Reflection # 9

            I would like to be a principal one day because I would love the opportunity to run a campus and guide my teachers to the directions that will benefit my students. Also being a principal makes you always involved and aware of what is happening on the campus. I want my students to get the best curriculum, the best teachers and the best support staff that the whole district could offer. I don’t mean to be mean or anything but some principals don’t have any clue on what is going on at their campus. The campus is being run by the teachers or by the assistants. I know that when I do become principal in the future I look forward to serving the students, parents and faculty from our community.

Reflection # 7

The first time I used a computer was in the 4^th grade. Our class was taken to the computer lab, once a week. I recall my computer teacher showing us how to use the mouse, how to start the computer, and how to log into the computers. I was not familiar with computers at the time because my family did not have a computer at home. I looked forward to going to my class every week because we would do assignments that contained typing on the keyboards. Our teachers would implement rewards when we did assignments. The class would play races against each other to see who could finish the assignment fastest and correct. Whoever would win would get extra time to play frogger on the computer. It was a great experience for me and I am grateful to have been introduced to computers. The first time I was introduced to the internet had to have been in middle school. My parents finally got a computer that ran super slow because it was on DSL because the technology was not as awesome as it is now. AOL was the internet browser that I would use. Within the years computers started becoming my life and I learned of many new programs and software’s. I am a computer information systems major and I enjoy using computers very much, who knows where I would be, If my teacher would have never showed us how to use a computer. J

Reflection # 6

One of the most important attribute of a good teacher is to be a good communicator. She/he should be comfortable explaining things and enjoy doing the same. At times, a teacher might feel like yelling or shouting at students, but a good teacher is one who knows how to keep the temper in check and act calmly in such situations. A good teacher must have good time management skills and always value the importance of time. In fact, wise utilization of time is the hallmark of a good teacher. A teacher should always adopt a fair attitude, when it comes to making any form of evaluations. He should be fair to his profession and assess students on their performance, instead of personal rapports and likings. A good teacher should have the necessary command over the subject matter he teaches. This way, he can be comfortable while explaining things. Besides, a teacher will be equipped with answers of any possible questions that might crop up during the lecture sessions. A teacher should be dedicated towards their work. He/she should not waste their time in the classroom and wait for the school bell to ring. Instead, taking out time and engaging in after-school meetings and activities is what suits a great teacher. As a teacher you have to be able to listen to the students and understand where they come from. You need to implement your structure and disciplinary skills in order to push your students to thrive and reach their goals.

Reflection # 5

Differentiated instruction strategies are different teaching techniques and approaches applied when teaching different students. These strategies have been there since time immemorial but it was done without knowledge. Both formal and informal education systems use this approach only at different degrees. In today's world, extensive research has been conducted on human anatomy and psychology. This has led to the better understanding of the human species. From these research works, we have come to understand the human brain and how it acquires knowledge. This understanding has led to scientists realizing that human thinking and understanding vary on different humans. Teachers therefore are required to assess their individual students personally and determine the level of ability of the different students. Understanding of their abilities will enable grouping of students with similar ability. The grouping will ensure teaching students depending on their abilities. Those who learn fast will be taught at a different speed as compared to slow learners. Instructors should use a method of learning that engages the students. This ensures that students don't get distracted and if they do the instructor will note it in due time. Engagement teaching also helps the instructor to discover the abilities of individual learners. The learners too do not get bored quickly. Differentiated instruction strategies will vary from educational system and whatever the system the instructor should make sure there is use of authentic assessing based on what is taught, observed and probably what is learned in the teaching sessions. The assessments test should have clear instructions that will not confuse learners.

Chapter 11 Notes

As a result of the Tenth Amendment to the U.S. Constitution, which reserves all powers to the states that are not specifically designated to the federal government.  Each of the fifty states has legal responsibility for the operation and administration of public schools within its own boundaries.  Although legal responsibility for school governance belongs to the states policy decisions and administrations have usually been delegated to local school boards, which exist because Americans have come to insist on control of schools at the local level.  Recently, however states have been reasserting their policymaking prerogatives.

Influence on American Public Education is through professional education organizations, such as NEA and AFT.  There is also influence from parents, business, standardized testing, the courts, and the federal government.

 Schools are financed through the total amount of money available to a school district for education is the sum of locally raised revenues, state aid, and miscellaneous revenues.  Currently state governments contribute about 50 percent, local governments offer about 2 percent, and the federal government provides almost 8 percent toward the financing of public schools.

