Module 2


The chapters for this were filled with great information. One of the topics that captivated from chapter 4 was how it talked about students who are gifted and talented. The book stated that students who are truly gifted are extremely advanced for their age and show qualities such as learning to play a musical instrument like a skillful adult or read fluently at the age of 3. I am sure teachers come across those students all the time but what about those students who are above average but not extremely advanced? I encountered an experience where two students where above average in math so what the teacher did was had them move on independently through the lesson and finish it on their own, but I feel as though there is more that we can do for students like these. If not, they will remain bored and unchallenged.

In Chapter 5, what stood out for me was bilingual education. The book stated that the more proficient students are in their academic language, the faster they will master the second. It is hard for some to understand this concept. I worked with a bilingual teacher who was very uncomfortable speaking Spanish and would tell the students to stop exposing themselves and speaking in Spanish because it was unnecessary in this country. It was mind boggling how that was always being reminded to students and it was coming from their actual bilingual teacher! I will always think the opposite and the book and other research confirmed it.

In Chapter 6 it talked about ethnicity and race and how it affects school performance. We’ve learned the importance of getting to know your students and their cultures. We as educators have to make sure we understand our students’ customs and beliefs to not only promote classroom management, but ensure students feel comfortable in their classroom environments to enhance academic success.

Chapter 8 was about cognitive views of learning. Understanding the brain and how the mind works can help us as educators better understand our students. Not only that, but we can also understand how and why we think the way we do. What we teach our students is usually forgotten quiet quickly unless we help make connections to background knowledge therefore moving what’s being learned to long term memory.

There was a lot of information covered throughout the chapters. These are just some topics that really grasped my attention.

Comments

  1. efg1212June 25, 2019 at 9:04 PM

    I also have found misconceptions in classrooms were teachers with an ESL population are not sure how to work with their students. The fact is that we can make connections to what they already know in their native language. We can access their language using cognates, visuals, use realia (real life objects) for the students to grasp meaning while they learn English. We can use their native language to make connections, insisting on speaking the target language. Not being familiar with bilingual classrooms, I looked for the goal of bilingual classrooms and came across this goal:"The goal is to develop English proficiency. The goal is to help students transition to mainstream, English-only classrooms as quickly as possible, and the linguistic goal of such programs is English acquisition only. In a transitional bilingual program, the student's primary language is used as a vehicle to develop literacy skills and acquire academic knowledge." So I guess that is why they seemed hesitant to have them use their native language.

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  2. Charlotte SlatteryJuly 12, 2019 at 3:42 PM

    Hi Janet!
    Great overview of chapters 4, 5, 6, and 8!
    I agree with your philosophy about customs and beliefs (chpt 6 overview). It is very important to create a culturally diverse classroom climate. This not only assists with classroom management, as you said, but also helps the students with feeling comfortable within the classroom. The first thing any student does when they walk into a classroom is to assess their comfortability level, once comfortability has been established, then the really learning can begin.

    Cognitive development in education is really the forefront in effective education. Your statement: "What we teach our students is usually forgotten quite quickly unless we help make connections to background knowledge therefore moving what’s being learned to long term memory," holds much truth when it comes to evaluating, making connections, and understanding the ways in which students learn.

    Thank you for sharing! :)

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