Reenacting Histoy

Plummer, S. (April 16, 2012). 96-year-old tells folks how it was. The Register-Herald.com

Rhinehart Neas, L. (2011) Making history come alive with roles and reenactment. Bright Hub Education

Summary: Theses two articles talk about how history teachers can make class more fun by having the students reenact the different wars, or time periods. Students could also pick a historical person or go to a museum and hear about the different time periods.

            This article was very easy to read and kept my interest the whole time. I was able to picture different historical museums that I have been to or places that I have gone that caused me to be able to remember the history better. I am a visual learner, so if I am able to picture something, I will be able to remember it well. I think that reenactments are an awesome way for history teachers to teach information. This helps the information stay with the students for a long time rather than just studying for a test and then the information being lost. If you ask most adults history questions, they would not be able to answer very many of the answers. But I feel that if you had the students reenact an event or go to a museum they would remember it long after high school. I know for me, I can still remember the things that I learned from museums historical sites because it was interesting and it became personal to me.  A way that I could do this in my classroom is by taking my students to different job sites and having each of them explain how they use math in their job every day. The students could see the steps that the employee would have to preform and they might even be able to follow along or try it out. This would help the students see the importance of mathematics and would motivate them in their studies. 

Wilhem Inquiry Chapter 3

Summary: This chapter talks pretty much about a unit of study over Shakespeare’s Romeo and Juliet.  The author talked about relationships as a way to get the students interested in the play and while they were reading asking questions about what makes a good relationship and what Shakespeare’s view of a good relationship was.

Reading this chapter, I was able to use the reading strategy of text to self-connection. I remember having to read Romeo and Juliet and I also was able to think back on my past relationships and think about what a good relationship is and what love is really about. What I really liked about this chapter was how the teacher made this lesson so much more interesting than it was when I read it. By having the students write a biography about their lives or about things they have seen allows them to use the reading strategies that we have learned such as text-to-self-connection.  This gives them a hook and the teacher continued to elaborate on the topic and used the play as a source.  One way that I might be able to use an idea like this in the classroom would be to ask the students what each of the students what they want to do when they grow up. I would have them write a biography about an area that they have used certain mathematical principles in their lives, or how they have seen other people use math in their lives. By starting the students off with this, it would allow them to see how often they actually use math and what it is useful for. After the starter, I would be able to teach a lesson and then elaborate off of what each student wants to be and maybe have them teach a topic from what they will need to learn in their degree choice.

Chapter 9

Tovani, C. (2004). Do I really have to teach reading?: Content comprehension, grades       6-12. Portland, ME: Stenhouse.

Summary: This chapter talked about the challenges that each teacher faces and how we will never have all of the answers. We continue to learn as we teach and you can never handle the similar situations the same because each child is different.

This chapter summed up the book and at the beginning I had put myself in the author’s shoes and I had the same questions as she did.  Which do you decide is more important and when do you decide what to ignore or when to discipline.  These are all tough questions that I will have to figure out for myself as I go and learn from my mistakes. Every situation is different and I will have to decide how to handle each one. I feel like I will accept late work, but it will be for partial credit so that it will encourage the students to still complete the assignments, rather than since they weren’t able to do it before the deal line, they might as well now do it at all because they would not receive any credit for it. I really liked the poem that Tovani mentioned in this chapter because I feel like it shows the students what teachers have to deal with and may encourage them to do their best and not slack off. “Did I miss anything?” is a very common question that every teacher gets and students have most likely asked. I know that I have asked this question. I love the sarcasm in this poem, because sometimes I feel that students do not think that class was important and that they probably did not miss anything. Another question asked is “Did I miss anything important?” This question makes me laugh because every class day should be important that if a student misses, they are missing out on a large portion of the lesson. I am going to make sure that every day my lessons are going to be important and that students feel that each day is important that they do not want to miss the class because they are afraid of missing information.

Chapter 8

Tovani, C. (2004). Do I really have to teach reading?: Content comprehension, grades       6-12. Portland, ME: Stenhouse.

Summary: This chapter talked about giving tests and ways to learn about your students.  Tovani suggested that tests not be just learning information and spiting it out, but rather explaining and applying what you have learned. There are multiple answers on her tests and as long as your try and put some effort in it, you will do fine.

