Personal Learning Goal: To not give in to peer pressure.
Objectives: (Attitudinally based, and skilled) After reading the chapter on Social Cognitive, I will watch to see if I give into peer pressure, or I am the individual that follows my own path.
Methods: To see if I give into peer pressure I will reflect on the day in my journal and write down every event and action I do. This will help me to realize if I would have made these choices on my own or if peer pressure played a part.
Assessment: I know going into this week will be a little bias, but hopefully as the week goes on, I will live my life normally and not think too much on whether what I am doing is under peer pressure or not. After reading through my journal I realize that out of the five days (Monday-Friday), I fell under major peer pressure on Wednesday on my good friends birthday, but all most everyday I did something that I would not have done if I was not asked. These events were not always bad. On Thursday, I studied with a bunch of my friends, and was able to do a lot of homework. But on Wednesday, the traditional negative peer pressure came in to play when I went to a movie, and out to eat for dinner, and then watched a movie in my dormroom with my roommate and neighbor.
Reflection: According to Woolfolk there are many theories of social cognitive. During my week of observation, I realize that what made me pick the activities and events to go to were based on reciprocal influences from D.H. Schunk. Reciprocal influences are three forces-personal, social/environmental, and behavioral-are in constant interaction. They influence and are influenced by each other (330).
Wednesday, April 11, 2007
Wednesday, April 4, 2007
Weekly Reading Reflection Chapter 10
Personal Learning Goal: To see if children need to be motivated to do everything
Objectives: (Attitudinally based) To use motivation in the field and see what form of motivation works the best
Methods: By taking annotated notes of children's reactions and performances I will be able to write a non biases report on how the children reacted. This will reinforce my learning from Woolfolk because I am a visual learner and I will have hands on experience to reflect to when I am teaching.
Assessment: I noted that the children, 7th and 8th grade conformation students at a lock-in, were very excited to be their in the first place which would affect whether the children were actually motivated or they were just excited to see what is next. But over all after one of the members on my outreach team set the stage for the activity, the children reacted positively. Watching the children's reactions also showed that the actual motivation was not the only thing that motivated them, but also the actual game. For an example, when the children found out that we are going to play Sardines they were already motivated, and did not need us to motivate them.
Reflection: During our lock-in we used multiple ways to motivate the children. In Woolfolk (374-376) he states that there are four general approaches to motivation. We used mostly behavioral approaches, reward and incentive, cognitive and social cognitive approaches, and social conceptions of motivation. With every motivation we also established goals for them in order for use to direct there attention, energize the effort, increase persistence, and promote the development of new knowledge and strategies (380). Over all I learned through this experience and the reading from Woolfolk that a positive reaction from a motivation has many variables but if done effectively can be more controlled in some ways.
Objectives: (Attitudinally based) To use motivation in the field and see what form of motivation works the best
Methods: By taking annotated notes of children's reactions and performances I will be able to write a non biases report on how the children reacted. This will reinforce my learning from Woolfolk because I am a visual learner and I will have hands on experience to reflect to when I am teaching.
Assessment: I noted that the children, 7th and 8th grade conformation students at a lock-in, were very excited to be their in the first place which would affect whether the children were actually motivated or they were just excited to see what is next. But over all after one of the members on my outreach team set the stage for the activity, the children reacted positively. Watching the children's reactions also showed that the actual motivation was not the only thing that motivated them, but also the actual game. For an example, when the children found out that we are going to play Sardines they were already motivated, and did not need us to motivate them.
Reflection: During our lock-in we used multiple ways to motivate the children. In Woolfolk (374-376) he states that there are four general approaches to motivation. We used mostly behavioral approaches, reward and incentive, cognitive and social cognitive approaches, and social conceptions of motivation. With every motivation we also established goals for them in order for use to direct there attention, energize the effort, increase persistence, and promote the development of new knowledge and strategies (380). Over all I learned through this experience and the reading from Woolfolk that a positive reaction from a motivation has many variables but if done effectively can be more controlled in some ways.
Thursday, March 8, 2007
Technology: Friend or Foe
One of the biggest issues in today's schools is the use of technology. This has been an issue for some time but it is not until now that society has seen the after affects of students with and without skills in technology. We have also come into an era where an individual can not help but be affected by technology.
One thing that has created this sudden need to know technology is the Internet. The Internet is a great resource in finding information and learning information which is just a click away. It also has the partition of cutting work time in half when booking a hotel room or searching for the town with the longest name in the world. The Internet can also be like a Pandora's jar. There are chat rooms, where people do not have to know each other to be able to talk to one another. There are also porn sites that students, or websites with inappropriate pictures for certain age groups.
But because skills in technology are in such high demand, how can a school or teacher not use it to help teach students. Like all other teaching tools before the Internet and computers, teachers need to use these tools with caution. Before computers, teachers had to decide which books were the best for their students or what method of teaching the teacher should use to teach the unit or subject, and they still do.
In today's society students need to know how to use technology as tool to help them achieve in life, but teachers need to guide students and warn them of the dangers just like with any other tool.
One thing that has created this sudden need to know technology is the Internet. The Internet is a great resource in finding information and learning information which is just a click away. It also has the partition of cutting work time in half when booking a hotel room or searching for the town with the longest name in the world. The Internet can also be like a Pandora's jar. There are chat rooms, where people do not have to know each other to be able to talk to one another. There are also porn sites that students, or websites with inappropriate pictures for certain age groups.
