Module 5

Module 5, the last module! This class sure went fast. Module 5 covers chapters 12, 14, and 15. I discovered valuable information from each.

Chapter 12 - Motivation and learning in teaching

In chapter 12, I learned about motivation, needs, goals, beliefs, and applications of these concepts. First, motivation is an internal state that arouses, directs, and maintains behavior (Woolfolk 480). This concept has been studied, and tells us how and why people initiate actions directed toward specific goals, how long it takes them to get started in the activity, intensity, and persistence. I see and encourage this frequently in my private violin studio. I set goals with students, and like to see how long it takes for them to catch on, how intense they are in practice, and how long they can stick with it!
Chapter 12 also needs and goals. There is a chart on page 449 that breaks down Maslow's Hierarchy of needs. At the bottom, and largest category, is physiological needs. Next are safety needs, followed by love/belonging, Esteem needs, cognitive needs, aesthetic needs, and finally, self-actualization. It is important to remember that the needs of each student are different. When I teach violin, I can have two students at level 5 who need completely different instruction. One may be self-reliant, and I offer more criticism. Another student may be struggling with self-image issues, and I have to be more encouraging.

Chapter 14 - Teaching every student

I found chapter 14 to be rather interesting. It covers methods of studying teaching, and teaching approaches. Researchers have used many methods to learn more about teaching: classroom observation, case studies, interviews, experimentation, stimulated recall, and analysis of lesson transcripts. On page 533, Woolfolk says "Planning done at the beginning of the year is particularly important, because many routines and patterns, such as time allocations are established early" (Woolfolk 533). In my area, orchestra, planning is crucial. There are deadlines that can't be extended in an orchestra class. For example, the winter concert can't be postponed if the orchestra isn't ready to play! Careful organization and rehearsal planning is required to ensure that students have learned the appropriate material by the appropriate times.

Chapter 15 - Classroom assessment, grading and standardized testing

My favorite chapter! Classroom assessment, grading, and testing are three subjects I'm very interested in. We learn that grading can have two effects on students - positive or negative. We always wonder how students are affected by failure. Sometimes it is necessary. Students need experience in coping with failure, so standards must be high enough to encourage effort. (Woolfolk 606). In orchestra class, failure is a given. The standards of music performance are set so high that all performers fail regularly. It is what makes us better! Grading is also an interesting concept in orchestra. It can be difficult to demonstrate accurate assessment of student performance. I've researched the topic, and plan to integrate a program called "Smartmusic" into my classroom. I know that it will be fun!

Module 4

Complex cognition. That sums up Woolfolk chapters 9 and 11. Chapter 9 covers several key areas of learning such as metacognition, learning strategies, problem solving, creativity, critical thinking and argumentation. As I learn more about these concepts, the more I realize what is happening in this very psychology class! Metacognition refers to "knowledge or awareness of self as knower" (Woolfolk 328). Thinking about thinking. In terms of learning, metacognition applies at various levels. It helps us know if we have the right knowledge to solve a problem, decide where to focus attention, determine if we understand what we read, devise plans, or use strategies.

Understanding metacognition is important, but to see it in action, we look to learning strategies. On page 331, Woolfolk describes learning strategies as "a special kind of procedural knowledge - knowing how to do something" (Woolkfolk 331). I try to develop learning strategies in my violin lessons each day. I know that not two students learn the same way, and if I have 60 students, I need to explain the same concept 60 different ways. I also need to devise 60 different strategies for them to practice and learn!

As we understand learning strategies, we begin to understand how to approach problem solving. Woolfolk says on page 339, "A problem has an initial state, a goal, and a path for reaching a goal. Being a good educator means setting high goals that are attainable. We must always push students beyond what they think is possible. The achievement also helps student morale and self-image.

On page 350, Woolfolk mentions this fact "Creativity is the ability to produce work that is original but still appropriate and useful." Creativity needs divergent thinking. In terms of music, the same song can be performed in many ways. Great performances are a result of creative thinking and a desire to sometimes go against what is commonly accepted as correct!

Tying all of these concepts together is critical thinking. Critical thinking is "the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action" (Woolfolk 355).

Chapter 11 discusses social cognition in relation to one's self image. Modeling, Self-efficacy, self-regulated learning, and theories of learning. 

