4. All of the different ways to classify students can get confusing. How can you integrate and be informed by IQ, learning preferences, etc. to create a holistic view of a student?
1. The idea in this chapter that will be most useful to me in a future teaching situation would include becoming familiar with the legislation called the Individuals with Disabilities Education Act (IDEA) and Section 504. These are very specific laws that must be followed and interpreted correctly by educators, especially those in the special education department and administration. I think first year teachers should definitely seek out the advice of the experts when confronted with a special education issue. It is the responsibility of every teacher to understand this legislation.
2. The content of this chapter that has changed my view of teaching and learning would be the Point/Counterpoint titled, “Should Teachers Focus on Students’ Learning Styles?” As an education major, one of the focuses in my education classes and in recent educational journal articles is the importance of developing a curriculum around student learning styles. Teachers must keep in perspective that there is very little reliable evidence that students learn more when they study in their preferred learning style. Some research has been done that shows learning styles are a minor factor in learning compared to the major factors in learning of teaching strategies and social connections.
3. When considering the design of my future classroom, I would consider the idea from this chapter that has to do with different learning styles. I do think it is important to incorporate into the curriculum various activities to address various learning styles; however, it would be overwhelming to develop an individual learning style program for each student in each subject area for each lesson. I think teachers can offer various learning style approaches at various times which include student choices of assessments and alternative paths to learning.
4. The questions that this information has evoked are as follows: During a parent/teacher conference, either face-to-face or on the telephone, what steps would a teacher take if a parent happens to become angry and verbally abusive toward the teacher? After meeting with the parents of a gifted student, the parents choose not to allow their child to be taken from the regular classroom to attend enrichment classes. The parents worry that their child will miss out on basic skills and be labeled as a nerd, leading to social issues. How do you address the parent’s concerns?
5. In order to create a holistic view of a student, schools can begin in early grades to require teachers to keep an ongoing record of individual student descriptors which follow the student through each grade level. The student descriptor may include an IQ score, a simple student learning preference survey completed by the student and appropriate for each year’s grade level, and a simple checklist of teacher observations of the students’ learning and thinking styles. The student descriptors would also note any special disability services or special classes already in place. The individual student descriptors would be helpful to grade level and content area teachers in developing their yearly curriculum to address the diversity of that particular student-grouping.
1. The idea of cultural diversity in the chapter will be most helpful to me in the future. As teachers, we must understand that there is going to be a huge array of students that we will encounter. It is important to know that we need to address each student individually to meet their specific needs. Culture plays a huge role in meeting the educational needs of students. We need to integrate their culture as much as we can to make them feel comfortable and at home. We must give individual attention whenever needed as well to make sure their personal needs are being met to learn in the most successful way.
2.The content of this chapter has opened my eyes to the fact that there are so many things that affect the way students learn. It has made me realize that there is a lot of work that goes into teaching in the aspect of catering to multiple learning styles, diversity, and special needs and disabled students. It has also brought light to the fact that intelligence is a process. It has made me realize that as teachers we have to make sure we are aware of the differing levels of intelligence and what our students are intelligent in and what areas need improvement. This can be very challenging and is an integral part of teaching that I now respect.
3.I would design my classroom to try to meet individual needs of all my students in some way. I would use many different teaching styles, integrate the boys and girls and keep them separate at certain times, and help my students discover what they are good at and help them to keep improving rather than tell them what they are not good at or are doing wrong. My cirriculum would be stylized to many different learning styles to accomodate all my students in some way.
4.One major question from this reading I have is: How do you integrate students with special needs into regular classrooms without distracting the students by bringing an aid into the classroom or the disabled student just being "out of the norm" for the classroom?
5. I think that by starting at a young age, we can get a holistic view of students by incorporating many forms of tests and survey. There needs to be a performance evaluation as the child ages as well to be able to see if they are progressing properly or more emphasis needs to be made in certain areas. I would give tests (IQ) and learning preferences inventory at regular intervals. I would then document it over a period of time to get a good understanding of the student and what suits them best to be the most successful learner in school.
1. The idea in this chapter that I think will be most useful to me is the part about the learning disabilities and how to handle them in my classroom. Coming from a small, all white middle class school, I am not very familiar with the type of educational diversity represented in our classrooms today. Although this chapter didn’t go into much detail regarding specific situations, the hypothetical situation at the end of the chapter offered many good suggestions on handling a classroom full of diversity.