Chapter 10 Notes

In early colonial days, most education took place in the home, in the church, and through apprentice programs, with instruction dominated by religious teachings. While today's public school systems hardly resemble their colonial roots, many of our current controversies are rooted in the past. We continue to dispute the role of religion in schools, differences in state government education policies, and inequities in educational opportunities for women, people of color, and the poor. In 1647, Massachusetts passed the "Old Deluder Satan Law," requiring that every town of 50 households appoint and pay a teacher of reading and writing, and every town of 100 households provides a Latin grammar school. This law offered a model for other communities and made the establishment of schools a practical reality. Colonial Latin grammar schools prepared white boys for a university education. In the 1700s, academies were established; they were more secular and practical in their curriculum and were open to girls. The Constitution has helped to determine the shape of modern education in two ways. By omitting any mention of national education as a federal responsibility, the Constitution left the issue to the states as each state government set-up its own policy, practice, and means of funding schools. During the nineteenth century, the public began to feel that schools should serve the poor as well as the wealthy. As leader of the common school movement, Horace Mann is sometimes called the father of the public school. By the time of the Civil War, the concept of the elementary public school had become widely accepted. Public high schools caught on much more slowly than elementary schools. But, as the country moved from agrarian to industrial and from rural to urban, resistance to public funding of high schools decreased. Eventually, high schools came to represent democratic ideals of equal opportunity; later, many believed that education could be a panacea for societal problems. From the Committee of Ten in 1892 to the 1983 publication of A Nation at Risk, waves of educational reform have become part of the American landscape. While reform movements have not reached a consensus as to the best educational system for the nation, one idea remains key: schools should have a central role in maintaining a vibrant democracy. Over the course of its development, the nation's educational system has been supported by a rich variety of instructional materials, including the colonial hornbook; the nation's first real textbook, New England Primer; Noah Webster's American Spelling Book, which replaced The New England Primer as the most widely used elementary textbook; and McGuffey Readers, emphasizing hard work, patriotism, and morality. McGuffey Readers sold more than 100 million copies between 1836 and 1920. Progressivism, with John Dewey as its most notable advocate, had a significant impact on education in the twentieth century. Its emphasis on learning by doing and shaping curricula around children's interests has influenced many educators to this day. Dewey and others have come under frequent attack, however, first by conservative extremists of the 1950s, who saw progressivism as communistic and contrary to American values. Later, in the wake of the Soviet Sputnik launching, progressivism was blamed for causing U.S. students to lag behind in important subjects. While progressivism has ceased to be the organized educational movement it once was, many of its ideas continue to be debated and re-examined. While the Constitution leaves most of the responsibility for schooling to the states, the federal government has played an increasing role in education over the past century. National programs have included targeted funds for such programs as the National Defense Education Act, as well as legislation and court action designed to fight segregation and other forms of discrimination in the schools. During the 1980s and 1990s, more conservative forces decreased federal funding, but not federal influence in education.

Chapter 9 Notes

Philosophy of education can refer to either the academic field of applied philosophy or to one of any educational philosophies that promote a specific type or vision of education, and/or which examine the definition, goals and meaning of education. As an academic field, philosophy of education is "the philosophical study of education and its problems...its central subject matter is education, and its methods are those of philosophy". "The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be multidisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline." As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive, and/or analytic to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning, to name a few. For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between educational theory and practice. Instead of being taught in philosophy departments, philosophy of education is usually housed in departments or colleges of education, similar to how philosophy of law is generally taught in law schools. The multiple ways of conceiving education coupled with the multiple fields and approaches of philosophy make philosophy of education not only a very diverse field but also one that is not easily defined. Although there is overlap, philosophy of education should not be conflated with educational theory, which is not defined specifically by the application of philosophy to questions in education. Philosophy of education also should not be confused with philosophy education, the practice of teaching and learning the subject of philosophy. Philosophy of education can also be understood not as an academic discipline but as a normative educational theory that unifies pedagogy, curriculum, learning theory, and the purpose of education and is grounded in specific metaphysical, epistemological, and axiological assumptions. These theories are also called educational philosophies. For example, a teacher might be said to have a perennials educational philosophy or to have a perennials philosophy of education.

