So much has been covered in this class within a short time. I will be honest, I was stressed out to meet the demand of the application tools used in this class, especially that most tools that were introduced, such as canvas, Weebly, murals, were new to me. I struggled for the first and half week. There were two reflections submitted late, even though I had done them on time. The submission part was challenging for me, such as finding the icon/tab to click in order to submit assignments. I spent more time exploring the tools used, so I can be more comfortable and familiar with it.
The demands of the objectives and outcomes were also another challenge for me, especially with the fast pace of learning time. In the end, I have learned so much. I am more confident in writing essays/research papers using the APA writing style. Collaboration with peers is another significant experience. I had to push myself out of my comfort zone and confidently share my ideas and skills. It also helps us to be understanding, patient, and join/share ideas successfully despite differences. I hope to implement strategies such as teaching students through their interests. As much research shows that teaching through students’ interests promotes engagement, participation, attendance, and learning with purpose and meaningful experience in the classroom.
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After watching the blended learning, I think my classroom follows the “Station Rotation Model”. I teach Sped Pre-K, and the program has certain guidelines that teachers have to follow. One of these is the station rotation. After a 20-30 minute whole class instruction, my students are divided into small groups. Each group will start in one station then they rotate until they get all the stations. Each station has different target skills that students have to learn. Each station has a different focus to target skills for mastery such as social interaction and communication, another station focuses on fine motor skills, pre-academics, social play, and receptive and expressive language. Each station has 3-4 students with one adult. This approach helps cater students' learning needs. Because students are divided into smaller groups, we were able to focus on the students' needs and individualize instruction because it’s a smaller ratio. With the station rotation, students are able to learn and generalize skills.
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Why do so many students describe their educational experiences as boring? Answer: Many students experience their education as boring because the education is not related to their interest. Who will not be bored with homeworks and classworks that have little or no meaning to them? Then, they have to listen to the teacher’s lecture, a good lesson, but that does not connect to them. Littky mentioned in chapter 6, “It was a good, well thought-out lesson. It was hands on. But it was not real.” Students are given assignments but with limitations on what they can do. But, then students have to follow the academic guidelines and standards in order to meet the requirements and pass the grade level. Educators are focused on teaching the content following the curriculum to make sure students learn and pass, and they disregard how to help students engage and align the curriculum to students’ interests. I was convicted. When I am so focused on following my lesson plans, I realize I disregard my students and put less consideration on what’s their interest (e.g. maybe counting the dinosaurs instead of flowers). Question: Tell me about a time when you (as a student or a teacher) were working on or teaching an assignment that you now realize was “fake real”? Answer: The fun part of me being a special preschool education teacher is that my lessons are embedded in pretend play. But one thing I remember when I was a new teacher was that we have a strategic teaching for kids with autism called the DTT. DTT (Discrete Trial Training) is a teaching method using applied behavioral analysis to help teach kids with difficulty learning basic skills. There is a lot of teaching repetition until the student gets it independently. This experience made me feel like It was fake. I feel like I was so focused on my data collection to make sure he met the skills, but not realizing did my students really understand the concept or not. I did not like this teaching intervention. I am glad we learn many teaching interventions that are more child-led. Littky says, “when something is real and has meaning to people - wow!” Student’s progress is shown when the work at school is child led, it is meaningful to them and fun. What resonates with me in today's class is the group integration project, which develops collaboration. Collaboration is very important, especially in group activities. When I was with my group to discuss the integration assignment, we worked together to come up with the industry/sector we wanted to focus on, and then we discussed the three main contents. Each member provided ideas. We learn from one another. We assign members on what topic to concentrate on. We communicated as demonstrated by sharing opinions and feedback. Although at first we have different perspectives; we learn from one another. We also build trust with each other. Collaboration helps develop social skills, we learn from peers, and build trust. As we work together, we also gain support from each other. Group projects not only develop collaboration, but it can also maximize learning experience as demonstrated by developing critical thinking skills, boosting confidence, and self-esteem while improving social and interpersonal skills. Question:
Imagine you’ve found out that a kid you know is really interested in astronomy (or cooking, or video games, or fashion, or baseball, or music, or police work, or whatever). How would you help her go into depth in this area? What might she learn by exploring her interest more deeply? Answer: I would encourage that child to explore her interest. Just like Chea in one example from chapter 5. Dennis Littky (2002) described that Chea was very interested in studying death, so the school “Met” let her go for what she was interested in and use it for her project paper (p. 96). I teach as a special education teacher in Pre-K with autism. Many or most of my students have intense and highly focused interests. For my little learners, it can be Thomas the train, dinosaurs, and many others. I use their interests to connect the lessons and skills that I want to teach to them. With planning, if I want to teach 1:1 correspondence. My students can count using their preferred toys of interest (e.g. Thomas the trains, dinosaurs, etc.). Besides that, they learn 1:1 correspondence counting, they also learn to take turns and wait for their turns because something highly motivated them. To explore their interests more deeply, they learn the different dinosaurs, or they learn the names of Thomas' friends. They learn what dinosaurs eat - are they carnivores or herbivores? I also learn from my students' interests. Question: Sternberg says that “to be successful intelligent is to think well in three different ways: analytically, creatively, and practically.” What are some methods schools could use to help students become successfully intelligent in each and all of these ways? Answer: Some methods school could use to help students become successfully intelligent analytically, creatively, and practically is having an open communication with parents and students. When parents are involved in their child’s education, it sends a message to them that they are important and valued in their child’s education, even if it’s just sharing their input and dreams for what they want for their child. Open communication with students builds trust. They know they can trust their teacher and seek help and support. When there is trust between teacher and students, the students are more willing to share their passions. Building those relationships can help teachers know her/his students which helps create lessons that are geared towards each student's interests and “develop the skills and ways of thinking that will promote success and build their desire to learn more” (Littky, 2002, p. 103). Question:
How do you get a student to want knowledge? Once you get them to want it, what are the best ways to help them get it? Answer: Some ways to get my students to want knowledge at the preschool grade level: I use materials that are engaging to them. For example, I display books that have big pictures that attract their attention. They become curious. They look at the books by turning page to page, then they come to me and ask me to read it to them. After reading, their minds start to explore and ask questions. Another example is teaching them in a play based setting. With little learners, when it is interesting and fun to them, they want to learn it. I am able to teach from pre-academics, literacy, social-emotional, communication, and fine motor skills and many more because they are ready to learn. The best way to help them get the knowledge they are learning is to apply the concept in a real world situation. In chapter four page 83, Littky talks about helping students bring their personalized curricula to life. At preschool level, we help our students learn the concepts and bring the skills to life by doing pretend play (e.g. cooking, community helpers). For example, if we read a story about cooking, then after that we will play cooking. My students enjoy and have fun while they are learning. Question: Tell about a time when you were in school and your learning matched your interests. How was that experience different from times when your learning didn’t match what you were interested in? Answer: When learning matched with my interest, I was engaged, focused to learn, curious, and I put effort and time to learn the skills. I got excited and wanted to explore further. It also boosts my self esteem because I feel confident that I am knowledgeable in what I am learning. That confidence encouraged me to help my peers who are struggling. I can say that I am a great student when learning matches my interest. When learning did not match my interest, I had difficulty understanding the concept. I remember that even if I tried to read, understand the lesson, and spend more time doing homework practice, it was still hard because it was not exciting to me. I felt I spent so much energy and time, and I still struggle to pass. But then again, I have to take the class to meet the requirement. Question:
What would a school that was “a little more human” like to you? Answer: A school that looks “a little human” to me would be a school that respects and includes all students. Respecting students means listening and hearing them; allowing them the opportunity to speak and respond; acknowledging their presence, feelings, emotions, and growth. In the chapter, Littky said, “If you treat your kids with kindness and respect, you have not failed them”. I agree with him, and that it should be to be ``a little more human”. Including all students is another “a little more human” - typical or atypical students together in a school not segregating students because of disabilities. As a teacher in a special education world, I experienced it. Some examples were, we had difficulty sharing playgrounds with general education students, we had limited fun activities we can do with our students (e.g. teaching and having our little students with disabilities experience trick or treating in the classroom, no santa in the classroom, no water fun times during summer, etc.). It was difficult. Even with typically developing kids, play is an integral part of their learning, and so much more with our atypical students. And if they are given the chance to play in the playground with general education students, these students become role models to our students with disabilities and learn appropriate play, social skills, and manners. But if the school management and staff (principal and educators) don’t allow it, both students (general and special education) lose that opportunity to learn from their peers such as empathy and anti-bullying. Question: How could a school go about showing its students that they are trusted and valued members of the community? Answer: Littky also talks about building and cultivating a positive school culture