2. My students will be extremely different people. I cannot expect to be able to teach them all the same and them all to succeed. Whether it be differences in learning style, ability, social background, or culture, I will be presented with the task of teaching to all of those differences at the same time. It will be difficult, but there are ways to get it done that will be fun and engaging for all the students in my classroom.
3. This chapter again, reinforces my use of centers in my classroom. Centers can be used to group students by learning style, learning disability, their level of knowledge, and numerous other ways. Also, by creating a center that caters to students with hyperactive disorders I can create a place where they can move and still learn and not distract the rest of the class.
4. I think a good study of all of my students records and charts would be a good place to start. Based on those and any sort of comments by previous teachers, we can put together a pretty good idea of the child’s academic success, IQ, and any learning or physical disabilities. If we want to know more in depth about our students we can assess them using surveys that determine their learning style and preference. Putting all of these resources together, I think we can create a pretty holistic view of our students and then do our best to cater to their individual needs.
1. The most useful idea in this chapter for my future classroom would be Response to Intervention (RTI). Being familiar with this is a good way to target the students that require more help but then goes even further into finding the students that may need to be tested for learning disabilities. This system makes it easier to pick out the students that need individual instruction. 2. This chapter has opened my eyes to the wide variety of issues that a teacher must be familiar with in order to be effective. A teacher must be prepared to help many different student- all of varying abilities. On top of this, students may have health issues such as seizures, which as their teacher, you are responsible for addressing such emergencies. Lastly, their is a legal obligation to helping students with disabilities, and the teacher must follow these--(Example:IEPs) 3. I would design my classroom in a way that benefited the students best. For my gifted students I would try to sit them near another gifted student, so they could help each other and connect at their level. I would not isolate any students, even if two similar students are together, they will still be around students of other levels. This will allow the students to be familiar with diversity, and that not everyone learns the same. There may be times that I would address students in a tier 2 situation (RTI) where I could work with several students on certain areas. 4. One question I have is found on page 152--the summary of chapter 4. It asks "Should teachers match instruction to individual learning styles?" The answer it provides is not very clear, so I am asking the same question, but would like more clarity. 5. This would require a school wide effort. The students would have to be tested regularly, and the tests would have to be similar. Behavior should also be observed by the teacher in order to give a total view of the student. It is important to not just test for intellect but also for effort, attention spans, and other factors that are in the student's control (or should be).
1. Since the primary focus of this chapter is teaching and classrooms management of students with exceptionalities this is the part of the chapter that influenced me the most. In the future as an instructor, I will most definitely have students with exceptionalities in my classes. It is importance for me to understand the various methods for teaching these students. Many of the methods presented in this chapter were enlightening and challenging for me. Specifically the handling of ADHD students is valuable for me to read. The signs of ADHD are easily recognized. Some traits that I will need to be aware of as an instructor are the problems with hyperactivity, inattention, and impulse control. 2. This chapter has definitely altered the way I will approach teaching. For example, students with ADHD will probably be the most common exceptionality in my classroom. In dealing with ADHD students I will most likely have the tendency to get frustrated. Without the knowledge I have gained from this chapter. It is important for me to understand that students with ADHD can’t help their actions. I must work to separate the disorder from the student. If I notice moments of attentiveness or extreme focus from students I should take note of this. One of the best methods for treating ADHD is for specialized therapy as opposed to simple prescription of drugs. 3. Based upon this chapter, I will attempt to create a classroom that will be able to cater to students with any type of disability. This may be a difficult task to achieve but ultimately the flow of the classroom will be much more fluid and better suited for learning if I succeed. One of the best ways to this is to simply be educated and prepared for any disability that may exist within my class. After the first couple weeks of school, I will have basic understanding of what are the specific needs of exceptional students within my class. 4. With the multiple sources of information available to me as an instructor, I will be able to take this information and compile it into a student profile. With IQ tests I will be able assess the general knowledge of a students. Compare this with the student’s learning preferences and I may be able to understand why the student did well or didn’t do so well on an IQ test. For example, if a student is a heavy tactile learner, he may be perfectly intelligent but may not do as well taking tests as other students. Consequently, I must look at all aspects of a student’s profile to assess him or her and even then I will not have an adequate outlook of the student until I actually have the student in class.