Chapter 8 Notes

There are three ways teachers ethically influence their students. First is by personal example, second is by creating a beneficial classroom climate, and last is by the ethical dialogue in which they use.
Two types of due process are mentioned. Substantive due process which has to so with the issue itself and procedural due process is the fairness of the process followed.The authors also discuss what a legal contract is and what happens after the teacher is hired. In most states, the teacher is on a tree year probationary period in which a newly hired teacher can be fired for no reason. After the three years have expired, the teacher gain tenure. With tenure a teacher is less likely to become fired. The most common reasons for dismissal of a tenure teacher include immorality, insubordination, incompetence, and conduct unbecoming a teacher,".Teachers are also considered liable for their students and should ensure the safety and well-being of their classroom, work spaces and in any other activities they oversee. It is the teachers' responsibility to report child abuse. The authors go on to discuss self defense, assault and battery, freedom of expressions, symbolic expression, and academic expression.
Most importantly, the authors discuss what an accepted lifestyle of a teacher is. The authors give examples of personal appearance, private sexual behavior, and conduct with students. At no time are teachers allowed to engage in sexual conduct with a student.The authors also discuss different laws within the schools about religion. One law that I was not aware of, was in 2000, the courts ruled that student-led prayer violates the First Amendment. The authors also give guidelines for educators when it comes to suspension and expulsion. And another thing that I was not aware of is that twenty two states still allow corporal punishment  I assumed that since Kentucky did not allow corporal punishment, that it was a federal law, not state.By far, I think that this chapter has been the most knowledgeable and beneficial chapter I have read thus far. This chapter was crammed full of 'need-to-know' information.

Chapter 7 Notes

Chapter 7 Notes

What should teachers know about Technology and Its Impact on schools?

            Technology in schools is very important and as the years progress, technology will continue to be an issue in education. As the society continues to grow there will be new forms of communication through networks, communication, computer technologies. Schools know that it is very important to keep technology in the schools but as technology advances schools are scrambling to keep it. It is important for teachers to know how to use technology in the classrooms. Some teachers find it difficult to implement the new uses of technology because they are so used to what they are accustomed too. Many teachers are still living in the dinosaur ages. You can say that they are not very computer literates if you ask me. Many districts are enforcing teachers to implement computers and technology into their classroom instruction. But teachers always use excuses like, we’ve always done it that way and they say things like “Their allergic to change.” I always say that change is good for us, especially when it will benefit our students and our future children.

Chapter 6 Notes

This section explores those factors that make a teacher effective. Recent research reveals that most variation in overall school effectiveness is due to classroom level factors rather than school level factors. For these reasons it is important to try to identify what makes an effective teacher. Many aspects of an effective  teacher could be having a positive attitude, the development of a pleasant social / psychological climate in the classroom, having high expectations of what pupils can achieve, lesson clarity, effective time management, strong lesson structuring, the use of a variety of teaching methods, using and incorporating pupil ideas, using appropriate and varied questioning. The teacher should have an intimate knowledge with his/her subject that is being taught to the students. A teacher should have strong teaching curriculum as well as having great classroom management skills. The teacher needs to able to discipline her class without hesitation. The teacher needs to be able to make decisions and act on her decision because if the students even think that her specific knowledge towards her subject of teaching is not known as it should be they will react. The teacher needs to have a good attitude towards her peers and her students. Teachers should communicate with other teachers and collaborate on any ideas/suggestions that they might have. Teachers also need to pause and reflect at the end of their day. They need to be able to make drastic changes if for some reason, their teaching technique is not working out for them in the classroom. They need to regroup and look over their curriculum and establish a way that will have the students interactive and interested in what he/she is teaching. 

Chapter 5 notes

Have you ever wondered what teachers are actually teaching our students today? Curricula are sources that create much tension amongst teachers, parents, administration, Board members and school policy’s. The Board wants to make sure that each school is adhering to state regulations pertaining to curriculum. Policies are on place for what is to be taught and what textbooks are to be used in the classrooms. Keep in mind that regardless of how much the teachers need to implement these proper procedures, they also need to accommodate many cultures, ethnic groups and students with disabilities. Every year teachers need to go to in-services and training because the demands from the state are increasing and teachers are now reliable for students that are not meeting expectations. Don’t get me wrong, students are just as much as responsible as the teacher, but as a teacher, a teacher is to educate the student with the present curriculum and knowledge that he/she is presented with. Teachers train and learn every year because as I said before they need to meet school standards, district and state. Teachers are usually sent to their core subject. If they are a math teachers, they attend meetings pertaining to math and how could they improve teaching it. Now a days you can teach math in many ways that will make the students interested and more involved in what you are teaching. 

