Gender

All the readings on gender conveyed the importance of being sensitive in the classroom. Whether the individual considers themselves to be transgender or bigender, teachers must be aware and up-to-date with different trends and movements their students may identify with. The readings also gave practical methods to help achieve a classroom without gender-bias. Overall, the readings on gender reminded me of the things teachers need to be aware of. The reading on achievement gap was an interesting to me as the author used history to convey the problems with funding equity. As a future inner-city school teacher, I am not surprised by the inequity of funds, but was surprised of how far in history this problem has stemmed from. As a future history, this was a lesson that was "in the flesh." 

Chapter 3

(3.1) Personal and social development can have a major influence on both individual student

learning and the learning environment as a whole. Identify a case from the CSEL guidelines*

that you would like to address in your paper. Then, examine the possible developmental

factors that could be influencing your target student(s) or classroom in the case study. Consider

all dimensions of personal and social development, including cognitive, language, social,

emotional, and moral development. *CSEL guidelines can be found under CSEL Artifact. Cases

are included at the end of the document. Choose the case that best suits your desired grade level.

(3.22) Check out tables 3.1 (p. 75), 3.2 (p. 83) and 3.3 (p. 91) with particular attention to the age

ranges you are interested in teaching. Identify your personal favorite ways that an educator can

promote a child’s sense of self, perspective taking, and moral reasoning skills.

The case study I choose to write about is the one I created for the CSEL. As it molds better with my desire to teach in an inner-city high school, I believe promoting a child's sense of self, perspective taking, and moral reasoning skills are qualities that should not be taken lightly. Since most of my students are apathetic to school, my job as an educator is to help bring forth some of these qualities. I would first need to help my students understand the importance identify their role in society and for others in a positive light. I will tell them that they are not that much different from any other person in the world and their environments do not dictate their future. Everyone has an opportunity to make something of themselves and getting an education is part of that process. Also, obeying or disobeying the rules for the sake of obeying them will not help them "get ahead" in life. However, obeying rules and authority figures, in becoming a better person and for those around them, is what society expects from young people.

This is not a one day process where light bulbs will turn on in their heads. They will most likely scoff at my proposed ideas and think I was crazy to tell them this. Throughout the school year, I will incorporate these qualities in my lesson plans and have creative ways to help my students reach their goals in life. Here are some of my ideas I may or may not use in the classroom:

1. I will bring sparkling cider and classy plastic cups for the class. I will have a mini-fun lesson about the history of toasting and the significance of it. I will be the first to go up in class, pour myself a cup, and state to the class of my hopes, dreams, desires, and wants. I will have each of my kids go up in front of the class to do the same. After everyone has gone up, I will tell my students that they were witnesses to this event and they are now all accountable for each other and their dreams.

2. If I am in Memphis, I will take them to the National Civil Rights Museum. I will have them bring a journal where they will jot down their feelings and thoughts about what the Civil Rights Movement was all about. When we get back, we will share our thoughts in class and discuss if MLK's dream was achieved.

3. I will have guest speakers come in and talk to my class. They will focus on what doing right and selfless service entails. I have some people in mind: Dr. Flemings- University of Tennessee Professor/ Dr. Ben Carson- John Hopkins M.D/ I will show a video of MSG Roy Benavidez- Medal of Honor recipient RIP/ Any MOH recipient/ Matt Damon (his mother is a teacher)

Song Choice!

1. Pick a song and copy and paste the lyrics into a document or your PLE. Highlight the section of the song most relevant to your discussion.

2. Write down the page number with the theory to which your song most closely relates.

3. Explain the concept from the theory to which your song relates.

4. Explain how your song relates to the theory.

5. Write down a way in which you might apply the knowledge of the theory and the song to your future classroom.

"A Dream"

[Chorus: Will.i.am and Martin Luther King]
(I am happy...I Have a Dream) I got a Dream
(That One Day ) We gonna work it out out out
(That One Day ) We gonna work it out out out
(That One Day ) We gonna work it out
(I Have a Dream) I got a Dream
(That One Day ) We gonna work it out out out
(That One Day ) We gonna work it out out out
(That One Day ) We gonna work it out
(I Have a Dream) I got a Dream
(That One Day) That one day

Vygotsky places more emphasis on culture affecting/shaping cognitive development - See more at: http://www.simplypsychology.org/vygotsky.html#sthash.Uwu50Qeg.dpuf

Vygotsky places more emphasis on culture affecting/shaping cognitive development - See more at: http://www.simplypsychology.org/vygotsky.html#sthash.Uwu50Qeg.dpuf

Vygotsky places more emphasis on culture affecting/shaping cognitive development - See more at: http://www.simplypsychology.org/vygotsky.html#sthash.Uwu50Qeg.dpuf

Vygotsky places more emphasis on culture affecting/shaping cognitive development - See more at: http://www.simplypsychology.org/vygotsky.html#sthash.Uwu50Qeg.dpuf

(That One Day) I'ma look deep within myself
(I Have a Dream) I gotta find a way...
My Dream Is To Be Free
My Dream Is To Be
My Dream Is To Be
My Dream Is To Be Free

