Sunday, October 25, 2009
Week 10 Technology Flood
My technology flood for the week is not being able to write enough. I feel like I am writing all that I can to fully answer this week's questions, but that the responses are inadequate. I have struggled with this week's questions. After reading other blogs, I understand more of what the questions were asking. It is helpful to read and reflect upon other views.
Ch. 9 Kearsley
Policies, require a lot of maintenance from many individuals to make a course successful. The part of this chapter that I connected with and related to the policies I encounter at work was the user policy agreement form that you must have to use a computer. The school system in which I work, requires that all users accessing technology, must have a policy agreement form on file before they can use the computers. I have to check and make sure that all my students have turned in a form before they can use computers in class or in the computer lab. Having the forms on file, are a way for the schools to ensure that content is acceptable and legitimate.
Week 10 Blog and Gator
Clarence Fisher writes about how his students demonstrate learning. Find one of his stories and write about it.
I read an article written by Fisher, "Units as Mash- Ups" and thought wow. I really liked the point that he was trying to convey about units of study being woven together with many layers of learning. The content of a unit does not have to be taught in a chronological order, because not all learners comprehend the content in the same way. The idea of throwing in multiple ways to learn content, is very appealing. Offering students the opportunity to voice their thoughts and learn from one another through technological tools such as blogs, wiki, and podcasts is such a great way to build up students' interest in learning. Giving students the chance for individual reflections, creates another avenue of learning the content ( in a much more appealing way for most learners).
How are other teachers writing about what's happening in their classrooms?
Teachers are writing about what's happening in their classrooms through websites, chat rooms, scholarly articles, newsletters, wiki, blogs, podcasts, and many more sources. I think one of the popular sources for teachers to reflect about their classrooms is through personal web pages. At my school, we have personal web pages that are a way to post learning successes and keep parents informed about important news. I think that we can learn from others' web pages and adapt new ideas to try in our own classrooms.
There's a lot of buzz about "portfolio" out there. What's the big deal?
Portfolios have negative and positive connotations. To me, portfolios have a positive impact on students. Yes, standardized portfolios are frowned upon by classroom teachers and students that have to complete them. Luckily, less emphasis is put upon the scoring of portfolios this year, although students are required to have a working portfolio. Students need be aware of the different forms and purposes of writing. Requiring students to include different types of writing pieces in their portfolio (personal narrative, transactive piece, etc.), builds their writing skills and assists them in becoming better writers. Putting together a portfolio, helps students have more tools to use as they write.
I read an article written by Fisher, "Units as Mash- Ups" and thought wow. I really liked the point that he was trying to convey about units of study being woven together with many layers of learning. The content of a unit does not have to be taught in a chronological order, because not all learners comprehend the content in the same way. The idea of throwing in multiple ways to learn content, is very appealing. Offering students the opportunity to voice their thoughts and learn from one another through technological tools such as blogs, wiki, and podcasts is such a great way to build up students' interest in learning. Giving students the chance for individual reflections, creates another avenue of learning the content ( in a much more appealing way for most learners).
How are other teachers writing about what's happening in their classrooms?
Teachers are writing about what's happening in their classrooms through websites, chat rooms, scholarly articles, newsletters, wiki, blogs, podcasts, and many more sources. I think one of the popular sources for teachers to reflect about their classrooms is through personal web pages. At my school, we have personal web pages that are a way to post learning successes and keep parents informed about important news. I think that we can learn from others' web pages and adapt new ideas to try in our own classrooms.
There's a lot of buzz about "portfolio" out there. What's the big deal?
Portfolios have negative and positive connotations. To me, portfolios have a positive impact on students. Yes, standardized portfolios are frowned upon by classroom teachers and students that have to complete them. Luckily, less emphasis is put upon the scoring of portfolios this year, although students are required to have a working portfolio. Students need be aware of the different forms and purposes of writing. Requiring students to include different types of writing pieces in their portfolio (personal narrative, transactive piece, etc.), builds their writing skills and assists them in becoming better writers. Putting together a portfolio, helps students have more tools to use as they write.
