Chapter 4 - Group Differences

WHAT?
There are many different kinds of group differences in the classroom. Some of the main ones discussed in Chapter 4 include: culture and ethnic diversity, gender differences, risk factors associated with poverty, and students at risk. I really enjoyed reading this chapter and learning about the many different factors that will influence a students success in the classroom.

The topic I found most interesting in this chapter was culture and ethnic diversity. The book lists several factors that teachers need to be aware of with cultural differences. Some of the factors listed include: talking versus remaining silent, eye contact, personal space, questions, waiting versus interrupting, wait time, public versus private performance, views about teasing, cooperation versus competition, family relationships and expectations, conception of time and worldviews.

As I've been able to witness students in the classroom, I've come to understand that culture does play a huge factor in the students and their behavior. It's important to understand each culture and what their customs, habits, and traditions are.

SO WHAT?
Once teachers understand the importance of group differences in the classroom, they will be able to help their students adjust to the classroom better. It's important to consider the different factors that will help the students to be successful. Since multi-cultural classrooms are prevalent in every school, it's important for educators to know what factors will influence their students and what their family backgrounds are like.

Teachers also need to know how gender will play a role in the classroom and what things they can do in order to help all of their students to be successful.We need to be careful not to stereotype our students into a category or group and make sure that we really take the time to get to know our students and what we can do to help them succeed.

NOW WHAT?
Now that I have learned more about the different types of group differences that will be in my classroom, I need to be able to find ways to use this knowledge so that I can help the students succeed. As a teacher, there are so many responsibilities that are placed upon me. In addition to providing the educational needs of my students, I will also need to be able to provide for their emotional and physical needs. Being aware of the differences listed in this chapter will aid me in this quest as I strive to meet all the needs of my students.

Final Learning Log

WHAT?
After reviewing "Your Emerging Theory/Philosophy of Teaching and Learning", I have determined that I tend to lean more to the Cognitivism theory of personal learning.

Some of the characteristics of this theory include:
* Best learning occurs when students discover answers for questions and problems themselves rather than having the answers told to them.
* True learning requires the active creation of knowledge structures.
* It is important to help students organize their thinking by teaching them general concepts before they learn more specific information.
* Meaningful learning occurs when students mentally create knowledge structures by combining new ideas with their prior knowledge.
* Students learn best when they are actively involved in solving problems tasks or completing tasks that lead to the creation of knowledge structures.
* Learning requires the mental processing of information, in other words the acquisition, organization, and storage of knowledge.
* Students can learn through teacher presentation as long as the content is organized so as to help students mentally process, organize, and store the new information.

I learn best by experiencing something rather than by someone telling me something. Anytime that I can actively become involved in the learning process, I am better able to apply the knowledge gained. I have seen this same principle in students that I have worked with. I am a very organized person. My brain is always trying to organize my life. I believe that I learn best when my brain takes the information given and organizes it into a category or something that I can relate to and experience personally.

SO WHAT?
Believing the theories listed above, I feel that it's important to give students an opportunity for hands-on learning experiences. I need to find a way to make it personal for them and give them a reason to want to gain the knowledge being presented.

Since I would like to teach kindergarten, most of the learning experiences that I will provide as an educator will be more hands-on and practical. As I help the students have experiences that they can build upon and gain a personal connection to, they will be able to internalize the information and knowledge being presented.

NOW WHAT?
Now that I have identified my theory on learning, I need to learn what types of experiences I need to provide for my students in order to help them gain the knowledge being presented. I realize that there are many aspects of learning and that each student learns differently from each other. However, as a whole, students will gain more from the experience as they are able to personally experience it.

I would like to learn more about the different types methods to help my students learn best. I am still new to the teaching field and have a lot of information to learn to feel comfortable with my own class. My weakness will become my strength as I continue with this program and gain the experiences needed to help me become a great teacher.

I'm grateful for the information I've learned in my psychology class and feel that I'll be a better teacher because of the valuable information that I've learned. The one thing that really stuck out in my mind is that each student is different and that as teachers we need to help them be successful and have the experiences necessary for them to succeed.

