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Friday, January 6, 2012
Chapter 5- Introduction to Teaching-Kauchak ,Eggen Student Diversity: Development, Ability, and Exceptionalities
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I found Chapter 5 to be the most intellectually stimulating. I thought the four developmental dimensions: cognitive, moral, personal and social were presented in a very reader-friendly format, and were easier to understand than the material presented in my Human Growth and Development textbook, possibly due to the examples provided. It was also interesting how the authors pointed out that the quality of experiences teachers provide will have a major impact on students' development. Chapter 5, as a whole, intimidated me a little, as it boggles my mind how one individual (the teacher), can possibly address all of the different needs in a classroom. When children of the same age and grade have differences in ability that range from special education to gifted and talented, it seems such an impossible task to develop a plan for everyone of those children. I understand there are ways to do this, like the Universal Design for Learning I found out about in my TESP class. However, reading about it is one thing, and implementing it in a classroom seems like such a huge task for a new teacher. The implications for teachers in today's classroom are immense, especially when we talk about inclusion, and developing a plan for all students in such a diverse atmosphere is a challenge. However, I think with proper preparation, collaboration, and a support network of other teachers, it can be accomplished. After all, the children are counting on it.
ReplyDeleteVictoria,
DeleteI guess I could have saved my self some effort and limited my post the three words: "what she said". I too found this chapter to be the most challenging/ stimulating. As you noted, I also find the instructional and management challenges of working with a class of such diverse abilities to be somewhat daunting or intimidating. On most days, I'd like to think that I share your confidence that these challenges can be met skillfully and gracefully.
Hi Victoria,
DeleteI found myself thinking very similar thoughts as I read chapter 5. It all seems very overwhelming. As you mentioned, with the proper training, this can be accomplished. I think that we all have a desire to teach because we want to make a difference and care deeply about our youth. Good post.
Victoria. I'm also taking Human Growth and Development right now and could not agree with you more. Both classes do cover a lot of the same information and it seems to me that the book for this class is easier to read. The other book has put me to sleep several times. I also wonder about the challenges facing teachers in the coming years with the cultures becoming even more diverse. I'll admit that I look forward to the challenge.
DeleteI found A number of the little vignettes presented in chapter 5 to be somewhere between laughably and painfully familiar. In particular, the scenario in which the teacher feels they’ve nailed the lesson, done lots of structured practice, and sets the students to independent practice only to find some done quickly, others struggling to get started, and potential for disaster lurking when not everyone is engaged in meaningful work.
ReplyDeleteI would have appreciated a more thorough discussion of how teachers effectively work with the varied abilities of their students while avoiding the pitfalls of tracking and ability grouping. Cooperative learning structures seem to do a nice job of keeping students of different abilities engaged, but it would be nice to have a few other tools to add to the tool kit.
Also, I appreciated chapter 5’s “take home message” on learning styles. I would describe their treatment of the issue like this: Research doesn’t’ support spending lots of time emphasizing learning styles but by all means mix up your instructional techniques and keep things interesting. Too me this sounds like refreshingly simple sound advice.
I get a feeling from your post that teaching today is like being stuck between a rock and a hard place. It seems to me there really isn't an easy solution to having an all inclusive five star resort type of classroom, where all children's needs are met, and no one struggles. Even with the techniques mentioned in the text, it really sounds like the teacher has to do what works for them, and their classroom, and hopefully, additional resources are also available.
DeleteAnd of course, even though the teacher has nailed the lesson and is just getting into it, when, there's a fire drill! There is some warning, but not an exact time. There just is not a classroom, Victoria, where all children's needs are met because they all struggle with something.
