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Created
by: Justin Balatbat |
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Table of
Contents |
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Good morning/afternoon/evening person who is reading this! I
hope you enjoy the webpage I have designed for the LRS 100 class. I am not a
person of many words, but I hope you and I will be able to use this as a
guide to become a better teacher. *~Power is beyond your control when you cannot control
it yourself~* |
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1.)
What
are the things that influence our learning? What are our learning styles? |
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From this survey, I have learned that I have strengths in Music, Logic, Kinesthetic, Intrapersonal, and Visual intelligences. Unfortunately, I have very low verbal strengths. However, I have average strengths in the Naturalistic, Existentialistic, and Interpersonal intelligences which helps me balance out my low verbal skills. My large strength in music would explain why distractions of music would help me concentrate on my homework. Also, it would explain why I do not work well in groups when it comes to speaking out my own mind because it would be best if I wrote it on paper. Everyone has their own pace at learning
new abilities and skills. Many people have a fast time learning new things or
abilities. Others, like me, have a slower time and try to keep up at their
own pace. What influences our learning, though, is our interest in the
subject and how fast we get the material that is being taught. |
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For the second half of the observation, I drove to Chase Park to finish my research and observations. At the park, there was a mix of different age groups of children, infants, young children, and adolescences. The group of infants had their parents watching and taking care of them. One infant ran to the musical xylophone on the wall near the slide. She began to play with the musical instrument. Her mother then comes up and begins to play one of the songs along the wall that is given. She points out the different sounds of the pieces. The infant then begins to tap the same pieces of xylophone as her mother did and played a song. Through this, she is playing to learn how music is created by such a toy along the wall. The child’s fine motor skills develop as she continues to play the tunes off the wall. This was also one of the quick judgments I made in my “facts” column. Then, I began to observe another set of children afterwards. A group of young children that ranged from middle children to early adolescent children played on the baseball field playing baseball. The children interacted with each other by tagging each runner out, throwing the baseball to the batter, and giving signals to how to throw the ball. This is helpful for their physical and social-emotional development. The children are physically moving around the bases in order to win the game and gain the exercise they need. The children are also giving each other social-emotional development because of the interaction with each other as they try to encourage their teammates to win the game. Unfortunately, with these groups of kinder and humble children, there was a group of children who was near opposite. A group of adolescent skaters were skating near by the bleachers I sat. When one of the skaters fell of his skateboard while trying to do a trick, he began to shout out inappropriate, profane words. He then threw the skateboard across and hit the metallic fence. After, he obtained his skateboard once again, and his friends mocked him of his failed efforts to do a trick. That mockery the adolescent is receiving gives him maltreatment to the social-emotional and cognitive development. Because of the adolescent’s reaction after failing, it shows he was treated when he was younger. I have also observed another group of young and old adolescence. Their actions towards each other viewed to me as if they were good friends. Whenever one of the adolescence would attempt to make a trick on the gymnastics rings or bars, the rest would watch their performance and applaud, even if they mess up. This gives signs that they were not maltreated. Unlike the other group of adolescence, this group was kinder and more humble to each other. As children learn through outside experience, they develop more into all three developments. In a learning environment, their development is geared more towards the academics rather than in any of the other developments. In my second observation, I went to In my first observation, I was able to move to different settings that complied with my schedule, unlike in my second observation which made me give up my day to stay at an elementary school. Also, in my first observation, I saw that the children developed more in the social-emotional and physical aspects outside of a learning area, rather than in a school setting where cognitive development thrives. Finally, I also saw that most of the time, the parents were there to guide and support their child in the first observation, whereas in the second observation at the elementary school, the children were guided by one adult. My observation, in general, had to be manipulated because of my settings, my surroundings, and my techniques of hiding within the area of children. In my first observation, my settings and surrounds were much broader, along with my techniques of hiding from the children. In the second observation, I could not hide from the children, and the surround was just one closed place, the classroom. In the next three observations, I plan to have more distance between me and the children I observe so that the adults would not think I was stalking them. Also, I would change the way I observe by not giving opinions in the “facts” column. Finally, I would also be more secretive of my motivations towards the public by pretending to be interested in something else rather than their children. As development learners, children are at the beginning stages of
learning. They are at a time where everything new they learn is valuable and
stays in their memory. As time progresses, their learning abilities will
enhance. |
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3.)