Chapter 5 - Individual Differences and Special Educational Needs

WHAT?
This chapter is one of the most interesting and important chapters that teachers need to understand in order to help their students be successful in the classroom. We need to understand that each student has individual differences in their cognitive abilities, personalities, physical skills and so on. The book defines intelligence as "the ability to apply prior knowledge and experiences flexibly to accomplish challenging new tasks."

The book identifies several different perspectives on intelligence. One of the theories that stands out the most to me is Gardner's Multiple Intelligences: He identifies eight distinctly different abilities, or multiple intelligences, that are relatively independent of one another.

The book also discusses the importance of nature vs. nurture and the role that each of these factors play in a persons intelligence. Psychologists have determined that it is probably impossible to separate the effects of heredity and environment. Nature and nurture both interact to influence a child's cognitive development.

My favorite section of the chapter lists several different learning abilities/disabilities and the common characteristics and adapting instruction for educators to know how to identify these abilities/disabilities and how to adapt their instruction to meet these students' needs.

SO WHAT?
As a potential educator, I need to learn more about the different abilities/disabilities listed and how to work with these students that may be in my classroom. I also need to understand how to help the other students in my classroom learn how to help these students. Because of the Individuals with Disabilities Education Act (IDEA), the U.S. legislation has granted educational rights from birth until age 21 for people with cognitive, emotional, or physical disabilities. With this act, these student are integrated into the "traditional" classroom and should be given a fair and non-discriminatory evaluation and be able to attend school in the least restrictive environment.

NOW WHAT?
I wish that we spend more than two class periods on the information in chapter 4 & chapter 5. What a valuable resource these chapters are. I believe that as educators, we need to be very familiar with the information available for students with individual differences. We need to know what the characteristics of these abilities/disabilities are and what adaptations need to be made in the classroom to help these students be successful.

Chapter 10 - Social Cognitivism

WHAT?
The light finally turned on. The last four class periods I didn't understand that we were learning about 4 different concepts and that each week was a different theory. In my mind I was just mixing all the information learned together and not comprehending the differences from each theory from one week to the next. I wish that it were explained at the beginning of these units that each week we would be learning a different concept so that I could CHUNK the information together into the theories that it belonged to and gain a better understanding of each of them as a unit. It wasn't until the test was being explained to us and I was able to view the study guide that I finally grasped this idea and the light turned on.

Social Cognitivism - In Social Cognitivism, the definition of learning is that people learn by observing others and how they eventually assume control over their own behavior. By observing others, we begin to assume control over our own behavior. One of the main concepts is Reciprocal Causation - which is defined as the interdependence of person, environment and behavior in order for learning and behavior. It's a constant interplay between each of these.
It's important for teachers to provide models and outline the expectations for their students so that they can have the self-efficacy to be able to succeed.

SO WHAT?
It's important for teachers to understand that their students learn from each other, their environment, and their own behavior as well as the behavior of others. We need to provide appropriate models for our students so that they can have a better understanding of what is expected of them. Students are watching everything that happens in the classroom. As they see one student get away with things that aren't appropriate, they soon learn that they can behave the same way and that it will be accepted as well. They will also see when we praise other students for satisfactory work and will want to perform the same way so that they can have the same reinforcement (vicarious punishment & vicarious reinforcement).

NOW WHAT?
As a teacher, I need to set the environment of my classroom so that the students will be able to succeed and have the self-efficacy to know that they are capable and have the desire to succeed. I need to model appropriate behavior and reinforce those behaviors that I want to continue in my class. As the students learn from each other and we all work together, we will all benefit from the experience.

AS A SIDE NOTE:
I realize that there have been problems with getting the test online for us to complete. However, I've been anxiously looking for this test multiple times each day and have built up anxiety about not being available to find it and receiving no information as to why and when it will be available. I've e-mailed you to find out what the situation is and have visited your office a few different times (none of which are your posted office times, so I didn't expect to find you - but hoped I would). It would have been greatly appreciated to have a group e-mail sent out to all the students so that we could know when and where to find the test and help ease our minds about it. I've had a lot of other students calling and e-mailing me to find out where to find the test. We've all been frustrated about the lack of communication or information we've received about it. If the option of taking the test during class is the solution, a quick e-mail would have eased all of our minds and helped us have a better weekend. Thanks.