1. The idea in this chapter that I believe will be very useful to me in the future is the part about multiple intelligences. I went to a private school, and never had more than at least 8 classmates.So I never got to see too many people with different types of intelligences from myself. I think knowing about the 8 intelligences makes it not only easier for the teacher to know how to teach her students, but also it makes it easier for the students to understand the information easier. If the teacher knows each students intelligence she can make her curriculum more around the student's strengths. I know that it would have been easier for me if some of my past teachers knew which intelligence was my strength.
2. This chapter has made me realize that there are more students with disabilities than I ever realized before, and that we should treat them just like every other student. When I say treat them like every other student I do not mean in the way they learn, but treat them as you would treat every student. This chapter has opened my eyes to how we should treat them. For example: we should talk to them directly and not about them, or we should not use terms to describe them, but simply call them by their name. A child's self esteem is everything; if they feel useless then they will feel like they can not learn. It is our job to encourage them and make them feel special. Because every student is special, and has unique gifts.
3. I think I would go along with what Alec and Kayla said. I would also make centers in my classroom. Each student would be placed in a center that would help their needs better than it would other students. And for my gifted students I would sit them alongside another student that is similar to them. Sometimes I would sit my gifted students next to other students, because that not only helps the gifted students learn to socialize, but it also helps the other students know how to talk to the gifted students and realize that they have more similarities than they think.
4. The one question that chapter four has evoked for me is how can you figure out what type of intelligence your student is strongest in?
5. I think that keeping surveys of each individual student should be required for each teacher to give by the end of every grade a student is in, starting from kindergarten all the way till when they graduate. This will help teachers to get a holistic view of a student. They could also have IQ test for the student to see how they are progressing with there learning for each year. I do not believe you can just assume how a student learns best. But I do believe that you should start to figure out how your student learns best from when they are a very young age.
1. The ideas in this chapter that will be most useful in future teaching would be learning about disabilities that are common in the classroom and how teachers deal with them in a classroom. I think it is very important for teachers to know to their students and their disabilities and also talents od students that way a teacher can fit the best learning style for their students. 2. The content of this chapter has changed my view of teaching by showing me the diversity that you can have a classroom. Growing up in school, everyone was about the same and came from the same type of background. But today in a classroom you can have very gifted students along with students who are struggling due to a disability. So, this chapter made me aware of the wide range that teachers have to teach to, not one style of teaching will work for all students, a teacher will have to make accomodations to certain children. 3. I would design my classroom from this chapter to try to fit the needs of every student. And i think the best way to do this would be with everyone else has already said and have learning centers. That way all levels can be reached and all students would feel a sense of equality because all students would have been reached. 4. One question that might be evoked is what teachers are doing in the classroom today for special needs children? How are teachers integrating those students with the average and gofted students? 5. I think the best way would to keep records on students and find what you think as the teacher helps a child learn best and assess. Also, try out your different styles on the students and see what works best, almost like a trial and error. That way you can keep up with your students and know what works for them best. Then, pass that information of the students along to the next teacher, so students can really learn at their best potential.
1. I think that the idea that will be most valuable to me is the idea of students having different learning and thinking styles. With wanting to be a PE teacher, many people will think that there is only really one way of teaching a student regardless of their learning style. But the teaching techniques will differ from being in the classroom and to being in the gym, but implementing different teaching styles for different learners can still be achieved. For example if a practical lesson is taking place, putting emphasis on the rules of the game will allow those learners who don’t learn kinesthetically. Or in the classroom, by including and activity where the students are active and performing activities that will allow them to use their kinesthetic learning style in an environment which may not normally accommodate it. 2. This chapter has made me think that in any environment for teaching that the learners needs have to be thought of and an effort has to made towards providing them with some kind of activity that will benefit all learning styles, whether that being a number of different activities in one class period that address the different styles, or teaching different style of classes on different days to accommodate everyone. 3. They way that I would use these ideas in my classroom design would be to ensure that there is lots of chance for interaction with other students so that students can widen their learning experiences and to also allow them to experience how their classmates learn, and some of the benefits that they can gain from experiencing these different styles. 4. I have been thinking what the best way to implement the different styles of learning into class periods so that all types of learners have a chance to participate in activities that they are most comfortable with. Would it be good to have a number of classes for one style, and then switch to another style and so on to encompass everybody, or to include a number of different activities each time a task is set for so that nobody is disadvantaged at any given time 5.I think that integrating the importance of IQ for a holistic view of a student can negatively affect the way that a student’s potential to learn, because people can assume that due to having a low IQ that they may not understand or pick up on things, but an IQ test may be difficult for them because they may not have a great knowledge of general things, but when a student applies themselves to a specific area they may be one of the most knowledgeable students in the whole class. I think that knowing a students learning style is beneficial because it gives some insight into why a student could be struggling or excelling in a certain area of study if a unexpected change in achievement is shown, and will also help the instructor as to why some students may negatively react to work set and may reject being taught until they can see the task in a way that they can comprehend and work with.
