Hello fellow teachers!
I should be finishing up an educational psychology quiz right now, but for some reason this blog popped back into my head, and it caused me wanting to write! (Don't tell my boyfriend though - he thinks blogging is for hipsters. I will change his thoughts. ;] )
Since this year I'm working full time at the Family Video in time, I'm only going part time to school this year. I had to make some tough decisions on which classes I would take, simply because some are only offered during the fall, spring, etc. I'm hoping what I'm thinking so far will work out. I would hate to go do my student teaching, and then have to come back for an art class or something.
I would like to keep this blog up and going though! In my Ed Psych textbook, there's actually these small things called, "Ed Psych and Me." It basically poses questions that get the audience thinking about the text they just read. I think this would be great for me to take advantage of in my own personal time to reflect on what I am learning. :)
1. How did your parents raise you? How did this compare to your friends' experiences? How did their parenting influence your development? If you plan to have children, how will the way you raise them compare to the way you were raised?
Parenting style: general patterns of interacting with and disciplining children
Authoritative parents: set high expectations, are warm and responsive. Firm, caring, and consistent.
Authoritarian parents: high expectations, but tend to be cold and unresponsive. Expect conformity, don't explain reasons for rules, and don't encourage verbal give-and-take.
Permissive parents: warm, but hold few expectations for their children. Children - used to getting their own way - have troubles relating to their peers
Uninvolved parents: few expectations for their children, and are cold and unresponsive. Little interest in their children
All right, going forward with that information.
My parents, I would say, were a mix of authoritative and authoritarian parents. My dad was a farmer and most of the time, he was out in the fields or in the milk parlor, so he really didn't do a lot of raising/discipling. It was more so my mom. Looking back, I would say she was definitely warm and responsive, but there were MANY times growing up in the years where rules would be set and the expectation to follow them would be set - even if the rule hadn't been explained. Through such, I struggled with feelings of respect and love, and yet, also intense fear for my mother for most of the years of my life.
In comparison with friends, I would say my parents were MUCH more strict. Especially in regards to social events. We were not allowed to hang with friends on school nights. We were not allowed to stay out pass 10 o'clock on the weekends. We could only spend time with friends of the same gender. And my parents would call ahead to make sure that that was what we were actually doing. My siblings and I also had to make choices if more than one friend asked to hang out with us. On top of that, we were usually only allowed to do a special "weekend hangout" with a friend once a month or so.
I think that really impacted my development with friends because while other girls were spending almost every weekend having a sleep over, or staying up late on a weeknight to watch a show that EVERYONE was watching, my siblings and I were almost isolated when we were at school participating in drama, choir, band, and athletic events. How my mom disciplined me also affected me in a kind of negative way. Let me further explain. I love my mother, and respect everything she has to say. But, I'm almost 23 years old and up until last year I took her opinions as "the word of God." She had something to say about my life, I listened and did whatever she told me. Once I broke up with a guy I had been dating for a three years, I was able to not only step back from that, but my entire life completely and see different aspects that I didn't like and that weren't helping me in my development - my mom's stubbornness and opinionated behavior was overwhelming.
Despite that, I do feel my mom and dad succeeded in developing a strong, independent woman who is creative, unique and a leader. I do strive to be an authoritative parent - one who is loving, firm in rules, but also responsive and can explain the rules rather than just expect the child to take what I say at face value. Yeah, there will probably be some times where I would very much like that child to take what I say and no question it, but children are creative and wonderful!
So, there's my thoughts for the day. :) Peace out, girl scout.
Showing posts with label questions. Show all posts
Showing posts with label questions. Show all posts
Sunday, September 25, 2016
Tuesday, April 26, 2016
Questions (6-10)
We are so close to the end of this semester, a semester that taught me more than I thought possible. And with the end coming to a close, that means there is a whole bunch of last minute things to be done that weren't taken care of in the beginning, haha.
I will finally answer the rest of the assigned reflective questions in regards to my student practicum experience.
