Field Response Journal Question 1

*1. What evidence do you see of specific teacher behaviors that are geared toward Piaget's theories about the developmental levels of children at particular ages? Cite specific examples and make clear connection to Piaget's work.

My observation indicated to me that many of the students were in Piaget’s concrete operational stage. My teacher, Mr. Bassett, used questions that required a the implementation of abstract thinking to help guide them into the formal operational stage. For example, in the 8^th grade World History I class, the students were learning about early explorers. Mr. Bassett told the students that Christopher Columbus had decided to sail west to reach the East Indies. He then asked what some of the problems Columbus would encounter. This question required the students to analyze and reflect in order to figure out what Columbus faced not having the knowledge and technology that we have today. The idea that no one knew that America even existed and many people thought the world was flat, put many of the students into a state of disequilibrium. Their prior lessons allowed them to use assimilation because they knew that new things were constantly being discovered even today. They were able to apply that knowledge to accept that even a continent as big as the Americas would have been a new discovery at one time. However, many of the students had to use accommodation in order to accept the idea that people once believed the Earth was flat. These required them to accommodate their scheme of the concept and progression of scientific thought. They were then able to understand that facts that we so readily accept today, were simply theories that needed to be tested years ago.

Course Contract Review

One thing that I’ve noticed already is that I’ve been using my daily planner much more often. I’m glad that I’ve made this a habit because I have kept everything much more organized. So far I haven’t had any surprises on class assignments or missed homework. However, I have noticed that I need to put aside more time for studying and reviewing the concepts taught in class. Other than that I feel like I am making progress towards my goals. I’ve already learned things in class and every day brings me closer to being a better student and future teacher. Still, there is always room for improvement. Here are some of the things that I need to change to meet my goals:

1)      Set aside more time for review and studying

2)      Look at future assignments. My calendar has helped me keep up with daily assignments but I don’t want to procrastinate future assignments that are going to require more time.

3)      Apply more of the things I learn to a setting where I’m the teacher and not the student.

I need to focus more on mastery goals instead of just focusing on getting things done for the class and nothing more. I need to remind myself to look at the bigger picture. I think I’ve stayed pretty motivated in this class. It helps that it is challenging and requires me to stay on top of things. It’s easy to feel the motivation dwindle when the class doesn’t require much or I feel like it requires too much. I was thankful that the first test was geared around less stress. I appreciate being able to ease into the tests and being able to see what is going to be required in the future.

Neuroscience Blog

Judy Willis is a neuroscientist who wanted to discover why there was a sudden jump of referrals to evaluate students with supposed ADD and OCD etc. When evaluating the children she realized that most of the children did not suffer from any of these conditions. She decided the cause were classrooms that were geared solely towards the test or over-stuffed curriculum. After that she decided to get her teaching degree and has been teaching elementary and middle school since.

She came up with RAD (Reticular Activating System, Amygdala, Dopamine) teaching to help teachers apply the knowledge science has about the brain to develop strategies to help students’ academic success. People who use RAD teaching help their students overcome challenges, enrich talents, lower stress levels during tests and help build academic skills.

Judy Willis’ research has helped us understand that there are ways of teaching that appeal better to the brain. I think it’s important that teachers model their lesson plans around student retention. In order to do that we have to understand how the brain works. With Judy Willis’ research I’ll be able to take the knowledge I have on different learning styles and then come up with strategies that best suit those learning needs. This may also help battle problems with motivation and organization that every teacher comes across.

Field Response Journal

5. Look for examples of inclusion in the classroom. Are there children with special needs that the teacher is accommodating? If so, what special needs do these children have and how are they being addressed? Do you believe the accommodations are appropriate and adequate? Explain.

            I’m doing my field experience at a charter school in Logan, Utah. One of the things I noticed right off was that they were a very hands on type of school. I got the opportunity to go on a small field trip with them up a canyon, where kids had activities involving writing, science and social studies. I noticed a girl with special needs right off. She was in a wheelchair and had other handicaps as well. I was impressed by the way the school accommodated her and allowed her to go on the field trip and experience the activities with the other students. The school is small but I could tell that they were using all their resources to create the least restrictive environment for every student. In talking with my cooperating teacher, I learned that the school had many students with IEPs, involving both intellectual disabilities and specific learning disabilities, because many of the teachers had special education training and the classes were small. However, the size of the school made mainstreaming impossible because there was no room or money to have a classroom completely devoted to students with special needs. As a result, they had to incorporate complete inclusion. I think this school is doing the best they can with the resources they have. I was impressed with the way the other students were learning from their teachers and helped to accommodate the students with special needs.

