How can I productively react when students misbehave or act up?

I think that we haven't really touched on this much in class thus far. I feel like again, what I know about reacting to poor behavior is learned from my own experience as a pre-school/daycare teacher in the summers, my other mentoring experience, and from having siblings. However, I do think that I have learned much through these mediums. I have learned that putting a positive spin on the behavior, reacting proactively, is much more effective than simple reprimanding. I also know that within a certain point, discipline doesn't need to be scary. It can be in the form of reflection, or aimed at the different intelligences.

I think the resource or incident that helped me learned this the most thus far would be in my actual field placement, seeing and dealing with discipline issues first-hand; you learn quickly to choose your battles and what to say (and what not to say).

Again, I feel like if I knew anything about this already, it was from previous experience, nothing to do with the class being ill-suited in any way. I do however think that the class needs to focus more on the management piece.

One question that I have discipline wise is for common issues, like talking back, walking out, etc, when is the line drawn between the teacher dealing with it, and when it is time to have an administrator step in.

Which strategies are most effective for maintaining order in the classroom?

I think that most of the things that I know about this topic I knew from common sense as being a student and just from life experience. I don't think the management piece was concentrated on very much thus far, but what I have been exposed to has been fairly interesting. I think the most effective way for managing order is all about balance. You can't be too strict as an educator, or students' creativity is shut off. However, you can't be the funny teacher that gets no respect (or work done) either. I think there is a fine line between being compatible and personable with students but at the same time maintaining authority. This will be especially important during our first of years as teachers, because we will be so close in age with our students.

I think the book readings, especially chapters 3 & 4, helped me grasp management concepts.

Like I said, the things that I think I really knew already were just from life experience, so I don't think there was really any redundant material.

What is a method of making your students feel comfortable enough to share personal information with you, but not so much that they think you're "another kid" ?

# How can you effectively integrate technology into your teaching and learning?

Like I said before, I feel like I have learned so much about integrating technology into the classroom. I now know how to effectively use technology as hooks (whether it be a youtube video, a powerpoint game, or a smartboard challenge), how to incorporate wiki's and blogs into virtually any and all lessons, and that technology is my friend, not my enemy. I also learned the difference between Type I and Type II usage of technology in the classroom, which made a huge impact for me. I think having someone very obviously point out to me that simply using word to type up notes doesn't count as using technology effectively in the classroom.

Since I had a lot of moments where I felt I learnt a lot, I suppose I'll pick my favorite.I loved the ebooks group presentation. Watching that video really peaked my curiosity about the subject and made me understand a little bit more about ebooks at the college level.

Honestly, there really wasn't anything in this section that I knew much about, it was all new to me. My experience with technology in the classroom was word processing to type and Internet to research.

If I use technology in my classroom daily, will the novelty wear off?

Why might it be important for students to learn with technology?

I think I have learned a lot this semester about technology in the classroom thus far. I feel like before this course began, I understood that technology as a "bonus" to get to have available-- like a priveledge that could be taken away or given. Now I see technology as something necessary, just like pen and paper. This course has shown me that the students I will be teaching truly are "technology natives," and that if I want to be marketable in this field, I need to get (and stay) with the program.

I think actually going in and using the Wiki for so much stuff in our own class made me realize how functional that aspect was. Just looking at it for our purposes I can see how I could adapt those to use in a highschool classroom. I could have links for my syllabus, assignments, contact information, student contact information, and a place to upload important artifacts.

I think the only thing that was really redundant thus far for me was the mp3 player section, and ironically, that was my technology group.

I really want to know more about ebooks-- how affordable they are, how realistic is the idea of using them in a highschool setting?

How to Help Someone Use a Computer

"First you have to tell yourself some things."

"You've forgotten what it's like to be a beginner."

This struck me as important because it so true in any situation when you are trying to teach someone a skill. The mere fact that you are at a knowledge level where you could teach someone something shows that you have mastered that skill and clearly haven't been a beginner for a long time. This is important to tell yourself before teaching because you need to remember that not everyone is going to have what you might consider "common sense" or "background education" that you do.