 This chapter was a little tougher to read through so I had to reread some of the material, slow down and remember situations in my life that related to the story, or imagined myself in her situation. I thought about how Tovani structured her “tests” but I would not be able to apply that style to an actual test because students need to know the information and be able to do it correctly. There are not multiple answers to math problems like there are to English questions. But one way that I could incorporate giving students points for trying and working hard is on their homework. As long as the students showed that they had attempted every problem and tried to work through it, I would give them credit. Sometimes there are problems that you just cannot figure out, and I understand that.  Another idea that I liked was having a calendar or different ways to get to know the students. I would be able to use the weekly calendar for the students to ask questions they did not know, or for them to reflect on things they understand or are having trouble with. They also give me feedback as to what activities they would like to see or what they would like to learn about or go more into detail with. It would also be a good way to find out why the students like or dislike math so much so that I could aid those who need more help and could help change their misconceptions about math.

Chapter 7

Tovani, C. (2004). Do I really have to teach reading?: Content comprehension, grades       6-12. Portland, ME: Stenhouse.

Summary: Chapter seven talks about group work and how beneficial it can be when the students are working properly. Tavani shows an example of a good and bad student in a group work situation and observes the qualities of how a group should work together.

            This chapter I was able to visualize and make a text-to-self-connection because I have participated in multiple group work projects and discussions. I have had good and bad experiences and have dealt with many of the problems that Tovani arose of with group work.  One of the ways that I can incorporate group work into the class room is by having students in groups for homework help. I would put students that know the material and understand with those students that do not understand it so that the stronger can help the weaker.  This will help me out because I will not have to help ten students with a bunch of different question, rather other students could help out and if no one is able to come up with the answer, then I will go over it with the class. This will cut back on the time I have to spend on answering homework questions and instead I can spend more time on the lesson. One thing that I will have to watch out for is students not doing their homework and just asking other students in their groups for the answers. Another way that I could use group work in the classroom is by having students participate in group projects or activities where they have to work together to solve a problem.

Wii in PE

“Middle School Students Enjoy Wii in Physical Education Class”

Summary: A physical education class at New Albany Middle School now offers Wii as part of the activities. Since some students do not enjoy the regular physical activities, this can motivate them more because they feel they can do better. The Wii games include strength training, balance, and aerobics, which is a new side of physical activity.

While reading this article, I kept my interest by thinking back to the times that I have played the Wii, and my experiences with it. I remember how difficult the Wii fit actually is and that it definitely works on your balance and aerobics. The only problem that I have with using it for physical education is that the students are not getting the same exercise as they would running or playing another game. I would not mind if the students were using it every once in a while because balance and aerobics are important.  This is a good idea for those students who are not good at sports or do not enjoy them, to find something else that they might enjoy and can still get physical activity from it. I just think that we need to be careful with how much technology is used in the classroom that it does not take away from student learning or cause them to not think as much. A way that I could bring technology into the class room is by using the Wii to bowl. I would hide the score from the students and have them calculate their score as they play. Another way that technology could be used to benefit learning in the classroom is by having students use a graphing software on the computer and they would have to plot different graphs and change the equations to see how the graphs changed. Through this they would discover on their own what each letter represents and what is affected when it is changed.

Misulis Article

Misulis Article “Promoting Learning…”

Summary: This article discusses the need for both teachers and students to see the importance of content area literacy in order of learning to be maximized. The article also gives four basic literacy skills that can be developed in the class room. These consist of vocabulary strategies, comprehension strategies, study strategies, and writing strategies.

Reading this article was difficult because I feel like the information has been the same throughout all of the different articles that I have read. To understand the article, I had to read slower and reread the information because my reciting voice was on and I felt like my reading went in one ear and out the other.  What I did get out of the article, was that there are four main literary strategies that can be used in any classroom setting. Vocabulary or words that students are unfamiliar with, that are found in the text causes students to figure out the meaning by the context or looking it up. Sometimes the definition is found in the book, but even then, students are still learning a new word that is improving their vocabulary and understanding.  Another skill is comprehension, which is broken down into three different groups: literal, interpreted, and applied. These three groups cause students to take in the information, analyze it and figure out how it is used and the importance of it. If students do not comprehend the information, they are not really learning and understanding. For mathematics students, comprehending is key because everything is based off of the last thing that was taught, and if a student does not understand that, they are unable to move on. Study skills are another one of the literacy skills and this entails taking during class, reading and understanding graphs, charts or diagrams, and reviewing past skills. These are important to “jog” your memory of what has been covered and if there are any things that students may be unsure on or have questions. A review sheet of problems would be sent out for math students, but it is very important for students to look back on their note and see the steps that it takes to get the correct answer. The last literacy skill is writing, which can include journals, papers, essays or notes. As a math teacher, I most likely will not have my students write a paper or journal. Instead to help with literacy, I will have them take notes in class and they will have to write out proofs in some of our sections.  

