Barb Rentenbach

     If I could describe Barb Rentenbach's lecture in one word, I would choose inspiring. I just think she is an amazing person and has the best outlook on life. She made me want to be a better person and reminded me how important it is for us to enjoy our lives. I almost envy her outlook because she enjoys everything she does to the fullest. She eats long lunches, goes for swims, journals, and really reflects on what is going through her mind. I on the other hand, I obsess over minute details and always feel stressed. I feel like the world is going to end if I do not get everything done, and she opened my eyes to what it truly means to "pause and take a breath." I don't take enough time to "smell the roses," and this is something I would like to work on. Therefore, I plan on following her advice.
   
     1) Discover-- figure out who you are as a person and do it on purpose
     2) Persevere-- don't ever give up
     3) Remember-- everyone is the same; we are all human beings
     4) Understand-- take time to reflect on your situations and give others time to gather their thoughts
     5) Open-- have an open mind about all people as well as all situations
     6) Empower-- give people the chance to succeed and celebrate people's differences

     Finally, I loved the part where Barb and her "SS" (smiling shrink) talk about how people with disabilities are capable of great things. For example, Bill Gates, creator of Apple, and Mark Zuckerberg, creator of Facebook, are Autistic. In addition, they are two of the most successful people in American, which goes to show you that people with Autism are capable of accomplishing great things. The one thing that really opened my eyes was when she talked about taking their creativity (disorder) away. What would happen if we tried to fix people like Bill Gates and Mark Zuckerberg? Would they have been able to come up with their creations? This is just something to think about, and I believe it is so important for people to embrace Autism. Therefore, I want to end this blog with two quote from Barb Rentenbach. She wrote this saying on the computer screen at the beginning of the lesson, and this is something I will never forget.

     "Dear UTK Autism is my prism not my prison!"

     "Autism needs the world, and the world needs Autism!" 

   
   

Teaching English Language Learners

For this Monday’s blog, I read the article Teaching English Language Learners: Strategies for Overcoming Barriers by Sara R. Helfrich and Amy J. Bosh. The main purpose for this article was to identify four perceived barriers for both beginning and veteran teachers. It wanted to take a look into what educators face when teaching literacy to English language learners. Specifically, the article addresses the teacher’s inability to differentiate instruction to meet the needs of all learners, the devaluation of peer interactions and collaborations in the process of learning a language, and a lack of knowledge about using assessment measures with diverse student populations. Finally, this article provides the audience with ways to overcome these barriers as well as strategies for becoming an effective teacher.

            To begin this blog, I thought I would briefly mention some of the statistics they found about English language learners. First, the population of ELL students jumped from 6 million to nearly 14 million in 1999 according to the National Center for Educational Statistics (Klein et al. 2004). Spanish is the most frequently spoken language at 71%, followed by Asian languages at 11%, other non-European languages at 10%, and other European languages at 7%. “A record of 55 million students were enrolled in public and private elementary and secondary schools across the nation in Fall 2006; an 8 percent increase in this number is expected by the year of 2018” (Hussar and Bailey 2009). Thus, as you can see, the number of English language learners is continuing to increase each year, which means teachers must be well-prepared for the obstacles ahead. Rather than striving for assimilation, teachers should strive for acculturation.

            The first barrier the article mentions states that teachers may not understand the role of literacy development or the importance of literacy and education in diverse cultures. One of the ways to improve this situation is to determine cultural priorities and acquire background knowledge to help support the inclusion of all students. In simple terms, teachers need to get to know their students and where they come from in order to be effective teachers. For me, this is especially important since I will be teaching in an urban multicultural setting. It will be my job to figure out ways to overcome these challenges; therefore, my goal will be to incorporate English as much possible into the school curriculum without downplaying the students’ cultural background. A great way to do this is to have certain “culture days.” It is important for students to embrace where they come from, so celebrating various traditions, foods, customs, etc. in English is a perfect way to do this. In addition, teachers need to address other cultures in their literary sections.

