Capture/Reflection 10 - 11/16/2010

I found much of what I read from the book very fascinating! What seemed to really catch my attention was the importance of homework. Now I plan to teach middle school and or high school, preferable high school so much of what I read I feel directly applies to me and my understanding and preparation toward homework. According to a studies done by Cooper, homework only has a great effect on students of a certain age. He says that homework really only begins to have positive effects about sixth grade and in high school as teachers give well thought out homework it can jump up percentile gain by as much as 30 percent. As I'm learning about this now I can only imagine how much I would have appreciated knowing this while I was in high school. I won't lie, my high school was lame and absolutely easy. I remember getting homework and often thinking, how is this to help; why do they give us this? I'm sure I'm not the only one tho have these thoughts and feelings while in attendance at school. I feel the same way still at times, especially when I sit back to do my capture/reflections for this class. Though those thoughts have crossed my mind I feel more motivated now than ever as I see numbers and associated with homework. Cooper specifically talks well thought out homework though. He states that there are two types of homework that we can give our students, the kind that designed to prepare the students and the kind that provide opportunities for practice. Homework should fit within one of these two categories and then there should be a grade value or a mode of following up. As I look at my own experiences that makes complete sense because I know that I am one that if there isn't a grade I will most likely not do it, or at least not put forward a full effort. This chapter gave me a better understanding and realization for toward the importance of homework. In the future as I go to assign homework I will better understand how I can help my students achieve greater understanding and success in their learning's.

Capture/Reflection 9 - 11/9/2010

I reflection of class this last week, or actually moreso of today, I got thinking a bit about colaboration and cooperation. Now our group of eight seemed to have a hard time with such a thing. We began on the right track with brainstorming out ideas of things we can teach and things we would like to teach. That was easy because we had a lot of options, but when it came to finally decideing between our gathered thoughts and ideas it was a little more difficult. We had a difficult time deciding at first on the dates of history we wanted to cover, then our objective, then who does what... Either way it was a learning experience. The reason I am reflecting on such an experience is because to me it was another example of how we are all so differet, not only in our interests, but also in our teaching styles. Some of us wanted to really hone in on activities and hands on learning styles while others were so worried about state core testing that I believe they were losing sight of how we ought to really try and teach. I mention such an example not because it's not important that we focus preparing our students for such tests, but because we ought not to let such tests tell us how we need to teach. Also, another thought I had was on the colaboration and cooperation that district or state commitees must have in order to develope curriculums. What kind of disputes do they hae on what's important and not important? How do they come to an agreement and understanding with eachother? This was and will always be a lesson to learn as I become a teacher because each district and every state may vary.

Capture/Reflection 8 - 11/2/2010

Reflection for the week again was on or from the teaching that took place. Now I taught today, but I don't want to reflect on that because there is a seperate assignment for such. As far as the teaching this week there is always so much to learn. Geoff gives very insightful feedback as well as many of the class. Feedback that really got me thinking, much of the reason is because I tend to struggle with it, is the idea of lecturing or presenting. We are supposed to be teachers, and it's hard to not just settle in as a presenter or lecturer. Why? Because we're at college and that's most of our experience over the past few years. All the general classes required by the school are lecture based and generally a very boring presentation of knowledge. Now I am a individual who thrives on activities and most of the time gets far more out of doing then just listening and jotting notes. In class we discussed various methods of teaching and the importance of being teachers and not presenters. How do you avoid falling into the lull of presenting o=vs. teaching? I suppose it's through better planning, yet also there is a level of avoidance in experience. Today I did teach, and I planned to avoid talking to much and spending more time on the activity I had planned, yet I failed. I planned well, so I thought, yet I didn't accomplish my plan at all. I'm sure there is plenty of room for improvement in my planning, yet due to lack of experience I struggled to succeed in my desires. THere needs to be careful planning, but also very careful time management and distribution of material. Does teaching come naturally? Is it something that takes years of experience to become an effective teacher? Is theory or practice more effective or are the equal? I suppose the answer is specific to the individual or is it clear and I'm not seeing it? I learned way more today from my own teaching as far as what I did or didn't do then from watching or listening to others teach, though they were beneficial too. Proper planning and effective classroom management is key, even if that management is only toward managing yourself. I want to be a teacher, not a lecturer or merely a presenter, though both have their place, yet it should not be front and center.