"Having convinced yourself of these things, you are more likely to follow some important rules:"

"Be aware of how abstract your language is. "Get into the editor" is abstract and "press this key" is concrete. Don't say anything unless you intend for them to understand it. Keep adjusting your language downward towards concrete units until they start to get it, then slowly adjust back up towards greater abstraction so long as they're following you. When formulating a take-home lesson ("when it does this and that, you should try such-and-such"), check once again that you're using language of the right degree of abstraction for this user right now."

This will be useful during my presentation because as a "technology native" I will always need to remind myself to take my language, technology terminology, etc, "down a level" so that a complete novice in the area could understand.


This will be useful during my presentation because it will force me to be at a beginner's level with my topic, even thought I will feel like, in some sense, an "expert."



Agre, Phil (1996). How to help someone use a computer. Retrieved October 14, 2007, Web site: http://polaris.gseis.ucla.edu/pagre/how-to-help.html

NOTE: Sorry, for the delay Dr. Theresa-- I posted this to the wrong blog!

Type I/ Type II Technology Usage

Type I usage of technology is when the technology is used in a classroom basically as a way to make things more efficient for the teacher, while not really gaining any new ground. Type I is very programmer controlled and is very passive (student wise).

Type II on the other hand, emphasizes the role of the student, and is much more interactive, using the technology in new and innovative ways to further one's education.

Type I examples:
*Using a flashcard program to replace a student-partner group from holding up flashcards.
*Taking notes on the computer in Word instead of handwriting them
*Sending students a syllabus through e-mail to replace a hard copy.
--> There is nothing wrong with these uses, but they are not furthering our education, they are simply more "efficient."


Type II examples:
*Using Google Earth to visually see the place in the world, in actual photographs, where the genocide you are learning about takes place.
*Using Excel or Spreadsheet to learn to how to plot coordinates of data.
*Creating a website to demonstrate your knowledge of computer skills and what a website can do.
-->These examples are both great to use, as well as provide opportunities that would not otherwise be available!



Citation:

"Type II Applications of Technology in Education: New and Better Ways of Teaching and Learning." Maddox, C. & Johnson, D. Haworth Press, Inc. 2005.

Quick Response Chapter 10 Fires...

This chapter made me appreciate my high school. I definitely feel that all levels of learners can benefit from "real life" experience. On one end of the spectrum, students who are "definitely headed for college" benefit from this type of activity in terms of choosing a major and figuring out which schools to apply to, etc, while on the opposite end of the spectrum, activities like this help kids who are aimed at either the work-force or technical schools actually practice their soon-to-be careers.
Schools that provide this type of working environment also gain a lot of respect from the students. I know that in my school, we were one of the only schools in the area that offered a VOC program, and one that was well respected at that, so our school was often the envy of many in our area. This makes students try harder and have a certain pride in what they do; especially for students who know that this may be their final step ion schooling.

Quick Response Chapter 9 Fires...

I related to this chapter so much. One of my biggest fears about becoming a teacher is not "being able to reach" every student, or "failing" them in some way. I feel like so much of being a teacher is that you really do shape minds, and that that is the reason you choose this profession, so when there is a day that you feel like you really aren't reaching anyone, I can imagine what a blow it must be.
However, once again, the students' insights into the subject made me feel so much better. The students seem to understand that if you have a bad day, you are only human, yet at the same time, they still desire a very strict line between authority and friendship. I was surprised to find that most students would rather have an authority figure that they can depend on to do their job and "do it well," rather than a teacher who is like a best friend. The point rung especially true for me when I read the quote that said something like 'with all the teachers in the building, students are bound to connect with someone.' That was powerful because I felt like it took some pressure off of me to always have to be the teacher that "changes someone's life."

Quick Response Chapter 8 Fires...