Runnign to Achieve

“‘Running to Achieve’ program Combines Fitness, Literacy”

http://dialog.ua.edu/2010/10/running-to-achieve-program-combines-fitness-literacy/

Summary: Christina Vanzandt, a third grade teacher, started a program called Running to Achieve for students in her area. She noticed that there was a high level of obesity and a low level of reading, so this program aids to both at the same time. The students stay after school and train to run in a 5K marathon and read and write about fitness and running.

This is a really cool way to integrate two much needed aspects together and have there be a reason behind it. When children have a goal to meet, they are more likely to try and purse it and work hard. By giving them the goal of running the 5K and doing well, makes them want to train and find out different ways to improve so they can do well in the race. A way that I could integrate math with another aspect would be sporting activities. There are many different sports that have mathematical application to them. For example, pool is all about angles and where the pool stick should hit the ball and where the ball should hit the other ball. The students could read many different articles relating to pool and how to become better at it. Another sport they could study could be the kicker in football and figuring out what angle to kick the ball, or baseball and calculating how fast the pitcher is throwing. There are multiple different games that relate to mathematics and probability. They could learn strategies and improve in almost any game. I think that if there is a reason for why you are learning things and if you enjoy what you are doing, then you will be more inclined to want to learn more. I find this true for myself a lot of the time with working out. In high school I was a work out fanatic because I was training to become better at basketball. But now that I am not in basketball anymore, it is more difficult to work out because I have no reason to except to be healthy or fit. My workouts are not as intense and I don’t have anyone pushing me to go my hardest. This article was an easy read because it was interesting what she did and I would have enjoyed participating in that program if I was younger.

Draper Chapter 9

Jo Draper, R. (2010). (Re)imagining content area literacy instruction. New York, NY:       Teachers College Press.

Summary: Chapter nine is about finding the literacies in a science classroom. Rather than just having the students reading about science, the science teacher gave a project based off of a question that was formulated. The students had to conduct research and experiment and then come to a conclusion. Through this, they were learning science and the process, but also literacy was involved both related to science and learning to read.

In this chapter, I kept my interest by figuring ways that I could use the information given in a math class. I chose this chapter on science to read because I felt that science was close related to mathematics. Science uses math and many of the strategies used can be reflected back to math. One of the strategies that I found was the 5L learning cycle. The five phases are engagement, exploration, explanation, extension, and evaluation. I related this to math because I figured that if I could engages the students in a problem or concept, they would want to explore it and figure out the solution.  They may come to me for an explanation, the book or extend it and go to outside resources and research about the information. Once they have gathered all of the information, they would be able to evaluate the problem and find a solution. It may not be as fun as a science experiment, but it could be engaging if the problem was something that related to the students and something they were interested in. Also in this chapter, I liked the idea that the science teacher had the students do a project that caused them to look up information in articles and relate the information back to what they were learning. I feel that when teachers just give students an article to read, but it is not something that is beneficial and cannot be used in class, then it means nothing but a grade. But this science teacher showed why articles were important in his class and being able to read them because it allows you to find out the information to come to a conclusion about your question.

Draper Chapter 2

Jo Draper, R. (2010). (Re)imagining content area literacy instruction. New York, NY:       Teachers College Press.

Summary: The second chapter of the books is about redefining text and literacy. In order for content area and literacy teachers to be able to collaborate, they must have the same meaning of literacy and text. Originally, texts meant sentences, words and printed material, but teachers have now redefined it to mean any object or resource that one goes to for meaning that is for a particular purpose. Literacy on the other had started off meaning being able to read and write texts and printed text but now refers to being able to negotiate and create texts for a particular discipline that is recognizable as true to others in that area.

