Constructivism Web Quest

Find our webquest on constructivism here

Behavioral Theory project Class 8

Teaching philosophy

I found an interesting philosophy on the internet in regards to teaching I loved it so much I've added it too my blog find the link to it here 

Cluster 14 CER

Create

Making strawberry milk

If I were using the strategy of direct instruction I would break my students up into groups and read them the directions listed below.

• Begin by getting a milk container, strawberry syrup, glass and spoon.
• Place items on the counter
• Open milk container
• Open strawberry syrup
• Lift milk container up and pour milk into glass about 75% to the top of the glass
• Place milk container back onto the counter
• Lift syrup container in your left hand and lift a spoon in the right hand
• Place spoon over the mouth of the glass
• Pour syrup onto the spoon
• Place syrup back onto the counter
• Place the spoon with syrup into glass and stir until incorporated into the milk
• Remove spoon from glass and place it back onto the counter
• Serve

If I was using the problem solving perspective I would give my students the materials to make the strawberry milk and tell them to break up into groups and figure out how to make it on their own.

Evaluate 

I would want to teach students to add or subtract. To engage them I would have them do it using their bodies.

Start teaching first graders about adding and subtracting by acting out equations with them. After gathering students together, invite three to come up and stand beside you. Ask for a volunteer to tell you how many students you are starting with and write that number on the board or chart paper. Next, ask two more students to join them and write "2" on the board or chart paper. Then ask the class how many students there are altogether and write that number as well. You can then encourage volunteers to help you fill in the "+" and "=" signs on the equations.

Repeating this activity until all students have had a chance to be a part of the equation and fill in the appropriate numbers and signs on the chart or board will help them make a concrete connection between actual numbers and addition equations. You can do the same activity when you begin teaching subtraction.

Read more here

Review 

For my journal reflection I would reflect on my teaching techniques. I would write down the lesson I taught that day, record how I taught it and what I used to teach it, and then record how many students were able to comprehend it how many questions were asked and then finally if I feel like my technique was effective

Cluster 15 CER

Create 
In this lesson, students will practice reading analog and digital clocks. This lesson also sets the stage for a fun BINGO game that can be played throughout the year.

 Goal

Students will read and write time on a digital and analog clock to the nearest five minutes.

 Common Core Standards

CCSS.2.MD.C.7 Tell and write times from analog and digital clocks to the nearest five minutes, AM and PM.

 Objective

Students will read and write times from analog and digital clocks to the nearest 5 minutes.

 Materials

• Prepare a whiteboard or large paper with a t-chart that has columns labeled Analog and Digital for use with the whole class.

Prepare enough for each student in your class:

• Hotchalk.com Clock time (prepare these ahead of time by filling in the times that you want students to identify)
• Hotchalk.com TIME game cards
• BINGO chips to use when students play TIME
• Scissors and glue

Lesson Introduction (5 minutes)

Remind students that when we count by fives we start at zero and count up by five. Have students stand in a circle. Model counting by fives to 60 and pair each number with a movement. For example, start by tapping your head and then tap your shoulders, knees, toes, toes, knees, shoulders, etc.

 Mini Lesson (10 minutes)

On the whiteboard, or on a paper on the document projector, draw a clock that is large enough for a student to stand in the middle. Add numbers around the clock. Write “Analog” on the top of the clock. Remind students that clocks have a short hour hand and a longer minute hand. When the minute hand goes around the clock, there are five minutes in between each number on the clock. Model a few times, explaining how we use the hour hand and the minute hand.

 Digital and Analog Guided Practice (10 minutes)

Tell students that there are two ways to show time, the analog clock, which you have just been practicing, and a digital clock. The digital clock uses only numbers to show time. Show students examples of digital clocks. Post the t-chart with digital and analog clocks on it. Pull a time card with a digital or analog clock on it. Have students sort the times according to the type of time it is. As you post them, for each option, write how an analog or digital clock would record the same time, so that you have a model of each type of clock. Ensure that students identify that analog and digital clocks tell us the same information.

 Digital and Analog Independent Practice (10 minutes)

Now, tell students that they will be working on their own t-chart. Have students work independently or in pairs to select and sort times onto their own t-chart.

 Create TIME Bingo Card (10 minutes)

Pass out blank TIME cards. Read out sixteen different times. Have students record either the analog or digital time. Students can put each time wherever they want (they don’t have to go in order) to create their own TIME card. (Save these TIME cards for later use.)

 Play TIME (10 minutes)

Once students have their TIME cards, play a few rounds of TIME as a whole group (this activity can become a center activity after students have mastered it). During the game, circulate and take note of which students are able to read the times independently and easily and which require assistance. As students become familiar with the game, they can lead the TIME games as well.