             The next barrier for teachers argues that they may struggle to meet the literacy needs of all learners in their classroom, especially those of ELLs. To overcome this barrier, teachers should work to engage ELL students in classroom instructional activities without isolating them or taking instructional time away from other students. While doing this, teachers need to model how to speak the English language, use explicit instructions, and real reading to convey meaning as well as increase the students overall comprehension. Simply put, students need to be able to make meaningful connections in order to achieve their full academic potential. This becomes extremely difficult for ELL students because they have to do two things at once. They are having to decode and interpret the English language while trying to comprehend the literary material at the same time. Therefore, it is important to give these students a chance to gather their thoughts (“wait-time”) and provide them with authentic activities.

            The third barrier states that teachers should not underestimate the role of peers in the inclusion and education of ELL students. Teachers should use partner-share, group activities, peer tutoring, and use other ELL students whose knowledge and use of the language is further progressed than the other ELL students. I personally am a big fan of peer-collaboration because I believe students oftentimes explain the material better than the teachers. Not only does this give the more progressed ELL students a chance to practice the English Language, they get to practice how to behave in social situations. One thing to remember is that teachers should group ELL students with other English-speaking students as well as other ELL students. One thing to remember is that these students need to feel included in order to succeed. The worst thing teachers could do is make them feel isolated; therefore, the article suggest that peer assistance is a great way to overcome this barrier.

            The final barrier argues that teachers may not feel condiment when using assessment and progress-monitoring tools with ELL students. I know this is something I struggle with because I want to be fair to all students. One thing the article suggests is that teachers should not be hesitant to use assessment and progess-monoitoring tools. They should use oral questioning, numerous of discussion opportunities, as well as other adapted forms of assessment. Teachers need to make sure the assessment tools they use are reliable and valid and make sure they accurately portray the ELL student’s knowledge. One thing I like to do is create portfolios for my students. I feel these show their true progress, and students always like to see how far they have come at the end of the year. Another thing teachers should do is constantly assess their students; this is the only way to get an accurate view of how well the ELL students are doing in the classroom. In conclusion, yes, teachers have a lot to overcome with ELL students; however, I believe it can be done. This is something that I will have to work on, which is why I enjoyed reading this article. 

Chapter 5: Madelyne Huff- QTC (3)

Chapter 5: Madelyne Huff- QTC (3)

(3) You have now read several views about intelligence. What do you think about intelligence? Is it one trait or many? More heavily influenced by nature or nuture? A fixed capacity or a modifiable ability? Articulate your views in a paragraph of 3-6 sentences.

     In my opinion, intelligence is more than one trait and is influenced by a combination of both nature and nuture. While I believe genetics has more to do with one’s natural intelligence level, I believe the environment (teachers, schools, etc.) can help or hinder students’ intellectual growth. I also believe that intelligence is not a fixed capacity; instead, I believe it is a modifiable ability because I believe people intellectually change and develop throughout their entire lives. 

Chapter 4: Madelyne Huff- QTC (1 & 2)

Chapter 4: Madelyne Huff- QTC (1 & 2)

(1) Using the CSEL case that you have chosen as a guide, explore all of the possible group differences that may have an effect on your target student(s) or class as a whole. Consider such group differences as cultural/ethnic differences, gender, SES differences, and “at risk” status.

Elementary Education Case Study

You engage your third grade students in cooperative learning activities at least twice a day, changing heterogeneous group members once every four weeks. You have agreed upon routine procedures that your classroom community uses within their small groups, including the roles and responsibilities of group members. Lately you have noticed that one small group always seems to have difficulty grasping material and completing their project in an acceptable manner.  You observe this group carefully and find that Lisa seems to be the catalyst for their problems.  She gets angry with others if she does not get the job she wants and refuses to do her part in contributing to the group’s learning.  She constantly interrupts others in her group.  She does not pay attention when her group prepares for class presentations.

