Module 1

Chapter 1 gives an insight on what classrooms are like today, it talks about the "No Child Left Behind Act (NCLB)" and "Every Student Succeeds Act (ESSA)," the role of educational psychology in teaching and what makes a good teacher good. As I was reading through this chapter, what caught more attention was the section that talks about what good teaching is in page 9. It describes three scenarios of three outstanding teachers. I noticed that in all three scenarios the teachers knew their students, what accommodations if any that they needed, as well as connecting the lessons to real life situations or experiences students have had. They all cared and wanted their student to succeed. Later, Woolfolk shares models of good teaching. I am very familiar with the Danielson Model because as a first-year teacher, this is how I get observed and "graded." I believe that there is no perfect model to evaluate teachers performance in a classroom or a student progress/knowledge (standardized tests, for example) in a subject. The Danielson model is divided in four sections and graded as 1) Unsatisfactory, 2) Basic, 3) Proficient, and 4) Distinguished -- a 4/4 score for each section. The teacher is evaluated through this throughout the year, and at the end of year the teacher receives his/her final score (0-4.0). That usually determines whether or not the teacher will have his/her contract renewed for the following year. Though, it seems fair the evaluation, it lacks full evidence of how a teacher is performing throughout the year. 

Chapter 2 talks about cognitive development, how the brain works and how it's developing during Childhood and Adolescence. Woolfolk gives us "lessons" or advices on what to do with our students now that we have learn about neuroscience. For example, Woolfolk says to be patient with our students because the brain takes time to change, so we must not overwhelm students with a lot of information. Also, the more real-life problems and concrete experiences we can do in our lessons, the more likely it will be that students will retain that information for a long time. I always knew that connecting a lesson to a real-life situation would be helpful but didn't understood why. That made me think that of information I have retained from a younger age and it always been when I was able to associate it with something happening in my life or something that I learned and put it into practice. Then, the chapter talks about Piaget's stages of Cognitive Development and also tells the differences between his and Vygostsky's theories of Egocentric, or Private, Speech in a table (page 61). Finally, the chapter closes with what as teachers can learn from them. 

Chapter 3 talks about the physical development of students, at what age they start maturing, the role of recess and challenges in physical development (obesity and eating disorders). Woolfolk then talks about the social development in students. In this section, I was able to learn and understand the impact that several social groups will have in a students life and especially how will this affect their learning. It is very true that what happens in home affects how a student performs in school, especially if that student is in elementary or middle school. A few weeks ago I noticed this in a student I have. Her behavior and attitude changed drastically in class. She was always very motivated and will often participate but then I learned from her that she her parents were going through a divorce, and she felt sad and conflicted because she didn't know what side she was supposed to be with. It was heartbreaking hearing this from her. At this age kids are finding their identity and going through changes, it is obvious that if something like this happens in anyones life it will shaken and disconcentrate them from learning. In page 99, Woolfolk talks about the search of identity in Adolescence and explains more in depth what adolescense go through this age. Finally, she closes the chapter talking about understanding others and moral development.