DeleteChapter 5 is interesting to read because it covers the different types of development children go through. I like that the chapter gave you several different examples of the stages of development and the way that teachers dealt with them. A part that I found interesting in this chapter was based on the chart called Gardner’s Dimensions of Intelligence. The chart gives different types of intellect and what jobs are good for those types. It’s amazing that they can break down what jobs you would be good at just because of a few characteristics that you possess. This chapter was also really helpful for me because I would love to work with mentally and physically handicapped children. The chapter helps because it touches on how to handle children that need extra help and how to collaborate with other teachers. This will be helpful when I do become a special education teacher and to any other teacher because every teacher will encounter children with special needs.
ReplyDeleteI also addressed dealing with special needs children in my posts as well. I really liked the scale that told what type of teaching should be doing what job as well. I think that this is a really good tool. I think it takes someone very special to work with special needs children. I have such respect for those teachers. I am very interesting in working with these children one day in the future but I think I need more experience. I love having all different kids of needs in my classroom but it can also be very difficult.
DeleteI feel that every child develops at a different rate and that individual needs should be addressed differently. What may work for one child may not work for another. Teaching comes with rewards and challenges as well, especially when working in a classroom with special needs children. But, good teacher qualities need to consist of compassion and caring for students whether special needs or not.
DeleteI agree that each child learns differently and needs to be treated with the respect that they deserve and have the help at hand so they can learn and progress like normal children. I wish everybody would take this into consideration unfortunately we have teachers that are dealing with special needs children that do not know how to handle these children and that is hurting our children
DeleteBrandy, we also have special needs children whose parents do not want them in special education for whatever reason be it thinking their child will forever be "labeled", be it denial or a plethora of other reasons. Therefore, the classroom teacher has a child that needs help that she either doesn't have the extra time to give him or yes, she doesn't have the experience to know what that child needs. The parent is the one that first of all, recognizes their child's need, requests testing, and even then, if the child doesn't qualify for special services, insist that they receive them. All teachers deal with special needs children as they are in almost everyone's classroom and yes, there are teachers that don't know how to deal with these students, BUT I have not yet been in a classroom where the teacher did not try.
DeleteI think chapter five is a very vital chapter in our book. I think this chapter did well at addressing the different teaching styles and we have and can choose from. I, like many of my classmates have stated above, have a hard time getting everything done. It is very hard to balance what lesson will work for the group of students as a whole but also for each individual student. I think that this will come with time and experience. I think that a hand on experience is the best way of gaining knowledge in a classroom. I have found over the past week or so that I seem to get very intimated in the classroom when the students are loud and hectic, I just have to remember that this is part of the learning process as well. Working with preschools can be very difficult, I have found. I am working on it and it is taking some time.
ReplyDeleteThis chapter also did very well with addressing the different needs in the classroom. I am finding it difficult to balance the needs of special needs children while also teaching and keeping the other students engaged. I think that this chapter did outline good strategies for dealing with this. I think that I found that working with other teachers in the process is very helpful.
I too get intimidated in the classroom when things get out of hand. Developing classroom management skills is a must I am learning, and they are not something you learn overnight.
DeleteCollaborating with other teachers is a must. I akin it to multiple doctors consulting about one patient to give that patient the best total care possible. When teachers collaborate better planning and understanding can happen. This applies whether you are talking about a certain topic or collaborating about a student. I do after school tutoring, and some of the teachers of my students will meet with me so we can go over what's really needed in tutoring to help a student excel.
As one who wants to teach kindergarten, maybe 3rd grade, I wonder how I might be in a classroom when the kids are loud and out of hand. Having nieces and nephews and seeing how excited they get when Auntie is around, can be so exhausting. And that is just four of them, imagine a whole room! I can imagine how kids might be say after a holiday break, all wound up. I am glad there are skills they teach us to deal with these types of issues and it is also great to have a resource of you all for additional ideas.
DeleteBefore you get totally overwhelmed, visit some classrooms even before you are required to. Being a para has been the best experience for me to observe different classroom management techniques. My teacher husband has great classroom control. However, I have been in other classrooms with male teachers and they have chaos! I have worked in classrooms with experienced teachers and with those that have only been teaching three years and seen classroom control. As I observe, I glean from those I see that have the best control and practice that in our special ed classroom when I am with the students. I have had to become a "different" me as I am not one that likes to be assertive or stern, but I do have to act like I am in charge or I will be overthrown....lol....
