Module 5
Chapter 12 was very informative to me. I had read Maslow's Hierarchy of Needs several times in my academic career. Each time with a different focus and always learning something new. I learned that it's not just the needs of my students that I need to focus on, but my own needs as a teacher, as well. I can make sure that the deficiency needs: Physiological, Safety, Love and belongingness, and Esteem needs are met first. once those are met, then the higher level needs of Cognitive, Aesthetic, and Self-Actualization can actually be achieved. These needs play an important role in education because a person's success in school, is directly tied to their needs and how well they are being met. A person will not be motivated to learn, if they are not healthy or living in a stable environment. If a person does not value themselves (esteem), then they will not find the beauty in nature or the outside world. As a teacher, it is my job to recognize the needs of my students and to provide the resources, the support and the guidance to help them become successful in school and beyond. I also need to recognize my own needs and make sure that I am meeting my own needs, so that I can be the best teacher I can be for my students. I do not always take time out for myself and that is one thing that I have learned over this course. I need to focus on my goals, as a learner and as a teacher; I need to make sure that I am healthy in all aspects so that I can be there for the needs of my students. once I have achieved those, then I can focus on the goals of my students, their motivations, and their needs.
Chapter 14 was a discussion on "Teaching Every Student." This meant that every student: every ability and skill and knowledge needs to be taught appropriately according to their needs and goals. I recognized the importance of being clear and precise in explaining concepts and strategies and that a teacher who is clear, instead of vague, had students who were more successful in class. I needed to read this because I often wondered why my students were not always "getting the concept" I was teaching them right away. I can see how it is better to be as prepared as can be, with different activities if one fails or is not well-received, and then being flexible in adding time to the lesson and to help all students feel comfortable with the concept being taught. I plan for my lessons, but I do not plan for differentiated instruction as much and needed to realize that this is important and that I can group students according to their abilities and knowledge and help all of the students better in class.
Chapter 15 was on "Classroom Assessment, Grading, and Standardized Testing." I struggle with tests and have always had anxiety around taking tests. I would study and not do as well as I thought I would most times and then there were times I would not study as much, worry I would not do well, but then surprised myself with a good grade. I can see this same thing happening with my oldest child. She is very intelligent and worries about taking tests. She always does well on her tests and I think that part of that is due to the fact that I do not put pressure on her to do well. I simply as that she do well according to her ability and that she try to answer all the questions, if she has time, to review her answers before turning in her test and to not worry about being first or last in turning in her test. This seems to help her relax a little more. This past school year, her school district turned to Standards-based grading model and I got to recognize the grades (1-4 rubric with 1 being goal not achieved to 4 as goal exceeded) and the behavior portion added as an additional grade for each course. This was hard on the parents to comprehend this year and it was a little confusing for the students as well, who had been used to A-F grading system and no behavior grading before. I can see how it makes grading based on learning is more manageable and easier to understand. This way of grading makes all teachers be placed on the same level, instead of teachers grading without a standard rubric or grading based off their own standards and motivations. I was against this way of grading in the beginning (3 years ago), but now I am starting to see its value in helping all students succeed and being more clear in the goals and standards being set for each student.
Chapter 14 was a discussion on "Teaching Every Student." This meant that every student: every ability and skill and knowledge needs to be taught appropriately according to their needs and goals. I recognized the importance of being clear and precise in explaining concepts and strategies and that a teacher who is clear, instead of vague, had students who were more successful in class. I needed to read this because I often wondered why my students were not always "getting the concept" I was teaching them right away. I can see how it is better to be as prepared as can be, with different activities if one fails or is not well-received, and then being flexible in adding time to the lesson and to help all students feel comfortable with the concept being taught. I plan for my lessons, but I do not plan for differentiated instruction as much and needed to realize that this is important and that I can group students according to their abilities and knowledge and help all of the students better in class.
Chapter 15 was on "Classroom Assessment, Grading, and Standardized Testing." I struggle with tests and have always had anxiety around taking tests. I would study and not do as well as I thought I would most times and then there were times I would not study as much, worry I would not do well, but then surprised myself with a good grade. I can see this same thing happening with my oldest child. She is very intelligent and worries about taking tests. She always does well on her tests and I think that part of that is due to the fact that I do not put pressure on her to do well. I simply as that she do well according to her ability and that she try to answer all the questions, if she has time, to review her answers before turning in her test and to not worry about being first or last in turning in her test. This seems to help her relax a little more. This past school year, her school district turned to Standards-based grading model and I got to recognize the grades (1-4 rubric with 1 being goal not achieved to 4 as goal exceeded) and the behavior portion added as an additional grade for each course. This was hard on the parents to comprehend this year and it was a little confusing for the students as well, who had been used to A-F grading system and no behavior grading before. I can see how it makes grading based on learning is more manageable and easier to understand. This way of grading makes all teachers be placed on the same level, instead of teachers grading without a standard rubric or grading based off their own standards and motivations. I was against this way of grading in the beginning (3 years ago), but now I am starting to see its value in helping all students succeed and being more clear in the goals and standards being set for each student.
Comments
Post a Comment