1. One concept that I took away from this chapter is understanding that there are laws that I need to learn when it comes to students with learning needs. This ranges from the gifted student to the student with special needs. This will be very important my first year of teaching when I experience this. Understanding this will make my teaching and my students learning easier.
2. A content of the chapter is learning how to teach to students with different learning needs, without being obvious about it. I learned that there are different ways I need to teach to these students. Making sure that these students understand what the material is should be one of my top priorities.
3. My organization of my room would focus on people that have different learning styles. One are would focus on the students that are hands on that need more attention and more demonstrations. Another section would consist of those that can listen to the lesson again, along with a short video showing them what the material is teaching.
4. How can I corporate different learning styles and a teaching that can help students with learning needs in my teaching in a audience setting?
5. Looking into the past may help with understand the students IQ. Communicating with other teachers to understand what worked, and what didn't work, could help you when it comes to teaching the student. If there is a prior IQ score, you could use that. If the results are higher, and continue to increase you may not need to focus on that student. rather than focusing on students that may have lower IQ that are low staying steady or decreasing.
1. One concept in this chapter I found most valuable to me is the fact that I will or may have students in some my class that will be maintstreamed or may have an IEP. These students are just as important as other students in the class, and as a teacher I will need to do my part to make sure these students are being taught in a least restrictive environment.
2. The content in this chapter has made me realize that my classroom will be very diverse. As some of the others who have posted here have mentioned, I to come from a very small school. I don't remember having any students mainstreamed into any of my classes. This will be something new to me, not only as a future teacher but as a person.
3. They way that I incorporate ideas from this chapter in my classroom design would be to have many different activities that help all kinds of learning styles, as well as having interaction of students with different learning styles so everyone can benefit. I will also make sure that I am teaching to the different learning styles of my students, and not just what is comfortable to me.
4. One question that might be evoked was: as we learn more about learning styles of our students, are there new resources that are readily available to our students to help us teach to their specific needs?
5. I think that the students need to be tested and surveyed at a young age. By keeping detailed records that follow the children through school, each new teacher will be able to reference back to these tests as well as conduct further tests. This would help to see if they are progressing properly or more emphasis needs to be made in certain areas. To get a good sense of each of my students I want to know what best suits them best to be the most successful in my class.
1. The explanation of what “Intelligence” really is will help me immensely as a future teacher. The students vary in more ways than physical and genetic attributes. They also possess different skills sets, preferences, and learning styles. As a teacher, it is vital to recognize the students’ multiple intelligences and learning preferences in order to effectively teach them. 2. The information in this chapter about IDEA, IEPs, and other things that a teacher will need to take into account was very beneficial. I am still not all that familiar with everything surrounding the protocol with adapting and accommodating for students with disabilities, but this chapter helped. It’s important for teachers AND students to work together so the outcome will the best possible. Students do have opinions and valid suggestions so the teacher should always be willing to listen. 3. I would definitely design my classroom so all students could access everything. I could have a student in a wheelchair or on crutches; therefore I would need to set it up so they are not hindered. I would also have different things in my classroom to help accommodate for the multiple intelligences that my students will possess. 4. I do not have any substantial questions for this section. 5. Although it is difficult to go into too much detail when classifying students, some detail would be required. Maybe a record or something like it could be kept for each student. Their IQ scores could be recorded and updated as they progress, and their strengths in the multiple intelligences could be recorded as well. The multiple intelligences could possibly be color coated or put in a chart so it is easier for teachers to see where their students are. After all the individual classifications are recorded, there could be a graph that shows where they stand in IQ scores with comparison to other students.
