the children hanging/climbing on the balcony type railing and the other was the children just walking all over the place with the little children. It made me wonder if something happened what would they do. I know that in America at the preschool I worked at they did not want the kids to pick each other up in case they may drop them.

Another observation I made was in China how they are controlling of what the children do. One example is how they don't even allow the children to talk when the child is eating. The teacher told them, "Concentrate on your eating the same way you do your studying is the correct way to eat." Another example is when they were doing the activity with the blocks and the child put the paper where he wanted it and the child moved it back to where she wanted it. I just wonder if controlling the child's every move will make the less independent in the long run. It seems like they can't just do things on their own it is always the teachers approval. I mean the child couldn't even put the box lid on his desk where it was comfortable to him.

Background on the Preschool in Three Cultures study (Mar. 18)

Q. 1) The preschool in three cultures study focused on children from the US, Japan, and China. Of what value, if any, do you think this study is to those prospective US teachers who will almost certainly not be teaching students from China or Japan?

A.) I think it is important because no matter where a child is from there are similarities about the children. Seeing different teaching styles can help open your eyes to different teaching methods, changes you should make to your own and ideas you may try. Learning more about others can help open your eyes to the different children in your class. They may not be exactly the same, but it can help you to relate to them if you have seen a similar circumstance before. Knowing more about others and their culture never hurts anything. It's important to know different cultures so you can bring what you know to the classroom to teach your students.

Q. 2) There are clearly differences in preschools between these three countries. But, there are also differences in preschools within the US. Which differences do you think are "bigger" and what might be the implications?

A.) I think the difference between the America and the other countries are bigger then the preschools within the America. For one thing in America the classrooms are way smaller then in the other two classrooms. So of course because of that there will be more one on one time with the child in America. The structure of the classrooms are also pretty different. In America there are a lot of small group activities that allows the children to talk, in china there group activities where the children are not allowed to have spontaneous talk because it distracts others, and in Japan there is a lot of large group activities where they all can talk and whatever way they chose to participate is okay. Overall the structure the teacher has for her students are different in all three countries, but there are also similarities.

Teaching and Cultural Competence (Mar. 16)

Find two issues to comment on and write a paragraph on each.

1. The first thing I wanted to comment on was how she mentioned about finding teachers who are capable of teaching successfully in diverse classrooms. She said just because they have been teaching a long time does not make them capable. I totally agree with that comment. I feel that some teachers forget what is important about being a teacher and how to connect with their students. A school in Muskegon just had an article about them in the newspaper about being the worst school in the state of Michigan. That probably makes the students feel that they are not smart, but in fact it is the teachers fault for not educating them better. One bad teacher can make a huge impact for students. You see some teachers and you wonder why they even teach. In a another school district they tried to hire a english teacher to teach a social studies class which she was not quailified for. There are problems in both culturally diverse schools and in not as culturally diverse schools. There needs to be more guidlines for new teachers and older teachers to stop the not as educated teachers about an environment to be able to teach there.

2. I like this quote she made in the reading, "The real benefit in understanding culture is to understand its impact on our lives." I thought that it is extremely important because in order to help someone you have to understand what they have gone through and not dismiss the issue. You have to see how that affected them. When I got mad at someone for doing something I had to realize that the reason I was mad was because it is not something that is acceptable in my culture, but to realize it is in hers. I had to come to a common ground where it would work out for the both of us. Culture impacts us, but we may not even realize it is. I think that sometimes people forget get about their culture, but it is not just white people. I think that we can get so caught up in things that we forget about what are important issues to us.

Academy (Mar. 4)

1. How might these programs be seen as responses to particular features of their urban environment? What is your opinion in which the schools responded?

I think the schools help the children feel safe. I also think it provides structure for students which some do not have at home. At these schools it seems like the teachers believe in what the students are capable of doing and that may help the students believe in themselves. At the school they can see what else is out there for them. Like the all-boys urban prep academy have the boys believe in themselves. To push higher because that is what they are capable of doing. I think the schools did a good job at the way they responded. Changes need to be made and that is what they all did. They also all had qualified teachers teaching the right areas.

But That's Just Good Teaching! (Mar. 2)

1. I think cultural competence for students in my culture are being involved with the lesson. Being able to express how they feel about something that was talked about. I think it is important that students in my culture are able to have an opinion and to be able to voice it. I think it is also important for students to see how something they are learning may relate to their life. If they connect it to something it seems like it has meaning and it is not just pointless to learn.