DeleteI feel that chapter five should be read by anyone working with kids. Every child is unique in his/her own way and those individual needs should be attended to in a correct and positive fashion. Both challenges and rewards that teachers face all come down to his/her impact on a child. I think chapter five done a wonderful job detailing different needs that children need as well as staying balanced within the classroom.
ReplyDeleteI agree that chapter five has done a great job in detailing the different needs that children can have. This chapter gave such insight to how different children can think and act. I think every person who deals with children should have to read this because it would be so helpful. Hopefully the other chapters will be as important and informative.
DeleteChapter 5 is a real good chapter for beginning teachers because it discusses the many types and ways that children learn. It also help us discover different ways to be able to help children of all learning types to get through school. We know that not everybody learns the same way or at the same speed so we as teachers must be ready an able to come up with some solutions to help these children learn.I think there are teachers out there now that need to read this chapter and take it into consideration. This chapter also helped me because if and when I become a teacher I would like to work with special children and it also gave me some insight how I may help my son in school.
ReplyDeleteBrandy,
DeleteWon't it be great when we graduate, we will have the understanding of this chapter and better our teaching skills because of it? I would also like to work with special needs children at some point in my teaching career. My son was in a special needs pre-k, he recently graduated from that class and is in a regular one, and we fortunately got the best teacher! She definitely knew what she was doing. She is one of the reason's I would like to work with special needs kids!
I agree that there are teachers that are teaching now that need to read this chapter. It takes a lot of patience to work with children especially individuals with special needs and not everyone is cut out for it and I think sometimes that teachers that have been teaching for a while aren't patient enough for various reasons to work with these kind of students. My cousin was a special needs student she is blind and developmentally disabled. I remember one time I went with my aunt to pick her up from school and when we walked in the teacher was yelling at one of the students. I am not sure if she was just having a bad day or burnt out or what her problem was but no one deserves to be yelled at, especially at school. (The teacher was disciplined). I feel that people with special needs are some of the best kind of people to work with. They are very grateful when you help them and try and please you. I work with adults with special needs and it has a lot of intrisic rewards.
DeleteChapter 5 was an interesting read. It was nice that it throughly explained the dimensions of development which are cognitive, moral, personal and social. The examples were great as I am a hands-on learner and learn better by examples. The more and more that I get into this textbook, the more I see that you are teaching 20 different personalities, learning abilities, and backgrounds. While, I knew that already, I just didn't think it was going to be quite so different. I'm so glad that I'm getting the resources (and the warning!) that its going to be a tough learning experience. Of course, it will be completely worth it!
ReplyDeleteI too, enjoyed reading Chapter 5. You are right in saying that we will be teaching 20 different personalities, intelligence, and abilities. I think the book is trying to get us ready for all the things we will be juggling.
DeleteIn chapter 5 we discuss dimensions in development and they include cognitive, moral, personal and social development. cognitive being how a child thinks as they mature. Moral is explained as a child's conception of knowing right and wrong. Piaget explains moral development in two different stages being the external morality and autonomous morality. External is when children view rules as "fixed" and enforced by an authoritative figure and autonomous is the development of rational ideas of fairness and treating others they way they want to be treated.Personal Development refers to personalities and managing one's own feelings, which then leads into social development. Social development is how we relate to others and the ability to read social cues.
ReplyDeleteIt is important that a teacher is well aware of all the stages of development as well as learning styles. Each individual child is different and develop at all different stages. I believe that social development is very important. For example; going into Kindergarten, a child maybe academically ready, but not socially. If a child isn't ready for the social aspect, then this may cause students to develop a low self-esteem and become frustrated at a very young age. This does not make for a great first experience in the school setting.