But because skills in technology are in such high demand, how can a school or teacher not use it to help teach students. Like all other teaching tools before the Internet and computers, teachers need to use these tools with caution. Before computers, teachers had to decide which books were the best for their students or what method of teaching the teacher should use to teach the unit or subject, and they still do.
In today's society students need to know how to use technology as tool to help them achieve in life, but teachers need to guide students and warn them of the dangers just like with any other tool.
Is This Really Needed
Wow, I must of saved this as a draft and not published it, sorry for the lateness
Vagina Monologues, is an event that all most all women on Luther Campus look forward too. Auditions for this event become a big to do, and all those who auditioned feel they have the right to be in it. These auditions could remind someone of other musical or sporting auditions that happen on campus, in which the student body must deal with hearts breaking and feelings being hurt. But these feels are normal when it comes to auditions like these.
But is the actual play needed in today's society?
After personal watching Vagina Monologues for the first time, and seeing some of my friends in it, a part of me felt that all adult women should see this, but then a part of me felt like this was way too much. After talking to others about the play I found that this is a normal response. One fellow classmate said, "We don't go around talking about our asses or butt cheeks so why do we have Vagina Monologues?" Though the actually show was very put together nicely and it was a very big eye opener, I just feel that this might be a little too much.
Wednesday, February 28, 2007
Words From a Wise Old Man
On Febuary 20th, 2007, Nakoma Neil Volkom, came to Luther College to clear up confusing about the Native American culture and to give his input on how society should fix this issue.
He explain how Hollywood, created the thought that Native Americans wear lots of feathers and big head dresses, but that only chief do in really life. He also sang a song and drummed the beat that was not like the beat you hear in the movies. Lastly he explained that the "Indian Cry" children make when playing is only done by woman and is made with their tongues inside their mouths not with their hands and mouths.
Nakoma feels that if everyone was educated about the truth of Native American history and their culture, that people would understand that they are not that different and that we can all live in harmony. He also felt that those who are not Native American can learn from them on how to treat mother earth and the environment. He himself learned about this when he went to visit the Native Americans in the Amazon Rainforest.
If only everyone would take the time to learn that we are not that different from each other, we would be able to see that we can help each other out and make the world a better place.
He explain how Hollywood, created the thought that Native Americans wear lots of feathers and big head dresses, but that only chief do in really life. He also sang a song and drummed the beat that was not like the beat you hear in the movies. Lastly he explained that the "Indian Cry" children make when playing is only done by woman and is made with their tongues inside their mouths not with their hands and mouths.
Nakoma feels that if everyone was educated about the truth of Native American history and their culture, that people would understand that they are not that different and that we can all live in harmony. He also felt that those who are not Native American can learn from them on how to treat mother earth and the environment. He himself learned about this when he went to visit the Native Americans in the Amazon Rainforest.
If only everyone would take the time to learn that we are not that different from each other, we would be able to see that we can help each other out and make the world a better place.
Friday, February 23, 2007
Taking a Stand
What is the point of going to a school clear across town when there is a good school right next door? Students that are transferred to different schools not in their neighborhood, are split in half between neighborhood friends and school friends. It is also very expensive for schools districts to pay school bus companies to transport these students. Though integration is a wonderful idea on paper, having schools be divide within the city is not right.
In today's college, future educators told to create a "family", or a "community" in their classrooms. But how can this be done if the students do not live by each other. Students are able to live a fantasy live within the school building knowing that what happens in the school will not affect their social lives back in their neighborhoods. Another issue with this way of integrating students is that it is very expansive. Busing students from one side of town to the other. This issue is not helped by the high gas prices and the small population of people will to drive the big yellow buses.
Their has to be another way to practice integration in today's schools without splitting up neighborhoods, and raising expenses in schools that are already dealing with the issues of budget-cuts.
In today's college, future educators told to create a "family", or a "community" in their classrooms. But how can this be done if the students do not live by each other. Students are able to live a fantasy live within the school building knowing that what happens in the school will not affect their social lives back in their neighborhoods. Another issue with this way of integrating students is that it is very expansive. Busing students from one side of town to the other. This issue is not helped by the high gas prices and the small population of people will to drive the big yellow buses.
Their has to be another way to practice integration in today's schools without splitting up neighborhoods, and raising expenses in schools that are already dealing with the issues of budget-cuts.
Thursday, February 22, 2007
We Are Not All That Different
Letter from the Editor:
All talent shows are pretty much the same. There are singing, dancing, bands playing, and comedy. Then why is there so much emphasises on the talent show during Black History Month at Luther?
During Education 115 one of my classmates helped out with her school's talent show. The Luther students became the judges, because they would be unbiased, and they were invited to watch. Many of the acts were magic shows, dancing, reenactments, and stand up comedy.
This middle school talent show had almost the same acts as a the talent show at Luther. There was still singing, dancing, more bands and group acts, but they were still almost the same show with different acts. When comparing this two events their is really nothing different except that they were different acts and different maturity levels. So in the big picture, no matter what color or background one may be, we are really not that "different" from each other.
All talent shows are pretty much the same. There are singing, dancing, bands playing, and comedy. Then why is there so much emphasises on the talent show during Black History Month at Luther?
During Education 115 one of my classmates helped out with her school's talent show. The Luther students became the judges, because they would be unbiased, and they were invited to watch. Many of the acts were magic shows, dancing, reenactments, and stand up comedy.
This middle school talent show had almost the same acts as a the talent show at Luther. There was still singing, dancing, more bands and group acts, but they were still almost the same show with different acts. When comparing this two events their is really nothing different except that they were different acts and different maturity levels. So in the big picture, no matter what color or background one may be, we are really not that "different" from each other.
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