Chapter 9 – Behaviorist Views of Learning

WHAT?
This week in class, we learned about behaviorist views of learning. I found this chapter to be very interesting and contained a lot of important, practical, and useful information that every teacher should learn about to be able to meet their students needs. One of the main things that I want to remember from this chapter is Classical Conditioning v.s. Operant Conditioning.

Classical Conditioning is a form of learning in which a new, INVOLUNTARY response is acquired as a result of two stimuli being presented at the same time. One of the main studies of Classical Conditioning is Pavlov's dog. Pavlov discovered that if flashed a light just before he fed his dogs, that the dog would eventually salivate when just the light was flashed (involuntarily) because it would associate the light with food coming.

Operant Conditioning is a form of learning in which a response INCREASES in frequency as a result of being followed by reinforcement. Operant Conditioning is a voluntary action by the learner because of the reinforcement. B.F. Skinner stated that "A response is strengthened - and thus is more likely to occur again - when it is followed by a reinforcing stimulus (a reinforcer)". Operant Conditioning can occur only under two conditions. First, the learner must make a response (do something). Second, the reinforcer should be contingent on the learner’s response - should only occur when the desired response has occurred. The different types of reinforcers are discussed with Operant Conditioning.

SO WHAT?
Classical Conditioning and Operant Conditioning are very important for a teacher to understand so that they will be able to help their students learn and conduct their behavior in a manner that will provide the best opportunities for them and the rest of the students in their classroom. It is also very important for a teacher to understand what kinds of reinforcements they can use to be able to help the learners have the best experiences possible and have the desire to achieve all that is asked of them in the classroom.

NOW WHAT?
I find this information very interesting. There was a lot of information to take in with this chapter. I know that as I study and find ways to remember this important information, that I'll be a better teacher as I evaluate my classroom and find methods for my students to gain knowledge and increase their learning. I could relate to each of these methods and times when I've experienced learning in both Classical Conditioning and Operant Conditioning.

Chapter 7 - Knowledge Construction

WHAT?
In class we learned that "Learning is an active process in which learners' construct their own meaning based on prior knowledge and experience." Learners all construct their understanding on their own or through the help of other people and through the experiences that they have. They each have their own unique interpretations and understanding of the events, theories and ideas that they experience both in the class and outside the class. The learners' schema helps them build upon and sometimes correct information they may have about an experience or topic they are learning about. Cultural experiences, family and many other factors help the learner build their schema and increase their knowledge. To help in their understanding, the learners' take the defining and correlating features and form a mental representation of the topic they are learning about by forming a prototype. As teachers, we need to provide opportunities that will help build our students' schema and learning experiences.

SO WHAT?
5 E’s Lesson Plan
Lesson Topics: Magnets

ENGAGE:
Conduct a teacher led experiment with magnets by having the students guess how many paperclips one type of magnets will hold in one continuous chain.
EXPLORE:
Divide the class into groups and give each group one magnet, making sure to give each group a different type of magnet. Have each group predict and then explore how many paperclips their magnet will hold in one continuous chain. After they test their findings with the paperclips, give each group other items to explore with the magnet and make predictions how may of each similar item the magnet will hold (also in one continuous chain).
EXPLAIN:
Each group will present their findings to the class for the paperclips and will demonstrate it for the class. They will then share their findings about the other items that they attracted to the magnet and how many of each item the magnet was able to hold in one continuous chain by the magnet.
ELABORATE:
Discuss as a class all the areas that we use magnets in our lives and their usefulness.
EVALUATE:
Have the students evaluate which group had the strongest magnet and categorize them according to strength from highest to lowest. Give an opportunity for each group to experience all the different types of magnets that each group used for their experience after the groups have presented their individual findings.