There are great tools to teach students who may learn at different rates such as the Response to Intervention(RTI). This allows teachers to test students and see where learning issues occur and to teach accordingly with visuals, concrete, or tactile learning. However, it is important that teachers use these three tools when teaching anyway, to ensure that they are full filling all learning styles.
Chapter 5 Blog Foundations of Education
ReplyDeleteChapter 5 talks about student diversity. It explains about how there are different stages in development, different abilities, and different exceptionalities in the classroom. I enjoyed learning about the different kind of intelligence. When you’re in school, you don’t necessarily realize how you’re put in a group. All the grouping helps teachers with tracking. When reading the part on learning styles, I thought to myself, I never had given it much thought. I can see that my sister and I have totally opposite learning styles… It’s amazing to see that teachers have to deal with students with all exceptionalities, everything from learning disabled to gifted. To make adequate adaptations, it is going to be tough. I got a chuckle out of the comment “American students cheat!”
Analysis of the reading/issue.
ReplyDelete“Effective elementary teachers use concrete experiences in all content areas (p. 134).” This is a great point. It seems that most children learn most efficiently by applying the subject content into a real-world scenario.
“Effective elementary teachers also use classroom management to promote student moral development, and rules and procedures are the foundation of their classroom management systems (p.135).” This not only teaches children social skills, but also teaches them empathy and to accept people who are different from them. A child that starts the school day feeling loved and accepted has a better chance to succeed than a child who feels insecure and nervous because of bullies.
Page 139 describes the Multiple Intelligence theory. This makes sense to me. I think we all know people who are very book smart, but do not know how to apply that knowledge to the real world. It is often referred to as book smart; but lacking common sense. I think it is terribly unfair to judge students on only logical mathematical dimensions. When teachers begin to classify or label students, we are saying that they are not capable. I believe that people can do amazing things if they are only encouraged. People meet the expectations of people they look up to.
2. Questions and/or contradictions about the reading/issue. Is ability grouping effective in the real-world? I wouldn’t want any of my students to realize that was the method I was using. I understand that there has to be an answer, not everyone learns at the same rate, I’m just not sure if this is the correct one?
3. How did the reading reflect you or allow you to look at an issue differently?
Students have different learning styles. It is the teacher’s job to understand this and develop a learning plan that fits those needs. I like the idea of Metacognition. This is a term I was not familiar with. Metacognition: “Students’ awareness of the ways they learn most effectively and their ability to control these factors (p. 143).”
4. Connecting the reading to you. Examples of your own experience.
The textbook continually talks about the importance of group work, instead of lecturing. Research shows that working in groups helps children learn more effectively. From my own experience, I absolutely dreaded group work. I was nervous and tense and was so busy worrying about having a partner that I totally lost out on the learning objective. I think it is very important for teachers to be aware of this problem and select partners for the students. I was unpopular and I know how it feels to not be chosen. This is a huge blow to self-esteem. I did enjoy group work when the teacher selected the partners. It was a huge weight off my shoulders and I was able to enjoy the benefits of collaborating with my peers. I know that children should learn and adapt in the school environment. It is very important to promote social interaction and to learn how to face fears. However, the teacher can make this a little less painful and promote self-esteem at the same time.
Ch.5 was informative. I currently work with individuals with various disabilities and am familiar with the IPP (Individual Program Plan) process but found while reading this chapter that the IEP process is fairly similar to the IPP process, in regards to goal statements, objectives, evaluation. The process of IEP is different than the IPP because the IPP is alot more detailed, than the IEP. I also enjoyed reading about mainsteaming. It brought back some memories of my junior high days when we had a student that was in the life skills (special ed) program come into a regular class setting for art class. The parenting styles listed in the text on pg 133 were informative, as I was reading through these different styles names popped in my head of people that I knew that had these specific parenting styles. I would have to say that may parents were Authoritative when I was growing up.