     When analyzing the case study, it is important for me to pay attention to the groups cultural/ethnic differences because these factors play a major role in how students behave in the classroom. Like I said in my previous blog, some cultures discourage aggressive and authoritative behaviors where as other cultures encourage them. If all of the group members are passive, it might cause Lisa to get frustrated during group projects when she does not get the role she wants. Another thing to pay attention to is the dominant race within the group. If all of the group members are from one racial background and relate to one another, they might exclude Lisa if she comes from a different racial group. This could explain why Lisa is unwilling to participate when they prepare for class presentations.

     Another important factor to pay attention to is the group member’s socioeconomic differences. Like the cultural aspect, Lisa might feel like she does not belong if all of the group members belong to the same social class. If she feels inferior to the other group members, she will be less likely to engage during group activities. The same goes for students who feel superior. It sometimes causes people to disengage with other individuals if they feel “better than” the rest of the group. In addition, Lisa might not have had the same opportunities in terms of schooling as the other group members. She might feel uncomfortable with certain roles due to her socioeconomic background.

     Finally, it is important to pay attention to “at risk” students during collaborative activities. These are the ones who are more susceptible to failing/dropping out of school. If Lisa has a history of academic failure, but her group does not, she will most likely struggle more, which could explain why she acts out during class. Next, it is important to see if any members have emotional or behavioral problems. Finally, lack of psychological attachment to school and increasing disinvolvement with school are characteristics of “at risk” students. If her group members exclude her or make her feel ostracized, she might act out because she feels disinvolved. Or, if she has a hard time making friends, she might feel a lack of psychological attachment to school.

(2) After reading this chapter, what are your thoughts about how to promote a positive learning environment in your classroom, realizing that your students may require your example in welcoming and appreciating diversity? Include at least three areas where you will facilitate honoring of students’ differences.

     After reading this chapter, I now see there are multiple ways to promote a positive learning environment in my classroom. I believe it is important for teachers to make all children feel equal; therefore, I will base my curriculum, social activities, etc. on promoting equality and celebrating diversity. One way I will do this is by having the students share about where they come from. They will be able to choose what to share, but I feel it would be a great way for students to learn about where their peers come from. A main reason why people are cruel is because they are afraid of what they don’t know. By celebrating each culture, they will become familiar with the various racial/ethic groups and hopefully feel more comfortable during group work. Another thing I will do is use prosocial language in my classroom. I will never put a certain racial group or socioeconomic status down and will not allow my students to either. I will choose figures, literary material, etc. that promotes all cultures. I will group students heterogeneously so they are forced to interact with peers they do not know. I will also monitor these social interactions to make sure they are positive and ones that raise student’s self-esteems. Finally, I will raise awareness about diversity and why it is important to appreciate all people! By doing this, they will learn it is okay to be different and hopefully learn to accept other human beings for who they are! 

Chapter 3: Madelyne Huff- QTC (3.1 & 3.2)

(3.1) Personal and social development can have a major influence on both individual student learning and the learning environment as a whole. Identify a case from the CSEL guidelines that would like to address in your paper. Then, examine the possible developmental factors that could be influencing your target student(s) or classroom in the case study. Consider all dimensions of personal and social development, including cognitive, language, social, emotional, and moral development. CSEL guidelines can be found under CSEL Artifact. Cases are included at the end of the document. Choose the case that best suits your desired grade level.

Elementary Education Case Study

You engage your third grade students in cooperative learning activities at least twice a day, changing heterogeneous group members once every four weeks. You have agreed upon routine procedures that your classroom community uses within their small groups, including the roles and responsibilities of group members. Lately you have noticed that one small group always seems to have difficulty grasping material and completing their project in an acceptable manner.  You observe this group carefully and find that Lisa seems to be the catalyst for their problems.  She gets angry with others if she does not get the job she wants and refuses to do her part in contributing to the group’s learning.  She constantly interrupts others in her group.  She does not pay attention when her group prepares for class presentations.