Question 6: "Are there rules posted? What are they?"
At the beginning of the experience, Mr. B didn't actually have the rules posted. That was something my co-teacher, Lindsey brought to his attention. It was almost like he had a, "d'oh" moment with how helpful having the rules in visible spots for the students would be. About halfway through, he got them posted on the backs of their cubbies that face the student work section. These rules talk about classroom etiquette such as picking up after oneself and not wasting materials, but it also described their discipline policy that is school-wide and has just been put into affect in the last year.
Question 7: "How does the teacher address safety issues?"
During our time with Mr. B, we never got to see him address safety issues in the class, so I asked him how he goes about doing such. He stated that whenever they start a new project, and there is possible safety concerns, he goes over with the students how to properly handle the equipment. Sometimes, the equipment cannot be handled by the students so he explains the reasons why. His number one thing is to always explain "why" about new situations or with questions. And then, if students break the safety rules the discipline plan is put into action.
Question 8: "How does the teacher handle: bathroom breaks/locker/drinks? Radio/Ipods? Telephone? Use of materials? Borrowing materials overnight? Cleaning up?
Mr. B teaches middle school and up, so the first day he has them in sixth grade he gives them the, "You're almost all adults," talk. Through this, the students are given the power to go the bathroom without needing to ask. The only way they can do such though, is if the bathroom pass is in the classroom (aka not being used). When they leave, they are expected to take no longer than 5 minutes, and if they constantly abuse that rule, the privilege of bathroom breaks is taken away.
Students are allowed music in the classroom if they have earbuds and are not doing any extra stuff such as social media and games on their phone/ipod. There is also conditions such as them getting their homework done, misbehaving, etc. They also need to have a B or better in the class to have access to that privilege. Mr. B does play music over his speakers during work time which all the students seem to enjoy.
Borrowing materials overnight is not an issue because at the beginning of the semester they are given an art kit with all the supplies they will need for that class. Items are accounted for when the kit is checked out to them, and if the items aren't there at the end of the semester/quarter, they student pays the teacher the replacement cost. That isn't an empty consequence either. He had students who did not receive their diploma because of replacement costs they accumulated throughout their art years.
With cleaning up, it is the expectation that they are all adults and he is not their parents. Students lose privileges such as music if they do not clean up after themselves. They may also lose points - when the class has gained 10 points through review questions asked they get to come to class and get straight to work. If they lose points, they have to go back to reviewing questions.
Question 9: "Does the teacher use a lesson plan, curriculum map, or a calendar to plan units? Does he/she have a written curriculum? What does the plan include?"
The teacher uses lesson plans, but does not have a curriculum map. He has something a little different which is a book of all the lessons the previous art teacher taught, along with all the art lessons he has ever taught and project examples with each one. He has done A LOT. I think it was really cool to see all the options he has created along with how he constantly looks to revamp the art program and not give the same old same old every year. We did express that it would be beneficial to create the lessons around multiculturalism and art history more, and that was something he stated he is looking into developing more.
Question 10: Ask students questions.
Lindsey and I got to know the students throughout the weeks. At the end of our lesson, I felt very much like when I had to leave the children I babysat for four years. I made connections with them, and now I will probably never see them again. Throughout the lesson, the children expressed that they really liked how they were able to do the portrait on someone they admired. We got to see why they chose the person they did through the paragraphs they wrote, and it was really interesting to see the not as shallow reasons that (I may) have expected. Other projects they had done was a clay house that got really detailed! I was a little intimidated by them in the beginning that I probably didn't get to know them as well as I could have, but come the week of us teaching I was able to see more of them and their talents from my direct working with them. I saw that the IEP student was very talented with painting and had a good eye when it came to picking out the different values. I saw the almost alarming levels of anxiety one student dealt with in regards to deadlines and wanting things to be perfect. And I saw another student that I would have pegged as a meat-head jock, do some beautiful stippling with his painting.
