Reflections for EDAT 6115

 (I realized that I had forgotten to complete this reflection journal when I received the notification about the grade. I apologize for overlooking it. I understand that my grade will not change, but I wanted to complete the journal anyway.) At the beginning of this chapter, Slavin discusses some things that make an effective learning environment. He comments that "good classroom managers have strategies for providing effective learning environments that include not only preventing and responding to misbehavior but also, and even more important, using class time well, creating an atmosphere that is conducive to interest and inquiry, and permitting activities that engage students' minds and imaginations" (p. 277). When a description of classroom management is listed in tasks like that, it makes good classroom management seem overwhelming and extremely difficult.  The truth is, it can be overwhelming, especially in an elementary school setting. Thinking through all the proc...

I appreciated how our readings this week pointed out that effective lessons require many different teaching methods. Direct instruction and student-centered instruction are both needed, because they serve different purposes. We cannot forsake one for the other or our teaching will be unbalanced and our students will suffer.  The section in chapter 7 on lesson structure and clarity particularly resonated. The authors discuss how effective teachers are organized, with a clear progression of material. They are also clear and efficient communicators, using words that highlight important concepts. Their teaching is direct and they give effective explanations using words that explicitly explain concepts and ideas. In addition to their language, they make sure to use visuals that help students understand the language. This is an important piece for ELL students and students with learning differences.  While thinking about lessons being clear and organized, I couldn't help but think a...

Knowing how the brain works is essential to teaching and learning. One of the things I do with my class each year is discuss with them how their brain works and processes emotions. My students are 7-8 years old, so this consists of them learning what the "upstairs" and "downstairs" of their brains do, and how to know if their brains are in the green "ready to learn" zone, the yellow "caution, I need to calm down" zone, or the red "I'm flipping my lid" zone. I'm also currently part of a two different science of reading trainings with my school district. The state required us to complete a ten session video training last year. One of the main components of these trainings is learning how the brain learns to read: what parts of the brain are engaged in reading and learning to read, how the brain processes language, the brain's predispositions and wirings in communication, etc.  When I was reading this chapter, these are the two...

I laughed a little while reading this chapter when the authors commented on teachers who think, "Why should I reinforce them? They're just doing what they're supposed to do!" because I have definitely felt that way before. It can be frustrating in the class at times when students who have been in school for a few years already seem to not know how to follow school expectations in common areas like the hallway. It feels like they shouldn't need reinforcement because these are the expectations and they should already know them. That is probably because of my upbringing -- my parents did not reward us for following the rules or expectations given to us. We were just expected to do it. I remember one time asking my parents if we could be paid for good grades like a friend of mine was and they said no, because good grades were the expectation. However, as a teacher -- especially as a teacher of primary school students -- I have to remember that my students are very you...

  I have always been fascinated by personality tests. Gaining insight into your actions, thoughts, and outlook, or those of others, is so interesting. While they are not perfect, and some would decry them as nonsensical or inaccurate, they can help us see ourselves and others in new ways. They offer opportunities to understand others in a deeper and more complete way. Educational theories, such as those presented by Piaget, Vygotsky, and Bronfenbrenner, among others, are similar. They are not perfect, but their theories of development offer us a way to understand people more deeply. This is especially true if we look at each of the theories as one component of development. Each theory offers us a piece of the development puzzle; together it is a more complete picture.  Piaget's stages of cognitive development give us building blocks for understanding how children's brains develop. Children do develop in phases, but not in firm stages dependent solely on age. Vygotsky's theo...