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...