 Reading this chapter at first was boring, and I had to make sure to turn off my reciting voice and try and get into the book. To keep my interest as I read, I would make text to self connection because of the examples of the mathematics teacher. At the beginning of the chapter it gave situations as to how literacy and content area teachers were not really collaborating. It made think that I would probably do the same things that these teachers had done to incorporate literacy. But now that literacy and texts have been redefined it gives a better understanding why literacy is so important in each discipline. It is easy to incorporate literacy with the knowledge of the redefined text and literacy because it is already things that are being taught. Nothing needs to be changed except teaching the students how to use these traditional texts and non-traditional texts. As I thought about how I will incorporate literacy into my classes, I figured that I would teach a lesson on non-tradition texts such as how to use calculators so that the students can become literate and be able to navigate properly through mathematical problems. Most students only know the basics such as adding, subtracting, multiplying and dividing, but calculators can be used for so much more and especially for upper division math classes, calculators can be very important and useful in quickly navigating through difficult problems. Another literacy that I could incorporate into my lessons that is a traditional text would be word problems. It is the most difficult to read and understand and in order for students to do well in life outside of school, they need to be literate in word problems.

Draper Chapter 3

Jo Draper, R. (2010). (Re)imagining content area literacy instruction. New York, NY:       Teachers College Press.

Summary: Chapter three discussed the three instructional ways, which were meaning, activity and literacy, which literacy needs to be presented. It also discussed the importance of literacy specialist and teachers collaborating to make it beneficial for the students.

            This chapter, unlike the others was more related to my content area and was still a little difficult to get into at first, but once I was able to see that there was new information being given, I became interested. I think that it is hard to get into because I feel like I have already covered so much information on literacy that I know it already and could figure it out on my own if I needed to. Once I got into the information I was able to find new information that could be useful. While reading, I would frequently relate back to the math classes that I have had and notice the different strategies that my teachers used and how they had incorporated literacy into the lesson. The literacy principle I found very important, because it made the important point that the literacies need to be from the content area and be beneficial. Since the word literacy connotes reading words, teachers think that they have to give the students articles to read about math. What this principle is emphasizing, is that the literacies from each content area are different and that the literacies that are chosen for the classroom need to be beneficial and go along with the lesson. Reading an article about calculators would be boring and the students would probably not learn anything because it is not something they need to know in order to be literate in mathematics. But if the teacher taught a lesson on how to use calculators, the students would take away something useful that could be used throughout the class and life.    

Draper Chapter 1

Jo Draper, R. (2010). (Re)imagining content area literacy instruction. New York, NY:       Teachers College Press.

Summary: Chapter one went over why it is important for collaboration between content area teachers and literacy teacher to occur. Content area teachers bring their expertise in the discipline, and know the best way to teach the information so that the students understand the lesson. Literacy teachers bring different ways that teachers can teach the literacy's of that specific discipline. Although the literacy teachers are not literate in all subject areas, they know general tools that they can go over with the content area teachers and find out which best suits the literacy of the discipline.

At first this chapter was very difficult to follow and I was unable to become interested. The whole chapter was a struggle, but I kept re-reading the text, I slowed down and tried to comprehend what I was reading, and I also tried imagining and predicting the information that they were going to tell me in this chapter.  Since we had gone over the different types of literacy in each different content area, I understood that students had to be literate in mathematics and it is a teacher’s job to teach it to them.  I agree that literacy and content area teachers need to come together because most teachers are not going to know how to teach reading if it is not their subject area. For example, most mathematics teachers do not enjoy reading and probably chose mathematics because it was far from English. Thinking that they have to teach students how to read mathematics literacy, is out of what they would normally think. By bringing in a literacy teacher, they could give the teacher helpful ways that can help the students understand and learn mathematics through reading. The whole goal behind students becoming literate in different subjects is so that they can put it all into practice outside of school. This is not only when they are done with their schooling, but also currently while they are still learning in school, but can apply it to their lives outside of everyday school. In doing this, the students are interested and enjoy learning the information, which is a shared goal of both literary and content area teachers; that the students are able to use the learned information outside of school.

Chapter 4 of “Readicide” by Gallagher

Summary: This chapter is about finding the “sweet spot” in teaching and find what works best for the students to learn. We do not want to under teach them, but also not over teach them and as teachers we need to find that happy medium so that the students will remember the information.

