Observational Reflection!

Observational Reflection

While observing Mrs. Poai's math lesson I noticed things that I hadn't really been able to pinpoint before. Goes to show when you are looking for it you can find it. I was looking for the good and I found it. I know that isn't really what this reflection was for, but because of it I am going to remember to look for the good in my future lessons and the good in my students and I will find it. It is still important to find and fix the things that aren't the best and improve as much as possible.

Back to the lesson that was observed. The first thing that I was able to notice was that she stated the objective right at the beginning of the lesson. “Today we are going to learn how to write and count to in the teens.” Not only did she state the objective she stated it at least 4 times that I heard. If the students didn't know what the lesson was about it was because they were not doing their part in the lesson.

When the students were not acting like they should of, and were talking when Mrs. Poai was talking she would stop talking and wait for them. But she didn't just wait for them to be quite she told them why she was waiting for them to pay attention. She let them know that she had to wait for them to listen because this is important for them to learn. She talked about how they needed to learn this, so they could do their best in 2^nd grade. She got them to see the bigger picture for a minute. They needed to learn this for 2^nd grade. She showed them that she wanted them to do their best in 2^nd grade and she was trying to help them they best she could, but they had to do their part to learn.

Her methods of teacher were also great she used a poem in this math lesson and also used the students in her object lesson. She picked students to come up to the front so the rest of the class could count them. She also noticed that one student wasn't paying attention so she had him come up and help her. She didn't call him out on not listening she just got him engaged.

One other thing that I noticed was that she motivated the students but letting them know that after they learned about “the teens” they were going to use the white boards and play a game. The students love to play with the white boards. At first being able to use the white boards was an extrinsic motivation, but when they were playing the math game the white boards were an intrinsic motivation.

I hope that my teaching is similar to Mrs. Poai's but I know I have a ways to go to get their. She seems to see everything. She sees the student that need a little push, she see the student that need to help her to stay engaged, she knows her students so well. She was able to adjust her lesson to better fit her students and that is what it is all about.

In-Class Teaching Reflection

Overall I think that our lesson went very well. There were weak points as well as strengths. I thought the hook was a good idea but we could have chosen a better movie. I had never seen that movie before and was a little uncomfortable watching it in class, which I am sure someone else in the class might have felt the same way. As a teacher I would never want anyone in my classroom to feel uncomfortable.

The definition game was a good idea, but when it was put into practice it didn't go over so well. The students were not into it. I didn't think that they got much out of it. After the first couple of word the students stopped participating. Next time I would make it more exciting for the students. If it was more of a competition, or if the words had a harder definitions. It would also be fun to put the book definition in the mix and have the students try and guess which definition was from the book.

The scale of intrinsic to extrinsic motivation was a good activity. It gave the students an opportunity to apply was we were learning to their lives. It also gave them a chance to get up out of their desks and move.

By far the best part of the lesson were the skits. The entire lesson I felt like we were trying to drag responses out of the class. It seemed like most of the them weren't not engaged in the lesson. The skits helped get the students excited about learning. Good things about the skits were that we were able to give them examples and they got to have the opportunity to show us if they understood. Having a time limit on it was great. We didn't waste anytime and each group did a wonderful job. Another great thing about the skits were that we had props. I really think the props help the students get excited about actually doing the play and they also gave students ideas on what they should do for their play.

Throughout our lesson we used many different psychology principles. Our lesson was on motivation. Throughout the entire lesson we were trying to keep the students extrinsically motivated. We gave incentives and rewards. Most of the reasons behind what we did was to motivate students to learn about motivation, also to motivate them to be teachers, and show them way in which they could motivate their own students.

Psych....Quiz ? Module 27-30

T/F Entity view of ability is the belief that ability is a set of characteristic that can be changed.

T/F Maslow Theory suggests that humans have a hierarchy of needs.

T/F When activities are their own reward that is called extrinsic motivation.