in chapter 3. He said that relationships are the foundation of trust and respect. I agree with him. Students will feel trusted and valued members in the community if they have a positive relationship with adults (teachers, parents). How can we do this? We need to get to know our students (e.g. knowing their likes/favorites and having that opportunity to interact with us) For example, in my classroom, we have “share and tell'' activity. Students bring their favorite toys and share them in class. We listen to them and engage with them. During carpet time, my students are given the opportunity to talk and express themselves. Another is to reward and encourage them. In my class, I reinforce positive behaviors and school work with a combination of verbal reinforcement (e.g. John, I like that you completed your work) and treasure chest where my little learners can choose something (e.g. small toys, stickers, medals, etc.). When their sticker chart is completed. Students were given stars for activities completed, positive behaviors, etc. that they can put in their sticker chart, and once the sticker chart is complete they bring it to me to choose something from the treasure chest. I feel that this way they are acknowledged and, so they will feel they are included and respected and valued members in my classroom. In today’s class, I am reflecting on the teacher-student relationship. How can we develop a positive relationship with our students? Even our professor talks about the importance of building a positive relationship as well as the chapter two book of the Big Picture book. To develop a positive relationship, we need to build connections with our students. We need to get to know our students. Some strategies I learn in getting to know them and building connections with my little students are reading their choice of book, doing share and tell during social interaction time, kneeling down when talking to them, so they get to see me in their level, and providing the time to play with them. Friday is our fun day. I used to think that I may be wasting my time by not following my daily schedule every Friday, but what I realized is that they are still learning even if I am not really following my daily schedule. Friday is a fun day which is social interaction, art day, and play time. All these activities lead to social, emotional, cognitive, fine motor skills, and literacy development, and most especially builds relationships with my students.
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If you agree that the ability to believe in yourself and love learning are important skills schools should teach, how would you go about teaching them? Answer: I would go by first knowing my students to build a positive relationship. Building a positive relationship with students promotes trust. When students trust their teacher, they are able to express themselves and feel accepted. When students are able to express themselves and feel accepted, they are able to listen and engage. If they listen and are engaged, then they will learn better and be encouraged to come to school everyday. In chapter two of the Book, The Big Picture, Dennis Littky stated that when a teacher builds a strong relationship with a kid and his or her family, the school can become the place the kid runs to when things fall apart. When there is a positive relationship between the teacher and students, they feel the school as a safe environment which motivates them to attend school and learn. Question: Why do you think kids drop out of school? If you have known a high school dropout, what was his or her experience after leaving school? What do you think needs to change in the way schools and society deal with dropouts? Answer: There are many reasons kids dropout of school. Some of the main reasons that I could think of could be due to poverty, relationships at home with family, and relationships with adults at school (e.g. teachers, counselors, etc.). Financial problems at home mainly from parents add psychological, emotional, and physical stress that discourage students from attending school. At an early age their dreams and focus could shift to either working early to help with financial hardships of the family. I have known a high school student who ended up dropping out of high school and working at a very early age to help contribute financially to parents. I think the school and society needs the school environment to be welcoming. In chapter two of the Book, The Big Picture, Dennis Littky stated students need to feel that school is a safe place where their strengths and energies are nurtured. Again, this also comes from the relationship between teachers, other school staff, and the students. A positive environment and relationship will motivate and encourage students to attend school and not dropouts. Kitty says, “kids are also very attuned to adults’ attitude toward them.” Our attitudes (educators) towards our students will assist our students' future, either they will be inspired or discouraged to attend school. What reflects to me in today's class was the word “motivation”. If my goal is to increase the motivation of my students, how can I reach the goal? As I teach and become more experienced, I learn various strategies and skills in creating lesson plans to help boost my students’ learning. There are many factors that can help our students' motivation. I shared in the class discussion that knowing the student’s interest is one factor that we can motivate them to learn. Finding out and using materials that speak to them that are culturally relevant. In my little learners’ world, the use of dinosaurs, superheroes, paw patrols, barbies, etc. are some materials that are culturally relevant to them and highly preferred. Using these materials encourages them to interact, engage, participate, and get motivated to learn. Chapter one of the Big Picture book talks about how teaching becomes figuring out to see and listen to each kid. Learning our students’ interest and applying it to classroom instructions not only helps students’ motivation but also creates a positive relationship between students and teachers.
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