Chapter 4 Notes

What Social Problems Affect Today’s Students? Chapter Four Risk Factors Not living with two parents Head of household is a high school dropout family income below poverty line Parent has no steady full-time employment Family receiving welfare benefits Child Poverty and Birth Circumstances. Guidelines for working with Diverse Families Understand each child’s family situation. Try to communicate with all adults who take care of a child. Avoid curriculum materials or references that assume a traditional, two-parent family. If possible, schedule conference and volunteer opportunities to fit schedules of working and single parents. There is a high Percentage of Children under 18 living in Poverty. Teachers, Schools & Poverty provide emotional support and advice to poor, homeless, or runaway students. Report abused students. Be aware of culture mismatches between middle-class schools and poor students. “Hidden rules” of generational poverty. Signs of Potential Child Abuse Repeated injuries, such as bruises, welts, and burns Neglected appearance, stealing food, difficulty staying awake, or poor hygiene Sudden fall-off in academic performance Disruptive behavior or passive, withdrawn behavior Secret or furtive behavior when using the Internet. Social and Emotional Development: The Influence of Peer Groups. Suicide Warning Signs Talking or writing about death, dying, or suicide Seeking access to firearms or pills Expressing rage or violent or rebellious behavior Expressing no purpose in life or reason for living Drug or alcohol abuse Anxiety, agitation, or inability to sleep. Suicide Warning Signs  Dramatic mood changes Persistent boredom, difficulty concentrating, or a decline in the quality of schoolwork Acting reckless or engaging in risky behavior Loss of interest in previously pleasurable activities Withdrawing from friends or family. Ways for Teachers to Reduce the Threat of School Violence Establish common goals for the school and elicit commitment to these goals from teachers, students, and parents. Establish a firm, fair, and consistent system for running the school. Establish high expectations for the behavior and performance of students and staff. Create a curriculum that supports the values of honesty, integrity, kindness, and respect for others. Ways for Teachers to Reduce the Threat of School Violence  Use a variety of security measures to keep intruders and weapons off school grounds. Establish the school as neutral territory for students, control rumors, and squelch loitering and tardiness. Create alternative schools for serious offenders. Provide students and teachers with training in effective communication. Social and Emotional Development: Understanding Adolescents. Ways to Discourage Cheating Don’t give the same test over and over again. Make it clear to students that cheating is unacceptable and define in clear terms what constitutes cheating. Establish an honor system using student input, so that students will be invested in the system. Require students to sign a pledge that they have not received or given unauthorized aid on tests, papers, and assignments. Forbid students from carrying electronic devices, such as PDAs and cell phones, when taking tests. High School Graduation and Dropout Rates Estimates of high school graduation rates range from 68 percent to 82 percent. Dropout rates particularly high in urban areas and in schools with a larger proportion of students from low-income families. Contributions to high dropout rates: poor grades, dislike for school, alienation from peers, marriage or pregnancy, employment, unrealistic expectations about the world of work. Warning signs include increased absences, lethargy in completing work, and preoccupation with matters outside of school. Discourage students from dropping out by showing interest and care and by talking to and encouraging them.

Reflection #4

         I think that school violence and vandalism is a huge concern in the schools these days. Violence can be from gangs, all types of bullying, and students destroying school property. Schools can improve the gang violence by having students wear uniforms, create an alternative school for children with continuous violence issues. Having polices that are enforced and making sure that parents are aware of the situations that are occurring in the campus. Enforce the zero tolerance policy for bullying. Beach sullying occurs every day and sometimes as teachers they may not see it but once they turn their backs, it is happening. Cyber bullying has on a daily basis and many children get depressed and feel that their life is not worth living and eventually feel miserable and take their own lives. It's been an issue in the past and that's why as teachers, we need to be on top of any type of bullying, harassment and teasing. In the classroom the teachers need to set rules, guidelines, a respect model for each student as well as for other teachers. As a teacher you need to have control in the classroom and your classroom management skills must be implemented to control a hostile environment.

