Group Differences Forum Reflection

The group differences forum was the perfect way to end class. I learned countless amounts of information that I would have never known had we not discussed the topics we did in class. Everything we discussed was relevant to our future careers as teachers and it brought up so many great points we should all consider and be aware of going into this field. The information that stuck out the most in my learning experience through the forum is the information on Appalachia. It was probably my favorite topic that we discussed as a group. I would have liked to know even more about ablism as well as ELL. I feel like both of those topics are prevalent in the classrooms of our future. The information in the forum was helpful because it brought to light many things I had never considered as an educator and I'm glad we did so I know what to prepare myself for. I will now be much more aware with a child that may have special needs to be met in my classroom. I think I would have enjoyed reading at least two articles because despite my lack of knowledge in almost all subject areas, I would have liked something to be added to the discussions more. As opposed to not speaking at all and holidng in your tongue. I really enjoyed the questions answered by the two teachers that Anne had come in because they were very honest and knowledgeable about what they were talking about and their passion for teaching. Overall, I really enjoyed the forum and I wish my other classes decided to be constructed in this way.

Personal Learning Theory

If there is one thing I have learned by studying art, it is that each and every person in this world is unlike their neighbor. We have all heard this before, but it never revealed its truth to me until I began to study art in college. With that being said, after this revelation occurred, I found myself a happier person. I finally had more of a justification for why I think the way I do and how I interpret the world on a daily basis. I wasn’t wrong or unintelligent by any means, but I was unique. I digest information unlike my peers and I know now that everyone learns in a different way. So what is it exactly that divides my personal learning theory from the rest? Personally, I have found that learners, such as myself, gain and retain the most knowledge by creating it in their own way. By working with others in addition to the processes behind self-discovery, learners will build on their own prior knowledge to expand their knowledge. This process will allow students to develop their existing schemas further and create logical, significant connections with new information presented. Further research in this topic leads my beliefs of learning to follow the Constructivist Theory. Constructivism brings to mind the concept of perception. We consider world views, schemas, questions, misconceptions, and multiple constructions of a situation when learning. Personally, as an artist, I have found that I must learn by doing. I think any artist will agree that the work they did five to ten years ago is nothing compared to where they are now. This is because constructivist learning is about the process. Of course, as artists we care about the product, but it is in the process of self-discovery, group critiques, scaffolding from demanding professors, trial and error and the hands-on nitty-gritty work that truly speaks for the beauty of the art we create. As a printmaker, we work collaboratively. I have never completed a print without the commentary of another artist or peer, simply because that is how we function. It is a group setting that allows for further learning. Ormrod (2011) claims, “As we help students construct a meaningful understanding of the world around them, we can increase their multicultural awareness by promoting multiple constructions of the same situation” (p. 243). Our professors will scaffold and lead us in a direction. However, while on the journey of self-discovery through my work, I get feedback from my peers to help facilitate a better learning experience. Printmaking allows for many different kinds of success and I use my peers as references when trying to reach my fullest potential of knowledge in a certain medium. This is an entirely constructivist method of learning. Vygotsky Wink and Putney (as cited in Grierson & Woloshyn, 2013) said, “Social constructivism emphasizes the role of language and social interaction in promoting individuals’ abilities to form connections between new information and existing networks of prior knowledge, thus constructing representations through which they make sense of experiences”. The idea behind social constructivism leads me into my second personal learning theory- the social cognitive theory.

            Although feedback from my peers and hands-on learning is extremely important, I have found that I learn best through a combination of both the constructivist and the social cognitive theories. Over time the question of nature versus nurture has always been a topic of controversy. We know that both elements affect a child’s instructional background and perspective of the world. The social cognitive theory focuses mostly on the concept of modeling and following after others-monkey see, monkey do. Ormrod (2011) states, “People can learn by observing others (p. 324). I find this for certain through my experiences in printmaking. Direct instruction and modeling are two of the main reasons I know and am good at what I do. It’s very simple, I have learned from watching the best. Not only that, but through observing my professors and then setting goals to reach my fullest potential like them, I am utilizing all aspects of the social cognitive theory. Walpole, McKenna (2004) and Kise (2006) (as cited in Grierson & Woloshyn, 2013) state, “Ideally, after engaging individual teachers in reflection focused on identifying their needs, coaches provide targeted learning experiences through professional dialog, and/or classroom-based modeling focused on demonstrating new practices and providing feedback as teachers work towards refining their practices”. This is a great example of how teachers can constructively help the students when necessary, but also through the SCT build positive self-efficacy in students and help them to set goals for themselves. I have experienced many professors over the course of my time studying and there have been very few to help me set goals and push myself to create expectations for my abilities. Through this process, I have found that I have my own self-regulation. Recently the connection between motivational strategies and metacognitive characteristics has increased due to an interest in the concept of individual dispositions (Entwistle, N., & McCune, V. (2013). In the SCT, students have a metacognition or awareness of their temperaments and behaviors which affects their behavior and attitude of learning. By observing others, self-regulating behaviors, setting goals, and keeping a high self-efficacy of oneself, a learner will follow all of the assumptions under the social cognitive theory (Ormrod, 2011, p. 324). Through a combination of the constructivist learning theory and SCT, I hope to have an effective classroom and open up the learning environment to a positive successful place of education.  