Week 10 Things to Write
1. How you might assess learning of a student who's "thinking like a learner?"
To assess a student that is "thinking like a learner", they need to be challenged. If one task is completed successfully and the learner has exceeded their expectations. Then more tasks should be given to challenge the learner about the information that is being studied. To assess, the learner has to have understood and accomplished assignments with a full understanding of the content. Then assessments include many forms. The assessment depends upon what type of assignments there are, ranging from writing tasks to projects. I think the learner will apply themselves as much as possible, if given reasonable tasks to complete. The learner must feel like the tasks are attainable and reachable, before they can be "thinking like a learner." If the tasks are not clear and the learner feels like the tasks are not attainable, the the learner will not be "thinking like a learner."
2. How do you know if students are learning anyway? Is it different if you're teaching in the classroom?
It is obvious to the teacher, whether or not the student is learning. It is the role of the teacher to know if the student is ascertaining the material. The teacher is not only the facilitator, but the manager of what is learned. If a student is receiving poor grades, then that student needs assistance or tips on how to bring their grades up. If a student is doing well, then the learner does not require assistance or tips on how to bring up their grades. Whether learning is taking place in a classroom or online, all of these suggestions apply to both types of learning environments. There is no difference of learning material in the classroom or online, the teacher will be able to determine if students are learning.
To assess a student that is "thinking like a learner", they need to be challenged. If one task is completed successfully and the learner has exceeded their expectations. Then more tasks should be given to challenge the learner about the information that is being studied. To assess, the learner has to have understood and accomplished assignments with a full understanding of the content. Then assessments include many forms. The assessment depends upon what type of assignments there are, ranging from writing tasks to projects. I think the learner will apply themselves as much as possible, if given reasonable tasks to complete. The learner must feel like the tasks are attainable and reachable, before they can be "thinking like a learner." If the tasks are not clear and the learner feels like the tasks are not attainable, the the learner will not be "thinking like a learner."
2. How do you know if students are learning anyway? Is it different if you're teaching in the classroom?
It is obvious to the teacher, whether or not the student is learning. It is the role of the teacher to know if the student is ascertaining the material. The teacher is not only the facilitator, but the manager of what is learned. If a student is receiving poor grades, then that student needs assistance or tips on how to bring their grades up. If a student is doing well, then the learner does not require assistance or tips on how to bring up their grades. Whether learning is taking place in a classroom or online, all of these suggestions apply to both types of learning environments. There is no difference of learning material in the classroom or online, the teacher will be able to determine if students are learning.
Sunday, October 18, 2009
Technology Trouble
I could not open this site George Siemens' blog on Connectivism. I did find articles related to this theory at OLDaily and was able to read about this theory there. I have blogged my thoughts on this new theory under things to do.
Wednesday, October 14, 2009
Week 9 Things to Write
Week 9 Things to Write
Citation (http://en.wikipedia.org/wiki/Constructivism_(learning_theory))
1. It has been awhile since I’ve researched and studied learning theories. I had to familiarize and refresh my knowledge of what Construcitivism views are. Piaget’s theory of constructivist learning has had a huge impact on learning theories and teaching methods. According to Piaget, play is important for cognitive deveolpment. I agree, students need hands-on approaches to learning. The constuctivist view believes that students learn through experience. I believe this too, partially. Students are always accumulating new information to add to their experiences. Some of the ways they learn are through the things they have had experiences with, such as field trips, projects, investigations and so on. Every learner is unique and learns in many different ways. “Social constructivism encourages the learner to arrive at his or her version of the truth, influenced by his or her background, culture, or embedded worldview.” I do think that the learner has the responsibility to apply and collect information. Having the learner be in control of learning content, advocates them to take ownvership of learning.
2. Is Constructivism a theory or religion, why?
This is a tough question for me to answer. I feel that it is a theory and a religion at times. The learner is motivated from within to apply themselves. According to Vygotsky, sustaining motivation to learn is strongly dependent on the learner’s confidence in his or her potential for learning. The theory holds true that, learning is an active experience and we should be challenged continually to reach our optimal development of growth. We are inspired from our religious stance, which drives the way we perform. The constructivism theory is just a theory, but it does correlate with one’s religion.
3. What do we KNOW about teaching and learning theories? How do we know?
We know about teaching and learning theories through our experiences. I have accumulated my knowledge of teaching and learning theories through research, discussion with other educators, and applications of lesson plans/other activities. We know as much information about learning, as we choose to know. I feel that if you want to be informed and aware of teaching strategies and learning theories you must be a lifelong learner. If you are not, you will not grow as an educator. You have to put forth the time and energy to study and research new ideas in education to modify ways that you teach.