            While reading this chapter, it was very difficult for me to keep my focus. I tried many different strategies to stay focused such as changing my reading speed, visualizing, and making a text to my life connection. While reading I keeps asking myself how is this useful in teaching math? I could not think of example that I would be over teaching or under teaching the students in something. Obviously math teachers never hand out novels to read and you are not assigned to read a chapter in the math book, so I could not find the second half of the chapter useful. We normally only cover one section a day in class and I feel like that is not over teaching or under teaching because a section is meant to be covered in one class day. An extra day might be used if the students do not understand, so we adapt to how well the students understand the information. The only way I think a math teacher could apply this over and under teaching is to homework. If too many homework problems are assigned the students may become board, and if not enough problems are assigned, the students may not understand the material. One thing I found that I could apply to my teaching was finding the “sweet spot” in learning. I need to find the best way to teach my students that they will remember the information and understand it. I would need to find out when would be best to teach the lesson, how much homework to assign, when to let them work on homework, and how often to do activities. A teacher really needs to get to know their students in order to maximize the learning of the students.

Readicide

Chapter 1 of “Readicide” by Gallagher.

Summary: This chapter discusses how teachers only teach to the test and do not go into depth with the information. Teaching to the test is harmful because shallow teaching occurs and students who struggle continue to struggle and their needs are not met. The reason teachers teach this way is because if students do not pass these tests, they will not pass the class and the teacher or school would be considered a place where they do not teach well enough.

            While reading this chapter, I remembered what we had talked about during class about teaching to the test and the vocabulary exercise we did in class. I began getting upset hearing about teachers only teaching to the test because they are harming the students learning. I understand that it is not the teachers fault; they are just trying to do as they are told. But the government that issues these laws, tests, and mandates needs to realize that their methods are hindering children’s learning. Obviously if student’s scores have become worse since the laws have been in place, then they were not good and are not working. The people making these laws do not have a large amount of knowledge in education and I think that the teachers should have more say in what goes on. They are the ones that see the students first hand and know what is best for teaching and specifically what works for the students that they are teaching. In addition, how the tests are made up cause the students to not have to think about the information and they are just learning information for the test but not having to think or use skills that are common in the work force or just in everyday life. The Texas miracle vs. Texas mirage makes me wonder how reliable national test scores really are. If there is cheating going on and schools making sure only the smart students take the test, test scores are not going to be accurate at all. I feel like that is always going on with tests and people are just not aware of it.

Claculators in the class room/ math scores

http://www.nytimes.com/2012/01/22/education/edlife/for-math-click-calculate.html?_r=2&ref=mathematics

http://www.usnews.com/education/blogs/high-school-notes/2011/11/01/national-math-assessment-scores-creep-up-but-stagnate-in-reading#comments

Summary: One of the articles talks about whether calculators are good for learning or if it is hindering learning and understanding. Calculators have become so advanced that they can do almost any problem and the student does not have to do any work except for typing the problem in. The other article talks about how math scores have increased where reading scores have stayed roughly the same.

            I feel that calculators are very useful. In younger grades I do not think that students should be able to use calculators because that is when they are learning the fundamentals of everything and need to know how to do it all by hand. In upper level math classes, I think that once you know how to fundamentally do the work by hand, that you should be able to use a calculator. When I read through these articles, I was thinking back to when I was in school and what my teachers made me do. I also thought about what I might do as a teacher and how often I will allow my students to be able to use their calculators. Looking back at my experiences, I know that when I used my calculator, I did not have to think much and the more I used it, the more I forgot how to do the basic math. Most students do not know when they should and should not use a calculator and they tend to use it too much.

            The other article I found interesting also, because I feel like most students do not like math and do not do well in it. I was happy to see that the scores were going up, but then I wondered if math scores going up had anything to do with calculator usage on test. If students can just type the problem into their calculator, of course they will do better. I also wonder what causes the scores to go up. Is it because the students are just smarter? Are the teachers teaching better?  Is the material getting easier? These are questions that would be helpful to know as a teacher.

Chapter 6

Tovani, C. (2004). Do I really have to teach reading?: Content comprehension, grades 6-12. Portland, ME: Stenhouse.

Summary: In chapter 6 Tovani gives different ways to be able to hold your thinking and remember what you have read so that you can reuse it later. A few ways that she gives are: using sticky notes to mark important parts or to writing questions on them, highlighting, writing notes, thoughts and ideas in the margins as you read, and writing a double-entry diary. By being able to ask questions while reading helps keep ones interested, and being able to bookmark important information helps one be able to reference back to these details.

