Final Blog
My learning philosophy is based on my grading philosophy. Students learn better when the teacher relives stress of grades and uses the good teaching strategies to help encourage students learning.  
Grading Scale:
100% - 90% = A
89% - 80% = B
79% - 65% = C
64% - 51% = D
50% or Below = F

Late Work: Every assignment is due by the end of the semester. Each assignment has a due date, but the student has the option of handing it in by the end of the semester. If the student hands an assignment in by the due date or early, they will receive 5 pts extra credit to go on that assignment. There are certain assignments that need to be done on time; these assignments are in preparation for the day of class. Therefore the student must do the homework assignment in order to get credit for that day of class.  

Redoing assignments and tests: There is no redoing or retaking of tests. Your scores are your scores. However there are some exceptions. If you are sick the day of the tests, have an excused school activity, or you tell me before you go out of town then I will work with you. If you do not talk to me then you are out of luck. If after receiving an assignment or test back and you do not like your grade, come talk with me. If you can prove your point on why you should get a higher grade, with evidence, I will raise your grade from 0-10 point. 

Extra Credit: Besides handing your assignments in on time for 5 pts extra credit; I do offer extra credit assignments. These assignments are on a talk to the teacher basis. In other words if you feel that you need extra credit, come and talk to me and we can work things out. 

Cheating/Plagiarizing: Cheating of any kind will not be tolerated, if you are caught cheating once you will receive a warning, if you are caught cheating twice you will be kicked out of the class and sent to the office for disciplinary action. This goes for plagiarizing anything also. 

Effort: If you put in the effort you will have a good performance. The lack of effort will show and you will be docked points for it on each assignment.

Alternative assignments: your lowest assignment score will be dropped. Every assignment will be out of 100 % possible and I will not give lower than 50% unless you did not do the assignment. If you are having issues with any assignment come and talk with me and we will work things out. 

Incomplete: The only way you can get an incomplete is to not hand something in. in this case it will be the end of the semester and too late. You will receive an incomplete if you do not do the work, or at least attempt to do the work. 

1. What? Chapter 4 talks about groups and the cultures people develop while in a group. It discusses the different type of groups students are associated with, whether it is from culture, sexual preferences, or socioeconomic status. The chapter gives examples of some different cultural behaviors that we might do while we are in groups, which are interpreted differently by different cultures. For example, eye contact in some cultures is a sign of respect while in others it is rude.  

2. So What? The diversity of America’s classrooms is growing. Teachers are seeing more and more cultures that were not there a few years ago. That is what makes learning about different cultures as a teacher so important. We need to know about these things so we do not get ourselves into trouble. One needs to be careful so not to step on any toes or offend anyone.

3. Now What? I hope to use this knowledge in my classroom. I hope to learn as much about different cultures as I can, not only to be aware of the different culture but simply to learn about them. It may sound Klee shaded but knowledge is power. This is more so in this case if you want to keep your job as a teacher you need to watch what you say about others and their culture.  

We talked about two different things today in class. The first half we talked about students with special needs. We discussed IDEA, which is Individual with Disabilities Education Act. This is a law that states that schools must provide student with disabilities with the proper accommodations to be successful in school. To do this the schools write up an IEP or Individualized Education Plan. From there we talked about what it meant to be retarded and gifted. Being retarded just means you are slow in mental and social processes. Gifted means a student is more advanced in a certain subject or many subjects. This led the discussion to skipping students and holding them back, which I disagree with I think there is a better solution, I am not sure of what is it but there must be one out there. The next topic we talk about in class was 5 different intelligence theories. This we did in groups.
1. Spearman’s g = General Intelligence
2. Catell’s Fluid and Crystallized = Fluid intelligence changes or evolves and crystallized does not change but it can be added to.
3. Sternberg’s Triarchic Theory = 3 Factors of intelligence, environmental context, Prior evidence, and cognitive Processes.  
4. Distributed Intelligence = thinking is facilitated by objects, technology, and symbols of ones culture.
5. Gardner’s Multiple Intelligences = there are 8 intelligences, most important is interpersonal.  

This topic must be one of the most significant topics we have discussed. We are going to need to now how to teach are students since all are at a different level of intelligence. Also they all learn differently, we can incorporate Gardner’s Multiple Intelligences to help each one of our students learn. Since teaching is all about the success of your students, you are going to want you student to learn the most amount they can from your teaching. As a teacher I will need to change things up a bit to get them to understand at their own individual levels.  