NOW WHAT?
As teachers, we need to help our students learn how to interpret the world and build their schema and understanding of the world around them. We need to provide activities and lessons that are engaging and allow for the students to explore and have the opportunity to explain their findings. We will help our students build their schema as we elaborate and help them understand how to apply their learning to their lives. As we evaluate their learning process, we will be able to understand what they have been able to comprehend and apply into their lives and what information we need to spend more time helping them understand.

Extra Credit - Alpine School District Math Investigations

What is Investigations Math?
Investigations Math is a program that involves hands-on, standards based learning to help students understand "how" to solve a math problem and not just know the steps involved to achieve the answer.

Some key features of the program include:
* Using manipulative's to help the students understand how to solve the problem.
* The students can each take a different methods to achieve the correct answer. Each path could be different as long as it ended with the correct answer.
* The students have opportunities to share with each other the steps they took to achieve the answer and demonstrate to each other the process of achieving that answer instead of just the giving the answer to the problem.

What were the arguments for and against its use?
This was a very controversial program in the Alpine School District. Orem Elementary was one of the pilot schools that used this program before it went to the rest of the school district. I interviewed a teacher that was teaching at Orem Elementary during this pilot program and my information came from her experience.

Some of the arguments FOR Investigations Math include:
1. The students would be able to understand the process of achieving the answer and would know how to apply it into their everyday lives (instead of just learning the FOIL method, they would learn why they need to use this method and how to apply it to their lives.)
2. Instead of having timed tests where students just spit out an answer that they have memorized (like multiplications for example), they would find ways to understand the process of how that answer is achieved.
3. Students share their strategies and teach each other. It's not just teacher directed, they learn from their peers. The students share their strategies of how they came up with the answer and demonstrate for the class their path. This helps the students understand that there is more than one way to complete the problem. The students don't just perform a procedure but they understand the problem and how to come up with the answer.

Some of the arguments AGAINST Investigations Math include:
1. Parents didn't like their children to come up with the "method" of answering the problem on their own. They wanted their children to be taught the method and have step-by-step procedures taught and followed by their children.
2. Parents didn't like the freedom that it offered their children. They didn't think that their children were being taught math formulas and procedures by the teachers.
3. The parents didn't like that the major focus wasn't drill-timed tests.
4. Parents didn't think their child was learning as quickly using this method. They felt that using so many manipulative's slowed their children's mathematical progress.
5. Parents didn't understand how the program worked and just thought that their child was "playing" instead of actively learning with the manipulative's they were using.
6. State standardized tests weren't up to speed with the new program so the student's received lower tests the first few years. While this was expected, the parents didn't like that.

What were the results of its use in Alpine?
Because of all the controversy and opposition from the parents, Alpine School Districts decided not to make Investigations Math the district wide program that they wanted everyone to use. Instead, they gave each school an option to choose between three different math programs. Each school decision was made by a combined panel of teachers and parents through a math preview night. At Orem Elementary, the parents and teachers were given samples of each of these programs that they could research at this preview to help them make their decisions. Because the different publishers only provided small samples for the preview, the parents selected a program other than Investigations Math that had more materials that could be reviewed at the meeting (the McMillan Program at Orem Elementary). The program selected by the parents had more workbooks, worksheets and physical objects where they could see their child learning in a physical timed matter.

The Alpine School District has adopted the BALANCED MATH APPROACH instead. This method is a combination of the teachers instructing the step-by-step directions for the different mathematical methods while still providing manipulative's for the students to learn with. By balancing both of these programs, the student will have the methods needed and still be able to use manipulative's and hands-on techniques to fully understand how to apply it into their lives.

What is your opinion?
I believe that with the BALANCED MATH APPROACH, the students will be better able to grasp the concepts that the teacher is teaching and still be able to find a way to apply it into their lives. I don't think that the parents gave the original program a chance and that they didn't give the teachers enough credit to know that their children would still be learning the different methods to complete the problems. It is my opinion that for the lower grades, that Investigations Math is the best method possible to help reinforce the skills being taught and really teach the students different ways to apply this into their lives.

