In the education field, the term scaffolding refers to a process in which teachers’ model or demonstrate the problem-solving process, then step back and offer support as needed. Psychologist and instructional designer Jerome Bruner first used the term scaffolding back in the 1960s. Many lessons use scaffolding which the teacher builds onto the students’ prior knowledge giving them a new perspective on the information. For one of my lesson I help students that were struggling with the concept of using ten frames to do addition in math. When I first started working with the groups we worked together to solve sample problem that were a little simpler than moving on to harder problems using the same concept but with fewer help when solving the problem. After working and discussing how to solve the problem I introduced the concept of adding using two ten frames for solve addition problems. Scaffolding is an important aspect in education because it is said the students that do not complete one level of the scaffolding cannot build upon that level because the level of understandings is not complete and there is nothing for the students to build the new information onto. Many believe scaffolding and the theory of zone of proximal development are the same but they have a few differences people overlook. The biggest difference is once the student, with the benefit of scaffolding, masters the task, the scaffolding can then be removed and the student will then be able to complete the task again on his own.
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There are many different forms of rewards. Some are better than other. Teachers give tangible rewards such as stickers or smiley faces on classwork or homework, no homework passes, or opportunities to pick prizes. Intangible Rewards such as students given extra time for recess or to chat with classmates, for required assignments or task. There are certain ways to use rewards effectively such as using the most modest reward possible, make rewards contingent on quality of work, minimize the use of an authoritarian style, occasionally use unexpected rewards, use expected tangible rewards sparingly, and withdraw rewards as soon as possible. Example of rewards that my CT uses in the classroom are expected tangible rewards such as rewarding the students with a piece of their Mr. Potato Head for receiving a complaint from a staff member for their quiet line and when the fill up Mr. Potato Head the will receive the reward of their choosing. This is an expected behavior that takes place over a long period time. She also uses unexpected rewards occasionally such as allowing students to go outside early for their teacher observed PE (recess) she does this when students have worked really hard on an assignment and wants to reward them for their hard work. Rewards can be a blessing and a curse it is the teacher’s responsibility to use them effectively so students do not get use to always receiving them.
A theory that I will use throughout this lesson will be the information processing theory is many theories other theories make up. Those theories are sensory memory, working memory, and long-term memory. In this lesson sensory memory is being used because of the pictures of the spiders shown in the book which will grab the students’ attention. Memory is the ability to recall information from one’s brain. The storage for memory is relatively small which only allows useful information to be stored. Working memory will be put to use when students use the sticky notes to write down what they have to recall what they have learned from the book. Long-term memory is not a given for this activity but if the students use find the information in the text useful and necessary they will retain it for a long period of time but there is a possibility that the information stuck with the students because they are having Spider Fest the next day. Things that would help the information stay in the students mind a little longer are all the pictures throughout the book and keywords that helped them remember certain facts. For this lesson I had the students recall two facts from the book which required them to think back about the information that was read to them from the book.
Self judgement is comparing one's performance to a predetermined goal or standard. There is a student that every time the class gets back from art she cries because she is judging herself off f what the art teacher has drawn and showed her how she (the art teacher) has completed the activity. Self-judgment is one of three sub sections under self-regulation. The other two are self-observation and self- evaluation. Students need to master the first sub section before moving to the next section of self-regulation. From my time in the classroom I have witnessed this child observe her own work and then judge what she has done based on the requirements given to her. Through she tries her best to follow all the instruction I feel as though she has not master the skill of self- evaluation because she judges herself so harshly. If she tried her best that is all that should matter to when it comes to evaluating herself and not how well she can draw because not everyone can be good at everything and it is hard to be the best at everything. To build this students confidence up my CT tried comforting her the first couple of times she cried but after she realized it happened every day after art she just started to ignore her because she did all she could to tell her that her drawings were good and that she didn’t have to be the best at everything.
An example of climate of trust is when Mrs. Wells my CT shares minor details of her life such as her child, husband, and her favorite things to do. Mrs. Wells loves to tell stories and show pictures of her daughter to the students allowing the students to learn more about their teacher on a personal level. This also student to feel comfortable in sharing information about themselves and to listen to what their peers have to share as well. Students have shared stories about their families and activities they have done in the past. Such as student sharing who she will be spending the holidays with because her parents are divorced and have a toxic relationship and cannot be around each other without arguing. I have used challenging the status quo but not in the typical way one might presume. During a math lesson I taught to the class I showed the students a different way of making a hexagon and many of the students said it was not a hexagon because it did not look like the typical hexagon they are used to seeing. I challenged the status quo of the hexagon for these students. This concept confused many of the students because the hexagon was irregular and even after explaining why it was still a hexagon most of the students did not believe in the statement. Having an environment where students have trust is a great way to get inside of who that child thinks about things. Two question I have after observing this are what are the limits to sharing? And If students do not believe on your challenge of the status quo what do you do?
This week we presented our diverse portrayals presentations. All of the presentations were informative! The groups that presented discussed the following content areas Asian American/ Asian decent literature, Autism, Christian Literature, Hispanic literature, and African American literature. I learned a lot from all the presentation but especially during the Autism Literature presentation. I really enjoyed this presentation because the presenter was very passion about the topic because she has a brother with autism. I thought she did a great job teaching the class more about autism. The books she choice were great choices and did a excellent job conveying how it is like living with an autistic sibling or friend. One of the books in her collection I really liked was My Brother Charlie by Holly Robinson Peete (who is also an actress). I love that she wrote about her own children! I also liked this book because it fell into my group category of African American Literature because the two characters in the book are African American even though the focus wasn't about them being African American they still represent the category.
Miss. Bell and the Marcher by: Jacqueline Woodson from Brown Girl dreaming
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