Modeling is learning by observing others. This is how we learn as children. My daughter likes to copy what I do, and I have to be careful how I act in front of her. Modeling is also how my violin students learn. They watch me play exercises and songs, and then try themselves.

Self-efficacy is a context-specific assessment of competence to perform a specific task (Woolfolk 419). Many students may have issues with self-efficacy. I imagine that if they think they cant do something before trying, they may actually prevent themselves from succeeding. This happens in music all the time!

Self-regulated learning is a simple concept for me. It is what I'm experiencing in this psychology class! Self-regulated learners must be highly motivated. Woolfolk says, "They focus their attention and other cognitive and emotional resources on the task at hand" (Woolfolk 424-5).

Theories of learning help put together the pieces from all of the above qualities. It is important to remember, "Don't feel that you must choose the "best" approach, - there is no such thing" (Woolfolk 437). There are many theories of learning. If at first you don't succeed, try again!

Module 3

The resources for Module 3 provide many interesting takes on behavior, punishment, and conditioning. First, I read an article titled Restorative Justice: Faithful and Fair. Several interesting points about young children and schooling were discussed. For example, children make believe school when they play. If you have kids, you know they do this! The author suggests that schools are places where harm can happen, and suggests that we go to the Bible to search for the answer to justice and wrongdoing. He says “If our Christian schools seriously want our children to live and learn what it means to be a disciple, we must take a long look at our current discipline practices and assess what we are teaching our children about love, grace, and forgiveness.”

Continuing with discipline, the next resource, an article Punished By Rewards, discusses punishment in a very different way. There are two types of punishments, those for bad behavior (direct) and those that are the unintentional result of something else. We use punishment a lot in life, and it is unfortunately not an effective form of motivation.

If punishment is not an effective form of motivation, then rewarding good behavior must be good, right? Unfortunately, no! Rewarding good behavior might not be so great either. According to the article, “Rewards are most damaging to interest when the task is already intrinsically motivating”. From the article, I learned that there have been studies showing when people are offered a reward for doing a task that involves some degree of problem solving, they will tend to do lower quality work than those offered no reward. I suppose this is true. In reflection on my own teaching, when I would praise a student for accomplishing something difficult, the student’s progress would often tend to slow down. I never understood this! Maybe I will be a little tougher on my students and bring up shortcomings as well as accomplishments. The author did offer a suggestion though. “Sometimes the way you ask a question will provoke the desired answer”. As teachers, we always need to find ways to get students to talk. The answer is in there somewhere!

I had an easy time connecting the article to our Woolfolk text this week. In chapter 7, Woolfolk discusses classical conditioning, praise and reinforcement, and punishment. Starting on page 257, we learn about how reinforcers can either strengthen or cause repeat behavior. On page 258, a discussion about negative reinforcement vs. punishment shows differences between the two. While negative reinforcement involves taking away a privilege, punishment directly decreases or suppresses the behavior. I also learned that punishment doesn’t always lead to positive behavior (Woolfolk 271).

Finally, Woolfolk Chapter 13 offered some insight into the challenges of classroom management. On page 493, the author details how to create a positive learning environment. This includes routines and procedures, rules, consequences, and personal territories. I particularly gained a lot from the section Dealing with Discipline Problems on pages 506-513. The text stressed that you must stop problems quickly. I also heard this in my teacher interview. Problems can get worse if you don't confront them immediately!

This was a lot of material to cover, but I look forward to using this knowledge as I student teach and eventually take over my own classroom!

Teacher Interview

Check out my teacher interview with Matt Loeb, Band Instructor at Montini High School in Lombard, IL.

https://youtu.be/w681Qhqk954


My interview with Matt Loeb was interesting, funny, and full of information. I'm happy to have a recording of it so that I can reflect on all the topics that were discussed! I learned a lot, and am going to reflect on some of the points that we covered.

Classroom setup:
Matt almost rolled his eyes when I brought up classroom setup. This is one of the largest issues facing music classrooms. Matt's class is too small and too loud. In addition to the volume, Matt also shares the room with the school choir. I forgot about this, but this was true in my high school as well. Sharing a space isn't horrible, but it may affect the way the room is decorated, or the general setup. (Music stands may need to be moved or put away after each class).

