Module 2
This week Module 2 included four chapters, quite a lot of topics and information! The topics are varied, interesting and definitely helpful in preparing to become a good teacher. The first chapter of the week started off with the advantages and disadvantages of labels in education that hit more close to home. I have found that it is almost impossible to work within educational systems without diagnostic classifications for my children that have needed special services. Out of my six children, four need special services to which I found that it is impossible to communicate what services your child needs without labels and it is necessary to qualify for services without the severity of the disability also measured. As the text pointed out, it is a double-edged sword situation where you need the labels to open doors but also labeling the student, instead of the indicating the student's needs, can signify to the teacher that this kid is trouble and in reality that has happened often. The importance, I think, of the text and my experiences with my kids is that the labels, or diagnostic classifications, are necessary to help direct the student's needs but as a good teacher, one is supposed to be open to the student as an individual.
There was plenty more information in chapter four including learning styles and information on students with disabilities. As someone preparing for teaching, I tried to pay attention to all of the new information, research, and approaches for dealing with situations that may arise in the classroom, especially warning signs and approaches for the disorders, syndromes and characteristics of students who might have these challenges or gifts and talents that are hidden.
Chapter five delivered information on language development, language diversity and immigrant education. I thought it was particularly interesting how encouraging native language for ELL students is now encouraged and advancing in one language will help English develop as well. I have always thought it was a shame that so many of my friends that I grew up with sort of just, "lost" most of their native language skills, they always tried to speak English at home to help their parents learn English too. I think with the increased diversity in our country research is catching up to a long-standing need of the best approaches to educate ELLs properly.
Chapter six's content focused on culture and diversity, everything from gender, information about the influence of socio-economic status of students, ethnicity and culture. A few points peaked my interest during this reading. The SES of the students in the classrooms does make a huge difference even when not referring to the lowest classification. SES is a very important element in the culture of the family and student. My children attend an upper middle class school and we are not nearly that high in regards to income. My husband and I sacrifice quite a-lot financially in order that they attend this excellent academy but their are issues that we did not foresee. The perspective on life is so different for many of these families than how we, as a family, experience life. Not bad, just different, very different and it is hard to adjust perspectives in both directions. It does make me very open to understanding the way my future students experience life, and a lot of it is determined through the resources of the families and their culture.
Chapter eight was on cognitive views of learning, of how humans process information. The reading was particularly helpful to me as I read wanting to learn ways to help not only myself as a future teacher, aiding students with difficulties, but also my kids who very much struggle with learning. It was great delving into all of the background information, back stage so to speak, to understand some of the workings of the challenges that they present with in learning. Understanding the memory, types of memory that the brain uses, and how to tie learning into all of the process for the most efficient system for teachers to be successful in the classroom is key. I also want to personally try out a few of the ideas I've learned, like the loci method and see if it works. It very much reminded me of the Netflix show about Sherlock Holmes, he retrieves knowledge by entering his mind palace in which he organizes varied learned details that help him solve his cases.
There was plenty more information in chapter four including learning styles and information on students with disabilities. As someone preparing for teaching, I tried to pay attention to all of the new information, research, and approaches for dealing with situations that may arise in the classroom, especially warning signs and approaches for the disorders, syndromes and characteristics of students who might have these challenges or gifts and talents that are hidden.
Chapter five delivered information on language development, language diversity and immigrant education. I thought it was particularly interesting how encouraging native language for ELL students is now encouraged and advancing in one language will help English develop as well. I have always thought it was a shame that so many of my friends that I grew up with sort of just, "lost" most of their native language skills, they always tried to speak English at home to help their parents learn English too. I think with the increased diversity in our country research is catching up to a long-standing need of the best approaches to educate ELLs properly.
Chapter six's content focused on culture and diversity, everything from gender, information about the influence of socio-economic status of students, ethnicity and culture. A few points peaked my interest during this reading. The SES of the students in the classrooms does make a huge difference even when not referring to the lowest classification. SES is a very important element in the culture of the family and student. My children attend an upper middle class school and we are not nearly that high in regards to income. My husband and I sacrifice quite a-lot financially in order that they attend this excellent academy but their are issues that we did not foresee. The perspective on life is so different for many of these families than how we, as a family, experience life. Not bad, just different, very different and it is hard to adjust perspectives in both directions. It does make me very open to understanding the way my future students experience life, and a lot of it is determined through the resources of the families and their culture.
Chapter eight was on cognitive views of learning, of how humans process information. The reading was particularly helpful to me as I read wanting to learn ways to help not only myself as a future teacher, aiding students with difficulties, but also my kids who very much struggle with learning. It was great delving into all of the background information, back stage so to speak, to understand some of the workings of the challenges that they present with in learning. Understanding the memory, types of memory that the brain uses, and how to tie learning into all of the process for the most efficient system for teachers to be successful in the classroom is key. I also want to personally try out a few of the ideas I've learned, like the loci method and see if it works. It very much reminded me of the Netflix show about Sherlock Holmes, he retrieves knowledge by entering his mind palace in which he organizes varied learned details that help him solve his cases.
You bring strong insights from your experiences and how that will impact your future classroom. Your perspective on language development and how native language was "lost" to a degree is disheartening to read. I have read other articles or had other discussions about how applying ones native language learning can help learn their second language. This also helps preserve the student's native language and keeps it present in their home without losing their heritage or culture. Your perspective as well regarding SES will serve you well as a teacher. It will help you see all perspectives of each family and their socioeconomic background. I think the more we can learn about each other as teachers but also from our students, the more effective we can be as educators. As I continue through these courses to obtain my PEL, I have more and more respect for teachers. I don't think the average person realizes the amount of information a teacher needs to know besides their content area. I find the psychology interesting but overwhelming at times. It is necessary to understand this to be an effective teacher.
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