Chapter # 6 - Learning and Cognitive Processes

WHAT?
A Model of Human Memory:
When new information is learned it is imput into the SENSORY REGISTER. If the learner didn't notice it, it will be lost forever and they will not have access to it. If they pay attention to it, the information will be moved to the WORKING/SHORT-TERM MEMORY. Three disadvantages of the working/short-term memory are:
1. It has a limited capacity
2. Information doesn't last long here.
3. It is fragile.
After the information has been in the working/short-term memory, if it goes unused, it will become lost. However, if the learner is able to encode it, there is an indepth processing that takes place and the information is moved to the LONG-TERM MEMORY. Three advantages of the long-term memory are:
1. This memory will last forever (unless there is an illness or injury that takes place).
2. It has unlimited capacity.
3. The brain is very organized and moves information to an organized place where it can later be retrieved.
However, if information in the long-term memory is not used or neglected, it could become lost or deminished over time.

SO WHAT?
As teachers, we need to help our students have stimuli they will have a desire to learn more about. They need to "notice" what we are teaching and "pay attention" to it so that this information will move to their working/short-term memory. After they pay attention to this information, we need to provide indepth processing through different memorization techniques, activities and learning experiences that will help this information move into their long-term memory, where it will last forever and they will be able to recall what we have presented for extended periods of time.

NOW WHAT?
I learn best through mnemonic strategies, chunking, rehearsing and other memorization techniques. I know that the more stimuli I have with a topic, the better able I am to move this information into my long-term memory. As a teacher, I want to help my students learn these skills so that they will be able to remember what information I have presented and become better learners. By understanding the Model of Human Memory and the different memorization techniques listed in this chapter, I will be able to help my students become better learners and I will also become a better learner in the process.

Chapter #3 - Erickson's Model of Psychological Development

WHAT?
In chapter 3 I learned about the 8 stages of Psychological Development by Eric Erickson.
1 - Infancy - Trust v. Mistrust
2 - Toddler - Autonomy v. Shame and Doubt
3 - Preschool - Initiative v. Guilt
4 - Elementary - Industry v. Inferiority
5 - Adolescence - Identity v. Role Confusion
6 - Young Adult - Intimacy v. Isolation
7 - Middle Years - Generativity v. Stagnation
8 - Retirement - Integrity v. Despair

It was so nice to be taught a memorization method to help me remember each of these stages. It really helped me be able to understand each stage better and find a way to remember this information for the test. By learning this memorization technique, it will also help me remember this information beyond the testing period and be able to move this information into my long-term memory better.

SO WHAT?
It was good to learn about each of these stages and find out what the greatest psychological challenges are for each stage of development. It was especially helpful to have examples of each stage to help me better understand these stages.
It is important as an educator to understand each of these stages and know what challenges our students will be facing so that we can help our students excel and feel good about their abilities as students.

NOW WHAT?
Since I want to teach Kindergarten, my students could be between two different stages of development (Initiative v. Guilt & Industry v. Inferiority). I need to provide opportunities for my students to take initiative and give them the support for their efforts to help them make appropriate choices as they develop initiative. I also need to help my students to feel self-confidence and encourage them and help praise them as they begin to demonstrate industry.

Piaget's Stages of Cognitive Development v.s. Vygotsky's Theory

WHAT?
This week we learned about Piaget's Stages of Cognitive Development v.s. Vygotsky's Theory.

In Piaget's Stages of Cognitive Development, he defines four different stages of cognitive development:

1 - Sensorimotor Stage: (birth to age 2) During this stage, schemes are based largely on behaviors and perceptions and what is in their immediate view. They also develop an understanding of cause and effect during this stage.

2 - Preoperational Stage: (age 2 until 6 or 7) During this stage, children can think about objects and events beyond their immediate view. However, they lack the ability to reason in logical adult like ways.

3 - Concrete Operations Stage: (age 6 or 7 to age 11 or 12) During this stage, children begin to reason in an adult like logic but this is limited to concrete reality. They begin to display deductive reasoning and can draw logical inferences from information that they are given.