            While reading this book, I find it hard at times to think of ways to use the tools that Tovani had given in the text. I always think that math teachers do not need to know this information because we do not ask students to read anything. While reading sometimes I will fade and not comprehend what I am reading because I feel that it is irrelevant. But to keep my attention I really have to think about how I could apply these tools to my teaching. I find it helpful that Tovani provides examples for how to use the tools she has given in a variety of different subjects. Towards the end of the chapter, Tovani talks about having a quad-entry diary and relates it to and algebra lesson. When reading this section, it really caught my attention and I recalled a time in my high school geometry class where we were asked to take notes using the quad-entry diary. I found it very helpful and easy to look back at my notes to study for tests. I realized that this tool would be very useful for students to take notes and to especially recall properties or theorems.  I also realized that students could also highlight important formulas or definitions that they may need for assignments or to study for a test. The more I thought about the tool, the more I realized that the students did not need to be reading a novel or textbook in order to use these tools. It could even be for just simple note taking from class lectures.

Chapter 5

Tovani, C. (2004). Do I really have to teach reading?: Content comprehension, grades       6-12. Portland, ME: Stenhouse.

Summary: The fifth chapter brought up the question, “Why am I reading this?” because without a purpose, reading can be uninteresting and can cause you to read without understanding. Tovani had teachers really think about what the purpose of reading material was in each area and figure out what is most important and what could be taken out.

            While reading this chapter I reread parts, made connections and visualized what was going on. This helped me stay interested in the book and be able to comprehend what I was reading.  I liked the idea that Tovani presents about figuring out what your instructional purpose is and building from there. As teachers we need to sit down and think, what is it that I want my students to know and learn. Some teachers have the problem of having too many areas that they want to cover. They feel rushed and the students really aren’t learning as much as they could be if the teacher were to slow down and go more in depth with the material. Tovani also presented the idea of telling the students what they are required to know before giving them something to read. I completely agree with this idea because as a student it is hard to remember all the details of what you have read. It is even harder to try and pick out what you think your teacher might find important. By telling your students what you are expecting, they have something to go off of and can look for those aspects as they read.

Chapters 3 and 4

Tovani, C. (2004). Do I really have to teach reading?: Content comprehension, grades       6-12. Portland, ME: Stenhouse.

Summary: Chapters three and four talked about how in each class there is sort of reading that is required, whether it be with a book or a chart. Tavani also gave examples as to how to keep someone interested in reading and for those that reading is difficult she gave ways to be able to figure out what is being said. Accessible texts were also mentioned so that students could find material about a specific topic that was more at their level and they could understand what is being said.

            While reading this text, I was able to relate to the teacher who thought that he was never going to have to use reading in industrial tech. As a math teacher I feel that you do not use reading in math, of course we have a textbook, but no one actually reads the book. Students just look at the example. Two things that I did not take into account were that reading did not just imply words. We have to read graphs, examples, equations, calculators, rulers and many more things. Secondly, I falsely assumed that since I never read my math book, no one else did. Since I was able to just look at the examples and figure out what was going on, I never read my books. Come to find out, a friend of mine said that she always read her math books to understand what was going on. I need to take into account, that just because things came easy for me, they did not come easy for others.

            The idea about having accessible texts in the classroom really sparked my interest. Looking back on my high school years, I remember reading books that were past my reading ability. I am a slow reader and do not comprehend things very easily. Like Tavani, I would read the book, but then go to outside sources to figure out what was going on and the meaning of the text. I found the books very interesting after I was able to understand the background and the plot behind the story. It helps to be able to visualize the story in my head so that I have like a movie going on in my mind and I can remember what I read.  

Education for ESL

Skoczylas, L. (2012 January 8). “JPS uses new strategy for ESL.” [Electronic Version] The Post-Journal

Driebusch, C. (2012 January 20). “More immigrants, fewer English classes.” [Electronic Version] The Wall Street Journal

Summary: There has been an increase in the number of non-English speaking students but a decline in the number of classes offered for these students to take due to funding. In Jamestown, a program has been started for students whom do not speak English very well, where they are in a different classroom, learning the same things, but just at a slower pace. These students have done very well in the program and their test scores are improving.

            I felt that in the article, “More immigrants, fewer English classes” the author wrote in such a way that could cause confusion when reading. The first time I read the article, it sounded like it contradicted itself. First it sounded like there was less interest in the English programs for the immigrants, but then later it said there was a waiting list and funds were being cut. After reading the article again, I concluded that the enrollment was going down because the classes were being cut from the budget. I feel like the author should have been a little clearer about this and emphasized it more.