Citation (http://en.wikipedia.org/wiki/Constructivism_(learning_theory))
1. It has been awhile since I’ve researched and studied learning theories. I had to familiarize and refresh my knowledge of what Construcitivism views are. Piaget’s theory of constructivist learning has had a huge impact on learning theories and teaching methods. According to Piaget, play is important for cognitive deveolpment. I agree, students need hands-on approaches to learning. The constuctivist view believes that students learn through experience. I believe this too, partially. Students are always accumulating new information to add to their experiences. Some of the ways they learn are through the things they have had experiences with, such as field trips, projects, investigations and so on. Every learner is unique and learns in many different ways. “Social constructivism encourages the learner to arrive at his or her version of the truth, influenced by his or her background, culture, or embedded worldview.” I do think that the learner has the responsibility to apply and collect information. Having the learner be in control of learning content, advocates them to take ownvership of learning.
2. Is Constructivism a theory or religion, why?
This is a tough question for me to answer. I feel that it is a theory and a religion at times. The learner is motivated from within to apply themselves. According to Vygotsky, sustaining motivation to learn is strongly dependent on the learner’s confidence in his or her potential for learning. The theory holds true that, learning is an active experience and we should be challenged continually to reach our optimal development of growth. We are inspired from our religious stance, which drives the way we perform. The constructivism theory is just a theory, but it does correlate with one’s religion.
3. What do we KNOW about teaching and learning theories? How do we know?
We know about teaching and learning theories through our experiences. I have accumulated my knowledge of teaching and learning theories through research, discussion with other educators, and applications of lesson plans/other activities. We know as much information about learning, as we choose to know. I feel that if you want to be informed and aware of teaching strategies and learning theories you must be a lifelong learner. If you are not, you will not grow as an educator. You have to put forth the time and energy to study and research new ideas in education to modify ways that you teach.
Tuesday, October 13, 2009
Ch. 10 Kearsley
This chapter focus on learning in the informative age. There are many points that this chapter dwells on including:
1. The gap between those with and those without computers.
2. The focus on technology, to some it is good and to others it is evil.
3. The individual's privacy is not protected in an online environment.
4. The quality of the information on the web may limited.
5. The cost of online education may not be possible for all.
6. There is resistance from individuals and organizations from fear to change.
Online education challenges learners and is different from learning that takes place in a traditional classroom. Which is better? I feel that the focus in the 21st century is on distance education. Learning in a traditional classroom setting is losing and learning through technology is winning. I think that everyone is responsibible to educate themselves and practice using technology in order to effectively be informed of issues in the world.
1. The gap between those with and those without computers.
2. The focus on technology, to some it is good and to others it is evil.
3. The individual's privacy is not protected in an online environment.
4. The quality of the information on the web may limited.
5. The cost of online education may not be possible for all.
6. There is resistance from individuals and organizations from fear to change.
Online education challenges learners and is different from learning that takes place in a traditional classroom. Which is better? I feel that the focus in the 21st century is on distance education. Learning in a traditional classroom setting is losing and learning through technology is winning. I think that everyone is responsibible to educate themselves and practice using technology in order to effectively be informed of issues in the world.
Week 9 Things to Do OLDaily article
Article from OLDaily CCK09: Does Connectivisim want to change the world?
Ignatia Webs
http://ignatiawebs.blogspot.com/2009/10/cck09-does-connectivism-want-to-change.html
The writer of this article states that there are communities of networks where individuals change messages back. I do agree that there must be an open network of ongoing communication for learning, growing, and creating to take place.
The writer points out distinctions between interpretative social science and critical social science. The purpose of CSS is to empower and liberate individuals so they can feely explore to reach higher levels of achievement. I feel that it is invaluable to fight for the right to openly communicate and express ideas. Are there doors closed and the rights to educational tools limited? I think it depends on the individual and how they view how much empowerment and freedom one should have. I think that when accessing educational tools, it should be with a careful approach. What is the point of prohibiting researchers looking for technological resources to assist them? The researcher has the responsibility to access appropriate resources related to the content they are studying. So the connectivisim theory of social sciences suggests that we are active participants. I do agree that we continually grow and develop through being actively involved in evaluating explanations and forming social relationships. These levels of dimension to the connectivisim theory are complex and challenging for me to understand. It is a new approach to thinking about how we work and evolve through social sciences.