4 - Formal Operations Stage: (age 11 or 12 through adulthood) During the Formal Operations Stage, logical reasoning processes can be applied to concrete and abstract ideas

Vygotsky's theories outlines several different aspects to consider:

- Guided Participation: Vygotsky's believes that adults play an important part of children's learning process.

- Peer Interactions: In addition to the important role of adults, peer interaction also plays a key role in the learning process. Both peer and adult interaction are very important to Vygotsky's.

- Socio-Cultural Learning: The cultural environment a child is raised in has a great impact on the child's ability to learn and know different things.

- Importance of play: Vygotsky's believed that children learn so much during play. They need to be given opportunities for play to be able to help them develop and grow.

- Zone of Proximal Development (ZPD): Vygotsky's defines this as "the range of tasks that a learner can perform with the help and guidance of others but cannot yet perform independently."

- Scaffolding: A support mechanism that provides a guidance for the learner until they are strong enough to support the learning on their own. As the structure gains stability the scaffolding is gradually removed.

SO WHAT?
It's important to understand about both Piaget and Vygotsky's because educators need to know the stages of development and what influences contribute to their students learning. We need to know what to expect at each age of development and what we can do as educators to provide the scaffolding needed to provide the best learning experience possible and develop age appropiate lessons.

NOW WHAT?
I believe that it's important to use both Piaget's and Vygotsky's theories in my teaching. Not only do I need to understand the stages of cognitive development that Piaget outlined, but I need to realize that the cultural background and adult interactions outlined by Vygotsky also play a critical part of the child's learning process.

"Rainman" - Kim Peek

I really enjoyed hearing Kim Peek and his father speak on Monday. I found it very interesting to learn more about Kim and his ability to remember and recall information and how his brain functions. It was a great experience to see the love that his father has for him and the relationship that they have with each other. I thought it was fun to see how the two of them work together and the kinds of conversations that they have. At times I felt like a fly on the wall watching them talk about the events of the week and the upcoming surgery of his brother. How cute that he was concerned about being able to visit his brother while in the hospital.

When Kim would lose interest in what his father was saying, he would walk away and blurt out unrealated comments. It was cute to see his father remind him to be quiet and not speak out. His father said that Kim needs help with many of the basic life skills such as showering, shaving, getting dressed and feeding himself. Yet, his knowledge and ability to remember information far outweights that of an adult. When the audience had the opportunity to ask him questions, Kim wouldn't just give them the answer they were looking for, he would also give them all the background information about their question. It was interesting to hear his thoughts about the many different subjects and the information that he would share about it.

I feel bad that Kim wasn't able to have his first MRI until his 30's and that he has been so misunderstood throughout his life. It wasn't until the movie "The Rainman" came out in the 80's that he started to be more understood and appreciated by the general public. I'm so glad that he is able to go out and let people get to know more about him and gain an appreciation for him and others with the same condition. I especially loved his message that "everyone is special". I'm so glad that we were able to attend. The brain is an amazing organ and we still have a lot of research to be able to understand it more and more.

Chapter # 2 - The Human Brain - Cognitive and Linguistic Development

What?
The human brain is a complex organ that is essential for living. Each part of the brain serves an important function in cognitive and linguistic development. There are many studies and theories that help us understand the human brain. Two different researchers listed in this chapter have given us some valuable insight on human development. Jean Piaget believed that children develop cognitively through assimilation and accommodation in 4 different stages (sensorimotor, preoperational, concrete operations & formal operational). He believed that each stage builds on the accomplishments of any preceding stage. Lev Vygotsky believed that adults in the child's life foster the child's cognitive development and that their background and experiences contribute to their cognitive and linguistic development.

So What?
By knowing about the different theories conducted by researchers such as Piaget and Vygotsky, educators are able to provide learning experiences that not only help the child develop according to what stage the child is in, but will also be able to provide and understand the importance of a child's background and the important role that adults can provide in their cognitive and linguistic development. Also, by understanding the human brain and it's functions, we will be able to provide a variety of learning experiences that will help the child be able to develop both cognitively and linguistically.