            In the second article, I really liked the idea of putting the students whom were learning English into separate classes not only to benefit the students themselves, but also others in the classroom. I feel that immigrants who do not speak English well can slow down the normal classes because they do not understand what it going on. I am sure that the immigration students are very smart, but being able to slow things down for them to understand what is being taught is important for their development.

            While reading this article I varied my reading speed and picked out important wording to understand the article better.

Tovani Chap 2 Response

Tovani, C. (2004). Do I really have to teach reading?: Content comprehension, grades       6-12. Portland, ME: Stenhouse.

Summary: The second chapter of this book talks about asking the question “so what?” This refers to getting students to think more about why they are learning the things they are and how it is useful. Tovani also mentioned that teachers are having too many things that they have to cover, and need to step back and pick out the important things to cover.

            One of my favorite questions to ask in school is “so what?” because I do not like learning things that I will not have to use. I think it is a waste of time and it is hard for me to put a lot of time and effort into it if I really do not need to know it. It is very important for teachers to ask themselves why the things they are teaching are important for the students to know and how can they use it in life.  Tovani say, “Ask yourself, ‘Why am I doing this?’ and ‘How will it help students think, read, or write more thoughtfully about my content?’” (2004). When students know how something can be useful, they are more inclined to listen and want to learn more. Teacher should tell their students the importance of everything they are teaching. I thought that the idea of a double-entry journal is great for answering the “so what” question. I think that the double entry can really help with student’s comprehension and getting them more into the story they are reading. I do not see myself using a double entry for my math students, but it is something that I can think about as a teacher when I am answering the “so what” question for myself.

Technology in the classroom

Bafile, C. (2010). “Teaching? Learning? There’s an “App” for that!” Retrieved January 24,2012 from www.educationworld.com

Knorr, C. (2012). “Do high-tech toys belong in school?” Retrieved January 24, 2012 from www.commonsensemedia.org

Toppo, G. (2011, September 16). “White House details plans for more digital learning” [Electronic version] USA Today

Summary: The three articles referred to bringing electronics into the classroom and how much technology is a part of our lives today. One of the articles discussed how parents need to discuss with their children about technology use and when it is appropriate to use it while the other two talked about new ways of making learning fun through technology such as games and Ipods.

           

In Bafile’s article it mentions the use of Ipods as a way for students to learn. I was confused as to how Ipods would be used in the class room and how they could relay information to the teacher. I am not fully literate in the use of Ipods, but I feel that the article should have said a bit more about how exactly the Ipods actually worked. From my knowledge of Ipods, they are used to download music and listen to. But besides the use of technology in the class, I really like one of the techniques that was mentioned in the article. It said, “While that might not seem like a big deal, students have told me over and over again that they appreciate having a voice in the work schedule of their day” (Bafile 2010). I think this is a great way get the students to feel important in the class so they can be able to learn better. They might want to do the boring stuff first and then the fun things last so that they have something to look forward to. The teacher probably will organize the class in this order naturally, but the difference would come in what the students and the teacher think are boring or exciting. I feel that student input is very important because they know how they learn the best.

            In the other two articles by Toppo and Knorr, I felt that technology is over taking student learning. Granted that the activities are very engaging and fun, but students are becoming way over stimulated. With all of our technology, students can barely sit still for two minutes because they aren’t doing something interactive. TV, Ipods, computers, video games, etc. are stimulating the brains of children at young ages and they become ADHD later on in life. Focus is hard for most people, myself included. I haven’t been around technology as much as children these days, but it still has an effect on me. Using Ipods in the classroom along with video games is too much and I feel that technology needs to only be used in moderation. With how much technology is being pushed into the classrooms and homes I feel that there are going to be harmful effects that are going to be found soon.

Response to "Do I really have to teach reading?" Chap 1

Tovani, C. (2004). Do I really have to teach reading?: Content comprehension, grades       6-12. Portland, ME: Stenhouse.

Summary: The first chapter of this book describes how to get students to be able to engage in their reading and to minimize boredom while reading. It also goes into detail about how to help students comprehend the information they are reading. There are multiple examples and technics that are expressed to aid students in being able to better comprehend the boring reading materials they are assigned to read.

