Group Differences Forum

The group differences forum was interesting. We discussed a lot of issues we will be dealing with when we are teaching. I personally found the race discussion interesting. I personally want to participate in Teach for America, where I would teach in an inner city school. I did not know that schools in wealthier communities get more money because of property taxes. All though it makes sense, to me schools that are in poorer neighborhoods should receive more. There is more need for resources and not as many sources to get it from. I'm not sure if I grew up in a "tolerant" (for lack of a better word) are or because I am multiracial, but I never thought of one culture group being oppressed because they were not the majority.

I feel we need to teach children about race, not for the fact that they have to ignore race, but so they can embrace diversity. Children will learn a lot form their parents, but also from their own experiences. When I was 3 or 4 I decided I liked my mom's family more than my dad's; As a 3 year old I associated that as I like white people more than black people. Of course this is not a thought I would have today, but I'm still somehow mad at my 3 year old self for thinking that then.
I don't think we can ignore race issues in front of children. If they are not educated on the topic how will they ever be able to change it.

Chapter 2 Questions

Analyze

What are types of intelligence and what are the behaviors that match them? (Ormrod pg.140)

Adapting

What ways can you adapt instruction for students with disabilities?(Ormrod pg.167)

Chapter 3 Questions

Analyze

What are a few examples to make up Piaget's Four Stages of Cognitive Development? (Ormrod pg.30)

Applying

What are ways to use Vygotsky's theories in the the classroom? (Ormrod pg.44)  

Chapter 3 Questions

Apply

In what ways could you promote moral and pro-social development? What activities should students take apart in? (Ormrod pg. 95)

Evaluate

What peer relationships should children be involved in? What are the differences in the types if relationship? (Ormrod pg. 77)

Field Trip

I was a member of CEC in high school and a teacher's aide for an Autism classroom. The classroom I was an aide for had student's with low function autism. These students could communicate with assistance from a technology board. but some could only communicate through facial expression and movement. I have never worked with or met someone with high-functioning autism.

I learned from the video Barb's mission to stop discrimination to people with an ASD. When I was in high school there were many time where I would sit with student's who had autism as part of a lunch buddy program. A lot of students who were sitting at the lunch table would move when we sat down. I learned from Barb that she can communicate as well as any person can, she is just mute. Although she has autism she see no reason for that to hold her back. She may have abnormal tendencies, being attached to objects or being shy around peers, but she can achieve anything a "normal" student could.

Chapter 8 Questions

How can we use positive transfers in band or orchestra? (Application)

What is metacognition? How does it help teachers evaluate their students and how they teach them?

Construcivism

"Service learning is an activity that promotes both learning and development while working for the betterment of others and the community" (Ormrod 232). As a musician for I know how important it is to be seen in the community. Through my sorority we have had projects where we have music workshops with girl scouts where we help them earn a badge by teaching them music rhythms and how to make rain sticks. We also have a method book drives where we have collected method books from UT students to donate to schools with music students who cannot afford them. 

In the saxophone studio we have had several concerts at retirement homes. It is a fun and easy way to give back to the community and I plan to have my future students to do the same thing.I plan to have chamber ensembles perform at retirement and nursing homes. In my experience these performances bring so much joy to the people living at these homes. This also allows more time for chamber ensembles to work together so that they will be able to improve on their musicality; providing more learning experiences for students.

Behaviorism and Social Cognitive theory

Behaviorism

"Theoretical perspective in which learning and behavior are described and explained in terms of stimulus-response relationships" (Ormond p.285) Students will respond with behavior concepts when they comprehend the lessons.
As a teacher my lessons have to be designed so that every student will be able to understand. I also have to check regularly that students are comprehending new material. Especially in music when a student does not understand a new concept it is very to move on. When teaching I will walk around the classroom to make sure each student is playing confidently and understands concepts.

 

 Social Cognitive Theory

Social cognitive theory believe that people learn by observing others. "People and their environments mutually influence each other" (Ormond p. 324) This is used all the time when teaching music. One of the ways to teach a new musical concept is to model it for students. Instead of explaining the new concept to a student if you model it on your instrument the student will mostly likely understand it. Modeling in the music classroom is very important. Also having students work in chamber ensemble. Students will be able to observe others and realize how they play because of the blend and balance of the group.