1. The idea in this chapter that will be most useful to me in a future teaching situation would include becoming familiar with the legislation called the Individuals with Disabilities Education Act (IDEA) and Section 504. These are very specific laws that must be followed and interpreted correctly by educators, especially those in the special education department and administration. I think first year teachers should definitely seek out the advice of the experts when confronted with a special education issue. It is the responsibility of every teacher to understand this legislation.
ReplyDelete2. The content of this chapter that has changed my view of teaching and learning would be the Point/Counterpoint titled, “Should Teachers Focus on Students’ Learning Styles?” As an education major, one of the focuses in my education classes and in recent educational journal articles is the importance of developing a curriculum around student learning styles. Teachers must keep in perspective that there is very little reliable evidence that students learn more when they study in their preferred learning style. Some research has been done that shows learning styles are a minor factor in learning compared to the major factors in learning of teaching strategies and social connections.
3. When considering the design of my future classroom, I would consider the idea from this chapter that has to do with different learning styles. I do think it is important to incorporate into the curriculum various activities to address various learning styles; however, it would be overwhelming to develop an individual learning style program for each student in each subject area for each lesson. I think teachers can offer various learning style approaches at various times which include student choices of assessments and alternative paths to learning.
4. The questions that this information has evoked are as follows: During a parent/teacher conference, either face-to-face or on the telephone, what steps would a teacher take if a parent happens to become angry and verbally abusive toward the teacher? After meeting with the parents of a gifted student, the parents choose not to allow their child to be taken from the regular classroom to attend enrichment classes. The parents worry that their child will miss out on basic skills and be labeled as a nerd, leading to social issues. How do you address the parent’s concerns?
5. In order to create a holistic view of a student, schools can begin in early grades to require teachers to keep an ongoing record of individual student descriptors which follow the student through each grade level. The student descriptor may include an IQ score, a simple student learning preference survey completed by the student and appropriate for each year’s grade level, and a simple checklist of teacher observations of the students’ learning and thinking styles. The student descriptors would also note any special disability services or special classes already in place. The individual student descriptors would be helpful to grade level and content area teachers in developing their yearly curriculum to address the diversity of that particular student-grouping.
1. The idea of cultural diversity in the chapter will be most helpful to me in the future. As teachers, we must understand that there is going to be a huge array of students that we will encounter. It is important to know that we need to address each student individually to meet their specific needs. Culture plays a huge role in meeting the educational needs of students. We need to integrate their culture as much as we can to make them feel comfortable and at home. We must give individual attention whenever needed as well to make sure their personal needs are being met to learn in the most successful way.
ReplyDelete2.The content of this chapter has opened my eyes to the fact that there are so many things that affect the way students learn. It has made me realize that there is a lot of work that goes into teaching in the aspect of catering to multiple learning styles, diversity, and special needs and disabled students. It has also brought light to the fact that intelligence is a process. It has made me realize that as teachers we have to make sure we are aware of the differing levels of intelligence and what our students are intelligent in and what areas need improvement. This can be very challenging and is an integral part of teaching that I now respect.
3.I would design my classroom to try to meet individual needs of all my students in some way. I would use many different teaching styles, integrate the boys and girls and keep them separate at certain times, and help my students discover what they are good at and help them to keep improving rather than tell them what they are not good at or are doing wrong. My cirriculum would be stylized to many different learning styles to accomodate all my students in some way.
4.One major question from this reading I have is: How do you integrate students with special needs into regular classrooms without distracting the students by bringing an aid into the classroom or the disabled student just being "out of the norm" for the classroom?
5. I think that by starting at a young age, we can get a holistic view of students by incorporating many forms of tests and survey. There needs to be a performance evaluation as the child ages as well to be able to see if they are progressing properly or more emphasis needs to be made in certain areas. I would give tests (IQ) and learning preferences inventory at regular intervals. I would then document it over a period of time to get a good understanding of the student and what suits them best to be the most successful learner in school.
1. The idea in this chapter that I think will be most useful to me is the part about the learning disabilities and how to handle them in my classroom. Coming from a small, all white middle class school, I am not very familiar with the type of educational diversity represented in our classrooms today. Although this chapter didn’t go into much detail regarding specific situations, the hypothetical situation at the end of the chapter offered many good suggestions on handling a classroom full of diversity.
