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!