[Verse 1:]
In search of brighter days, I ride through the maze of the madness,
Struggle is my address, where pain and crack lives,
Gunshots comin' from sounds of Blackness,
Given this game with no time to practice,
Born on the Black list, told I'm below average,
A life with no cabbage,
That's no money if you from where I'm from,
Funny, I just want some of your sun,
Dark clouds seem to follow me,
Alcohol that my pops swallowed bottled me,
No apology, I walk with a boulder on my shoulder,
It's a Cold War - I'm a colder soldier,
Hold the same fight that made Martin Luther the King,
I ain't usin' it for the right thing,
In between Lean and the fiends, hustle and the schemes,
I put together pieces of a Dream
I still have one

[Chorus]

[Verse 2:]
The world's seen me lookin' in the mirror,
Images of me, gettin' much clearer,
Dear Self, I wrote a letter just to better my soul,
If I don't express it then forever I'll hold, inside
I'm from a side where we out of control,
Rap music in the 'hood played a fatherly role,
My story's like yours, yo it gotta be told,
Tryna make it from a gangsta to a godlier role,
Read scrolls and stow slaves,
And Jewish people in cold cage,
Hate has no color or age, flip the page,
Now my rage became freedom,
Writin' dreams in the dark, they far but I can see 'em,
I believe in Heaven more than Hell,
Blessings more than jail,
In the ghetto let love prevail,
With a story to tell, my eyes see the glory and well,
The world waitin' for me to yell "I Have a Dream"

[Chorus]
http://www.youtube.com/watch?v=r_2cwhJndKY 

2. p.329, p.335-348

Vygotsky places more emphasis on culture affecting/shaping cognitive development - See more at: http://www.simplypsychology.org/vygotsky.html#sthash.Uwu50Qeg.dpuf

3. I branch into Vygotsky's theory of where culture affects the shaping of cognitive development. With my desire to teach in "poor performing" schools, I wish to incorporate SCT to my lessons, but also maintain a foundation with education/cognitive theorists such as Vygotsky. Many students will develop in, many times, unideal situations. They will develop and go to schools where movies and stereotypes tell an unrealistic story of the individual. Also, Vygotsky’s theory promotes learning contexts in which students play an active role in learning. Roles of the teacher and student are therefore shifted, as a teacher should collaborate with his or her students in order to help facilitate meaning construction in students. Learning therefore becomes a reciprocal experience for the students and teacher.

4. The highlighted lyrics convey the how many kids in "poor performing" schools have been raised. The first verse seems to dictate an realistic and pessimistic view of the future of these students. They want to experience the better things in life, but are limited because of their surroundings. They live a different and, at times, harder lives than the average child growing up in a middle/upper class environment. However, from the second verse, there is an attitude change from the 1st to 2nd verse. Another aspect of Vygotsky's theory is that an adult can help develop the ZPD. There, like in SCT, self-efficacy will increase. That change, from my view, can start from the teacher, and eventually his or her peers. Like the last verse, the world is waiting.

5. I can use this song to remind myself and my students that there are brighter days and the weight on their shoulders and be lowered in the classroom. Learning is a team effort and that will be seen in my classroom.

Vygotsky places more emphasis on culture affecting/shaping cognitive development - See more at: http://www.simplypsychology.org/vygotsky.html#sthash.Uwu50Qeg.dpuf

Vygotsky places more emphasis on culture affecting/shaping cognitive development - See more at: http://www.simplypsychology.org/vygotsky.html#sthash.Uwu50Qeg.dpuf

Vygotsky places more emphasis on culture affecting/shaping cognitive development - See more at: http://www.simplypsychology.org/vygotsky.html#sthash.Uwu50Qeg.dpuf

Chapter 2

 

2.1

To help accommodate my students who are not yet working at the level of their peers, I would need to figure out ways in helping them learn the same material, but in ways they will understand it. Though my method in helping these students will take more planning, creativity, and time to do so, it is necessary. To utilize ideas from both Piaget and Vygotsky, I will structure lessons methodically so students will be able to achieve concept mastery from carefully formulated steps in the lesson. I will also allow for more fluidity in the lesson for those who learn better where there is scaffolding. Though I agree with Vygotsky more than Piaget, I will try to understand and utilize aspects from both theorists. http://www.youtube.com/watch?v=yY-SXM8f0gU<--- video that explains the theories of Piaget and Vygotsky

2.2

As a future teacher who does not have a broad vocabulary of SAT words, I want to adopt a strategy where students will be familar with various words, and be able to use those words in their daily language and writings. As I wish to teach in the inner-city, students will most likely not know many SAT words to begin with. As I will not be a English teacher, my goal will be for my students be begin using these SAT words and start using academic language. Mastering academic language is statically shown to help students be successful in the future. Whether they further their education or begin their career after high school, it will be my goal for my students to adopt academic language and use SAT vocabulary words in their daily lives. http://www.academiclanguage.org/Academic_Language.html