ReplyDeleteIt's interesting that you work with individuals with various disabilities and they have IPP, because that is similar to the IEP. I've known about individual education plans for awhile because I have family and friends that both work in education, but I was unaware of IPP. I would imagine like you said they would be similar.
DeleteI too have heard of an IEP but not an IPP. I also enjoyed the parenting styles as there are a lot of differences these days especially, and the impact it has on children and their behaviors.
DeleteI love the idea of mainstreaming and find it sad that this has not always been the case. I think it is important for not only the child with exceptionalities but for those who do not. This teaches both groups how to interact and that not everyone is the same, everyone is different and special in their own way. This also helps children without exceptionalities learn to work in conjunction and not against those who might be different.
DeleteI always love reading about parenting styles. I think of how parents are today and how they were when I was growing up 20 some years ago. On one side you have those parents who are REALLY involved with their children (to the point it's almost scary) and then there are those who don't have much to do to with their children at all. And today you have to add in grandparents, it appears to me they are much more involved with children activities then when I was growing up.
Melissa- I'm glad you mentioned the section about parenting styles. I forgot to mention that in my post but I also thought of people I know that have the parenting styles, in fact my daughter and niece and I got into a debate about what kind of parent I am as opposed to my sister. It was humorous! I am Authoritative, contrary to my daughter's belief that I am Authoritarian! Ha, Ha!
DeleteChapter 5 was deeply interesting in that so much was defined and given a name in this chapter. I found some points very interesting. One was that American students cheat. We all know that some students cheat, but the number quoted in the book was that 75% of high school students admitted to cheating. I was wrongly under the assumption that America was making headway with this issue by encouraging students to be honest and that cheating helps no one. I say this because while I was getting my first degree at KSU, cheating was talked about often and highly discouraged. The text went on to say that there are things teachers can do to help students and not make cheating seem like the only way to get a good grade. Emphasis on understanding and mastering the content would help. While I was reading this, I was reminded of my freshman year of college taking chemistry. The professor thought we needed to memorize all the equations for the exams. Usually the list of equations was quite lengthy. I would spend almost as much time memorizing equations as I did mastering the chemistry content. There were students that were putting the equations into their graphing calculators for the exam. It always disturbed me when their grades would be higher than mine and I didn’t cheat. Later when I took physics, the professor would provide an extensive equation sheet for the exams which made studying for the tests much easier and less worrisome. He felt that making students memorize sheets of equations was a waste of our brain power. He wanted to see that we could apply them and use them. This leads to my point that teachers can make a lot of difference in whether or not students feel pressured to cheat.
ReplyDeleteThe second thing I found interesting was about grade retention and whether or not it was useful and necessary. I found this quite interesting because the text gave both sides of the fence and lets you decide in the end what you think. Initially, we all have been brought up to think that if you can’t pass, you shouldn’t move on. At least that was the school mentality I was raised with. I have been taught by family and friends, that you are helping a student by holding them back if they need it, but no one EVER wants to do this for themselves or their loved ones. When I was a child, the threat of being held back when I wouldn’t do my homework almost brought on vomiting for me. It was a definite trigger for me to stay on my work and pass. The text also gives the argument that retention, in the end, helps the student a great deal. The other argument says that retention harms a student more psychologically than it helps academically. The text quoted that children were more afraid of being held back than “wetting in class”. Honestly, I can agree with that. I felt exactly the same way. I have a child in kindergarten, and I know if for some reason we were to hold her back it would harm so much watching her peers go on to 1st grade without her. I am not sure she would ever get over that, and I am not sure I would have either. I agree with the argument of letting them go on and seeking other interventions to help the student.