Grading:
Grading is a difficult concept in music class because much of it is subjective. To counteract bias and unfair grading, Matt incorporates rubrics into his grading process. He explained that when he is grading, he uses two computers, one to show an assignment spreadsheet, and one to show the rubric. I also asked him about Smartmusic, a program where students record the playing of their assignments. He was very enthusiastic about the program. The only issue with this program is the expense to the school. The licensing is pretty expensive.

Engaging students:
I was happy to hear Matt say that students are naturally engaged in band. Simply having an instrument in their hands increases their attention. There are always exceptions though. Matt said that he keeps students "on their toes" by unexpectedly calling out their names to get their attention. He said that if they aren't paying attention, it focuses them right away. Matt also explained how he makes students get up and start running in place. Perhaps the best way to keep students focused is to keep them guessing what you will do next!

I believe this is an example of positive practice (p. 266). "In positive practice, students replace one behavior with another." Matt uses positive practice when he asks students to run in place. This curbs their boredom and helps them re-focus. 

Participation:
Matt explained that the key to class participation is to setup a safe environment. He wants his students to know that they can play and answer questions without ridicule from other students. This atmosphere has increased student morale and participation over the past couple of years.

This concept is covered on Woolfolk p. 494-5
"Rules for Elementary School"
1. Respect and be polite to all people
2. Be prompt and prepared
3. Listen quietly while others are speaking
4. Obey all school rules

Disruptive behavior:
Disruptive behavior happens in any class. Matt explained the way things work at Montini. First, it is clear to students that they can be kicked out of a class 3 times before they fail. Sometimes students don't expect to be asked to leave, and when they are, their tune changes quickly. Also, Matt has a participation grade. He said that he gets results from students who are grade conscious, or from parents that are frustrated at their kids for low participation grades. Also, band is an elective course, so he stressed that most of the kids want to be there. Finally, Matt explained that he uses the phrase "time is currency" all the time. Students receive invoices for picking up after them, or for disruptive behavior. To "pay" the invoice, students have to stay after school to assist with the band program. If they don't, they receive a detention.

These concepts are discussed in Woolfolk p. 266. "In positive practice, students replace one behavior with another." The concepts are reinforced on p. 495 in a discussion on Obeying school rules. 

Bullying:
When bringing up bulling, Matt quickly said "Destroy it right away". His students know not to put down other students playing. There was not much more to say about it other than it must be squashed immediately.

Woolfolk mentions consequences on p. 496. "The main point here is that decisions about penalties and rewards must be make early on, so students know before they break a rule or use a wrong procedure what this will mean for them."

Relationships with families:
Finally, we discussed the importance of family relationships. I was surprised to hear that when Matt started, there were only 12 kids in the band. It has now grown to over 60. He is always looking for connections and new relationships, and parents are now looking for ways to help and support the band. I hope to have this kind of relationship with the parents when I start my position. Family support is so important to a music program!

Module 2

Diversity and intelligence, two subjects that aren’t related, right? Diversity and intelligence are closely related in many ways, some which are very surprising. The video White teachers diverse classrooms discusses diverse relationships between teachers and students. Research cited in the video showed evidence that students of a particular culture responded better to a teacher of the same race or gender. In the video we learn of a Black teacher who is working with Black students. The Black teacher asks the students outright who they listen to more. These students said they would listen to the black teacher more. 

For me, a white teacher, this is confusing. Our society is moving in a direction of inclusion. While this is favorable and beneficial, it is also confusing. With the progress that has been made in race relations, shouldn't that mean that we as teachers are better able to connect with students of all diverse backgrounds? Thinking in terms of gender, I do agree with many of the points in this video. I teach string music lessons, and have a mix of girl and boy students. I would estimate that roughly 70% of the students are not affected by me being a male teacher. I sense that 30% are affected though. I see this through body language and hesitation to participate or ask questions. 

These issues that teachers face are also addressed in Chapter 6 of the Woolfolk text. For example, on page 242-243, Woolfolk addresses the issue by stating, “We must learn who our students are and understand the legacies that they bring. Nothing you read in a chapter on cultural differences will teach you enough to understand the lives of all your students.” 