T/F A personal intention to improve abilities and learn, not matter how performance suffers is mastery goal.

T/F Student motivation to learn is both a trait and a state.

PSYCH...Quiz Questions 24-26, 31

1. Cooperation

2. Jigsaw

3.Self-efficacy

4. Self-esteem

5.Community of Practice

A. A person's sense of being able to deal effectively with a particular task

B. A concern with judgments of self-worth.

C. A cooperative structure in which each member of a group is responsible for teaching other members one section of the material.

D. Working together to attain a shared goal

E. Social situation or context in which ideas are judged useful or true.


Answers: 1:D 2:C 3:A 4:B 5:E

PSYCH...Modules 2-5

A. Operations

B. Classification

C. Development

D. Disequilibrium

E. Private speech

Grouping objects into categories

Orderly, adaptive changes we go through from conception to death.

Actions a person carries out by thinking them through instead of literally performing the actions.

Children's self-talk, which guides their thinking and action. Eventually, these verbalizations are internalized as silent inner speech.

In Piaget's theory, the “out-of-balance” state that occurs when a person realized that his or her current ways of thinking are not working to solve a problem or understand a situation.

B,C,A,E,D

Psych...Quiz Questions

Strengthening behavior by removing an unpleasant stimulus when behavior occurs is

Positive Reinforcement
self reinforcement
Removal punishment
Negative Reinforcement

Reinforcing each small step of progress towards a desired outcome is

shaping
stimulating
successive goals
satiation

Use of behavioral learning principles to change your own behavior is self-

reinforcement
efficacy
management
instruction

Quiz Questions!

Module 9:

A disorder is a/an

A) a)Inability to keep things organized.

B) b)Inability to do something specific.

C) c)Disadvantage in certain situations

D) d)General disturbance in physical or mental functioning.

Module 11:

For which group of students does tracking/between-class ability grouping cause problems?

A) a)Low income students

B) b)High-achieving students

C) c)Low-achieving students

D) d)High-income students

Module 36:

According to the text you can plan on your own, but it is better to…

A) a)Have someone else plan for you.

B) b)Work with other teachers and share ideas.

C) c)Have the students have a hand in the planning.

D) d)All of the above.

Learning Reflection

When I started this assignment to find something I didn't know how to do and learn how to do it, I decided I as going to learn how to make a paper crane. I have always wanted to learn how, but I have never really made time for it. This assignment made me make time.

I looked up sites on the Internet to help me learn. I started out just fine. Reading the instructions and then doing it. Even though the instructions were not very good and the pictures along with the instructions were not helpful. I wanted to learn how, so I kept going. I got more that half way there and got to frustrated to go on. Now I have a piece of paper nicely folded to look like a diamond with legs.

I then started to look for the easy way out. What is something easier that I could learn. Sometime that won't take me as much time. I realized I was taking the lazy way out, but I was frustrated and I no longer cared about paper cranes. (Okay I might be over reacting a little.)

Then I started thinking about my week. I realized how much I have learned how. I learned about RSS and how to use them. I got an account at Goodreads and made some book selves, added friends, and selected books. I figured out how to use Delicious, a site that helps you store different articles on the Internet. I learned how the real dance to Cotton-Eye Joe. I learned the the Texas-two step and can actually do it pretty well. I also enjoyed learning all of this things. After thinking about all of these things I learned how to do I realized something that they all had in common. I was with people when I was learning how to do them. People were there supporting me and helping me along. One other thing that they had in common was a person told me what to do. I didn't have to read it and look at pictures.

If I was sitting around a table with a group of friends and we were learning how to fold paper cranes I would have loved to do that. I would have actually learned how, and I would not have gotten so frustrated and stopped before the end.

I apparently am a people person. I need people around me and I want them there. If I want to learn something to the best of my ability I need someone teaching me all the way. Not just giving me a hand out and letting me try and figure it out on my own.