 Extension Activities

• Draw a large analog clock face on the whiteboard. Have students come up one at a time and choose a time card. For each time card, students have to show that time and the class will guess which time they are being. Have students take turns coming up to “be” the clock.
• When you play TIME, rather than reading the exact time, read times and have students add or take away five or ten minutes to get to the time you want.

Evaluate 

Rubrics are needed in the classroom. I hope for my students to have better clarity of what is expected of them using rubrics. Students list what they expect in a completed assignment. they give scores  of what the highest amount of points you can get for an assignment and what you have to do to receive those points is. This can push students to do better by seeing what it takes to receive full points. 

Relate

 I believe in having a strong relationship with my students. I want them to be in a classroom where they know someone cares about them and that the teacher is not just earning a paycheck. By demonstrating a certain level of compassion for your students, they feel more comfortable with you as a teacher. 

By nurturing their open minds, a teacher can be successful. It is important to let the students ask questions and let them think for themselves. Children are full of imagination and ideas, and too often teachers take their intuitive instinct away from them by not letting them share their ideas or punishing them when they make a mistake out of the exploration of their imagination.

Goal setting should be instructed and reinforced. Without goals students are apt to stray from little educational endeavors that end up being the little holes that sunk the big ship. In high school, I was a student who was at the top of the class in subjects that I enjoyed and mediocre in subjects that I did not find appealing. As a teacher I want to make students enjoy my class no matter what their interests, by finding a common ground between their interests and the material.

Since the school community is viewed as a microcosm of the real world, I believe in letting students see the effect of their actions. In order to prepare students for the next step, I feel that their progress should not just be monitored from an educational aspect, but also a social aspect. I feel that many teachers set standards of achievement not only for the educational aspect, but also for behavior. Too often, a student who misbehaves early in the year is given lower standards of behavior from their teacher, who in turn allows the unacceptable behavior to persist on account of their expectations of the student.

Instead of isolating the troublemakers, I believe in using an approach to prevent rather than punish those who are continually a problem for teachers and students. 

Cluster 13 CER

Create

My rules and expectations will be outlined and communicated to my students in the beginning of the school year. I would want this to be a day that my students and their parents are present. I want both my students and their parents to understand what I feel is necessary for them to receive the most out of their learning environment.  I would want both my students and their parents to sign a contract verifying they have read and understood my expectations for the school year. Rules are not made to limit the freedom of my students but, to ensure they reach their academic potential.

In my classroom I would encourage individuality. If there is something that makes my student more comfortable and encourage them to stand out from everyone else in a healthy way I am in full support of it.  I would want my children to feel comfortable with the environment they are in because, they would spend so many hours of the day there.

There would be bathroom pass and only one of each gender would be allowed out at a time. I would also have a designated time for trips to the bathroom if my classroom did not have a bathroom already in it. 

The students will line up in alphabetical order to leave the classroom. There will be classroom chores assignments. The students will also have a big schedule posted in the front of the classroom that we will follow. 

Evaluate 

Find the article I researched here

"The use of group contingencies for preventing and managing disruptive behaviors."

This article says that the teacher should be allowed to focus on teaching appropriate behaviors to all students rather than focusing on suppressing behaviors that aren't desirable. Students may find more motivation in their school work if they are allowed to participate in group work. 

Relate 

I believe that everyone deserves a chance and separate accommodations to give them the best possible way to grow. No child should feel excluded or should have trouble following what is occurring. I t takes a great teacher to make students WANT to learn so I plan to be all that I can be

Cluster 12 CER

Create
Find my presentation on motivation here 

Evaluate

Alice from "Alice in Wonderland" is my motivation. Her primary goal is defeat the red queen who is pure evil and give the white queen back ownership of Wonderland. 

Her motivation from two perspectives would be humanistic and cognitive. Alice was internally determined to save wonderland because all of her friends there that she met her first trip were suffering under the red queens rule. She failed wonderland in a movie previously before so in order for her to have self fulfillment, she must succeed. 

Relate 

 I believe in having a strong relationship with my students. I want them to be in a classroom where they know someone cares about them and that the teacher is not just earning a paycheck. By demonstrating a certain level of compassion for your students, they feel more comfortable with you as a teacher. 

By nurturing their open minds, a teacher can be successful. It is important to let the students ask questions and let them think for themselves. Children are full of imagination and ideas, and too often teachers take their intuitive instinct away from them by not letting them share their ideas or punishing them when they make a mistake out of the exploration of their imagination.