Author Archives: rosegilman

Reflection

 

Final Reflection Paper

 

What a journey this has been, from remembering my letters and what they mean to embracing their meaning and growing to understand the students around me. “WOW” It is true that “Who we are is How we teach”(Kise,10).  I am extroverted, I absolutely gain energy from the people around me, I will take a project and run with it. I find the students like me the easiest to work with. They converse easily and ask for help when they need it. There is no guessing. The introverted student is a bit harder. They tend to keep their thoughts to themselves. I have to ask many questions to find out what they may need help with.  

On page 15 of Kise, I checked off all the boxes for the Sensing types preferences. I find helping students that are sensing types easier to guide in an assignment. They will find enough information to finish the project fairly quickly, sometimes, they will also have a timeline to complete it on time. The intuitive student will start the project before knowing the direction it will go in, and usually at the last minute. I am having a nervous condition worrying if it will be turned in on time and if will it match the directions.

I am a mix of Thinking and Feeling. I make decisions first by looking at things logically, finding what is right and what is wrong with a choice. Then, I think sympathetically, does it touch my heart?  Then there are the people that surround us, how does this choice affect them? Are their feelings safe? At school I love science and math. I want to know how the world works. I am sometimes too rigid. I have been called the gestapo by one student a few years ago. I can easily be pulled into a non-productive conversation by students who do not wish to be working. I have also been known to give praise to students who need a push when a small accomplishment has been reached.

Page 20 in Kise gives the choices of Judging or Perceiving. I have checked most of the Judging boxes. I once heard my mother say that people in community groups look for the busy person to ask to help you when a job needs more help. These busy people must be Judging types. They seem to be able to finish all the old projects and the new ones they take on. I am very much like them. I was always the President of the Navy wives clubs I belonged to. I am also ahead or on time with most of my assignments when I take class. The same is true with quilting. If my project is self directed I can start and finish on a schedule and it will be beautiful. If I buy into a Mystery project where only the organizer knows the plan, it is hard to choose the fabric. It is good there is a timeline built in, I would never get the fabric cut never mind pieced. These few projects have also become beautiful.  I think this makes me a bit  empathetic toward the Judging student who needs clear direction for an assignment. This course will help me be  more patient with the perceiving student. I find myself getting frustrated with the student that spends many study dates with me looking for information, but never chooses what to actually work on to completion until the last day possible.

Having taken both the Multiple Intelligences class and Differentiation through Personality types class, I will be a better paraeducator. Knowing how and why people learn the way they do, and being able to differentiate for the differences can benefit the student’s interest in learning. The assignments focused on the stronger skills and intelligence will attain positive accomplishments and the weaker skills and intelligences can become stronger when the weaker sides are stretched.  The teacher will also get a benefit. The student will have less negative behaviors. There will be a much nicer learning environment and relationship between the student and teacher.

Classroom Management

If I Were in Charge

I am in four Physical Science Classes. In one of these classes there are two groups of four students on diagonal opposite ends of the room. Now there are not a lot of choices for moving the desks around. There are Lab benches and a Promethean board that squashes the desks on one side of the room. I would move the students so that both of these groups would no longer be able to spend most of the class lectures or seat work time talking about things other than science work. These students, all eight of them are passing with good grades; however some students around them are struggling to stay on task. The majority of this groups grades are passing. I would place students one and two at least three desks apart and move student seven into student one’s seat. Student  five would move three seats away from student eight. There are enough vacant seats in the center of the room so that none of the students in the center would need to move more than one seat in any direction near the seat they are presently seated in. These extraverted male students would be allowed to work on Labs in groups of two. I  would not allow all four to be at the same lab bench across from each other. They have too much trouble focusing on the assigned task in a group of four. These boys would rather play than work at school. The girls; however can stay focused on a lab in a group of two or four. The girls usually finish their labs in a timely manner; yet the boys are lucky if they get all their data finished before the end of class. I think some of the boys difficulties have as much to do with immaturity as it does with extraversion. 

The teacher took my suggestion and made a new seating chart. It will be implemented on Wednesday.

 

 

Graphic Organizer

I made a graphic organizer that could be used as a paper quiz, or a laminated study tool for the scientific method. Unfortunately it won’t copy and paste from google or Word into the blog.  This will be brought to our next class if it will print.

