internet filtering

The internet is a powerful learning tool and an integral part of most millennial students’ lives. I think internet filtering is necessary at all levels of schooling due to the proliferation of information, some appropriate, and much of it totally inappropriate for school age children. A student can innocently view inappropriate material by doing a simple search with a keyword that may be ambiguous. School administrators have to guard against this happening and the method of choice is internet filtering.

Additionally, there may be a tendency for students to use the computers at school for non-academic purposes such as social networking, downloading music or emailing. This can be avoided by blocking access to these types of sites.

There may be instances when students are unable to get information for legitimate research conducted at school. This is unfortunate but inevitable. In these cases the students will have to use an alternate method of getting her information.

Dr.Isaacson_instr_planning

My classroom will be organized on three levels, the semester, the unit and the day-to-day plans. At the beginning of the semester, I will distribute to my students a course syllabus that will encompass the entire year. I will give them an overview of the class content as well as a concise list of materials needed. I will clearly state the goals and objectives of the class. I will list each assignment with the exception of a few pop quizzes. I will also have a rubric for each assignment and I will post homework on the blackboard. The students’ assignments will include journaling which I think is vital to establishing a line of communication between my students and myself. The assessment process will be clearly defined and I will allow some extra credit work for the student that needs remediation. The overall evaluation and grading schedule will be presented in a clear manner.

You Take a Position - Chapter 12 p.405

You Take a Position - Chapter 12 p.405

If I am forced to make a definitive choice I believe that the learner-centered instruction is superior to the teacher-centered approach. Recent research has revealed the manner in which secondary students learn. These findings include the following,

• Students learn when the subject area is meaningful to them and their peer group;
• Students learn when they are allowed to use all their senses;
• Students learn with the use of current technology;
• Students learn when they are in an orderly and safe environment.

Learner-centered instruction incorporates learning strategies that promote self discovery and higher level of thinking. Cooperative learning, guided discovery, and independent study are three examples of effective learner-centered instruction. All these methods require a great deal of upfront work for the teacher. These methods concentrate on introducing examples of a phenomenon or an idea and having the student(s) find the connections. The students are more cognitively connected to this type of interaction with the teacher. The teacher uses questioning, rather than expository methods, to entice thought processes in her students. Students have been found to retain more information when using these types of instruction.

I believe that teacher-centered instruction, specifically the direct learning method, does have merit as well. I believe that a well constructed lesson will be necessary to introduce new concepts to students without any previous knowledge of the content area.

Dr. Isaacson's presentation follow up:

Students are motivated to learn when they feel comfortable surrounded by a compassionate cohort and are guided by a caring teacher that stimulates their intellectual self. I will instill order in my classroom by giving students a clear set of rules to follow which I will enforce consistently. I will conduct myself professionally and communicate a clear understanding of my expectations with respect to both their conduct and their performance in my class. I will gain further insight into their lives by using journaling and sponsor a class website. I will create an environment conducive to learning by arranging the desks in a rectangular formation as well as using small grouping and station-based instruction .I will treat all my students alike because I believe all students have the ability to learn given the correct tools. I will balance a teacher-oriented approach to teaching with a student-based method of instruction which will culminate in a classroom of students driven to learn. My students will use a higher level of thinking when I incorporate pointed questions and encourage responses using cues if necessary. I will reflect on each day in the classroom to document successes and failures and use this information to improve my performance.

Kauchak & Eggen: You Take a Position p 361

I would use an assertive discipline approach to classroom management. I believe it will contribute to a productive learning environment. As a first time teacher, I need to use a concrete method to keep order in the class. I will communicate the rules succinctly, display them clearly in the classroom, and explain my reasoning behind creating this particular set of rules. Students have to feel safe to learn and following rules creates a safe environment. I will apply the rules consistently upon the correct student(s) and in addition I will also offer strategies about how the student(s) may have handled the situation better. This will be done in a private and non-confrontational manner. I will keep the student’s self esteem in mind and try to be subtle in dealing with infractions to my rules. I think any classroom will benefit with an assertive discipline approach in conjunction with a positive classroom environment fueled by a caring teacher and students that are cooperative in their dealing with one another.

Kauchak & Eggen You Take a Position P. 203

I oppose the emphasis on essential knowledge in the practice of teaching. Although I believe that all students need a core level of understanding in many key areas of instruction to function as an adult in our society, it is the method of rote learning that I am opposed to.
As I have evolved from a undergrad student to a secondary education teacher-in-training, I have experienced an Essentialism philosophic approach to teaching as well as a Progressivism method. Therefore, I can state that I prefer the pragmatic approach of the Progressivism philosophy. During my high school and undergraduate education tenure, I was taught by instructors using primarily the Idealism and Realism philosophy, with a few exceptions. My classroom experience consisted of lectures, assessments using quizzes and tests, and laboratory experiments thrown into the mix. My current education experience, as well as the thought processes I have developed due to the curriculum I am currently engaged in, supports a more Progressivism approach to teaching. In addition, as I was studying for the Praxis II test covering my content area of Biology, I came to the realization that the "big picture" made a lot more sense to me than when I was originally taught the same material in college. Of course I was not able to receive my instruction in a progressive manner seeing as I was being self taught. I think my life experience and knowledge helped me to grasp the content in a more meaningful manner. I was able to comprehend more readily how life itself is intertwined in so many unique ways. I found it easier to learn the concepts in terms of a "grand scheme of events"" versus merely learning and memorizing facts.
I have come to the conclusion that although it involves more work on my part and it will take a great deal of time for my teaching method to evolve, I will adopt a Progressivism philosophy of teaching when I am given the opportunity.

Kellough & Carjuzaa Excersize 2.1B

For my warm-up activity I would have every student in the class tell me his/her name and write it on an index card. I would collect the cards and pass out a short survey sheet with likes, dislikes, favorites and other questions that would define his/her personality. I will use either a overhead projector or a laptop to quickly jot down each name and project it for everyone to see. Then I could randomly pick a question and answer combination and ask for a show of hands of students with that response. (I will design questions that will hopefully that multiple students will have answered in the same manner.) These students can stand and then I can pick another question until I have one student left. Of course I will use every opportunity to use each student's name as often as possible.