Learning Environment/ Classroom Management Part 2

In order to put a stop to Cherie’s disruptive behavior, I would first establish that the two of us needed to converse privately after class about her actions. By explaining calmly to her that we need to discuss the way she is behaving, she should conclude that there is an issue at hand. According to the SCT, Cherie is showing signs of low-self-determination of standards and goals. Due to that her self-instruction, emotional regulation, and self-monitoring is at a low level. As a teacher I would attempt to find the root her bad behavior and help her to understand where it is coming from as well if she wasn't aware. In a constructivist model I would help her to see another perspective on her actions and tie in the concept of world views to her own as a middle school student. We would work to find strategies to help regulate her behavior and energy into productive activities, while focus on self-monitoring and her emotional stability. According to Ormrod (2011), self-monitoring or self-observation is the process of observing how one behaves in action (p.345). I would calmly explain to her that her behaviors were ruining my classroom and I will no longer tolerate her acting out. I will explain to her that she is a role model to the other children and when she acts out the others follow her actions and I cannot have those behaviors as the basis of respect in my classroom. I will promote the idea that she is no longer a child and cannot behave the way she does as an adult to help her to understand the consequences her actions may have down the road. As part of the social cognitive theory I would give Cherie the opportunity to set goals for herself and attempt to rid her of this bad behavior. I would explain that the two of us could work on whatever the problem may be that was causing her to disrupt my class and if she refuses to work with me then there will be higher consequences.

Learning Environment/ Classroom Management Part 1

Creating a productive learning environment while upholding your classroom management, is probably they key to being a successful educator. I can think back to high school and it didn't matter how intelligent my teacher was, or years under their belt that they had, but if they respectfully maintained a functioning classroom, it was then they were considered one of the best. So how do you do that? How does one create a productive work environment with children? What does this environment look like? Despite my lack of classroom experience, I truly believe it comes down to the respect your students have for you as a teacher. So how do you gain respect as a teacher?
First of all, every classroom must have rules. It is how you enforce and regulate the rules that makes a difference. When dealing with younger students, it is imperative to have your simple rules of the classroom (i.e. raise your hand when speaking, no stealing, no put-downs, no hitting etc) and have them posted so you can refer to them often- because you'll probably have to.
I can think back to high school and remember how some of my teachers dealt with rules. Instead of making it this monotonous concept that we should know by now I had a teacher who took a different spin on it. She had big poster boards for each class and would have a few kids take turns asking the class what they thought should be appropriate for the setting and it worked. Of course, there were goofy responses and rules that were overthrown, but at the end of it, there was a full poster board of peer-wide expectations for the classroom. I really loved this idea because the kids are applying what they already know and they feel somewhat in control.
Another way that teachers can keep respect is if they stay involved. Again, thinking back to high school I can remember my favorite teachers, simply because they would engage in my life, ask me about my sports team, complement my clothes, and act genuinely interested in my life and make me feel loved. I think its extremely important to build relationships with your students to gain respect. That way, at the end of the day it doesn't come down to them looking at an action of yours or grade you gave them and them thinking it's because 'you hate them' or are 'out to get them'.
These are just a few ways to gain respect in the classroom. Of course, I'm sure as soon as I get there, I'll encounter situations I wasn't prepared for and i'll be faced to make decisions based on good judgement and my intuition. Until then, I'm going to prepare as best I can!

 

Now consider your CSEL case study.  Develop a full continuum of responses for dealing with the misbehavior of your case.   

 

Motivation

Motivation: This seems like such a scary word sometimes. I would like to think I am easily motivated whether it is intrinsically or extrinsically but I know that is not the case all the time. Perhaps it is that way with everyone? The best way I can define it for myself is that it comes in waves. I think the complexity between time and procrastination plays a huge role in my intrinsic motivation. Some days I will get so many things done and complete my entire to do list and other days my list will say Tuesday, then crossed out to say Wednesday and I won't complete the whole list until Saturday.  I believe the goal theory is something that explains my performance in the best way. I find myself wanting to complete tasks when I have a time deadline, whether its doing something before my food is done in the microwave, or my homework being due at midnight. I guess I work well under pressure, which is something that I wish wasn't the case. I hate procrastinating and I never used to do it until I came to college.

When I have my own classroom I hope to work with my students in a way to motivate them intrinsically since that is something I struggle with. I find that personally I learn better when I make associations to the concepts I'm learning and I hope to do that with my students. THe goal theory is the one I want to focus on for my students.To make it a fun environment I will incorporate different fun ways to engage their minds and help them learn the information as best as possible, while hopefully simultaneously giving them goals to follow and reach. I always found that when my teachers in secondary school motivated us with games and rewards that I wanted to learn. I became intrinsically motivated when they preached how the concepts they were teaching would actually benefit our futures. I am very thankful for those teachers and I hope to pay it forward and do the same for my students.

Post 1:

After reviewing the syllabus and specific course materials I really began to consider my sense of self as a teacher. As an artist, I always found while growing up it was difficult to think in a convergent manner, which in primary and secondary school  is largely responsible for success. Thus, I always thought of myself as unintelligent, because I had no other means for discovering such success. With that being said, in this class I strongly desire to focus on the different concepts that elaborate on diversity, learning theories and the obstacles intertwined through real world applications in order to help me through the process of divergent versus convergent thinking. Through studying art I have learned so much about the complexities of the human being and I want to learn how to cohesively use my abilities and knowledge to become a better educator and role model for my students.  I can honestly state that there is a slight uncertainty in the direction of my future profession in education. However, I can proclaim that I am sufficiently interested in using my passion and love of art to serve the world the best I possibly can.