Now What?
Now that I've been introduced to the human brain, it's functions and some of the researchers who have dedicated their lives to studying human development, I need to apply what I've learned in my teaching and lesson planning. As a teacher of young children, I need to understand that their brains are still developing and that each child comes to class with their own background knowledge (schema) and that I can help provide experiences in my lessons that will build upon their stage of cognitive development and provide learning experiences that will be appropriate and engaging to their development and learning. I also need to study and understand each stage of development outlined by Piaget to understand the children's learning abilities and provide appropriate lessons where the child will succeed.

Chapter #1 - What? So What? Now What?

WHAT?

The four main categories of research studies are: descriptive research, correlational research, experimental research & action research. Below is a description of each type of research:

1 - Descriptive Research: Descriptive research helps describe how things are. Usually descriptive studies deal with numbers; percentages, frequencies & averages. It describes a situation and establishes what, how or why something is happening.

2 - Correlational Research: Correlational research helps us learn about the relationship of two or more things. It helps us draw a conclusion about how two things relate or effect each other. It establishes an association or relationship between two variables.

3 - Experimental Research: Experimental research helps determine the cause and effect and involves the manipulation of one thing (independent variable) to determine the outcome of another (dependent variable).

4 - Action Research: Action research is usually conducted by teachers, principals or staff to address issues they are experiencing in their own classroom or school. A study performed to determine their own practices and evaluate the strategies to improve the practice or outcome.

SO WHAT?

As teachers, we will need to make decisions daily about how we teach, how the students respond to what we teach and what we can do to improve our classroom environment so everyone will benefit from our decisions. By using our common sense we can make many decisions on our own. However, in order for us to make the best decisions for our class to benefit the students learning experiences over a long period of time, it's important to also base our decisions on current research findings, theories and developments.

By knowing about educational research, we will be better critical and reflective thinkers who find classroom strategies to become better teachers and improve our students learning. As we better understand how students learn and develop, we will be able to have a rewarding teaching experience where all will be edified.

NOW WHAT?

I know that I have a lot more that I need to learn about educational research before I will be able to use it in own classroom. By learning more about the types of research, I'll be able to determine the types of studies that I should concdentrate on to be able to apply it in my own teaching style. I also need to learn where to turn for credible research and how to determine if a study performed is an accurate study so that I can use the best strategies from the credible studies that I've researched.

I believe that teachers probably use action research the most in their decision making as they try different techniques in their classroom to create the best learning environments possible for the students. It's my goal that when I experience opportunities in my classroom where I am looking for improvements or ideas, that I'll be able to turn to credible educational research to help me find my answers and that I am able to perform my own research in my classroom that will benefit my students and give me answers specific to my class.

Assignment #1 - Motivation

1. Why are you here (in the teacher education program, in this class, at UVU)?

It's amazing where life takes you.

I started my journey 20 years ago at UVCC to become an elementary school teacher. I always wanted to be a school teacher. At the time, UVCC didn't have a program in Elementary Education of their own but was working on offering one through Weber State University. Through a series of events I was unable to complete my degree in Elementary Education because the program wasn't ready when I completed my Associates Degree and a lot of the classes I already took didn't transfer over. As a result I went to hair school to become a hair stylist instead.

After doing hair in a salon for several years, I was given a chance to work in the field of construction where I have been employed for the last 10 years. I have enjoyed all of my experiences and opportunities I've had but have always wanted to go back and finish my degree in education. Due to the downsizing economy, my position was eliminated in construction and I was laid off in December 2008.

After I was laid off, I came to UVU to see how many credits I had and what it would take to complete my degree. I've heard so many wonderful things about the Education Program at UVU and love the fact that I'll be able to finish my degree at the University that I attended when it was only a Community College. I was wonderfully surprised to find out that everything I started earlier carried through and that I was able to start right away into the program. The academic advisers have been great and have helped me work everything out to be able to start up immediately on my new journey.