Classroom Environment and CSEL

A comfortable, but productive classroom is important for students and teachers. Classrooms should be welcoming to students, but not overly comfortable. Anderman (2002) expresses, "Creating a sense of community engenders feelings of belongingness. Students see themselves as important and valued members of the classroom" (cited in Ormrod, 2011, p. 463). I think this is a great point. Students will be more eager to participate in class discussions in a classroom that they feel they are valued members of.

Ormrod (2011) talks about establishing a goal-oriented, businesslike, yet nonthreatening atmosphere. Students should be held accountable for achieving instructional objectives but without placing them under continual surveillance. Students should feel comfortable in the classroom, but it should be conducive to learning. Students shouldn't feel so comfortable that they think the classroom is more of a "home" setting rather than a place for learning.

High School Case Study

You have started to dread your fifth period music class.  It is made up entirely of seniors who are counting the days until graduation and seem to care very little about learning.  Most of the students are obviously members of one clique or another.  Whenever they think your back is turned, they start passing notes and text messaging.  Worse, three boys have started disrupting those engaged in learning.  No matter what you say, they laugh at the students who sing tenor and soprano, especially when they are practicing their parts.  Yesterday, Tony, Jeff, and Morris started roughhousing then all three of them refused to sit down and follow the class procedures that the classroom community agreed upon at the beginning of the year. Although you have been using a set approach to handling infractions of rules, you decide it is time to change these procedures.

First I would start off by rearranging the classroom to break up the cliques. I would announce and post new rules and procedures. Students would be informed that they will not pass the class or be able to participate in the end of the year activities such as parties or trips.
If I saw a phone out in class, the phone would be taken from the student and not returned until the end of the period. If notes were passed I would collect them and read them out loud to the class- depending on their content. The class would no longer include any down time, the entire period would be filled work and rehearsals. I would also split Tony, Jeff, and Morris up. I would give them a warning about their behavior and let them know if it happened again they would be receiving a referral. Another offense would result in a parent conference and possibly a loss of end of the year activities.

References

Ormrod, J.E. (2011). Educational Psychology: Developing Learners. Boston, MA: Pearson.

Theories of Motivation

Motivation is a very important part of the classroom, it gives students something to work toward. Extrinsic motivation would be providing incentives for students to participate or study. Intrinsic motivation is being motivated without any outside influences.

As a music major I am intrinsically motivated. All throughout middle school, high school, and college I have pushed myself to be a better musician. In middle and high school my I aimed to get the highest scores at solo &ensemble, to be first chair in my section, and to be accepted in to all of the honor bands in my area. In college I aim to succeed as a professional musician.

As a future band director I plan to use extrinsic motivation. I feel that any teacher should motivate their students. Yes, students should be motivated to do well in school so they will get good grades, but not all students will feel that way. I want my students to be the best musicians they can be. I plan on providing incentives for students who practice and show improvement throughout the semester. Some incentives could be parties for students who are practicing and more trips for students in higher ensembles. I also hope that my students are intrinsically motivated. I want them to want to be better musicians. I feel this can be done by making band a fun and exciting class.

Assesments

Informal: observing how students are performing and participating in group ensemble. Asking students questions during rehearsal to make sure they understand concepts.

Formal: Planning a playing test or an exam/test on music terms or history.

Pencil-Paper: This would be a written test on music terms, theory, or history. This could also be a way to see if students understand concepts discussed in class.

Performance: This assessment is probably the most important for a music class. I would require my students to participate in Solo & Ensemble, an event where students prepare a solo or chamber ensemble piece and play it for a judge. The student's feed back, comments, and score from the judge would be a class grade.

Traditional: tests covering instrument their tendencies and musical terms.

Authentic: Asking students things that they learned in music class that can be applied in life.

Standardized: There are not really standardized tests for music, with the exception of AP music theory in high school.

Teacher Developed: That could be a worksheet covering theory.

Norm-Referenced: Any of the music written tests could be used to compare students and their understanding of the concepts.

Criterion-referenced:  Any test over theory or terms that came from the textbook or from lesson given in class.

Post #1

     After the first week of class, I'm starting to feel more comfortable with the class. My biggest fear about teaching is trying to understand how different students learn and adjusting my teaching towards how the students learn. I worked with students one on one and I find it very easy to teach to just one student. So I'm worried how I will teach with a hole classroom of students.

     I am very excited to learn strategies on communicating with parents. As a camp counselor I have had to talk to many parents in the past. Some of the conversations had positive outcomes, but in many I felt uncomfortable. I hope this class will help me better understand how to teach to every student.