This chapter was really fun to read. I love to travel and want to get my ESL certification from USM once I finish school here in Farmington, so for me this chapter was very informative. I loved getting the perspectives from both students who are the English language learners, as well as the students who are in mainstream classes interacting with the learners.
I love the fact that the book encourages us as teachers to pull in different cultures to our teaching. One of the biggest problems I find with American education is how traditionally one-sided it is. The kids in this book make an excellent point when they say "I'm black-- I'm sick of reading EVERYTHING about white guys fighting." It's true, it's time for US education to become more worldly, and having students from different cultures among us now more than ever makes this task even more imperative.
Imagining being in a place where my primary language is not the language of the majority is a scary thought-- I took four years of Spanish in high school and I know for a fact that if someone flew me to Spain and expected me to survive, it would be a tough battle, and I don't just mean in school. As educators, we need to understand that these students are not just going to struggle academically. They are going to have social, emotional, and brand new cultural adjustments to make, and these won't often be easy. I think that this chapter has some really neat ways of engaging children whose primary language isn't English, and to prepare them for the future.

Quick Response Chapter 7 Fires...

This chapter was eye-opening to me because as a student who took primarily honors and AP classes and always loved being at school, I never really thought about how much work must go into making the more difficult pieces come alive for students who don't really want to be in school. This chapter reminded me of several experiences that I had in high school, fortunately most were positive ones. I remember having teachers who were truly passionate about their subject-- and what the students said was absolutely correct-- those are the teachers you appreciate more, you become passionate with them. It's much more enjoyable as a student if you feel like you are going on a journey with your teacher, rather than being directed on that journey solo.
I also liked the fact that in this chapter students actually liked being given the opportunity to revise and perfect their work. This makes me extremely happy again, as an English concentration, because draft after draft after draft is definitely what I'm looking for. Also, it is nice to know that most students appreciate a teacher willing to admit that their knowledge base doesn't cover everything; that they are human and have "gaps" in their knowledge, just like their students.

Quick Response Chapter 6 Fires

Chapter 6 was very information packed! At the end of this chapter I felt like I needed to sort of step back and just re-group. It took me a little while to process, but I suppose the longer I had to mull it over the more I got out of it. This chapter talked primarily about motivation and keeping kids engaged in learning. I loved knowing what kept kids focused and what definitely didn't.
The last piece of the chapter (particularly the part that suggests finding out what kids read in their spare time and hanging it up in the classroom) about reading and writing, really made me think, since English is my concentration. It's hard sometimes to keep in mind that just because writing and literature and critical analysis is such an important (and fun!) part of my life, doesn't mean my students will all feel that way. In fact, I am constantly reminded by my math concentration friends that for many kids "English is the worst!" So to me, learning about specific procedures to keep children motivated and on the same page as me was very important.

Quick Response Chapter 5 Fires...

Chapter 5 was useful because catering to the individual while still covering ground with an entire class has always been a concern of teachers. From the classic, "What if I don't reach this student," to the complex "How do I teach in a way that interests the majority, not just my _____ kids," the teacher's role in creating a learning environment for 'everyone' is a hard one.
One point that stuck out to me was the fact that as a teacher, we can take advantage of students' differences. For example, if you have a strong writer, let them be the note-taker of the group, if you have someone who diligently follows instructions, have them be the one in the group who takes care of the nitty gritty. I thought the "Identifying Roles for Small Group Work" questionnaire on page 96 was brilliant! Not only are you finding out crucial information about students (from how they work best, to who not to pair them with -- example: two leader types in one group), but the students are also discovering their own strengths and weaknesses!

Responses to Chapter 3 & 4 Fires

One thing I really liked about this chapter (3) was the fact that it discussed that classroom expectations need to be reiterated again and again. You cannot as a teacher expect to go over your procedures once --even if you do have them hanging on the classroom wall-- and expect students to remember them all year. I think educators often forget that students have a lot of things going on in their lives, and sometimes they just need a reminder.

Similarly, I think that in chapter 4 one of the main points stressed was the fact that creating a successful classroom environment involves a teacher's constant attention; we cannot "give up" on students.

