Symposium

I presented at the symposium this semester. The classmates that I worked with were Ben Radville and Carolyn Rittenhouse. The assignment for my Astronomy class was to create a poster on something that had to do with the solar system and present it at symposium. My team presented on Pluto. Preparing the poster and doing the research that was required to put it together was a great learning experience. I learned a lot about Pluto that I didn't know about and working with my teammates taught me a lot as well. The actual presentation was difficult, however, because we were just answering questions if people had them and making sure we were available. I don’t feel like showcasing it really gave credit to the work that went into the project.

I don’t think I would present in the venue that I did for a future symposium event. I would rather do an actual presentation and talk for 30 minutes or more about some kind of research I did. I really like the interaction and being able to really showcase what I have learned.

Chapter 14: Succeeding in Your Teacher Education Program--and Beyond

When thinking about teaching I have many fears. I am concerned about whether I will be able to further my students learning, or if I will end up hindering it. I worry that I will not be able to meet the qualifications for the job and do all that I need to do when it needs to be done. I'm concerned about being in front of a class and forgetting what I am saying or not knowing the answer to an important question that a student might ask. I also worry about balancing my career and my family without hindering either one.
Most prevalent in my fears are impact concerns. I am worried about how my students will get the material and if I will be able to help them the way that I should. I have the least amount of unconcern fears, as none of my worries had to do with my own personal problems. My concerns all had to do with me being a teacher, however my qualifications and the balancing of my family are not directly related, but they are important indirect concerns. My focus was mostly on what my students will learn and on the management of my teaching. The concerns are mostly in the consequence stage, as I am worried about the impact of what I do on the students.

Chapter 6: Social Context of Schools

I created a contract that is an example of what I hope my students would create as part of the class activity that I want to do with my students to raise awareness of the diversity in each of us.



Our Social Contract
We have made a commitment to treat each other equally without negativity toward
any social group.
We will not call people names that are derogatory, but instead will speak kindly to
one another.
Each person will be treated with acceptance and understanding.
We will seek to encourage each other with words and comments that are uplifting to
the person.
We will not characterize any one social group as better or lesser than another.
All people will be treated with respect and recognized as individuals.
We will recognize people’s strengths and not associate them solely with their social
group.
In everything that is done and said, we will value each other.

Signed:_______________________________________________

Chapter 13: Improving Teachers and Schools, and School Reform

Preparing to be a teacher is a difficult task, however I hope to be better equipped for the career by the time I graduate. One way I hope to do that is through any volunteer opportunities that I get with schools, in addition to the practicum and student teaching that are required for my degree. I also would like to get involved with an association like Student Education Association of Maine.
Once I have graduated, I will need to accomplish many goals in order to succeed as a teacher. I hope to eventually move to Connecticut, so I will need to gain the certifications that are required for the state, and hopefully someday achieve my certification from the National Board of Professional Teachers. As a teacher, I plan to work together with other teachers to improve the quality and approach to teaching in all areas of the school, as well as to make sure that I involve the parents in their children’s education.

Chapter 7: Thinking about Teaching and Learning

Throughout chapter 7 of “The Joy of Teaching” there were many different ideas and approaches to teaching that were presented. Some of the perspectives were conflicting, however what is important is that teachers learn from the philosophical ideas that have been presented to better their methods of teaching. One of the ideas that was expressed, which came out of John Dewey’s work, was that of not teaching students “what to think”, but instead “how to think” about their experiences (265). I hope that as a teacher I can implement an attitude of not just teaching my students the facts but of teaching them to think through the information they are given to develop their own understanding of the subject. Another important idea that was presented in this chapter was that a teacher needs to be familiar with the different ways in which people learn and have variety in their methods so that there are more opportunities for learning in the classroom (281). This is going to be critical for me to apply when I am teaching. I need to be aware of learning styles that my students have and differentiate in such a way that everyone has the chance to gain something from the experience. Lastly, when talking about the student-focused classroom, the authors focused on the idea that the teacher is to provide the opportunities for the students to learn so that they are able to make the knowledge they learned applicable to their own lives (286). I hope that I am able to instill in my students a love for the subject I am teaching, not just so they understand it, but so that they see its relevance in their lives. It is important that I make it clear to my students that the subject matter is not just about facts and ideas, but that it is applicable in their own interactions.

Chapter 5: The History of Schools in the United States

Curriculum in the United States has changed a lot since the colonial times. At the end of the nineteenth century, the country became more industrialized and began focusing on educating immigrants to become more literate and disciplined workers. Psychologists also contributed to creating curriculum to prepare students as workers for the industrial revolution. However, in 1896 John Dewey influenced education to focus more on the students and to serve a social function. The progressive movement encouraged activities and engaging the students in their own interests. During the Cold War, curriculum became more focused on math and science so that the United States might beat the Soviet Union in the arms race. The early focus of curriculum was on the Protestant, Anglo Saxon culture, however as other cultures began to immigrate into the country, they began to fight for representation in the textbooks.
Throughout history there has been much debate over what is put in textbooks and what is taught to students. The first texts that were used taught a strong Puritan ethic, which eventually created conflict when people of contradictory religions sent their children to the public schools. There is still much debate over religion and how to respect religions without teaching any one as greater than another. Another disagreement that has been ongoing in schools is that of the representation of cultures in textbooks. Early on, the only culture represented was the Puritan Anglo Saxon heritage; today we have more cultures being emphasized in textbooks, however, people continue to argue over which cultures to include and what should be presented about them. Lastly, debate continues over the curriculum content and focus, it must be decided what children should be taught and how that should be presented.

Chapter 4: Schools as the Workplace for Students and Teachers

The Martian Institute of Technology is not staffed and organized in the same way that most schools in the United States are today. Collectively, the teachers keep the school running smoothly. Unlike many United States schools, the Martian Institute of Technology does not have a principal or vice principle. Since the teachers at the institute are researchers in their field, they work together to establish order for the school. Students work individually on their projects and collaborate with other students to gain as much knowledge in their field as possible. The teachers facilitate the learning and are available to encourage and work with the students as needed. The organization of the school is very loose, but has a basic framework of teachers and students learning together. While many schools are held accountable by superintendents, school boards, and state governments, the institute is private and policies are generated and democratically established by the researchers. Student accomplishment of work is evaluated by the teachers and weekly progress is established by student assessments. Unlike other schools that are reliant on income taxes, property taxes, sales taxes, and other generated funds, the institute is paid for by private funds, grants that were awarded to the Mars project from organizations and federal governments, and from research organizations seeking new and innovative researchers for the future. A large percentage of the money generated is placed right into the research that is done, and the researchers doing the research. The rest of the money is divided up among the teaching resources, and student needs. Overall, the Martian Institute of Technology is organized and operated independently of that educational system that has been established in most communities, and is literally and figuratively out of this world.