The article, “White Folks Who Teach In The Hood”, also discussed concepts that I found relevant. The author poses a question, “How do we get disinterested kids to care about themselves and their education?”. I felt that Woolfolk addressed this issue on pages 263-273 of the text. She highlights many points, including:

• Reinforcing with teacher attention
• Selecting reinforcers 
• Shaping (reinforcing progress rather than waiting for perfection)
• Positive practice
• Contingency contracts (details what students must achieve to receive a reward)
• Group consequences
• Handling undesirable behavior

Personally, I have dealt with many of these situations and responses on an individual student basis. No response to address issues with learning is right for every student. I do believe that we can find an appropriate response for each child from the list though. Catering to each student’s needs will certainly help show children how to take interest in their education. 

Finally, Woolfolk connects many of these issues in Chapters 6-8. Most notably, she ties together intelligence and diversity as related to learning and motivation. Pages 221-224 of the text detail the relationship between socioeconomic status and school achievement. Culture and diversity really do affect teaching and learning, and misunderstandings can occur when cultures meet. Perhaps points in chapter 8 (Learning and Motivation) can help. Specifically, perception (p. 294) and attention (p. 295) can play large roles. Teachers can most effectively assess student understanding by catering to various learning styles.

Many of the points taken from the reading and videos this week are crucially important to our success as teachers. I plan to take some of these suggestions and test them now in my private violin studio to see how they work in the real world!

Module 1

If I had to summarize the readings from chapters 1, 2, and 3 in our text Educational Psychology (a difficult task), I would label this section as "Development". We learn about development in regard to how students learn, how teachers learn, cognitive development, and finally, self, social, and moral development. How does it all relate? As I have learned so far, teaching is all about development. 

A large portion of chapter one is devoted to the question "What is good teaching?" We are given three examples. First, we learn about some children who speak little to no English and are in a bilingual classroom. Within one year, the teacher has helped the students not only master English, but also strongly perform to the first grade standards. It can't be easy! A teacher who can take students who don't speak English, and help them master the language and curriculum is surely a result of good teaching. 

A second example details a suburban 5th grade class. In this highly diverse class, the teacher has students complete "drafts" of their writing, and then discuss them with other students. They later revise, edit, and "publish" the works. The cooperation of students produces high results, and also teaches the kids about working together. 

I think about good teaching a lot. As a violin teacher, I often reflect on what I tell students during a lesson. Could I have said something better? Did I introduce material too soon? How we work with our students will result in more than just learning the material, it will help shape the lives of the students. 

Next, the text focuses on "Cognitive Development". Clearly, this section includes studies and information on the brain and its functions. I found the image (figure 2.3) on page 37 to be particularly interesting. It shows what bodily functions are controlled by various areas of the brain. Thinking about education, many parts of the brain have to work together. This seems to be a very delicate process, and I understand that students with learning disabilities or other issues may have a physical issue. 

Piaget also has an important theory of cognitive development. According to Piaget, some ways of thinking as an adult may seem easy, although they are not easy for a child. This is very important to us as teachers. As adults, we take many concepts for granted. This is not true for children! We can't assume that they know basic things. Rather, it should be shown through assessment. 

Finally, chapter three covers development in regard to three categories: self, social, and moral. These are important concepts. One noticeable area of development is in physicality. Preschool students experience rapid development of gross and fine motor skills. Play is very important for kids at this age, as it help brain development. 

Social development comes later, and it can be a complicated issue. Some students develop eating disorders as a result of stress. Some of this stress may come from school, peers, or at home. It is important for teachers to identify these situations and direct the student to help. 

Finally, moral development comes last. Understanding others requires us to understand ourselves. We must be able to put ourselves into the shoes of others in order to understand their unique situations. There are many things that influence moral behaviors. Direct instruction, supervision, rewards and punishments, and correction are some examples. Not surprisingly, children who have been consistently exposed to caring, generous adult models tend to be more concerned for the rights and feelings of others. 

There was a lot of material covered in chapters 1-3. I learned a lot about cognitive development and its relation to learning. Although learning is the main function of a school, I always imagined that it was subject or concept based. The fact that this learning can include all areas of life makes the job seem much more complex. It will not scare me off though! 

