My Teaching Experience from Student to Professional with Lesson Plans

Teaching foreign languages to young kids is so important and so beneficial. It’s also much easier for them to learn them when they’re younger as opposed to in middle or high school. I’ve given about 5 French lessons so far to these two (twin) 6-year-olds and they retain so much, and even have a fun time trying to mimic my accent. Here is a video of them counting 1-10 in a little song I made up:

I’m going to take more videos as they continue to learn. It’s a good time had by all, as long as it’s only 45 minutes or less. After about 40 or 45 minutes have passed they quickly start to lose interest and want to move on and play, even if I’ve incorporated various fun activities.

I took the Comprehensive Exam administered by my Graduate School program yesterday morning. I am so bad at studying and preparing that I realized I didn’t even remember if it was Oral or Written. It was written- luckily- it lasts three hours!

They gave us a theme based on an article from an educational review. Basically the theme was diversity and how there is a boom in the increase of diversity in a changing student population. This includes English language learners, children with diverse special needs, and a larger representation of diverse ethnicities and cultures.

We had three different essays to write from a choice of six. I was and wasn’t surprised at how much overlap occurred in each question- I guess that’s just how it is when there is only one theme and because they were from all the core basic courses and education is all linked together.

I feel like I passed, which would be good, because it is a major requirement for graduating. I would get another chance if necessary, but I do not want to do that again- my finger got sore and red where I was holding the pencil the most. It was also be nice to just be finished with taking tests.

That seems weird. I do not enjoy tests, but I recognize their importance. Standardized testing, on the other hand, is something I have much more negative feelings about. Which will be interesting to see when I student teach (to see if it seems like the teachers are driven primarily by standards or if they seem to be “teaching to the test”).

For now, I’m going to relax, and wait to hear about my student teaching placement, and maybe add some more educational theory to this site. Not to mention wait for both my Praxis II and Comp results (but not with much feeling either way).

The styles deal with how learners perceive (or obtain new) information (between concretely and abstractly) and how they order (how they grasp and arrange information) it (between sequential and random). Concrete learners would prefer using the 5 senses, while abstract learners prefer the symbolic or through emotion and feeling, or intuition. Concrete learners like order and sequence when learning new information; random learners are not so concerned with this and will often create their own order.

Concrete Sequential (CS)- perceive in a concrete way and order sequentially; practical, predictable, organized, structured

Abstract Sequential (AS)- perceive abstractly and order sequentially; studious, analytical, conceptual, critical

Concrete Random (CR)- perceive concretely and order randomly; investigative, intuitive, problem solvers

Abstract Random (AR)- perceive abstractly and order randomly; sociable, imaginative, expressive

Teachers can use a style delineator, which is a five minute test to discover what type of learning style a student may be. Teachers can help students utilize their strong suit of learning style and work on improving their weak. Teachers should also vary instruction from each of the four styles, or create adaptations such as bridging, variation, or choice, when using one specific style in instruction.

You have learned about Gregorc’s four different learning styles and are now trying to decide what to use in classroom instruction. Three techniques of style differentiation will help a teacher avoid teaching with a bias for their preferred learning style so all students can be accommodated:

Bridging
The teacher focuses an activity on one learning style. Students jointly complete the assignment, but the teacher provides “bridges”, or”assisting techniques” to help students from the three other styles. Abstract random students will enjoy the chance to work in a group, concrete sequential learners will need explicit instructions or time-frames, abstract sequential learners would benefit from provided written resources or from a practice session, and concrete random learners would benefit from a little freedom or from brainstorming.

Variation

A teacher can vary learning styles from activity to activity within a lesson. All students must complete all of the activities. This is a good learning experience for student and teacher alike. Variation is good to use in a daily lesson or to finish up a long unit.

Choice

Teachers may also simply give students the freedom of choosing which type of learning activity they would like to do. This is best for homework or a final unit project.

Teachers should try to switch between these three methods, keeping in mind that they must provide explicit objectives so student’s who might have trouble with a certain style understand how they will be assessed.

The Philadelphia Inquirer published an article entitled “The days of multiculturalism are gone; welcome to the world of mass individualism” that discussed the less-than-successful efforts of multiculturalists that later turned into the thinking that America was moving beyond a state of having many different cultures. They called it “postcultural education”, and it represented the state of America after the death of cultural diversity.
It stated that, whereas, in the past African Americans and ethnicities such as Jewish people, Italians, or Mexicans would be associated with a certain culture and lifestyle, now that did not predict anything, and that diffences had to do more with age and income.
Immigration has been increasing for decades, and interracial and ethnically-mixed marriages have brought about mixed-ethnicity children.
The article claims that traditional multiculturalism hangs onto the false idea of real cultures which becomes more and more obsolete as cultural gaps lessen. Views of multiculturalism claim to espouse unity and diversity, but their efforts are becoming obsolete. They say that Postcultural Americans strive for freedom and nostalgia, and that older views of the way of life are outdated and that perhaps in the near future separate races could become extinct.
The article’s conclusion asks teachers to educate children not about multiculturalism, but instead about mass individualism where only fragments of past distinct cultures survive.