Student Type Hypothesis

There are many students I could choose in my 7 classes. I have finally chosen a student I will call B and a student I will call K. They are very different people. B can be an “A” student if he chose to be. K would be happy just to pass.

B I think is introverted. He is mostly quiet in class. His mom passed away at the beginning of the year. He doesn’t talk much about her, yet one day before Thanksgiving he could not focus on the lab. He was giving me negative attitude, so I asked him what was wrong. He had to think a minute and blurted out that it was exactly a month from his mother’s death. I told him that was his problem and asked if he wanted a pass to the counseling center. He went and has been my best buddy in that class. During other labs I must focus on him and his buddies, because distractions cause them to not get the work recorded.

I think B is more intuitive than sensing. He often will start the assignment before the directions are explained, then need to borrow an eraser to fix his answers. We have not yet gotten into making our own experiments in Science; however I am anxious to see what plans he comes up with.

B may be a thinking rather than feeling. He often needs me to encourage him to write his answers down. He seems to be afraid to get it wrong. He also is consistently asked to stop the conversations with his friends. He always must finish his thought before joining the class.

B may be perceiving as he needs me to keep him recording his results from experiments, and encouragement to write down the notes.

I only see B one block 3 times a week, I am sure there are many more examples that could be found in his day that may contradict my thoughts or confirm them.

K is my second student. She is extroverted. She believes that there is nothing more important than her thought. She has no problem telling me no matter what is going on around her.

K may be sensing as she learns better with hands on activities. She also asks a lot of questions before starting an assignment.

K may be thinking. She prefers to be in charge of the experiments or their group talks; however she will ask me what I think about their conversation, or results of their experiments.

K may be judging as she needs clear instructions and may ask for them to be repeated and explained multiple times before she can begin working.

I am not sure how much of the behavior I experience with K has to do with her disability or is magnified by her disability.

 

Reflection, Chapter 1 -3

Chapter one talks about the reasons teachers should understand their own preferences in learning styles and therefore their teaching styles. Once a teacher knows their own style they can better see which students will benefit from their most comfortable teaching style and how to change their approach for the students who are different from the teacher.  She or He can also then fashion their assessments for various styles so as to get a true picture of student knowledge. Since student knowledge and understanding is the goal not how the information is demonstrated. The learning of information, and the assessment of the information can be taught and assessed in various ways.

 

After completing chapter 2 It is confirmed that my personality type is Extraversion, Sensing, Feeling most of the time and Thinking some of the time as well as Judging. Although I gain energy through social visits, I also need solitude at other times. My biggest fear is to be left alone when I need to be with people. I also need facts before making good decisions. Before buying anything expensive I find the cost and attributes of the item then make a decision; as well as in my job, facts for a problem before a decision to solve the problem. I also want students to be competent in their work as well as have harmony. I don’t enjoy hearing how a student doesn’t like a subject because they don’t like the teacher. I also find it hard to convince a student not to sabotage themselves because they find a subject boring.  I find it hard to work with students who can’t get started on a project because they don’t see the value. I feel bad for them because I want them to succeed in their near future as well as their distant future. I also find planning everything makes the journey easier even when part of it just doesn’t work out and a detour needs to be made. As a student the unexpected consequence of a fallible plan use to drive me into a depression. As an adult it has just become part of the journey.

 

As I read through chapter 3 I could pick out which students might fit into each category.  In each class that I work in there is one student on my caseload that I find hard to reach, or mesh with. MO seems to waste his in class study time by socializing, yet when you talk to him about the class work he seems to know the material. Yet nothing is on the worksheet for him or his friend. She however does not have the same understanding of the material. He seems to be an Introverted Intuitive type. His friend seems to be an Extraverted Feeling type.  Although he is unorganized and sloppy he can be successful. She is organized and neat with her school work, yet isn’t as successful on assessments.
In another class KF   may be an Extraverted Thinking type. She doesn’t ask for help she demands my attention. Usually at the wrong times during a class. She also plans on not doing well on her assessments before she has even seen the assessment. Once I get her started she settles and often does well when she has studied on the information I have suggested she review.  I plan on watching these three students as we go through this course and see if I have made a correct assumption.