1) In what ways might you translate the principles presented in the chapter into practical, everyday ideas you can use in your classes? I think that often we expect the students to know some of the procedures but we never really talk about them. Then when they have trouble with the procedure we get frustrated. I think I need to spend more time on simple procedures like lining up, passing in papers, and morning routine. Some of them I do go over but leave out the students in the discussion. Worse than that there are some where in the past I have not gone over them because I felt that was something they learned in earlier grades. Going over these should make my classroom run more smoothly. 2) Armed with the brain research found in the chapter, what should educators be doing differently? In what ways might you suggest we start doing this? I think we should be questioning ourselves like the chapter said on what we want the students to do. Sometimes we look at what we want them to do and it is way too much. Also by taking the time to go over your procedures and act them out students can see what is expected and feel more comfortable in the classroom. 3) How will you incorprate this research into your curriculum to make it more brain based? Well, I will spend more time at the beginning of the year going over procedures than before. I will also practice with the kids to show them what is expected. Hopefully, through practice and discussion my classroom will run more smoothly.
1.What a Chapter! After 30 years of teaching I thought I knew all about the social actions of teenagers. Now, I know why. In the section, A Sense of "Me" it refersto how the amygdala remembers the pleasant feeling and opens the mental gate to learn more. Each day at the end of the lesson I will hjave students share what mad them more positive about the lesson, life, themselves, etc. In my 7th grade unit I do a section about themselves and feelings. This is where I could use a selection of strategies involving the multiple intelligences for students to share and feel good about themselves. Another ideas would be to have a compliment board in the classroom that indicate positives about students and the students would add compliments, too. Of course the teacher needs to monitor that every student is included. I would plan to do more parent calls and smile grams. The section on Yin-Yang gained my attention. The proportion of whate and gray matte was intriguing. I would like to share the Male Brain Adv and Female Brain Adv. in my my Adult living class. I would develop case studies which they could do role plays about choosing roommates for apartment living, mate selection, etc. 2.Educators need to be more concerned of emotions. How many times I've heard them say"She is such a drama queen". Emotions are a key part of cognitive processes. Teachers need more knowledge about how emotions are a part of learning and memory. Students may do better in our classes if all teachers would deal with emotions. This could be another inservice. 3. I believe I have answered more of this question 1. I do believe organization of the classroom is important. I give my high school students a list of classroom rules. In my junior high school classes, I have the students give imput for rules. The ones they don't list I usually present the rule as if it was their idea. After reading the chapter giving ownership would be good for both levels. Procedures are clearly defined for food laboratories due to safety and time. Usually the first lab is a true learning experience but by the second they are well planned and prepared. I plan to continue this procedure for it does give the student direction and success.
2 Comments:
1) In what ways might you translate the principles presented in the chapter into practical, everyday ideas you can use in your classes?
I think that often we expect the students to know some of the procedures but we never really talk about them. Then when they have trouble with the procedure we get frustrated. I think I need to spend more time on simple procedures like lining up, passing in papers, and morning routine. Some of them I do go over but leave out the students in the discussion. Worse than that there are some where in the past I have not gone over them because I felt that was something they learned in earlier grades. Going over these should make my classroom run more smoothly.
2) Armed with the brain research found in the chapter, what should educators be doing differently? In what ways might you suggest we start doing this?
I think we should be questioning ourselves like the chapter said on what we want the students to do. Sometimes we look at what we want them to do and it is way too much. Also by taking the time to go over your procedures and act them out students can see what is expected and feel more comfortable in the classroom.
3) How will you incorprate this research into your curriculum to make it more brain based?
Well, I will spend more time at the beginning of the year going over procedures than before. I will also practice with the kids to show them what is expected. Hopefully, through practice and discussion my classroom will run more smoothly.
1.What a Chapter! After 30 years of teaching I thought I knew all about the social actions of teenagers. Now, I know why. In the section, A Sense of "Me" it refersto how the amygdala remembers the pleasant feeling and opens the mental gate to learn more. Each day at the end of the lesson I will hjave students share what mad them more positive about the lesson, life, themselves, etc. In my 7th grade unit I do a section about themselves and feelings. This is where I could use a selection of strategies involving the multiple intelligences for students to share and feel good about themselves. Another ideas would be to have a compliment board in the classroom that indicate positives about students and the students would add compliments, too. Of course the teacher needs to monitor that every student is included. I would plan to do more parent calls and smile grams. The section on Yin-Yang gained my attention. The proportion of whate and gray matte was intriguing. I would like to share the Male Brain Adv and Female Brain Adv. in my my Adult living class. I would develop case studies which they could do role plays about choosing roommates for apartment living, mate selection, etc.
2.Educators need to be more concerned of emotions. How many times I've heard them say"She is such a drama queen". Emotions are a key part of cognitive processes. Teachers need more knowledge about how emotions are a part of learning and memory. Students may do better in our classes if all teachers would deal with emotions. This could be another inservice.
3. I believe I have answered more of this question 1. I do believe organization of the classroom is important. I give my high school students a list of classroom rules. In my junior high school classes, I have the students give imput for rules. The ones they don't list I usually present the rule as if it was their idea. After reading the chapter giving ownership would be good for both levels. Procedures are clearly defined for food laboratories due to safety and time. Usually the first lab is a true learning experience but by the second they are well planned and prepared. I plan to continue this procedure for it does give the student direction and success.
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