     As far as the cognitive dimension goes, Lisa seems to be stuck in the concrete operational phase (Piaget’s theory). For example, she gets angry with others if she does not get the job she wants. While most children grow out of this type of immaturity, it suggests that she does not understand people have different opinions about the world around them. She obviously has her own way of doing things, and if she believes her way of thinking and is the only and right way to approach school assignments, it might explain why she is acting out during cooperative group activities. As far as language goes, Lisa might want one job because she does not feel comfortable doing any other job. This relates to her self-efficacy. If she does not feel comfortable in her abilities to succeed in another job, she will try her hardest to avoid that particular role. This could easily explain why Lisa gets angry when she doesn’t get the job she wants. Or, she might not have the vocabulary to suggest her insecurities with various roles.

     In terms of the social and emotional dimensions, it seems to me like Lisa’s temperament is not as “easy going” or as open-minded as the rest of her peers. For example, if the other group members are more than willingly to try new information, but she likes to stick to a particular plan, their personalities might clash. This could be why she refuses to pay attention when her group prepares for class presentation or acts out during class. Or, Lisa might be trying to get attention. This could be because she doesn’t get enough attention at home, or it could be because that is how her parents/community/culture behaviors. Either way, I would need to see how she behaves outside the classroom environment.

     Finally, one’s moral development is commonly defined as the principles for how individuals ought to treat other individuals. In terms of this particular dimension, I would want to look into Lisa’s cultural expectations and socialization. For example, some cultures find it disrespectful for children to address authority figures. This means they would be more passive compared to their peers. On the other hand, some cultures are more aggressive and teach different morals. If her culture is more aggressive, it might be encouraged to openly argue during collaborative activities. Therefore, as you can see there are multiple factors that go into this case study. While I am not sure what is causing Lisa to act out during class, I am almost one-hundred percent positive analyzing these factors will give me an idea as to how to go about helping the situation.

(3.2) Check out tables 3.1, 3.2, and 3.3 with particular attention to the age ranges you are interested in teaching. Identify your personal favorite ways that an educator can promote a child’s sense of self, perspective taking, and moral reasoning skills.

     One great way to a child’s sense of self is to be extremely supportive and optimistic about their potential for success. They need to know people believe in them, and it is extremely important for teachers to instill confidence in their students. Another way to do this is to give students safe outlets for risk-taking behaviors. For example, I will have no tolerance for bullying because I want all of my students to feel safe about voicing their opinions. If they feel safe, they will be more likely to take risks, which could potentially improve their self-efficacy.

     To promote perspective taking, I think it is important for teachers to give students strategies for presenting themselves well. A big part of discussion is being able to express your opinion in ways other people will understand; therefore, providing students with tools that will help them with this skill is crucial. This will also help them in the long run! Another strategy is to encourage students to look at historical events and figures from their points of view. Not only is role-playing fun and entertaining, it allows students to see things other people’s perspectives! I think this is extremely important since they will have to work with other people for the rest of their lives.

     One way to promote moral-development is to make prosaically behavior a high priority in the classroom. For example, making caring and sharing one of your number one rules. Next, group projects and multiple opportunities for them to interact with their peers will help them learn how to treat other individuals. Finally, I will use prosaically adjectives in my classroom and cognitively explain my thought process when imposing discipline for moral transgressions. For example, if a student harms another student, I will explain why their behavior was wrong and how it affected the other person. In addition, I will provide solutions for them to remediate their behavior. 

Madelyne Huff- QTC (2.1 & 2.2)

(2.1) One of the most cited theories of human development is that of Swiss biologist Jean Piaget. After reading about Piaget’s basic assumptions, look with particular attention at the stage of child development you would like to teach. The other most cited theory of human development belongs to Russian developmentalist Lev Vygotsky. Vygotsky’s theory of cognitive development leads us to expect greater diversity among our same-aged students than Piaget. Given these two influential theorists’ ideas on cognitive development, how might you accommodate students who are not yet working at the level of their peers?