Article from OLDaily Connectivisim Positions
http://www.downes.ca/cgi-bin/page.cgi
I found an article from Stephen Downes related to the Connectivism Theory. So is Connectivism a new learning theory? This article reflected the position others had of George Siemens’ blog and whether Connectivism is a relevant theory. I enjoyed reading the comments from different posts to ascertain what other views of the connectivisim theory are.
Ignatia Webs
http://ignatiawebs.blogspot.com/2009/10/cck09-does-connectivism-want-to-change.html
The writer of this article states that there are communities of networks where individuals change messages back. I do agree that there must be an open network of ongoing communication for learning, growing, and creating to take place.
The writer points out distinctions between interpretative social science and critical social science. The purpose of CSS is to empower and liberate individuals so they can feely explore to reach higher levels of achievement. I feel that it is invaluable to fight for the right to openly communicate and express ideas. Are there doors closed and the rights to educational tools limited? I think it depends on the individual and how they view how much empowerment and freedom one should have. I think that when accessing educational tools, it should be with a careful approach. What is the point of prohibiting researchers looking for technological resources to assist them? The researcher has the responsibility to access appropriate resources related to the content they are studying. So the connectivisim theory of social sciences suggests that we are active participants. I do agree that we continually grow and develop through being actively involved in evaluating explanations and forming social relationships. These levels of dimension to the connectivisim theory are complex and challenging for me to understand. It is a new approach to thinking about how we work and evolve through social sciences.
Article from OLDaily Connectivisim Positions
http://www.downes.ca/cgi-bin/page.cgi
I found an article from Stephen Downes related to the Connectivism Theory. So is Connectivism a new learning theory? This article reflected the position others had of George Siemens’ blog and whether Connectivism is a relevant theory. I enjoyed reading the comments from different posts to ascertain what other views of the connectivisim theory are.
Tuesday, October 6, 2009
Week 8 Things to Do
1.Article from Cool Cat Teacher about the Role of Students in the Classroom
The role of the student is multi-faceted. The student is not only a learner, but a thinker. I found an interesting article at Cool Cat Teacher called "Cheating" http://www.ed421.com/?p=976. The article examines the difference between cheating in school and the nature of how we get our work done. There are many ways to cheat on your work assignments, including using cell phones. There was a study completed on how 35% of students cheat electronically and the ways they use their cell phones to cheat with. These points about cheating are not irrelevant, because more and more pressure is put on standardized testing and students are expected to perform well. With these expectations on standardized tests, is this one reason students feel the need to cheat? Many students are expected to memorize information and details for tests through rote memorization. Rote memorization does have a meaningful purpose, to an extent. It is important for students to memorize information and build their reading comprehension skills. There are ways to remember information other than cheating using a cell phone or through rote memorization. Some of the bloggers and responses from this article mentioned intervention strategies to incorporate into the classroom, so students will not feel they have to memorize every detail. Other ways to assess and measure learning include: open book exams, performance assessments , projects, using multiple testing formats, and creating/playing games.
2. "Teachers and Students Meet in the Middle" Reflection
Teachers and students should have positive communication. I learn a lot from looking at and thinking about the many ways students process information. Learning is an active process and the students should share thoughts and ideas as they learn information. The teacher is a guide and a facilitator, but not a dictator. Students should feel comfortable contributing ideas and asking questions. Without interaction and feedback, learning would be stagnate.
The role of the student is multi-faceted. The student is not only a learner, but a thinker. I found an interesting article at Cool Cat Teacher called "Cheating" http://www.ed421.com/?p=976. The article examines the difference between cheating in school and the nature of how we get our work done. There are many ways to cheat on your work assignments, including using cell phones. There was a study completed on how 35% of students cheat electronically and the ways they use their cell phones to cheat with. These points about cheating are not irrelevant, because more and more pressure is put on standardized testing and students are expected to perform well. With these expectations on standardized tests, is this one reason students feel the need to cheat? Many students are expected to memorize information and details for tests through rote memorization. Rote memorization does have a meaningful purpose, to an extent. It is important for students to memorize information and build their reading comprehension skills. There are ways to remember information other than cheating using a cell phone or through rote memorization. Some of the bloggers and responses from this article mentioned intervention strategies to incorporate into the classroom, so students will not feel they have to memorize every detail. Other ways to assess and measure learning include: open book exams, performance assessments , projects, using multiple testing formats, and creating/playing games.