What
are the many ways in which children learn? How do we record and analyze
student learning? |
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At the For the next
observation, I went to the On the slide, there were two children tying a rope onto the pole above the slide. They both slid down the slide and began climbing it with the rope. A third child joined their party, but one of them seemed like they did not enjoy his company. As he was tying his rope, one of the children untied it and threw it near the tree. He kept on trying though and kept on trying to tie it. The process continued for three times until she showed her aggressive behavior by pushing him down the slide. The other child, however, took his rope and tied it on the slide for him, showing prosocial behavior towards him. The child that threw his rope away in the first place left as they began to play. The child that was bullied moved on and played. Even though his was bullied, he stood up because of his persistence. He showed his high self-efficacy in believing that he is able to climb that same slide they were on. Throughout the observation, there was a huge difference when I observed children while trying to hide and hiding behind the one-way mirror. No child looked through the mirror to check was going on. They did not suspect my presence. They were acting as if nothing was going on and that no one was observing thing for research. In addition, watching them from the one-way mirror helped me design a better research paper because they were in their natural settings acting naturally. Because of this, I was able to observe children in a different light. Even though they seem so innocent, they have so much to learn about cognitive skills and social behaviors towards others. They are all just one track minded and self-centered for now. Later on as they develop new skills, they will have better cognitive skills and social behaviors towards others. If I was one of the teachers that were able to teach the children, I would watch some of them carefully and show them alternative ways to deal with their social problems by giving them partners to be with the whole time. I would also create ways to enhance their cognitive development by giving them hands-on projects, such as painting art with their faces and noses. As for social problems, I would partner each person up with the person they do not seem to get along with very well and tell them that they have to work together in order to do a project, such as relay racing against one another. If they refuse, then I would have to partner them up with someone they do not know in order to have them further develop their social skills with another child. There are tons of ways children learn. One is by having hands-on
experience. With that kind of experience, they would be able to discover how
things work, such as bouncing a ball. The way we record their progression of
the experiences they go through is by observations in different settings. We
take notes about what they do, what they could be thinking about, and how it
would affect their way of learning. |
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4.)
How do our observations and ideas about learning influences our
theoretical and philosophies about teaching and learning? |
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Keating’s teaching style is very different from the other teachers in the school. His teaching style consists of following his philosophies, along with having the class interactive with the other classmates outside of class. He does this in order to have the class interested in the subject he is teaching, as well as have the class keep something they have learned for years to come. In addition, he uses his styles in order to keep away from the conformity of the other teachers. His teaching methods are very effective because it gave the class a better understanding of English and gave them life lessons that they will carry on forever. The methods are realistic because in my own English class during high school, my teacher would have the class be interactive and break the rules of the school by having special days of obligation, such as “Poetry Day,” where we have our own little poetry recital in the class while drinking coffee and eating donuts. The way he teaches also depicts the way only few high school teachers would teach and treat their students. Everyone else would be very strict about their work and would always go by the book, rather than instinct and have fun with the subject they are teaching. Also, these types of movies are very helpful for society and the future teachers because it shows how teachers could be more effective if they were to go by their own instincts and own personal style that reaches out of conformity rather than going by the book and always relying on having to listen to facts rather than opinions. As for me, I would rather teach the class in a way my students would be very interactive with the subject they are learning, even if it is a boring subject like mathematics. I would also have my students interact with each other instead of listening to me all day because they would learn better through their peers rather than someone at a higher power showing it to them. They would only fall asleep and find the class very uninteresting. The movie in general changed my views of how to teach because I only had a vision that only elementary school teachers would be able to have that much energy and that much interaction with their students. I know now that I am also able to use those same techniques just as John Keating did with his students. Our
observations and ideas about learning constantly change our way of teaching
because not everyone is alike. Everyone reacts differently towards each
other, and no one person is alike. We cannot use the same analysis for each
child. We could only assume one thing, but not necessarily it would be true
for that child. Also, every child learns at a different pace. Sometimes, we
need to learn how to slow down in order to have certain children catch up
with the class. |
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