Chapter 10

As a teacher, I believe modeling is essentially included in the job description and responsibilities when one signs up for this career. As teachers, we are called to be role MODELS, not only inside the classroom, but for outside purposes as well. One might think that their role in the classroom does not have an effect on life of the student as long as the student is still acquiring knowledge, but in actuality, modeling can hinder or help a student's knowledge. When teachers often show up late to classes it implies that a student's time is not a priority. If a student quickly realizes that their time with a teacher is not a priority, then they too will assume the class is not as important. If a teacher doesn't care about the class they are teaching, then why should a student? Showing up not only on time, but enthusiastic about the task ahead reflects passion and demonstrates that this topic is detrimental to a student's education. Not only is does tardiness reflect this, but being prepared demonstrates this as well. Just because a teacher shows up on time does not mean that he or she is prepared. I've had multiple instances where it is apparent that teachers have slapped together some sort of lesson plan or worksheet at the last minute, or not quite covered the topic thoroughly because they themselves do not like the topic. Unfortunately, even if we as teachers don't always love the topic we are expected to present we are still expected to actually teach that topic, and give our all. Just because something may not be our favorite, does not mean it won't strike a chord with another student. Presenting ourselves as knowledgeable, excited, caring teachers can do more for a child both inside the classroom and outside then we often expect. By doing so, we give students the option to be passionate, engaged, and caring themselves , which will in turn affect the knowledge they receive.
In my case study, there is a lot of rough housing and off-task behavior occurring in the classroom, which keeps the students from listening and the teacher from fully carrying out the lesson plan for the day. One of the main reasons for this behavior could in fact play a role in self-efficacy. In my "classroom" students are meant to be participating in music class but fail to do so. One of these reasons may be determined by the fact that students do not feel they can adequately perform in music, so they give up trying. It's important to remember that as teachers we do what we can to boost this self-efficacy. If a student is attempting to learn something new or correct mistakes from the past, we need to encourage them with praise and applaud them for their attempts. In order to help boost this, the participation of the whole class would be great. Not only will students feel as if they have done something right in the eyes of their teacher, but will feel better about themselves in front of their peers. When we encourage students to applaud one another, we can help boost their overall self-efficacy and ultimately, hopefully, improve the way they feel about a class.

Chapter 9

From a behaviorist viewpoint, I believe successful mastery of a lesson's objectives could mean many things from an academic viewpoint. Students that have mastered your objectives could have used behaviorism to apply what they have learned to what they see on their paper. If a student does a a grammar worksheet and writes down right or wrong answers and gets the paper back corrected, they will notice the check marks and X's. If a teacher puts a sticker on the paper for a 100, then they will know that good grades mean a sticker, therefore if a student wants a sticker, they learn they must make a one hundred. Therefore, when a student sees a particular type of problem, it acts as a stimulus and recalls the information they know, and urges them to put the correct answer, in order for a reward. This is much like classical conditioning. While behaviorism could be applied to this type of academic standard, it also works perhaps much better for objectives in the behavior of the classroom. If a student is not making good grades, or successfully learning the material, it could be related to his or her behavior in the classroom setting. Attention seeking or restless students are often not focused solely on the schoolwork at hand, therefore in order to redirect their focus, behaviorist methods, like applied behavior analysis or positive behavior support could be applied to the situation. Once teachers have identified the root cause of behavior, and effectively learned how to best help that student in terms of appropriate classroom behavior, then they may focus on the learning aspect of that student's work. This could also include adapting lesson plans to that student's interests, so that they are reaching their full learning potential.
For my CSEL class, this class could probably benefit most from positive behavioral support. It is a class of seniors who essentially do not take the class seriously because they are ready to get out and are over school. Students are roughhousing and passing notes and texting. First off, it would be beneficial to conduct a functional analysis to determine if there is any overriding reason any students are behaving this way, other than they see music class as a joke, or easy grade. If there deeper root causes, I would suggest finding individual projects for those who need it, however, in this class it seems that most of these seniors would simply rather be having social hour because graduation is near. Therefore, the best route would be to eliminate the undesirable behaviors, by creating activities and projects that let students interact with each other, while still getting work done. If students feel they cannot socialize or communicate in class, to a point where they will be disruptive to do it, I would try to redirect their focus by having them work together towards a certain task. This could include group work or competitions, and a system of perhaps rewards for those who are willing to try, while those who slack off would not get the opportunity to work with others.

Chapter 8

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As an English teacher, one of the main objectives of my class will be writing papers. I know from person experience as a high school student, this is not a favorite among students, and is often perceived to be more difficult than what it needs to be. By the time students sit down at a computer to write an assignment, they feel as if they do not know where to start or what to say. In order to help students feel prepared, I would like help to teach effective metacognition skills and learning strategies, to better enhance their work. Before ever writing the paper it is important to address students upfront and let them know the information they are looking at will be used for an assignment. From that point, I will require the use of multiple overt and covert strategies, so that students are learning the information before they sit down to a new assignment. I believe it is important to address the importance of note taking, and providing examples of good notes. By showing good examples and identifying key information, students will learn the best way to jot down information and will be able to go back and apply to the work they are working on later. I would also work with students on identifying key information from a large work of material such as textbook or lesson. Reading a chapter in a textbook, or even a literature book can be overwhelming, therefore, by highlighting and noting key events or words students can identify what they need to take away. We would work together multiple times on both of these strategies as a class before any student would be required to do so on their own, because students must learn the right way to perform the strategies before they can identify and think about what information needs to be retained.

I also really enjoyed the parts on transfer of this chapter. Because I am interested in teaching at an inner city or urban school, transfer is a key component to learning. Students from these areas often have preconceived notions about many ideas, or a lack of support and enthusiasm from other schooling in the past. As their teacher, it is my job to work on correcting any negative transfer they have encountered in the past, while encouraging the positive transfer they have already experienced. Students in these types of schools often do not see the point in much of the information they are learning, so positive transfer to real-world contexts would greatly increase the value of a lesson to students, while allowing them to understand the material with greater ease.