2. "Teachers and Students Meet in the Middle" Reflection
Teachers and students should have positive communication. I learn a lot from looking at and thinking about the many ways students process information. Learning is an active process and the students should share thoughts and ideas as they learn information. The teacher is a guide and a facilitator, but not a dictator. Students should feel comfortable contributing ideas and asking questions. Without interaction and feedback, learning would be stagnate.
Ch. 11 Kearsley
What makes the design and delivery of an online course successful? Many things must be taken into consideration as you are designing and delivering an online course. First, you must study and look for reasons why other online courses are successful. Searching the web for content, tools, objectives, and other information to include in the course will help in establishing the course. Troubleshooting should be prevalent. For things to run smoothly and have a clear focus many things must be considered including: network costs, network software, providers, network connections, and the nature of the work. Without trials and test runs of how to set-up the course and things to include, then the course will not be successful. I think that constant feedback is vital and open waves of communication between faculty/faculty and faculty/student is essential. Ways to improve or begin a course should be discussed with other staff and compared to other sources. The more feedback available, the better the design and development of the class will be.
Week 8 Things to Write
In a dynamic system that is a course there are many roles of the student. Just as the instructor has many things to facilitate, the student has many tasks to complete. Some of these roles that the student must engage in to be successful are: start with a positive attitude, have a determined effort, be consistent, complete all tasks, add extra information as needed, and complete tasks in a timely manner. The role of the student is ever changing. Each course has different: purposes, workloads, expectations, and timelines.
The function of a "know-it-all" in class does have a purpose in the class. Their purpose is the same as everyone else, to complete all tasks and meet all expectations for the course. It is a good habitat to add extra information and ideas, if necessary. The student that seems to know-it-all has boundaries, just as the other students do.
The "teacher's pet" to me, is a student that continually strives to perform and do their best to please the teacher. Being a teacher's pet is not a negative recognition. Every student should strive for excellency and desire to do their best for the teacher. If the desire and the passion to do well in class, is not there, then some students may not have a desire to do their best. Some students perform well and excel because they enjoy seeing good grades, and accomplishment of tasks. However, if some students are not motivated by seeing accomplishments/good grades, then will they be motivated to learn if they are not motivated to please their teacher?
To deal with "front row/back row" dynamics, collaboration is crucial. If there is an ongoing collaboration between the teacher and students, and students with students, then there will be an even distribution of ideas/participation. Communication between all participants in the class, gives everyone an opportunity to share information/ideas and gain new information/ideas. Some students will participate a little, other students too much, and then some students will not participate enough. So what is the key to positive dynamics and equality for students? The key is to continually collaborate and share ideas/information to grow together throughout the course.
The function of a "know-it-all" in class does have a purpose in the class. Their purpose is the same as everyone else, to complete all tasks and meet all expectations for the course. It is a good habitat to add extra information and ideas, if necessary. The student that seems to know-it-all has boundaries, just as the other students do.
The "teacher's pet" to me, is a student that continually strives to perform and do their best to please the teacher. Being a teacher's pet is not a negative recognition. Every student should strive for excellency and desire to do their best for the teacher. If the desire and the passion to do well in class, is not there, then some students may not have a desire to do their best. Some students perform well and excel because they enjoy seeing good grades, and accomplishment of tasks. However, if some students are not motivated by seeing accomplishments/good grades, then will they be motivated to learn if they are not motivated to please their teacher?
To deal with "front row/back row" dynamics, collaboration is crucial. If there is an ongoing collaboration between the teacher and students, and students with students, then there will be an even distribution of ideas/participation. Communication between all participants in the class, gives everyone an opportunity to share information/ideas and gain new information/ideas. Some students will participate a little, other students too much, and then some students will not participate enough. So what is the key to positive dynamics and equality for students? The key is to continually collaborate and share ideas/information to grow together throughout the course.
Saturday, October 3, 2009
Story from Gator- Role of the Teacher
Bridge to Learning- the role of the teacher?