            I really enjoyed the first chapter of this book and found it very helpful in my own life and for helping others in the classroom. Cris Tovani says “asking questions is a strategy that I use to help me read uninteresting material” (2004). Tovani’s approach is awesome and I believe that it can truly work. I am going to try doing this the next time I read one of my books for school. I also like the way that was given to help students become better readers of textbooks. By being interactive with the text and highlighting words that you don’t know, can help you read carefully and you are more aware. I think that as a teacher, a great way to help your students to become interested in the information they are reading or learning, is by relating it to real life. Give them examples as to why they need to learn the information and when they would use it. The examples can’t be for just a specific job, but instead it needs to be related to everyone. Otherwise, the students will say they don’t want to work in that particular job field.

   I can help my students to become more thoughtful about mathematics by showing them how they will use math in everyday life. Math can be used when counting back change, finding out how much something costs when there is a sale and to budget and balance checkbooks. I can also have fun projects such as having students put together a house and figure out what size things have to be. I think that is the best way for students to be able to learn.

Response to the article, "Too Much Facebook"

Hernandez, D. (2011). “Too much Facebook time may be unhealthy for kids.” Retrieved January 15, 2011 from

Summary: According to a study done at Cal State Dominguez Hill by Larry Rosen, teens developed problems, such as depression, sickness and insomnia, the more they used technology. Technology, such as social networking and texting, is a big part of the younger generation because they value connection with a wide range of people rather than quality face to face conversations.

   I find it very intriguing all of the medical problems that are now showing up because of technology use.  I would be very interested in finding out why these conditions develop from technology use. I feel that depression and anxiety can set in from large amounts of video and Internet use because students will focus all of their time on video games or surfing the web rather than going outside and playing with friends or meeting others. Video games can be so addicting that young adults become so absorbed they forget about the “real world.” This can also come into play with Facebook and becoming antisocial. It almost seems as if it were a paradox because Facebook is where you talk with people, so how could it make someone antisocial? I think the answer to the question would be again being absorbed in the “fake world” of Facebook and avoiding all face to face conversations. People are forgetting how to communicate in person and are becoming antisocial because they are shy and do not know how to be themselves around others. Rosen does say though, “For shy kids, this [Facebook] could be a real plus and a way to bring them out of their shells… (2011).” I completely agree with Rosen, but I do feel that there needs to be a balance in order for Facebook and technology in general to be beneficial to all. It is important for parents to have conversations with their children about proper technology use and how to not abuse something that is very beneficial. Rosen goes farther to say, “They [the parent] need to ask questions and listen without making judgments so kids feel comfortable discussing how they behave with other kids online” (2011). This can protect not only the parent’s child, but also other children from being cyber bullied. Online anything can be said and it follows someone anywhere they go. It is a very harmful tool that needs to be discussed with teens and children.

Response to the article, "Facebook: Public Heath Danger"

Ablow, K. (2011). “Facebook: Public Health Danger.” Retrieved January 15, 2012, from http://www.foxnews.com/health/2011/08/08/facebook-public-health-danger/#ixzz1jZMMnjYl

Summary: Facebook is sending out a false sense of status to many people and making them feel as if they are a celebrity. It makes people feel good and is becoming more and more like a drug because people are getting addicted to using Facebook. Studies have shown that children whom are users of Facebook are more likely to get involved with other drugs because one addiction kindles other.

This article, “Public Health Danger” by Dr. Keith Ablow, brings up interesting thoughts about Facebook and how it can be a false idea of one’s self or can become an addicting drug. I can agree that social networking can give one the idea that they are popular and have many friends. It can defiantly be absorbing and I feel is taking over face to face conversations. Many people can hide their insecurities and shyness behind the screen and be out going and fun like everyone wants. It is addicting and can be considered a drug because I know for me and others that it is hard to get online without checking Facebook or Twitter. One can feel like someone else when they are online and feel like a “somebody”. Just like Dr. Keith Ablow say in his article, “You needn’t be very quick-witted or very kind or even very likeable in order to gather a whole troop of people ready to reassure you that you are all those things” (2011). With Facebook, being a “friend” of someone does not have to mean that you have met or even talked with the person. Although, one still feels as if they are friends and it makes them feel good.  It is a whole different world in social networking, and whether it is good or bad is still being decided. Ablow says, “I believe social networking will turn out to have psychological consequences every bit as ominous as cigarettes” (2011). I tend to agree with Ablow, but only time will tell where social networking will all take us.