ReplyDelete2. My students will be extremely different people. I cannot expect to be able to teach them all the same and them all to succeed. Whether it be differences in learning style, ability, social background, or culture, I will be presented with the task of teaching to all of those differences at the same time. It will be difficult, but there are ways to get it done that will be fun and engaging for all the students in my classroom.
3. This chapter again, reinforces my use of centers in my classroom. Centers can be used to group students by learning style, learning disability, their level of knowledge, and numerous other ways. Also, by creating a center that caters to students with hyperactive disorders I can create a place where they can move and still learn and not distract the rest of the class.
4. I think a good study of all of my students records and charts would be a good place to start. Based on those and any sort of comments by previous teachers, we can put together a pretty good idea of the child’s academic success, IQ, and any learning or physical disabilities. If we want to know more in depth about our students we can assess them using surveys that determine their learning style and preference. Putting all of these resources together, I think we can create a pretty holistic view of our students and then do our best to cater to their individual needs.
1. The most useful idea in this chapter for my future classroom would be Response to Intervention (RTI). Being familiar with this is a good way to target the students that require more help but then goes even further into finding the students that may need to be tested for learning disabilities. This system makes it easier to pick out the students that need individual instruction.
ReplyDelete2. This chapter has opened my eyes to the wide variety of issues that a teacher must be familiar with in order to be effective. A teacher must be prepared to help many different student- all of varying abilities. On top of this, students may have health issues such as seizures, which as their teacher, you are responsible for addressing such emergencies. Lastly, their is a legal obligation to helping students with disabilities, and the teacher must follow these--(Example:IEPs)
3. I would design my classroom in a way that benefited the students best. For my gifted students I would try to sit them near another gifted student, so they could help each other and connect at their level. I would not isolate any students, even if two similar students are together, they will still be around students of other levels. This will allow the students to be familiar with diversity, and that not everyone learns the same. There may be times that I would address students in a tier 2 situation (RTI) where I could work with several students on certain areas.
4. One question I have is found on page 152--the summary of chapter 4. It asks "Should teachers match instruction to individual learning styles?" The answer it provides is not very clear, so I am asking the same question, but would like more clarity.
5. This would require a school wide effort. The students would have to be tested regularly, and the tests would have to be similar. Behavior should also be observed by the teacher in order to give a total view of the student. It is important to not just test for intellect but also for effort, attention spans, and other factors that are in the student's control (or should be).
1. Since the primary focus of this chapter is teaching and classrooms management of students with exceptionalities this is the part of the chapter that influenced me the most. In the future as an instructor, I will most definitely have students with exceptionalities in my classes. It is importance for me to understand the various methods for teaching these students. Many of the methods presented in this chapter were enlightening and challenging for me. Specifically the handling of ADHD students is valuable for me to read. The signs of ADHD are easily recognized. Some traits that I will need to be aware of as an instructor are the problems with hyperactivity, inattention, and impulse control.
ReplyDelete2. This chapter has definitely altered the way I will approach teaching. For example, students with ADHD will probably be the most common exceptionality in my classroom. In dealing with ADHD students I will most likely have the tendency to get frustrated. Without the knowledge I have gained from this chapter. It is important for me to understand that students with ADHD can’t help their actions. I must work to separate the disorder from the student. If I notice moments of attentiveness or extreme focus from students I should take note of this. One of the best methods for treating ADHD is for specialized therapy as opposed to simple prescription of drugs.
3. Based upon this chapter, I will attempt to create a classroom that will be able to cater to students with any type of disability. This may be a difficult task to achieve but ultimately the flow of the classroom will be much more fluid and better suited for learning if I succeed. One of the best ways to this is to simply be educated and prepared for any disability that may exist within my class. After the first couple weeks of school, I will have basic understanding of what are the specific needs of exceptional students within my class.
4. With the multiple sources of information available to me as an instructor, I will be able to take this information and compile it into a student profile. With IQ tests I will be able assess the general knowledge of a students. Compare this with the student’s learning preferences and I may be able to understand why the student did well or didn’t do so well on an IQ test. For example, if a student is a heavy tactile learner, he may be perfectly intelligent but may not do as well taking tests as other students. Consequently, I must look at all aspects of a student’s profile to assess him or her and even then I will not have an adequate outlook of the student until I actually have the student in class.