Questions I had while reading:

Why kill culture and the community that can come from it- why lose cultural traditions and ignore something festive and unique students can share? Are they just trying to point out that people consider now the time of “the death of cultures” to show that the slogan “multiculturalism” might have some outdated or misleading connotations to it?

Cultural differences will still exist. Should teachers touch on traditions in different cultures? Should students be allowed to share their personal cultures?

What was specifically so wrong with the aspects of a multicultural curriculum besides the idea of separate cultures being an issue?

(Anyone with exact citation information please contact me, thanks!)

Maslow proposed his psychology of needs in 1943. The lower needs are also known as deficiency needs and the upper ones as growth needs. He later added self-transcendence which is considered a spiritual need. Check out the Wikipedia page on Maslow’s Hierarchy of Needs, or a Video of Maslow’s Needs. I provide a simplified summary of the needs below:

• Physiological Needs- food, water, shelter, clothing
• Safety Needs- family security, protection
• Social Needs- belonging, friendship, love
• Esteem Needs- need to be a respected individual
• Self-actualization- to feel complete & valid in all aspects of self, to feel confident in being oneself

Maslow’s Hierarchy of Needs

(original diagram can be found here: Maslow’s Hierarchy of Needs diagram)

Maslow asserted that few actually reach self-actualization. The basic needs are physiological and safety needs and can have severely negative impact on a child’s future if not met.

Bandura believed there was more to the theory of behaviorism (a person’s environment causes their behavior). He asserted that there was a reciprocity between the two, and later added that a person’s psychological processes affected the relationship as well. The psychological processes, such as processing imagery and language make his theory lean more towards cognitivism.

Attention- must be aware of input, factors such as emotions, hunger, sleepiness all affect attention; attention is higher when subject is colorful or flashy, attractive, or akin to oneself

Retention- must be able to remember what you paid attention to; imagery and language important here

Reproduction- must imagine repeating information, practicing, visualization can improve results

Motivation- need motivation to produce information, whether through past, promised, or vicarious reinforcement

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For more information, check out Bandura’s Social Cognitive Theory page, from where this information was derived.

-Self-efficacy (sense of being able to do something on your own as a result of repeated experiences or mastery)
-Teachers do this by creating challenges that are difficult but achievable
-Support language and cognitive abilities that enable them to think, plan, and solve problems
-Provide manipulatives that allow children to do things on their own while working through frustrations (so they can grow to the next level)
-Modeling and imitation from other peers or adult, the child who observes this will enhance children’s desired appropriate behavior

Standards

-a statement that suggests what people should know
-expectations for a certain grade level
-individualized education plan
-content areas
-goals/criteria level
-objectives
-assessment to make sure they’re met
-mission statement
-application to real-world problem solving
-students should know the standards before the fact

Instructional Strategies (questioning, different methods used to involve students in learnings like reading material or field trips)

-accommodation for different types of learners
-variety
-creativity
-hands-on application, groupwork
-engagement

Motivation (drive, desire, need/ extrinsic vs. intrinsic)

-encouragement
-positive reinforcement
-getting parent support and involvement
-build from students’ current level of ability
-intrinsic vs. extrinsic (don’t depend solely on extrinsic, vary)
-relevance
-individuality
-nonpunitive criticism (constructive criticism)

Accommodation

-take into account strengths/weaknesses
-seating
-educational materials
-hearing/visually impaired
-modify for special ed/learning ability differences
-adaptive equipment
-language barriers (ESL)
-immunity from disciplinary measures (EBD, ADD)

Management & Pacing

-blocking time management
-prepare and practice
-switch up activities based on difficulty/desire
-transitioning
-awareness of students’ individual needs
-team approach (inside & outside class)
-organization
-planning ahead
-class period schedule
-safe environment

Media & Materials

-age appropriate
-variety
-politically correct
-relevant
-current
-accurate
-technology- TV, radio, computer, print, journal, books
-available in classroom/easily accessible
-good school library for resources

Assessment (measuring learning)

-formal and informal
-measure how well you achieve your goals as teacher
-self-assessment
-local, state, federal
-validity
-examining instructional strategies
-re-evaluation
-naturalistic environment, generalization
-consider individual strength
-measured by standardized tests or individualized testing

Grouping

-divide by scholastic ability/achievement
-diversity in student groups (homogeneous vs. heterogeneous)
-cross-subject integration
-relate to peers
-awareness of temperaments
-special needs

1) Do group work to try and promote group unity and harmony

2) Don’t make stereotypes, use activities for both genders

3) Have boy/girl sports and sports teams, clubs, and classes

4) Keep in mind- As students start to get peer groups boys tend to be in larger groups that involve physical contact (ie roughhousing), girls tend to be in smaller, more intimate groups with talking as the main focus

5) Make fair groups that encourage fairness and sharing

6) Instruction- do not show them emotions, help them learn when to show/not show emotions
6a) Discipline- learn to deal properly with the emotions of a “problem child” as well as all student

7) Consider others’ feelings- taking in moral considerations from one’s culture and advances in thinking; this allows for a better understanding of moral issues

8 ) Divorce in the family- girls may get anxious, inhibited, withdrawn, may have delayed reaction to stimuli/information; boys may be angry or aggressive

9) Be aware- Boys tend to receive more positive feedback, girls get more criticism. Girls are better behaved and boys get more interaction and then attention.