Chapter 3 Notes

Who are today’s students in a diverse society? Have you ever wondered who the students are? Students can have different ethnicities; students can have basic needs, or may have linguistic and analytical abilities. Students vary from different genders, race, cultural and age. In a class room, you as a teacher need to be aware of what’s happening in your class and you need to be able to accommodate and identify any problems or concerns that any of your students might encounter. Students go through many stages in cognitive, social, emotional and physical development and every student will eventually progress through these stages. As a teacher you need to familiarize yourself with every student in your classroom. Whether it is from them having accommodation for ESL, Special education or 504, you need to be prepared to accommodate every student and make sure they are getting the required curriculum for their needs. You also have to be aware of their ethnicity, just because you don’t want to offend any student that is a particular race. Also you don’t want students bullying other students because of race or gender. Always remember that as a teacher you are not alone in this diversity, you will attend in-service’s, you have administrators and specialist that can guide you to make the right decisions.

Reflection # 3

I think from all of Howard Gardner’s intelligence, my strength would have to be Intrapersonal intelligence. It involves the ability to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives. We need to be able to teach the students that they need to value their lives and value their education because it is their future. They need to be able to comprehend and understand the concepts of right and wrong and to always respect themselves as well as others. Howard Gardner treated the personal intelligences 'as a piece'. Due to their close association in most cultures, they are often linked together. Mr. Howard still argues that it makes sense to think of two forms of personal intelligence. Mr. Gardner believes that the seven intelligence don’t often work by alone. They are used at the same time and tend to complement each other as people develop skills or solve problems.

Chapter 2 Notes

What is a school and what is it for? When you get hired as teacher you need to be aware of where you are going to make a good career. You need to know the institution and you will need to know how it works and how all the school procedures are put together. You want to succeed at your campus and you want to know what the administration is expecting from you. A school could be considered many things but to me it’s a learning facility for young students that are taught education. Education is a process of human growth by which one gains greater understanding and control over oneself and one’s world. In many schools they evolve around cultures. You will see several various cultures in your classrooms. Some schools tend to adopt only one culture and that may make individuals feel different because they are used to one culture and then they have to try to adjust to another culture and it may be difficult. The four basic purposes for schools are intellectual, political and civic, economic and social purposes. To become a successful teacher you need to live up to your responsibilities and understand how much hard work it takes to be part of a school.  

Chapter 1 Notes

This chapter talks about motivates for teachers and how one teachers motivation can compare to other teachers motives. Why do teachers become teachers? Teaching revolves around more than just speaking to the students. You need to follow a curriculum and you need to implement certain teaching techniques. You not only have to worry about the student, but you also have the students’ parents to worry about. As a teacher you need to be able to control the situation. The public relies on you to teach their kids and if they feel that you are not doing a good job they will take it to the next level to make sure you as a teacher are doing their job. If teaching is what you want to pursue than pursue it and always remember, “Those who can, teach.”

Reflection #2

One common practice in schools that I would like to change would be that students are not allowed to bring backpacks to school with them or take anything home with them. I know what you’re thinking but the schools can provide all of the books and materials in the classroom. Why are students bringing backpacks that are full of things that they do not need. Think about it? Some students bring drugs, guns, knives, phones and any type of other miscellaneous stuff in their backpacks. If we eliminate students from bringing backpacks and purses, we will decrease the problem. Also this means the students have to keep up with the studies in the classroom and the teachers need to be better prepared to create a study plan that will benefit the students.  Students are in the classroom for more than 7 hours a day. All work should be completed within the 7 hours. I think once the safety of our children is secured then the schools will run better academically.

Most Significant Teacher

The honest truth is that I cannot pin point just one teacher that made a difference in my life. Growing up, I challenged the Gifted and Talented test and was moved schools due to my enrollment in the GT program. All my teachers helped me succeed. They challenged us to new and better opportunities that eventually helped me succeed and reach my goals. I still recall to this day that our team of teachers that handled our classes would stay all hours of the day to plan for the following 6 weeks. I used to be in master minds and my teachers would stay every day after class to help tutor students that may have needed extra help. I used to stay, so that I would get ahead in my accelerated reader. My fifth grade teacher was Mrs. Haught. She was an amazing teacher that pushed our fifth grade class beyond our limits. That year was the first year that we began changing classes in fifth grade and she helped us transition and guided us through her classroom management skills. The teachers prepared us for what was in store for us, “Middle School.” So I cannot say that I had only one significant teacher, but I had many. I learned because of my tecahers, they guided me in the right direction and I will forever be grateful.

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