I will finally answer the rest of the assigned reflective questions in regards to my student practicum experience.
Question 6: "Are there rules posted? What are they?"
At the beginning of the experience, Mr. B didn't actually have the rules posted. That was something my co-teacher, Lindsey brought to his attention. It was almost like he had a, "d'oh" moment with how helpful having the rules in visible spots for the students would be. About halfway through, he got them posted on the backs of their cubbies that face the student work section. These rules talk about classroom etiquette such as picking up after oneself and not wasting materials, but it also described their discipline policy that is school-wide and has just been put into affect in the last year.
Question 7: "How does the teacher address safety issues?"
During our time with Mr. B, we never got to see him address safety issues in the class, so I asked him how he goes about doing such. He stated that whenever they start a new project, and there is possible safety concerns, he goes over with the students how to properly handle the equipment. Sometimes, the equipment cannot be handled by the students so he explains the reasons why. His number one thing is to always explain "why" about new situations or with questions. And then, if students break the safety rules the discipline plan is put into action.
Question 8: "How does the teacher handle: bathroom breaks/locker/drinks? Radio/Ipods? Telephone? Use of materials? Borrowing materials overnight? Cleaning up?
Mr. B teaches middle school and up, so the first day he has them in sixth grade he gives them the, "You're almost all adults," talk. Through this, the students are given the power to go the bathroom without needing to ask. The only way they can do such though, is if the bathroom pass is in the classroom (aka not being used). When they leave, they are expected to take no longer than 5 minutes, and if they constantly abuse that rule, the privilege of bathroom breaks is taken away.
Students are allowed music in the classroom if they have earbuds and are not doing any extra stuff such as social media and games on their phone/ipod. There is also conditions such as them getting their homework done, misbehaving, etc. They also need to have a B or better in the class to have access to that privilege. Mr. B does play music over his speakers during work time which all the students seem to enjoy.
Borrowing materials overnight is not an issue because at the beginning of the semester they are given an art kit with all the supplies they will need for that class. Items are accounted for when the kit is checked out to them, and if the items aren't there at the end of the semester/quarter, they student pays the teacher the replacement cost. That isn't an empty consequence either. He had students who did not receive their diploma because of replacement costs they accumulated throughout their art years.
With cleaning up, it is the expectation that they are all adults and he is not their parents. Students lose privileges such as music if they do not clean up after themselves. They may also lose points - when the class has gained 10 points through review questions asked they get to come to class and get straight to work. If they lose points, they have to go back to reviewing questions.
Question 9: "Does the teacher use a lesson plan, curriculum map, or a calendar to plan units? Does he/she have a written curriculum? What does the plan include?"
The teacher uses lesson plans, but does not have a curriculum map. He has something a little different which is a book of all the lessons the previous art teacher taught, along with all the art lessons he has ever taught and project examples with each one. He has done A LOT. I think it was really cool to see all the options he has created along with how he constantly looks to revamp the art program and not give the same old same old every year. We did express that it would be beneficial to create the lessons around multiculturalism and art history more, and that was something he stated he is looking into developing more.
Question 10: Ask students questions.
Lindsey and I got to know the students throughout the weeks. At the end of our lesson, I felt very much like when I had to leave the children I babysat for four years. I made connections with them, and now I will probably never see them again. Throughout the lesson, the children expressed that they really liked how they were able to do the portrait on someone they admired. We got to see why they chose the person they did through the paragraphs they wrote, and it was really interesting to see the not as shallow reasons that (I may) have expected. Other projects they had done was a clay house that got really detailed! I was a little intimidated by them in the beginning that I probably didn't get to know them as well as I could have, but come the week of us teaching I was able to see more of them and their talents from my direct working with them. I saw that the IEP student was very talented with painting and had a good eye when it came to picking out the different values. I saw the almost alarming levels of anxiety one student dealt with in regards to deadlines and wanting things to be perfect. And I saw another student that I would have pegged as a meat-head jock, do some beautiful stippling with his painting.
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