Story from gator
Does the teacher affect the learning climate? Yes, I feel that the teacher drives the learning climate of the classroom. I picked an article from OLDaily, (Personal Learning Environments, Vygotsky), to learn more about the impact of the teacher on the learning environment. The Zone of Proximal Development and other theories by Vygotsky are believed to be more important than ever. “Vygotsky believed that learning shouldn’t follow development, but rather should lead it." I am firm believer that students learn by doing; and for a learner to continually grow they must work beyond their capabilities. The teacher should be challenging the student to really think and encourage students to lead their learning.
Personal Learning Environments or PLEs is the idea that the student creates their own virtual space to facilitate their learning. So how do we allow students to reach the top of their ZPD effectively? The article suggests that standardized testing is a hindrance for students. I do agree with this in one sense. Standardized testing can be a stressful experience for students. I think students need to feel pressure and have different challenges of learning content. But putting students in the position, where they either perform well or poor, on a state test, is hindering them from reaching the highest level within their ZPD. Not all students perform well on standardized tests and may even shut down emotionally. The article suggests an ongoing assessment of students progress is necessary. I think a variety of assessment types should be administered throughout the class to differentiate learning for students.
According to the article, technology is underrepresented in schools today. I do agree and strive to incorporate different types of learning through technology. The Smart Board and document camera have had a huge impact upon the way material is presented to students. The learning climate has changed and using technology more, differentiates the way content is taught.
Story from gator
Does the teacher affect the learning climate? Yes, I feel that the teacher drives the learning climate of the classroom. I picked an article from OLDaily, (Personal Learning Environments, Vygotsky), to learn more about the impact of the teacher on the learning environment. The Zone of Proximal Development and other theories by Vygotsky are believed to be more important than ever. “Vygotsky believed that learning shouldn’t follow development, but rather should lead it." I am firm believer that students learn by doing; and for a learner to continually grow they must work beyond their capabilities. The teacher should be challenging the student to really think and encourage students to lead their learning.
Personal Learning Environments or PLEs is the idea that the student creates their own virtual space to facilitate their learning. So how do we allow students to reach the top of their ZPD effectively? The article suggests that standardized testing is a hindrance for students. I do agree with this in one sense. Standardized testing can be a stressful experience for students. I think students need to feel pressure and have different challenges of learning content. But putting students in the position, where they either perform well or poor, on a state test, is hindering them from reaching the highest level within their ZPD. Not all students perform well on standardized tests and may even shut down emotionally. The article suggests an ongoing assessment of students progress is necessary. I think a variety of assessment types should be administered throughout the class to differentiate learning for students.
According to the article, technology is underrepresented in schools today. I do agree and strive to incorporate different types of learning through technology. The Smart Board and document camera have had a huge impact upon the way material is presented to students. The learning climate has changed and using technology more, differentiates the way content is taught.
Teacher Blog- Role of the teacher
Role of the teacher changing?
Teacher-related blog
The role of the teacher is changing in many ways. At Cool Cat Teacher Blog, I found articles correlated with the focus of a flat classroom. This was interesting information to read, about efforts from educators around the globe towards an open model that promotes authentic assessment, project-based learning, differentiated instruction, authentic research, technology skills, and collaboration on a global basis. There is a need for funding and organizations such as Elluminate, are linking up to make this project possible. There are sites to volunteer at for flat classroom projects. I think that the teacher must adapt to new changes and be flexible as they encounter new information. The teacher must study, research, and be a life-long learner in order to share new ideas and have current information for students to process. The teacher must be enthusiastic and passionate about learning new things, and I truly believe that the students will share/take part in the enthusiasm too.
Role of the teacher changing?
Teacher blog- Internet Safety (Cool Cat Teacher Blog)
I came across some internet safety tips to equip students with as they explore cyberspace. The more safety tips and cautioning that students have as they use the internet, the less students will be at risk. The tips included are:
1) Stop
2) Screenshot
3) Block
4) Tell
5) Share
Emphasizing these online safety tips will better equip students with the essential skills they need guard themselves with, as they potentially face many threats, including cyberbullying.
Teacher-related blog
The role of the teacher is changing in many ways. At Cool Cat Teacher Blog, I found articles correlated with the focus of a flat classroom. This was interesting information to read, about efforts from educators around the globe towards an open model that promotes authentic assessment, project-based learning, differentiated instruction, authentic research, technology skills, and collaboration on a global basis. There is a need for funding and organizations such as Elluminate, are linking up to make this project possible. There are sites to volunteer at for flat classroom projects. I think that the teacher must adapt to new changes and be flexible as they encounter new information. The teacher must study, research, and be a life-long learner in order to share new ideas and have current information for students to process. The teacher must be enthusiastic and passionate about learning new things, and I truly believe that the students will share/take part in the enthusiasm too.