Chapter 5 was very interesting. I found the parenting styles interesting, and it made me think about my own childhood and how my parents raised me. Parenting styles can promote healthy personal and social development. The authoritative style has parents that are firm but caring. They have high expectations and explain reasons for rules. Children in this environment have high self-esteem, confident, and successful in school. The authoritarian parent is detached, doesn't explain rules. Their children are withdrawn, defiant, and lack social skills. The permissive parents give children total freedom, hold very few expectations, and make few demands. As a results these children are immature, lack self control and are impulsive. The last parenting style was uninvolved. These parents have little interest in children's lives and hold few expectations. These children lack self-control are disobedient and lack long term goals. It's interesting that different types of parenting styles will effect how the child performs in school. As a future educator it's important to get the parents involved, as well as being aware of these situations.
ReplyDeleteI couldn’t agree more I thought that the parenting styles section of the text was very interesting. I agree with you that it is important to understand the different parenting styles and as future teachers we must have the parents more involved and aware of these situations. I also thought about how I was raised while reading this chapter and it made me appreciate my parents because they were more of authoritative parents to me. Looking back I can understand why this style is so successful because it is firm and consistent, while at the same time not too over the top like an authoritarian style might be.
DeleteI also liked reading about the parenting styles since I am now a Dad. I thought about how my parents raised me and expected me to do well in school and I got punished if I didn't. I see a lot of kids now and how they don't care about school and there parents also don't care. I agree with you that as a teacher you should have a child's parents invested as much as possible in their schooling.
DeleteChapter 5 was very stimulating and discusses the diversity that we don’t normally think of when we hear the word. The developmental differences are one way diversity plays out in schools. Not only do developmental differences have an effect on the students but also the teachers. Development is not just social but also cognitive and moral as well. These are based on experiences both at home and school will have an effect on the way children develop. I found the section on mainstreaming one of the more important sections in this chapter. I think it is important for all children of all learning levels to not be segregated but placed together. This is not only beneficial for the child with exceptionalities but those who do not. By mainstreaming this helps the children learn to work together, help one another (peer tutoring) and most importantly, learn everyone is different and special in their own way. Even though children with exceptionalities need additional help, this should not keep them from being in the mainstream classroom.
ReplyDeleteOne thing I gathered is teachers can use regular lessons modified to work with the entire class. I assume this is not always the case. Is there a time when a lesson cannot be modified?
This chapter had me thinking to when exceptional children were segregated from the mainstream class. The “special kids” were in their own classroom and I remember thinking how sad it was all of the class could not be together. I think kids in my class could have benefited from having all of us in the same classroom simply for the fact some of them did not treat others very well. I think maybe they were a little confused and not sure how to act around the others. I am thankful laws have changed this and allow all children in the same classroom to the best of their ability.
I can agree with you on some points about students with exceptionalities benefit from mainstreaming, yet, there are some that I have worked with are so distracted and unable to work because of what is going on around them. Due to mainstreaming and inclusion, they can't be in the special ed resource room all day and there aren't enough one on one paras to be with each of these students so they can get the full benefit out of their school day. It is so frustrating to not be able to help them as much as they need.
DeleteChapter 5 was a very interesting read in that it covered a number of different issues from cognitive development, to differences in intelligence, to parenting styles. The chapter reminded me a lot of the material I learned in a human development class that I took in the past because it looked at these key issues in the development of a young student. One of these key issues I was most interested in was the topic of parenting styles and how they may affect the child. The four styles listed are authoritative, authoritarian, permissive, and uninvolved. It is very interesting to read about how these parenting styles differ and how they affect a child in either a positive or negative way. An authoritative parent is firm but caring. They are consistent and have high expectations of their child to do well in school. Children who experience this type of parenting style tend to have a higher self esteem and are more successful in school because of it. It was easy to see that this was probably the most desirable of the four parent styles to have. The one parenting style that I as a future teacher might have a hard time dealing with would be that of an uninvolved parent. These parents show little to no interest in their child’s education and consequently the child is at more of a risk of having less self control. They also may lack long term goals and are more disobedient. As a teacher this would the one the parenting style that would be the most challenging to work with if the parents of the student were not willing to with me to help their child become successful in the class room. Overall I thought this chapter was fairly informational and it spoke a lot to the key issues that diversity in the classroom and how every student comes from a different background and a different set of obstacles they must overcome to achieve success.