2. I think that in my environment people can be pretty independent. I believe that helps so people can have feeling for what is being taught. In my culture since we are taught to speak up us voicing our opinions will help others learn as well. We are taught to express things in many different ways. Some teachers allow you to make poems or write songs about the lesson. Some that may inhibit in my school growing up was the fact that there wasn't very much diversity around us. It made it hard to relate to other people then those that are similar to you because you never were able to experience how their cultures were or beliefs.

The Case of Two Million Minutes (Feb. 24)

Q1.) What do you think most American's think are different between American and Asian students?
A.) I think most American's think that Asians have longer school days and the school work is more strict. I think Asians work harder at math then Americans do. For example my sisters boyfriend who is from Taiwan is very good at doing math in his head. He said that they practice it a lot. When he didn't have a calculator before a test he said that some of his classmates were saying oh my gosh how are you going to do well? He thought that was the least of his worry's and that he was confident not having his calculator. I think we rely on to much technology instead of our brains.

Q2.) How is American's impression of Asian students related to Americans impression of the Asian culture?
A.) I think most American's think that the Asian culture is more strict. I think that it is more conservative. After having an Asian roommate I realize how different we have grown up. She will study until 3 in the morning and then get up early and do some more. I feel like here most people ask first to borrow your things, but she doesn't. I think that she looks at us as close so it doesn't matter. For me that is strange because I am close to my sister, but I still ask to use her things. Before I get mad I have to constantly remind myself that we come from two different places.

Ecological Models of Human Development (Feb. 23)

1. Q) Organize the ecological system in which students develop into 5 main pieces. Give definition for each.
A.) 1. Microsystems- It is the different situations in different environments that people will face that helps make and change who the person is. Examples of microsystems is at home, school, jobs and etc..
2. Mesosystems- It is when two microsystems connect together. An example would be home and school. It would be parental involvement with the school.
3. Exosystems- It is when two setting connect together. One of the settings does not involve the person and the other does. An example would be home and the parents workplace. The workplace can affect the home of the child. The parent may be busy all of the time.
4. Macrosystems- This is the culture, beliefs and things like that impact the environment. These things affect decision that one may make.
5. Chronosystems- How at different times the environment can affect the person. Tough times in the economy may make it hard to provide the child with enough attention.

Q. 2) Describe one or two example of things, you personally, can see better with this model.
A.) Learning about the macrosystem helped me to see better. I have a roommate from Korea and she always uses my things with out asking me. I have always asked to borrow thing, but she may come from a place where you just share everything. Another thing she does is when she wears my shirts she hangs them up dirty. To her it may seem normal not to wash clothes you wore once. When I wore a shirt of hers the next day she wore the same shirt without washing it. It made me take into consideration how she was raised and to not get mad because it is what's normal to her.

The Multiple Contexts of Middle Childhood (Feb. 18)

1. Q) What make their model of child development ecological? What are the main elements of ecology?
A) It is an ecological model because it shows that the child is influenced by the family, other people and places the child and family are involved with. The model shows how the outside world affects the child. The model shows how development is affected by social positions, culture and the media. Some elements of the model are cognitive, emotional, behavioral development and the child's school and neighborhood.

2. I think one thing they talked about that related to my middle school development was feeling connected with my teachers and peers. They said having a positive relationship with those people helped with academic motivation and achievement. I do believe that is true. I felt motivated because I had support around me. If I didn't I don't know how well I would have done.

Overcoming Obstacles (Feb 11)

In this reading they discuss how racism and discrimination in schools has created a negative influence on African American people when it comes to school and jobs. Fordham thinks to do well in a dominant society African Americans must break away from their culture. Other people disagree with Fordham. Some people think that African American's have responded well to racism and discrimination. They say that it has help with with their academics. A study by Benjamin, Edwards and polite show that many African American's that are aware of different kinds of racism has helped them succeed in many areas. Another study that was done shows that a variety of awareness about racism still exists among African American people. The information from this study also shows that more information and more African American adolescents are needed to understand more about this topic.

I think that it is a shame that people still feel discriminated against. A lot has changed through the years. I am always shocked to hear about racism issues. I am not around it, but if I ever come across it I am in complete shock. I hope African American people work hard to not let racism bring them down.