Context for Learning Description of School and Students

Trinity Christian College Field Experience Form

Context for Learning 

Description of School and Students

About the School Where You Are Observing or doing Field Experience

School Name and City: Music Makers of Western Springs, Western Springs, IL

Type of School: Elementary school, Middle School, High School, or Other: Specialty: Music School

Setting: Urban, Suburban, or Rural: Suburban

Write your responses to the three questions below in paragraph form.

1.       List any special features of the school or classroom setting (e.g., themed magnet, classroom aide, bilingual, co-taught with a special education teacher, pull-out program).

This school is a specialty music school where students work one-on-one with an instructor. The students have scheduling meetings with a teacher for 30-60 minutes each week. Since the lessons are taught on a one-on-one basis, the teacher directs most of the learning. The school is located in an area that is not very diverse, although many of the students who came for lessons came from a diverse background. I can tell that the teachers that I observed took this into account, and catered lessons to each students particular learning style. 

2.    Describe any district, school, or cooperating teacher requirements or expectations that affects the planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.
In this school, the teachers are free to create their own lessons, delivery of instruction, as well as planning and pacing. I found this to be really unusual. The instructors all have college degrees including masters degrees in their respective fields, yet they are free to instruct as they please. Some of the instructors that I observed were very organized, and led lessons with specific goals, while others were more free, working with students on material in which the student struggled. 

2.       For special education only: List any educators with specialized expertise in the school/district (e.g., specific disabilities, subject-specific pedagogy, English language development, speech therapists).

NA

About the Students in this Class [Give a brief or one word response]

1.    Estimated percentage of students eligible for free/reduced lunch: N/A

2.    Grade level(s):4-12

3.    Number of

a.    students in the class: 1-2 at a time

b.    males: Average 1 

females: Average 1

c.     English language learners: 0

d.    students identified as gifted and talented: 0

e.    students with Individualized Education Programs (IEPs) or 504 plans: 0

4.    Complete the chart below to summarize required accommodations or modifications for students receiving special education services and/or students who are gifted and talented as they will affect instruction. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.

Special Education Category	Number of Students	Accommodations, Modifications, and/or Pertinent IEP Goals
Example: Learning Disability	Example: 4	Example: Close monitoring, follow up, and Resource Room
Behavioral Modification	1	Parent is present during instruction
Reading Instruction	5+	Handled directly by teacher
ESL	0	Not applicable in this class

About the Class You Observed 

1.    How much time is devoted each day to instruction in the classroom? Describe the class periods (if applicable)? Choose a content area of your specialty or major. How much time is devoted to teaching that subject? 

This is a specialty school, and the entire class period is devoted to instruction. A general day lasts from 3:30-9:00pm, and students come and go every half hour to hour. In terms of my major (music), the entire time the student is present (30 or 60 minutes) is devoted to instruction. 

2.    Is there any ability grouping or tracking? If so, please describe how it affects your class.

Student ability is tracked directly by the teacher. The instructors use several methods to track development, including Suzuki Method, University of Wisconsin String Academy Repertoire Plan, as well as a sequence of technique developed by Indiana University. 

3.       Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication.

In the classes that I observed, two major books were used for instruction:

Essential Elements 2000

Published by: Hal Leonard, 2004

Orchestra Expressions

Published by: Alfred Music Publishing Company, Inc. 2004

4.    List other resources (e.g., SMARTBoard, manipulatives, online resources) used for instruction in this class.
Several online resources were utilized during individual instruction. An app called "My Note Games" was used with a very young student (5 years old). This fun and interactive app brought together color and sound to introduce note reading to a young student. I immediately saw their eyes light up when the instructor took out their iPad!

5. What do you know about what your students know, what can they do, and what are they learning to do? What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?

It was clear that the instructor knew a lot about what was going on in the individual students lives. Each student was greeted and asked about their day. The instructor then took time to make the student feel welcome, and discuss any difficulties the student was experiencing. It was clear that there is a strong level of trust between the instructor and the students. 

6. Describe one teaching event. What best practices in teaching were used?

The best teaching event that I observed included a student who was really struggling with a technique piece for violin. After all the traditional methods were tried (slow practice, writing in notes, etc.), the instructor took out his iPad, and recorded himself playing the exercise on a program called "Garageband". The student was immediately drawn into the practice because of the device. After it was recorded, the teacher had the student listen. Next, the student played along with the recording. Immediately, the student experienced huge progress. I was impressed how fast this progress could happen!