My sister was in the first graduating class for Elementary Education at Utah Valley State College and had a great experience. She's a wonderful teacher. I look forward to being a teacher as well and am proud to be a part of the program now through UVU to finish what I started 20 years ago.

2. What motivates you?

I am a goal oriented person. There's nothing like the feeling of accomplishment I receive when I reach my goals. When I decide that I want to accomplish something, I'll do everything possible to accomplish that goal. I like to set small goals to help me accomplish my large goals. I want to be successful at whatever I do. I'm not a half-way person. I won't commit to something that I don't intend to do. If I tell someone (or myself) that I'm going to do something, you can count on me doing it. I stand by my word.

3. Why do you succeed?

I take pride in my ability to be an organized person. I'm able to keep track of things that need to be done and follow them through to the end. I'm also not afraid to do new things. In my last job, I was promoted from data entry to department manager because I was able and willingness to learn new things.

I also believe that in order to succeed, you need to not be afraid to try new things. This doesn't mean that everything you do will be successful. Just as long as you are able to take what you learn from past experiences and failures and build upon them to make the next experience a success.

4. Why do you fail?

The times that I fail the most are when I don't have enough confidence in my abilities and let the fear of failure prevent me from trying new things. I also find failure when I let what other people say about me stop my progress. As a child, I had a piano teacher who told me that I can't read music. Instead of trying to help me learn how to read the music, she let me use that as an excuse on why I wasn't a good piano player. Because of this I eventually stopped taking lessons and haven't really progressed beyond that.

5. How do you need to change your motivations and mindset for this class in order to become a great teacher?

I need to have confidence in my abilities and not only believe that I can succeed in this class, but also as a teacher. I also need to work with everything I have to be successful. I know that my organizational abilities will help and that I have the support I need from family and friends who believe in my abilities.

Hidden Assignment - Course Contract

1. List 2-3 specific goals you have for this course:

a. I would like to not only pass this class with an excellent grade, but I want to enjoy the journey and find ways to apply the knowledge that I have gained into my own classroom.

b. I would like to gain a better understanding of who I am and how to interact with others better. As a teacher, you need to be able to work with your students, parents, other teachers and administration on a daily basis.

c. I want to come away from each class with something that excites me and motivates me to want to learn more about the topics that we discussed.

2. Describe your weekly preparation plan. Be specific. What will you do each day of the week to prepare for this course:

I have already saved the class site as one of my "favorites". I plan to become very familiar with this site. I plan to reflect daily on what I've done to prepare myself for this class. I like the analogy given in class that "the only way to eat an elephant is one bite at a time". Since I'm coming back to school after a very long absence, I know that I'm going to feel overwhelmed and anxious about all the assignments before me. By doing a little bit each day and always keeping it on my mind, I'll be able to accomplish all that is required of me (one bite at a time).

3. Outline the study strategies that you will use to understand the material:

I plan to meet with a study group at least 2 times a week. Prior to meeting with my study group, I will read the assigned materials so that I will benefits from and be able to contribute to the success of the group. I am a hands-on person who needs many different techniques to memorize facts. When preparing for tests, I will probably make flashcards or study sheets that I can review and carry with me in addition to the previous strategies listed above.

4. Explain the process you will follow if you do not understand a topic:

1st - I will study it out on my own and try to find the answer through the textbook book, class web-site, or notes taken during class lectures.
2nd - If I still don't understand a topic, I will go to my study group and/or other members of the class to see if they can help me understand it better.
3rd - If after studying it out on my own and asking other class members I still don't understand, I will contact the instructor for further enlightenment.

It's always better to ask for help then not understand a concept.

5. Complete the following statement: I will reach my goals in this course by...

a. I will have a positive attitude. If I let myself get frustrated with the class, I won't be open to the knowledge that will be learning. I also won't enjoy the journey and will dread coming to class. If I have a smile on my face and try to find the positive, I will be able to accomplish anything I set my mind to.

b. I will do my part. Whenever I attend class and/or my study group, I need to come prepared to share and learn from others. This will help me feel a passion for the class and I will be able to succeed at accomplishing my goals.