Module 2

I really enjoyed the readings for module 2 because of the topics they covered, learner differences and learning needs, language development, language diversity and immigrant education, culture and diversity and cognitive views of learning.  As future educators I do not think it is possible for us to reach our full potential as teachers without having the knowledge and mastery of topics like these because each student is going to be completely different from one another, no two students will be alike.  

Chapter 4 talked about how controversial the topic of labeling students is, amongst many other topics.  I thought that it was interesting to hear the explanation as to why some people think that labeling a student can be beneficial, such as a special needs student because it may protect the child but others believe that labeling in any way is negative to a student.  I had never heard of the multiple intelligences, "linguistic (verbal), musical, spacial, logical-mathematical, bodily-kinesthetic (movement), interpersonal (understanding others), intrapersonal (understanding self) and naturalistic (observing and understanding natural and human-made patterns and systems) and possibly a ninth existential" (page 123).  I agree with his research and results that some people can be gifted in one of those areas but may be average or even struggle in another one of those areas.  Even though I am not going to be a special education teacher, I know that I will need to be able to identify certain traits amongst my students so that I can get students the correct help that they need if they seem to be struggling.  I think that this chapter was even more important to me because I want to teach kindergarten or first grade and that is usually where families become aware of their students learning issues, etc.  

Chapter 5 talked about early childhood milestones when it comes to language and the young elementary aged students that I wish to be teaching, kindergarten, will be hitting these milestones or some of them may not and it is important for me to recognize that a 5 and 6-year-old should be forming sentences that are five to six words long, a 10,000 word vocabulary, the ability to define objects by their use, know their own address and the ability to know same and different (page 173). There is a responsibility as a teacher that we must properly prepare each student based upon their age and ability so that we can properly assess them and give them the tools they need to reach their full learning potential and language is a huge part of that in the younger age groups.  

Chapter 6 was more of something that I feel I have learned about in a previous course, but I believe that it is talked about in so many different courses throughout this program because of how incredibly important it is to understand the roles that culture and diversity play in a students life, the school and your classroom.  I think that teachers do a great job, from what I have seen in my nephew's school and the two schools that my daughter has attended in explaining culture and diversity and making it a topic of discussion throughout the year but especially around the holidays.  I think that figure 6.1 on page 211 is a great way to explain culture, that heroes, dress, language, games, cooking foods etc. are only the tip of the iceberg and that there is so much more that makes up a culture, beliefs and social mobility, rule of eye contact, showing respect, personal space, etc.  The home environment of a student is going to play a large role in the student's academic life and how they may behave inside of the classroom. Knowing and involving parents or guardian of your students is a great way to get a feel for how involved or uninvolved they are in your student's lives and academics.  Some parents may never respond or care to show up whereas others may want their children to attend Harvard and can expect perfection out of you and their child.  Knowing these things is going to allow us as teachers to know how much to expect out of a student and if they will be getting any help from home.  

Chapter 8 I gravitated towards page 297, gaining and maintaining attention.  It points out ways such as using signals, reach out rather than call out, make sure the purpose of the lesson or assignment is clear to students, incorporate variety, curiosity and surprise and ask questions and provide feedback. I liked the examples they gave to coincide with those ideas and methods teachers should utilize to gain and maintain students attention.  I think that for adults it seems so obvious and like common sense for us that we would not think to do some of these things with our students, or we may forget sometimes, because they are children and they are not developmentally where we are, obviously.  I think that making eye contact can be extremely beneficial for both positive recognition and when you are trying to correct bad behavior from a student as well because you want them to know that you see them, you hear them, you know what is going on.