Here’s what I have learned this week. I realized that I probably needed to define what classes my reflections was coming from, so I added that in. I will try to post these every Friday. (This week kind of failed. Great way to set expectations.)
Monday (Tech in the Classroom): Learning management systems (LMSs) are online websites that can be used to keep track of grades and attendance, and to post and record assignments, to name a few. I have not really played with LMSs from a teacher’s point of view, but I might play with Schoology and/or Google Classroom this winter or summer when I have more time. If I do, I will post a reflection about it.
Tuesday (Learners with Exceptionalities): This was the day that my class was talking about autism. This topic is pretty close to my heart since I have an uncle who has autism. Listening to Susie’s story in Autism is a World that night just broke my heart. It seems so sad that we are treating people like her so terribly just because she can’t communicate the same way. It’s as if we can’t accept people that are different because they aren’t the cookie-cutter “perfect person” that everyone is expected to be. She was a college junior and people thought she wasn’t capable of much thought! (I could rant on forever about how this isn't fair, but for the sake of this post, I will stop here. Just watch the videos I have linked above.)
Wednesday (Learning & Development): In this class, we were going over different types of behaviors that can be modelled – academic, aggression, and interpersonal – and how to successfully model these behaviors for our students. There was also a lot of discussion on self-efficacy (what a student feels like they could successfully accomplish) and how it affects what students can actually do. It makes me think of a quote I heard from Henry Ford: “Whether you think you can or think you can’t, you’re right.” Students’ (and teachers’) self-efficacy had a direct influence on what the students (and teachers) can do. If a student feels like he can master multiplication facts, he will work to make sure he masters his multiplication facts. If that same student doesn’t feel like he can master multiplication facts, he will put no effort into making sure that they are mastered, so the facts don’t get mastered. I feel this mindset of “I can’t do this” is something that we as teachers need to change in our students. Comment below: What can we do to change this mindset?
Thursday (Phonics): Here, we were discussing the seven syllable types (CLOVER; closed, -le, open, vowel teams, silent e, r-controlled). I was taking words and dividing them by syllables and defining each syllable. For example, clover à clo (open) + ver (closed). I find this useful for students who like to find patterns in words. In the word clover that I divided before, open syllables usually have a long vowel, while closed syllables usually have a short vowel. I found the syllabication to be fun. Of course, not everyone will be interested, but it is nice to see the patterns in long and short vowels that I could show my students.
Don’t forget to comment what you think about any of the topics I have brought up.