Answer the questions for chapter 6.
posted by Barney Slowey at 8:42 AM
Thursday, June 15, 2006
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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 what I took out of this chapter is that there is good curiosity and bad curiosity in the classroom. The good is the kind where students want to learn more or are excited to see what is going to happen next. This can be created by connecting to the real world or creating hooks for the students. I think it is important to change the mood in an interesting way to keep the students interested. The bad curiosity is the tension they feel when they are unsure of what is happening next in schedule. I think the easiest way to combat this is with good prompting and agenda making.
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 as educators we need to be sure to make it clear the expectations and the schedule. Including the students in the planning or having them be more active when discussing the planning can create less tension in them. We can also work to look at our lesson plans and see how we can connect to things in their life. We could do this by talking about prior experiences or having them share something from their world that is related to the topic.
3) How will you incorprate this research into your curriculum to make it more brain based?
I have a weekly schedule posted already but could do a better job with planning of units. Too often the students just see indivudual lessons as opposed to the units as a whole. I also think expanding my newsletter more will help students and parents see connections and feel comfortable with the schedule. As for piquing their curiosity I can look to make this part of my actual plans. Right now I do some of the activities but it is random. If I actively look to put these things in my plans the students will enjoy the material more and be more excited to see what is next.
1.The section on Group Identity reinforced the idea that teenagers need to feel that they belong. The need to form positive relationships. The classroom is one place that students can have a
feeling of belonging. Just telling all students "Hello" or start a conversation about events, weather, etc, can make them feel important. I like to talk to the quiet student or the loner in the classroom. Usually, they are the first one in the class so the opportunity is available. A teacher needs to watch for signs that students may be "at risk" for poor decision-making such as turning to alcohol or drugs. Today, we see a increase of students cutting themselves. One student who graduated has kept in close contact with me and I can tell our school systems needs to relate to these students more. She is receiving guidance but she has shared how teachers have passed her off or as she states, "They think she is nuts". She is getting help and doing well.
I have been able to identify students with problems by there low grades, lack of energy, attendance or even isolation in the classroom. Teachers need to watch for depression. Students that do have high levels of stress turn to the alcohol and drug abuse and this can lead further into depression. I want to have students feel success and I plan to be more aware of this in the classroom. The classroom is where "NO Child Should Be Left Behind". But let"S teach for self-esteem and promoting good decision-making skills. Tests don"t relate everything about a student.
2.Teachers have to realize teenagers will be teenagers and they will make mistakes. As the author says, they do not think through the consequences but rely on the emotional amygdala than the rational frontal lobes. Teachers need to put more emphasis on problem solving than just providing them with factual answers. We could have a thermatic unit where how to problem solve is the topic. This could be fun!! Halls could be lined with problems, each grade/classroom could list alternatives and consequences. Choices could be decided. The whole student body could provide evaluations after done. One problem could be drink pop during school. Of course, this is just off the top of my head but decision-making is for all teacher to discuss in their classroom.
3. I would like my students to develop a goal for the semester in my high school classes. At the end of the semeste the student would evaluate their goal on the semester test. I want to place emphasis on the importance of being involved in extra-curriculars or community activities. At the being of the semester this could be part of the introduction for my classes.
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