Motivation

I'm taking courses in History Education at UVU because I truly want to become a teacher. I'll admit there are times that I feel like giving up but then I remind myself why I'm here. I started out my college experience majoring in Business Administration. One Accounting class and I knew that business was not for me. Still, I wasn't sure what I wanted to do. I transferred schools and had marked my major as General Education until I figured it out. For some reason, however, I kept getting letters about the History Education program. Finally I decided to take a history class and decided that was what I wanted to do.
I decided to become a teacher while working at a place that helped people get their GEDs. Most of our clients were young women who had dropped out of high school because they'd gotten pregnant. So many of them were suffering from learned helplessness and truly thought that failure was just a part of them. This experience made me want to help more people. I know the importance of having a support system, someone who pushes you to do your best. I also know that that person can be a teacher.
I'm motivated when I feel like I'm accomplishing something. I'm also motivated when it's something I enjoy and something I know I can do. One of the best feelings is getting through something that was challenging. That feeling is often what motivates me to continue. I have a strong support system and knowing they are behind me one hundred percent has helped keep me motivated my entire life.
I think I succeed because of the self-worth theory. I often do things to prove to myself that I can do it. My parents always instilled in me the mindset that if I wanted to do something I could accomplish it. I think that is a large part in any of my successes. I also believe in the growth mindset and I enjoy learning. I like being knowledgable on a subject.
However, I do experience some debilitating anxiety. There are many times that I feel completely overwhelmed and it keeps me from being productive. As we learned in class, girls are more likely to have an internal locus of failure and I believe this is very true. Whenever I fail I blame myself even if there were other contributing factors to the situation. I think this a large part of why I have some debilitating anxiety because if I don't do well I blame myself.
One of my goals is performance based and the other is mastery based. There are many times that I focus on the performance orientation because I'm more worried that others will think I am competent. I need to focus more on mastering the skills needed to become a great teacher. I need to learn that failure isn't always a bad thing as long as I learn from the experience. I also need to learn that everything won't always be perfect and that everything won't always be in my control.

Course Contract

I will reach my goals in this class by being organized and ready to ask questions. My two goals for this class are (1) to pass with a grade above a B- and (2) to feel more comfortable and better prepared as I near student teaching.
In order to do this I will have to be organized. I've set aside time on Friday and Monday afternoons to work on the class assignments. I know there will be assignments in this course that will require more time, so I have some flexible hours on the weekends and afternoons that can be devoted to that when there is a need. One thing I hope this semester will help me with is keeping a calendar and referring to it often. There have been many times I've started a planner and then never looked at it again. I think this will change because I can already tell there will be a lot to keep track of this semester.
I'm a very visual learner so my studying strategies consist of reading the course material and handwriting any notes. I find handwriting them helps me remember better than typing on the computer. I also have a friend in the class and hopefully we can form study groups for tests and other projects.
If I don't understand a topic I'll probably begin by looking it up on the internet. I've come to know google very well. If that doesn't work I'll ask the professor or my peers to help clarify. I don't ask questions as often as I should and I hope that is something that I can work on.
I'm excited to take this course and hope that I can do well. I know that it is going to require a lot of time and work. One of the hardest things will be balancing school, work and everything else I need to do. This semester is going to be one that I'll be very happy when it's over but I think I will learn a lot and it will be worth it.

Introduction

My name is Ashley Bassett. I'm 22 years old and a History Education major. I've moved around a lot but right now my parents live in Cheyenne, Wyoming so that's where I call home. I'm the eighth out of nine kids and have twenty nieces and nephews.
I took a semester off a couple of years ago and got my certificate in Pastry Arts at the Culinary School of the Rockies. I loved it except when I got home I learned that most of my family had been diagnosed with gluten intolerance.
I'm excited for this semester and hope I can survive everything.