I won't Learn From You! (Feb, 11)

In this article it talks about people not wanting to learn. Some people do not want to learn because they do not want to form to the way society wants them to be. In order to learn they must accept who they are being taught from and lose part of who they are. Some reading have racism in them and the students must over come their feelings towards that or the students will not do well in a class. In the reading you learn about two boys that have been in racist situation and how they handled them. You also learn about a grandfather who does not want to learn English because he does not think his family will keep on speaking Spanish.

I never really thought much about things I read and thought they were racist. I know I will take a second look at how things are said. I thought the story about Akmir was very interesting. If I was the teacher of Akmir I think I would of thought this is a disrespectful kid. This article opened up my eyes to see it from his point of view. I learned about an issue some students go through that would not of crossed my mind tell now. As a teacher I must be considerate of my future students feelings and why they are acting a certain way before judging them.

Classic Definitions and New Directions (Feb. 9)

In this reading they gave examples of motivation. It showed that the amount of motivation does not necessarily change, but what the person is motivated by can be different for many different people. If someone is intrinsically or extrinsically motivated can change by how good the person is at doing the the task. Someone would more likely be intrinsically motivated if they are good at something, then if they are bad at something and keep on failing. Extrinsically motivated people can dread the task or they can want to do it. Students may not always enjoy the task the teacher is giving that is why extrinsic motivation can be affective for teaching the students. Intrinsic motivation was first seen in experimental studies with animals. They saw that the animals did task because it gave them a positive experience. The animals were not forced to do the task they chose to. People are not always intrinsically motivated in every activity and some are never intrinsically motivated. Research shows that intrinsic motivation becomes less and less through out school. Extrinsic motivation is used more because not everything that a student is taught is interesting to them. Introjected regulation is a form of extrinsic motivation. Introjected regulation is when a person performs a task so they don't feel bad for not doing it. Integrated regulation is another form of extrinsic motivation. Integrated regulation is done because of a reward, but the person also sees it as something that will help them. Studies have shown that extrinsic motivation that is motivated by the person will have a more positive outcome of the task.

I enjoyed reading this reading. I could place myself in different categories of motivation that sometime motivate me. One motivation I found was interesting was that people may work hard at something because of the connection between a person or would like to feel connected to that person. For example in the school students may work hard because they want the teachers respect and care. The reason I found that one interesting because my dad always said how important my relationship was with a teacher and how my sister on the other hand doesn't care as much. He worried that if I didn't enjoy the teacher that I wouldn't work as hard. He did not want me to let the teacher control me in how well I did. In high school I enjoyed going to class more because I enjoyed the teacher and I wanted to work extra hard, but now I do it for myself. I have two math teachers in college that I am not very fond of, but I look at the class as something that will help me in the future so that's what keeps me motivated to do my best. It does make me feel better if I am nervous about a class and I email the teacher and they email me back right away. That makes me feel that they care about what they are teaching and they want to help their students. I know I shouldn't even care about that, but there is a part of me that still does.

Brophy Chapter 5 (Feb. 4)

In this reading they talk about children that are having a hard time learning. They say it is better to give them hints in the right direction then just encourage the student. Students that need help with something they are struggling with need to be taught in a different way then the way they were already taught. Students that are struggling need to be able to have one on one time with someone. That allows them to catch up to the other students so they don't fall more behind. The teacher needs to provide the with encouragement and to not set low achievement goals for the students. It is good to address the problem right away so it does not become a bigger problem. Students need to motivate themselves in a positive way. The student needs to grow from academic failure so it does not bring them down.

I think that there needs to be more one on one time available to students. When a student is struggling they keep on struggling tell they get help or figure out the problem. If someone is there for them to go to they will learn that they can figure out anything, they may just need a little extra help. Any student can do anything if they are given the right tools to succeed with. Teachers need to continue to believe in their students even after their failed attempts. Students need to be given high expectations that the teacher know that if they work hard they will reach those expectations. Low expectations will make the student believe that they are only able to accomplish something little.

Profiles Of Motivational Problems (Feb 2)

In this reading they talk about different motivation problems students have in the classroom. They tell you about five different students that are having motivation problems. There is a reason for all of the students motivation problem. There is one student that acts like he is not trying because he does not understand the material. Each student has their own way that they deal with school.

This reading made me see that there is a reason a students just isn't doing their best, but you have to find it. For instance hopeless Hannah was saying that she didn't understand how to do things. Hannah had he mind set that she wasn't smart and even if she tried she wouldn't succeed. All Hannah needed was help making her realize that she is smart. As a teacher you must look closely to figure out your students. There is a lot more to them then what meets the eye.