ReplyDeleteI like how in Chapter 5 it talks about how students learn and act differently in a class room. I think as you become a teacher you need to understand child development and realize if you can handle teaching young children because it is different than teaching older kids. I also think it would help you choose what age you want to teach. I liked reading about the parenting styles and how interacting with and disciplining children can help them with personal and social development. Also, the part on how your peers can make who you are today. When it talks about how students with exceptionalities and how they have the right to be in a regular class room education. They can still be in a special education class room but have the right to the same education.
ReplyDeleteI would question when it talks about how instruction that is effective with regular students is also effective with students with exceptionalities. I think you have to approach them in different ways.
I thought a lot about how you have to use teamwork as a teacher to come up with the best situations to teach all types of kids and how you just can't be prepared for regular students.
This reading made me think a lot about my job and how I get to see how the different kinds of kids act. I work with a kid in special ed and realize it takes him longer in some things than other kids. Also, in being a new parent I thought a lot about parenting styles and how being involved with your kid is in important.
I will try to keep my response short but I don't know if I can. As a para helping special ed students, I just don't agree with full inclusion! We have students that need to be in the resource room most of the day for the core classes! It is so hard to help some of them in the regular classroom during the teaching time for math especially. We have an hour with them for reading, but only about 30 minutes with the ones we pull out for math. When I am in the classroom, there are usually other students that need help, so my time is divided between them and the special ed student. It is just not a perfect system and probably won't ever be due to the district budgets. I have been in classrooms for four years now, this year with younger students and see different stages of development in all stages. Even students that have a high IQ can be so socially immature that they have few friends and some of our special ed students are so friendly and likeable, their disabilities just don't matter. We have all seen children at different stages and some will catch up as they get older, but some never do. Do you ever wonder why if it's not evident? Page 129 where Piaget suggests that student's thinking changes over time and that their experiences contribute to their development, I believe is true. How they are raised has a huge influence in their lives and as many of us already know, once you meet the parents of your students, you see why the child acts like they do.
ReplyDeleteI appreciate your honesty about how you feel. I am a Para working with special education students as well and I go back and forth in my feelings towards full inclusion. I agree that it is hard to have students in the regular classroom during math for instance, when they are not at the level of the rest of the class and all the while I am re-teaching or modifying on the fly the work they are doing. I also feel like taking them from their peers removes that positive influence and encouragement they can get from seeing others and themselves make improvements. I am interested to see how we deal with these differences in the future of education.
DeleteChapter 5 divisions between elementary, middle, and high schools were helpful to understanding their developmental levels of learning and how different they think at those ages. I can look at our own daughter and see the times when she has past certain stages in her development and which she is in now. This will help greatly in my future classroom. I had not known that gifted students were labeled learning disabled. When you think of disabled you understand there is a lack of processing needed to understand content but I suppose with very bright students we overlook what they lack. Collaboration is very important as is Modification. I deal with this on a daily basis in our class with several students whether they need fewer problems to focus on or they need a different method of learning math. Modeling to students is a great help as well. The section on grade retention made me see that this probably isn't the best choice for most students, rather intensive work with them on subjects they need help on. Holding a student back can be really discouraging especially if they are learning disabled and are only having trouble in one subject area.
ReplyDeleteI liked how chapter 5 talked about the development children go through and how it provided several examples of the stages of development. It also tells how different students learn and react to different situations. The three major dimensions of development are cognitive, moral, and personal and social. I think that all three dimensions are just as important as the others. Victoria A. from this class said that this class has some of the same information as the Human Growth and Development class. I'm currently taking that class as well and couldn't agree more. I do think that Introduction to Teaching puts the information in a more reader friendly way. In other words, they keep it interesting and write it in a way I understand.
ReplyDeleteScott Shepard