Module 5

            Chapter 12 hit home. I have always been fascinated by the concept of “motivation”. I believe it is crucial to teach students how to be ambitious, by doing so teachers are giving students the willingness to learn and grow. According to Woolfolk, motivation is an internal state that arouses, directs, and maintains behavior (pg.430). There are many factors that influence motivation. The Incentive Theory suggests that people are pulled toward behaviors by rewards or incentives. Extrinsic (external) motivation comes from outside source, e.g. If students complete assignment they will be rewarded with candy. Intrinsic (internal) motivation comes from within, e.g. Learning how to swim because it gives you a sense of satisfaction. Woolfolk emphasizes that incentives are negative because you are motivated to behave a certain way to avoid an unpleasant outcome. Instead teachers should support self-determination and autonomy. Woolfolk suggests that teachers encourage students to make choices, help students plan and accomplish goals, and hold students accountable for the consequences of their choices. (p 437). This chapter was especially helpful to me because I want to find a balance between having order in the classroom and giving my students personal freedom.

            Chapter 14 focused on teaching strategies and the teacher. The chapter begins by listing the characteristics of effective teachers: clarity, organization, warmth, enthusiasm, and knowledge. Then we learn about different research that focuses on teaching and planning which leads to the concept of “Bloom’s Taxonomy” or (cognitive domain). Bloom's Taxonomy is a multi-tiered model of classifying thinking according to six cognitive levels of complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation (p 515). According to Woolfolk, This system is helpful in planning assessments. We are then introduced to different teaching approaches: direct instruction (explicit teaching) and differentiated instruction, which was very helpful. I want to be able to teach and cover important points without loosing complete interest from students. I also learned how to successfully use grouping.
           Chapter 15 Classroom assessments, grading, and standardized testing, was definitely not the most intriguing chapter; however there was important information that I know I will put to use in the years to follow. Woolfolk emphasized the difference between measurement and assessment. Measurement is quantitative whereas, assessment is the processes of gathering information about students learning (p 548). There are many types of assessments and some tests are more reliable than others. About a year ago I took a class that focused on assessments. In this class I was introduced to, in my opinion the best form of assessment, the portfolio approach. Creating a portfolio for students allows parents to see the progress their child has made over the school year. It is rewarding proof for the teacher, student, and parents.

Module 4

         Module four focused on learning strategies, cooperative learning, and self-efficiency. I learned that there are three metacognitive skills used to regulate thinking and learning, which are planning, monitoring, and evaluating. Woolfolk suggests using skills such as setting goals, planning, evaluating achievements, and self-reflection to help students develop the habit of looking at their own thinking (pg. 319).  This information was invaluable. I believe teaching students how to think and reflect on their work is very important. Not only does developing metacognitive skills allow students to value their work but it also provides a sense of accomplishment and self-confidence. When students feel passionate about their work they are more likely to succeed. I also found it very helpful to learn that students need to be offered a number of different strategies; and know when, where and why to use it. This section made me realize how detailed a teacher must be, to be honest I felt overwhelmed with the amount of information I was receiving. I want to do everything I can to be a great teacher, but it seems there is an interminable amount of techniques I must learn. However, I understand that learning in a never-ending process, which helps keep my sanity.
       Woolfolk also explains the difference between constructivism and constructionism. Ultimately the two sides agree with the following statement, “Learners therefore, are not empty vessels waiting to be filled, but rather active organisms seeking meaning (pg. 363).” I really liked this statement, I couldn’t agree more. Babies are born with innate instincts and reflexes and as they develop they become eager to learn and take in all that life has to offer. I aim to be a teacher that treats students as who they are, living organisms. I want to provide them with useful life lessons. Moving along, as I was reading the section on collaboration and cooperation. I thought of my experiences as a college student. I found that I was most successful when I participated in group discussions and activities rather than listen to a lecture for hours. Communicating with other students always makes the learning experience much more enjoyable; It’s great way to learn and voice your opinion. This type of learning not only builds self-confidence but it also teaches students how to express themselves clearly. In my future classroom I plan to do a lot hands on learning and group projects. Finally, Woolfolk discusses self-efficiency, a person’s sense of being able to deal effectively with a particular task. I learned that self-efficacy supports motivation and that teachers with high efficacy tend to be more enthusiastic and spend more time teaching in subject areas where their sense of efficacy is higher, and they tend to avoid subjects when efficacy is lower. This information troubled me. I do not want to be the type of teacher that avoids subjects that I don’t feel strongly about. My math skills are not that great but I have an obligation as a teacher to provide students with the tools necessary to be successful in that subject. It is therefore, my responsibility to do what it takes to become proficient in that area and not fail my students. I don’t take the title “teacher” lightly. It’s a huge responsibility to have young minds at your hands. In a sense I feel like the future depends on my success as an educator….