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….