Also, I thought it was important to note that the book puts special emphasis on not subconsciously developing student "crutches"-- those students whom you call on most frequently just to keep the class moving because you know they will have the right answers. We constantly need to be encouraging all students, of all levels of understanding, and part of that is by not developing favoritism or even accidental habits like that.

Response to Chapter 2 "Fires..."

Something I really enjoyed in chapter 2 was the "Bargaining" chart between the teacher and student. These "unspoken" sort of rules at first just seemed humorous to me, but as I made my way down the chart they really seemed to make sense.
This chart appealed to me because I am the kind of person who likes to find connections with anything and everything. I feel that this chart shows that for every action, there is an opposite and equal reaction, and again, this emphasizes the teacher's role in shaping how students respond to the material being taught. I especially like the bullet that says "if you [educator] will...treat us as smart and capable of challenging work, then we [students] will...feel respected and rise to the challenge of demanding work" (24). I feel that one of the biggest mistakes teachers make is underestimating their students' intelligence, and that as a student, I know it feels pretty bad to have that judgement being made.

Response to Chapter 1 "Fires..."

One thing that really jumped out at me about chapter one was the fact that it is stressed so much that getting to know your students is such an excellent thing. The reason this sort of surprised me/made me happy was because in High School I had many teachers who did both-- some who seemed to thrive on their connections with students and others who thought school was meant to be "just business."
I think that this chapter in general, as well as the ideas discussed in it, were very appealing to me in part because I am such a people person. Don't get me wrong, I love the aspects of formal schooling, like grades, assessments, etc, and I will of course utilize those in the classroom, but the main thing I am looking forward to in this profession are the minds I shape and the connections I make with students. I want to make an impression-- I feel that that is the entire point of teaching. Because of this, I feel that the entire first chapter of the book was suited perfectly to my teaching style.

Copyright and Fair Use LR

Question number 13 made me pretty happy. I feel like this is the essence and purpose of using technology in the classroom. One student's community was lucky enough to be able to have an actual holocaust survivor (or whatever it may be) in their community, and then have the amazing power to share that with virtually anyone in the world.

I think that sometimes in the world we live in, we get too wrapped up in the financial and business obligations that dominate our lives. Articles like this one make me feel like we still are in touch with ourselves, and we know that schools are here for the common good of everyone. If that means that educators get a V.I.P. pass to bypass certain copyright laws, I'm all for it.

Copyright and Fair Use SR

1. Question # 2 really shocked me. I know that in my high school, there were at least 2 programs that the school only owned one copy of, yet we made it available on all computers (at once). It surprised me that this was against any sort of copyright rule, and that a manufacturing company could make such a rule. If schools are expected to buy enough copies of software for maximum number of simultaneous users, then the budgets allowed for software would need to be dramatically increased.

2. Question # 3 also surprised me. (This was the question about the lower version of the software not being compatible with the higher one...) I couldn't believe that if a teacher went out and spent money on a higher software (and bought multiple copies) that they couldn't upgrade every system. However, I suppose that the software companies need to make money, it is a business.

3. Question # 4 was a little unclear to me. After reading the answer, I didn't understand if it was OK or not for schools to do this. As I stated earlier, I think that if no money is given to schools to buy the software, then copyright laws should be exempt.

4. I was pleased to see that question # 6 was considered legitimate. My classes did this sort of internet usage constantly, and as long as we weren't taking any kind of official credit for the photos, excerpts, etc, it was considered OK.

5. Question # 7 scares me. It makes me nervous that any elementary aged child could have their work (with their name on it) published on the internet. There are far too many scary people out there for that to be allowed.

6. Question # 8 seems like a no-brainer ... anything "New Release" is usually pirated and VERY illegal.

7.Question # 9 makes me wonder if using iTunes is legal. My teachers often used iTunes music and incorporated in lessons, and I always assumed that because they paid for the song it was OK.

8. Question # 10 struck me as odd because I feel that teachers should be able to spread their knowledge with other educators, as long as they are giving proper credit where it is due.