Module 2
Chapter 4 of the Woolfolk textbook was all about learner differences and learning needs. The chapter began with information on intelligence. Gardner came up with the eight (nine) intelligences that stress human ability. On page 128, I found it especially important for teachers to understand that they need to differentiate their student's needs and also use multiple methods of teaching to get the most out of the group. I particularly like the flipped classroom methods because it allows for students to first learn at their own pace and then come to class prepared for individual and group review and further learning. Further, the chapter also covered creativity and its practical uses in the classroom during a time when tests push it out. I found creativity to be especially important in the sense that in order for a student to show their creativity they must first show their logical understanding. For example, in a classroom would be in allowing a student to propose their own research methods and questions as long as they can create a logical explanation for their research and the way and hows behind it. The last part of the chapter covered learning styles and the different needs of students. I have direct implications of this every day with my students because they all have extensive IEPs. So, as Woolfolk explained it on page 143, students and their families have access to all IEP material. However, it is important for the teachers and the direct person's using the IEP to remember to always collaborate and communicate with all parties evolved with the student to maximize their learning.
Chapter 5 of the Woolfolk textbook continues with the topic of language development, diversity, and immigrant education. The chapter begins with the explanation of language. Most important is that we are designed to imitate language so it becomes a part of the learning process. This is because language is often taught with an imitation, experience, practice, and reward. On page 179, Woolfolk gives the example of a student learning how to say the word cookie, and when the student finally does they receive the cookie. My classroom has a speech therapist join us every other day and we often get to see how language development is vital to all components of the students learning. It even affects the students behaviors. For example when our students get frustrated with sharing they often scream. The therapist explains they need to say I feel mad when you take my toys. This not only relaxes the disgruntled student but also allows the controller of the room the intervene to meet the needs of all the parties involved. Additionally, diversity plays a significant role in language development too. This is because across cultures there are different ways to express and react to teachers. The text explains that Asian students are taught questioning a teacher is a sign of disrespect so they do not ask for help when they need it. I especially connected with the practical understanding of diversity and dialect learning because it expresses how teachers need to be patient and open to diversity so that they give the lessons multiple times and using different words and examples to reach all learners.
Chapter 6 of the Woolfolk textbook also covers culture and diversity. This is especially important for teachers to understand their students because it has a direct impact on the classroom environment. On page 221 there is also a caution to teachers with the understanding of cultural and diversity placement of their students because they all do not fit the same mold. So, we cannot explain away a behavior as a culturally acceptable value because humans as people are far to complex for a simplistic way of defining the trait. Moreover, Woolfolk also expresses that each sector of diversity and culture is to be examined as a single grouping, not the whole picture. So, race, gender, religion, age, economic status, etc. are all different which creates differing views and beliefs that affect the learner. I firmly agree with the text's advice that teachers have to respect their student's differences and adapt their classrooms overtime to get the best results for the classroom environment. Personally, I created my own educational philosophy in support of the text stating that my educational philosophy is that students will flourish when I create a harmonious classroom climate by understanding each students’ social, physical, mental, and emotional makeups. Through understanding these unique developmental makeups of each student and teaching them in a positive environment they will grow and have academic success in collaborative classroom culture.
Chapter 5 of the Woolfolk textbook continues with the topic of language development, diversity, and immigrant education. The chapter begins with the explanation of language. Most important is that we are designed to imitate language so it becomes a part of the learning process. This is because language is often taught with an imitation, experience, practice, and reward. On page 179, Woolfolk gives the example of a student learning how to say the word cookie, and when the student finally does they receive the cookie. My classroom has a speech therapist join us every other day and we often get to see how language development is vital to all components of the students learning. It even affects the students behaviors. For example when our students get frustrated with sharing they often scream. The therapist explains they need to say I feel mad when you take my toys. This not only relaxes the disgruntled student but also allows the controller of the room the intervene to meet the needs of all the parties involved. Additionally, diversity plays a significant role in language development too. This is because across cultures there are different ways to express and react to teachers. The text explains that Asian students are taught questioning a teacher is a sign of disrespect so they do not ask for help when they need it. I especially connected with the practical understanding of diversity and dialect learning because it expresses how teachers need to be patient and open to diversity so that they give the lessons multiple times and using different words and examples to reach all learners.
Chapter 6 of the Woolfolk textbook also covers culture and diversity. This is especially important for teachers to understand their students because it has a direct impact on the classroom environment. On page 221 there is also a caution to teachers with the understanding of cultural and diversity placement of their students because they all do not fit the same mold. So, we cannot explain away a behavior as a culturally acceptable value because humans as people are far to complex for a simplistic way of defining the trait. Moreover, Woolfolk also expresses that each sector of diversity and culture is to be examined as a single grouping, not the whole picture. So, race, gender, religion, age, economic status, etc. are all different which creates differing views and beliefs that affect the learner. I firmly agree with the text's advice that teachers have to respect their student's differences and adapt their classrooms overtime to get the best results for the classroom environment. Personally, I created my own educational philosophy in support of the text stating that my educational philosophy is that students will flourish when I create a harmonious classroom climate by understanding each students’ social, physical, mental, and emotional makeups. Through understanding these unique developmental makeups of each student and teaching them in a positive environment they will grow and have academic success in collaborative classroom culture.
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