     For this question, I will be begin by listing the basic assumptions of each theory. According to Piaget, he believes children are active and motivated learners. This means they are actively explore the world around them. Second, he believes children children construct rather than absorb knowledge. I believe this as well because most of what I believed about the world around me came from my past experiences. Third, children learn through a combination of assimilation and accommodation. They try to take what they know and apply to new information. Fourth, interactions with one’s physical and social environments are essential for cognitive development. I also agree with this assumption because a lot of the information students come into school with comes from their parents, community, cultural background etc. Fifth, the process of equilibration promotes progression toward increasingly complex thought. Finally, children think in qualitatively different ways at different ages.
     According to Lev Vygotsky, adults convey to children the way their culture interprets the world through formal schooling and informal conversation. Next, he believes that each culture passes down physical and cognitive tools that make daily living more productive and efficient. Third, thought and language become increasingly interdependent in the first few years of life. Fourth, complex mental processes begin as social activities and transform into internal mental activities that children use interdependently. Fifth, he argues that children can perform more challenging tasks when assisted by more advanced and competent individuals. Finally, he believes that challenging tasks promote maximum cognitive growth.
                 As far as my opinion goes, I think it is important to pay attention to both theories of cognitive development because both have vital information about how children learn. Also, I feel as though the way I go about accommodating students who are not yet working at the level of their peers is different for each child. The first thing I would do is analyze the situation and try to figure out where the student is having difficulty. For example, if a student says that his/her way of doing things is the right and only way to doing things, I would know this child does not understand that people have different opinions about the world around them. This would make it easier for me to help the student! The moment he/she expresses signs of egocentric thinking, I would sit down and explain that others think differently. I would also ask probing questions as to why he or she thinks that way. Another thing I would do is relate abstract, hypothetical, or complex ideas to concrete objects and observable events. For example, if a child is learning about gravity, I might hold an object up in the air and drop it on the ground. This would help the child understand the definition of gravity. Finally, I would cognitively model my thought process about various subject matter and scaffold the student. For example, I might work with the student on a math problem and go over how I would solve the problem. Or, I might try to cue my students to think in a certain way. For example, if we were learning how to add, I might say “well we know that subtraction means you take away something; so what do you think we should do if we want to add these two number together?”

(2.2) Theories in educational psychology promote the idea that language plays a critical role in cognitive development. Examine Table 2.2, paying particular attention to the age range that you are interested in teaching. Consider how you might incorporate or adapt the strategies presented for use with your own students.

     I believe language plays a critical role in cognitive development! Therefore, I will definitely use some of these strategies in my future elementary classroom (2^nd grade). One of the suggested strategies was to assign reading materials that introduce new vocabulary words. A great way to do this would be to hand pick the literary material that goes into the class library and allow the students to choose a book of their choice. This way they will learn new vocabulary words and enjoy what they read at the same time. I think children have to enjoy what they are doing to really soak in the information, which is why independent reading is so useful! Next, the table suggested to introduce some of the terminology used by experts in various academic disciplines such as similes, molecules, etc.  I would most likely try to relate these vocabulary terms to real-world experiences. For example, I might say, “my dog is as fast as a cheetah,” or “her golden hair is like the color of the sun.” I would then explain the comparisons and the appropriate terminology. Next, I would definitely incorporate debates into my classroom. This would be extremely useful in terms of political events. Also, it would allow the students a chance to hear other people’s opinions. The table also suggests that we as teachers ask our students to consider the underlying meaning of various information. I think this is extremely important because students need to be able to explain why they feel the way they do in the classroom! Finally, it says to explore the nature of words and language as entities in and of themselves. While I will for sure incorporate this into my future classroom, I am not exactly sure how I will go about this!