1. The idea in this chapter that I believe will be very useful to me in the future is the part about multiple intelligences. I went to a private school, and never had more than at least 8 classmates.So I never got to see too many people with different types of intelligences from myself. I think knowing about the 8 intelligences makes it not only easier for the teacher to know how to teach her students, but also it makes it easier for the students to understand the information easier. If the teacher knows each students intelligence she can make her curriculum more around the student's strengths. I know that it would have been easier for me if some of my past teachers knew which intelligence was my strength.
ReplyDelete2. This chapter has made me realize that there are more students with disabilities than I ever realized before, and that we should treat them just like every other student. When I say treat them like every other student I do not mean in the way they learn, but treat them as you would treat every student. This chapter has opened my eyes to how we should treat them. For example: we should talk to them directly and not about them, or we should not use terms to describe them, but simply call them by their name. A child's self esteem is everything; if they feel useless then they will feel like they can not learn. It is our job to encourage them and make them feel special. Because every student is special, and has unique gifts.
3. I think I would go along with what Alec and Kayla said. I would also make centers in my classroom. Each student would be placed in a center that would help their needs better than it would other students. And for my gifted students I would sit them alongside another student that is similar to them. Sometimes I would sit my gifted students next to other students, because that not only helps the gifted students learn to socialize, but it also helps the other students know how to talk to the gifted students and realize that they have more similarities than they think.
4. The one question that chapter four has evoked for me is how can you figure out what type of intelligence your student is strongest in?
5. I think that keeping surveys of each individual student should be required for each teacher to give by the end of every grade a student is in, starting from kindergarten all the way till when they graduate. This will help teachers to get a holistic view of a student. They could also have IQ test for the student to see how they are progressing with there learning for each year. I do not believe you can just assume how a student learns best. But I do believe that you should start to figure out how your student learns best from when they are a very young age.
1. The ideas in this chapter that will be most useful in future teaching would be learning about disabilities that are common in the classroom and how teachers deal with them in a classroom. I think it is very important for teachers to know to their students and their disabilities and also talents od students that way a teacher can fit the best learning style for their students.
ReplyDelete2. The content of this chapter has changed my view of teaching by showing me the diversity that you can have a classroom. Growing up in school, everyone was about the same and came from the same type of background. But today in a classroom you can have very gifted students along with students who are struggling due to a disability. So, this chapter made me aware of the wide range that teachers have to teach to, not one style of teaching will work for all students, a teacher will have to make accomodations to certain children.
3. I would design my classroom from this chapter to try to fit the needs of every student. And i think the best way to do this would be with everyone else has already said and have learning centers. That way all levels can be reached and all students would feel a sense of equality because all students would have been reached.
4. One question that might be evoked is what teachers are doing in the classroom today for special needs children? How are teachers integrating those students with the average and gofted students?
5. I think the best way would to keep records on students and find what you think as the teacher helps a child learn best and assess. Also, try out your different styles on the students and see what works best, almost like a trial and error. That way you can keep up with your students and know what works for them best. Then, pass that information of the students along to the next teacher, so students can really learn at their best potential.
1. I think that the idea that will be most valuable to me is the idea of students having different learning and thinking styles. With wanting to be a PE teacher, many people will think that there is only really one way of teaching a student regardless of their learning style. But the teaching techniques will differ from being in the classroom and to being in the gym, but implementing different teaching styles for different learners can still be achieved. For example if a practical lesson is taking place, putting emphasis on the rules of the game will allow those learners who don’t learn kinesthetically. Or in the classroom, by including and activity where the students are active and performing activities that will allow them to use their kinesthetic learning style in an environment which may not normally accommodate it.
ReplyDelete2. This chapter has made me think that in any environment for teaching that the learners needs have to be thought of and an effort has to made towards providing them with some kind of activity that will benefit all learning styles, whether that being a number of different activities in one class period that address the different styles, or teaching different style of classes on different days to accommodate everyone.
3. They way that I would use these ideas in my classroom design would be to ensure that there is lots of chance for interaction with other students so that students can widen their learning experiences and to also allow them to experience how their classmates learn, and some of the benefits that they can gain from experiencing these different styles.