Role of the teacher changing?
Teacher blog- Internet Safety (Cool Cat Teacher Blog)
I came across some internet safety tips to equip students with as they explore cyberspace. The more safety tips and cautioning that students have as they use the internet, the less students will be at risk. The tips included are:
1) Stop
2) Screenshot
3) Block
4) Tell
5) Share
Emphasizing these online safety tips will better equip students with the essential skills they need guard themselves with, as they potentially face many threats, including cyberbullying.
Week 7 Things to Write
Role of the teacher?
The role of the teacher encompasses many aspects of facilitating learning. The teacher supplies tools, shares ideas, encourages learning, and models how to complete tasks. Not only is the teacher a facilitator of learning, but a coach too. The teacher determines the expectations and drives the learning climate of the classroom. If there is a classroom full of diverse learners, the teacher must find a way to foster a way for all students to achieve the daily learning goals. Whether your in a classroom, or online teaching, the role of the teacher does not change. Given that while your teaching classes online, you may not meet students face-to-face, it is still crucial to build a positive relationship.
Relationship between teacher and learner?
There should be a positive relationship between the teacher and learner. Without a positive learning climate, the learner or the teacher cannot communicate effectively. It is the teacher’s responsibility to formulate a way to communicate effectively with all students. Every learner has a different level of learning and the teacher must facilitate learning, so that all levels of learning are reached. The student is often motivated by the expectations and methods of communication from the teacher. I can create a positive learning climate in the classroom in minutes, through positive praise. Also, it is not only important to have positive methods of communication, but realistic goals to. All goals and standards must be clear and understandable so students can meet their goals effectively.
Is the role of the teacher imposed or does it arise within you?
I think that the role of the teacher is a choice and you can choose to impose your methods of teaching upon the learner; or you can choose to motivate the learner from the heart. I think that the learner is motivated from the teacher choosing to find the methods and strategies from within them to motivate and drive learning. It is a choice, for how you choose to teach. The students will always strive to learn and please their teacher when they feel the teacher cares and does everything possible to ensure they feel safe. The learner must feel safe and comfortable, knowing they can answer/complete tasks without receiving negative criticism. The teacher sets-up the learning climate, on day 1, and continues to structure the learning climate. It is up to the teacher to have a positive or a negative impact upon the learner.
The role of the teacher encompasses many aspects of facilitating learning. The teacher supplies tools, shares ideas, encourages learning, and models how to complete tasks. Not only is the teacher a facilitator of learning, but a coach too. The teacher determines the expectations and drives the learning climate of the classroom. If there is a classroom full of diverse learners, the teacher must find a way to foster a way for all students to achieve the daily learning goals. Whether your in a classroom, or online teaching, the role of the teacher does not change. Given that while your teaching classes online, you may not meet students face-to-face, it is still crucial to build a positive relationship.
Relationship between teacher and learner?
There should be a positive relationship between the teacher and learner. Without a positive learning climate, the learner or the teacher cannot communicate effectively. It is the teacher’s responsibility to formulate a way to communicate effectively with all students. Every learner has a different level of learning and the teacher must facilitate learning, so that all levels of learning are reached. The student is often motivated by the expectations and methods of communication from the teacher. I can create a positive learning climate in the classroom in minutes, through positive praise. Also, it is not only important to have positive methods of communication, but realistic goals to. All goals and standards must be clear and understandable so students can meet their goals effectively.
Is the role of the teacher imposed or does it arise within you?
I think that the role of the teacher is a choice and you can choose to impose your methods of teaching upon the learner; or you can choose to motivate the learner from the heart. I think that the learner is motivated from the teacher choosing to find the methods and strategies from within them to motivate and drive learning. It is a choice, for how you choose to teach. The students will always strive to learn and please their teacher when they feel the teacher cares and does everything possible to ensure they feel safe. The learner must feel safe and comfortable, knowing they can answer/complete tasks without receiving negative criticism. The teacher sets-up the learning climate, on day 1, and continues to structure the learning climate. It is up to the teacher to have a positive or a negative impact upon the learner.
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