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Educational Psychology

Male grade school student at blackboard

I really enjoyed this class! My professor made it interesting and very enjoyable.
 
I now understand the constructivst teaching approach and strategies to use to teach students in this approach.
 
I have also learned about current issues in education and the point of view for each sides. I think this is important to know when entering the teaching field and so I can stand up for what I believe.
 
I also know more now about how to teach and help that student who is having a difficult time academically, as well as socially and emotionally.

Issue #10-Yes

           

            This argument reminds me of what we were talking about in the last class period about students’ self-concept and self-esteem. I think letting students practice their abilities and strengths in the classroom can help a student feel more confident about themselves. These abilities and strengths are Gardner’s multiple intelligences, we use them everyday. In this argument I agree with Seana that Gardner’s Multiple Intelligences can transform the ways in which teachers teach and students view them-selves. I believe in promoting these intelligences in the classroom can make our students feel that they belong and that they really are good at things.

            The list about changes education would have to make to incorporate the multiple intelligences in Taking Sides I totally agree on (219). I do believe the traditional classroom is focused on logical-mathematic and linguistic intelligences. While I do think they still need to be strongly implemented I do not think it should be the center. I do think we would have a better and bigger chance of getting students at grade level or above if we taught eight or nine multiple intelligences. In order to do this however we would need a curriculum that is focused on the intelligences as well. And it would have to include everything on that list, service learning projects, assessment on intelligences, discoveries and action. Or in our own lesson planning, try to incorporate activities that can reach all of the intelligences.

            Another reason I believe it is important to incorporate these intelligences is because it helps give students a guide to what they are interested in, what they like to do and what would be a great career for them? I think if you started in the elementary years small relaxed tests about the multiple intelligences for a student it could possible avoid self-esteem problems and actually help them become the person they should be.

            One negative point to saying yes to the argument however is having the students recognize their intelligences and then completely not interested in the intelligences that are weaker. In the book they use a great example of a girl who loves to read so in math which she is not as good at buries her head in a novel (221).

All of these ideas multiple intelligences and incorporating them into the classroom is what I have been taught the past year and a half at UNM, how am I not suppose to say yes to this argument? Not because UNM is right but because in my opinion it is right. The biggest reason why I say yes to this argument is because it gives the student a chance to say, “I am smart in a number of ways”.

 

 

 

Reflection #6

            I am currently doing a 10 day solo pre-teaching experience where I teach one lesson everyday for 10 days. I have been doing a history unit with them about the westward expansion and although I am not very strong history I am enjoying the unit. The class I am working with our fifth graders and very well behaved fifth graders on top of that. I haven’t had a lot of behavioral problems in my teaching so far so it’s tough saying exactly what I do for management strategies.

            I try to teach to them as a whole class really short. I think students have a harder time focusing when the teaching is teacher directed. If I have a disruptive student I usually just look at them or say there name to get there attention and that usually works fine. After the short teacher directed time I break them off into whatever they are working on for the day. I walk around just about the whole time to keep the students on task. I also walk around to help individual students if they need help. If the students start getting loud I usually just tell them to quiet down, and it seems to work pretty well. What I have noticed my cooperating teacher does if there is a student who is misbehaving, or a group, she will take them out into the hall very silently and just have a short talk with them. When the students come back they seem very well behaved. I would do this exact thing if given the opportunity.

            I think my management style is Authoritative; I try to keep the attention off of me and put more of the attention on the students. I walk around and monitor and help them when needed but try to be more a facilitator at these times than anything else. Before each lesson though I tell them what my expectations are, and most fulfill them. I think what has helped during my time with these fifth graders is the material we are learning is interesting and fun. I think management is not really a necessary focus when the students are engaged and learning. I also teach at my church every Sunday with second and third graders, that on the other hand is a whole other topic. Hopefully I can try to implement what my management style is for the fifth graders and try to put it in the Sunday school class.