4. I have been thinking what the best way to implement the different styles of learning into class periods so that all types of learners have a chance to participate in activities that they are most comfortable with. Would it be good to have a number of classes for one style, and then switch to another style and so on to encompass everybody, or to include a number of different activities each time a task is set for so that nobody is disadvantaged at any given time
5.I think that integrating the importance of IQ for a holistic view of a student can negatively affect the way that a student’s potential to learn, because people can assume that due to having a low IQ that they may not understand or pick up on things, but an IQ test may be difficult for them because they may not have a great knowledge of general things, but when a student applies themselves to a specific area they may be one of the most knowledgeable students in the whole class. I think that knowing a students learning style is beneficial because it gives some insight into why a student could be struggling or excelling in a certain area of study if a unexpected change in achievement is shown, and will also help the instructor as to why some students may negatively react to work set and may reject being taught until they can see the task in a way that they can comprehend and work with.
1. One concept that I took away from this chapter is understanding that there are laws that I need to learn when it comes to students with learning needs. This ranges from the gifted student to the student with special needs. This will be very important my first year of teaching when I experience this. Understanding this will make my teaching and my students learning easier.
ReplyDelete2. A content of the chapter is learning how to teach to students with different learning needs, without being obvious about it. I learned that there are different ways I need to teach to these students. Making sure that these students understand what the material is should be one of my top priorities.
3. My organization of my room would focus on people that have different learning styles. One are would focus on the students that are hands on that need more attention and more demonstrations. Another section would consist of those that can listen to the lesson again, along with a short video showing them what the material is teaching.
4. How can I corporate different learning styles and a teaching that can help students with learning needs in my teaching in a audience setting?
5. Looking into the past may help with understand the students IQ. Communicating with other teachers to understand what worked, and what didn't work, could help you when it comes to teaching the student. If there is a prior IQ score, you could use that. If the results are higher, and continue to increase you may not need to focus on that student. rather than focusing on students that may have lower IQ that are low staying steady or decreasing.
1. One concept in this chapter I found most valuable to me is the fact that I will or may have students in some my class that will be maintstreamed or may have an IEP. These students are just as important as other students in the class, and as a teacher I will need to do my part to make sure these students are being taught in a least restrictive environment.
ReplyDelete2. The content in this chapter has made me realize that my classroom will be very diverse. As some of the others who have posted here have mentioned, I to come from a very small school. I don't remember having any students mainstreamed into any of my classes. This will be something new to me, not only as a future teacher but as a person.
3. They way that I incorporate ideas from this chapter in my classroom design would be to have many different activities that help all kinds of learning styles, as well as having interaction of students with different learning styles so everyone can benefit. I will also make sure that I am teaching to the different learning styles of my students, and not just what is comfortable to me.
4. One question that might be evoked was: as we learn more about learning styles of our students, are there new resources that are readily available to our students to help us teach to their specific needs?
5. I think that the students need to be tested and surveyed at a young age. By keeping detailed records that follow the children through school, each new teacher will be able to reference back to these tests as well as conduct further tests. This would help to see if they are progressing properly or more emphasis needs to be made in certain areas. To get a good sense of each of my students I want to know what best suits them best to be the most successful in my class.
1. The explanation of what “Intelligence” really is will help me immensely as a future teacher. The students vary in more ways than physical and genetic attributes. They also possess different skills sets, preferences, and learning styles. As a teacher, it is vital to recognize the students’ multiple intelligences and learning preferences in order to effectively teach them.
ReplyDelete2. The information in this chapter about IDEA, IEPs, and other things that a teacher will need to take into account was very beneficial. I am still not all that familiar with everything surrounding the protocol with adapting and accommodating for students with disabilities, but this chapter helped. It’s important for teachers AND students to work together so the outcome will the best possible. Students do have opinions and valid suggestions so the teacher should always be willing to listen.
3. I would definitely design my classroom so all students could access everything. I could have a student in a wheelchair or on crutches; therefore I would need to set it up so they are not hindered. I would also have different things in my classroom to help accommodate for the multiple intelligences that my students will possess.
4. I do not have any substantial questions for this section.
5. Although it is difficult to go into too much detail when classifying students, some detail would be required. Maybe a record or something like it could be kept for each student. Their IQ scores could be recorded and updated as they progress, and their strengths in the multiple intelligences could be recorded as well. The multiple intelligences could possibly be color coated or put in a chart so it is easier for teachers to see where their students are. After all the individual classifications are recorded, there could be a graph that shows where they stand in IQ scores with comparison to other students.