1. What? – This chapter discusses social cognitive theory which is a theoretical perspective that focuses on how people learn by observing others and how they eventually assume control over their own behavior. It is not the only way people learn it is just one of the most common ways that people learn. We also talked about modeling, self regulation and self-efficacy. Modeling is when a person demonstrates a behavior for someone else. Self regulation is a process of setting goals for oneself and engaging in behaviors and cognitive processes that lead to goal attainment. Self efficacy is a belief that one is capable of executing certain behaviors or reaching certain goals. Three general ideas about social cognitive theory are: The power of observation, the role of control, and the importance of motivation. The power of observation is that people learn what behaviors are more likely to lead to reinforcement and punishment by watching what happens to others. The role of control is that people can often choose the activities in which they participate, thereby controlling the particular experiences they have. The importance of motivation is that people will consciously choose certain activities and work hard in them and persist in the face of failure. 

2. So What? – This topic will help us to become better teacher by allowing us to know how our student’s learn better. In turn we can adapt our lessons to fit our student’s needs

3. Now What? – This is how I learn best so I believe that other students learn this way as well. It is not the only way to learn but I feel it is one of the best and easiest ways too. Other students may learn better differently but they can still learn by observing others. This being true for me I will demonstrate as much as I can to help the students learn better. 

Sorry I was not very explicit; I just can do it today my brain is not with me today.  

1. What? – This Week talks about behaviorism and the difference between classical conditioning and operant conditioning. It helps you understand some of the different ideas behind behaviors and why people act the way they do. It discusses the unconditioned stimulus and the unconditioned response when dealing with classical conditioning. It also talks about operant conditioning which is a form of learning that has to do with a response increasing as a result of being followed by reinforcement. Classical Conditioning is a form of learning in which a new, involuntary response is acquired as a result of two stimuli being presented at the same time. Operant Conditioning is a form of learning in which a response increases in frequency as a result of being followed by reinforcement.
We also talked about some definition of learning and the positives and the negatives of each definition. Along with this, we discussed positive and negative reinforcement and positive and negative punishment. Positive Reinforcement is a consequence that brings about the increase of a behavior though the presentation (rather than the removal) of a stimulus. Negative Reinforcement is a consequence that brings about the increase of a behavior though the removal (rather than the presentation) of a stimulus. As for punishment, it is to decrease behavior instead of increase behavior. 

2. So What? –Behaviorism is important to learn about because it gives us teachers one way to see how our students learn and how we can manage our classes with positive and negative reinforcement. The better we manage our classroom the more our student will learn; at least that is what I believe.

3. Now What? – I believe I will use this everyday in my classroom but I think it will be more of an unconscious use then a conscious use. Like rewarding my student for good behavior so the will continue to act in a like manner or something like that. I find this knowledge very useful and now that I have it in the front of my brain rather than the back I will most likely use it more frequently. 

1. What? – Though out chapter 7, it discusses how students are continually trying to add and modify their understandings of their physical and social environment. This is due to the fact that students must create their own views of the physical and social world. Students work together with pears family and teachers to help make better sense of things that are puzzling in their environment. No matter how students gather their information weather it be on their own with the help of others, they develop unique interpretations of the environment around them. Constructivism and Misconceptions were main points of class today. Constructivism is learning as an active process in which learner construct their own meaning based on prior knowledge and experiences.  

2. So What? – Misconceptions I through was a very good topic to talk about because we will deal with a lot over the years as teacher. I have plenty and I am sure I will spend them in my teaching unless some one corrects me. This goes back to my point that knowledge never hurt if it true knowledge. So that is why I love to learn about new things and listen to people talk because it gives me something new to think about. Although I may disagree with what they are saying I like to know other people views on things. 

3. Now What? – I hope to clear any misconceptions my student may have and if I by chance pass some on then I apologize in advance even though misconceptions can be good. I will try to use the 5 E’s in my class because I feel it would be an effective way to teach some topics in my classes. I know that inside of me there is a great teacher but to get the best out of me I will need to fail sometimes so I can find what works and what does not. I need to keep an opened mind and take some suggestions of my peers.  

1. What? – This week we learned about memory and how we use it in a daily aspect. Also, different ways to approach teaching so students may learn and remember what they are learning. It talks about the difference in long term, short term, and working memory. We also discussed different memory techniques, how we learn, how we remember, and how we as teacher can help our students understand our subject matter.

2. So What? –Memory is a strange thing. I have always found it interesting that I can remember some of the strangest thing so easily but I forget some of the most important thing that I want to remember. Short term and long term memory are beneficial things to know about. Knowledge of them may help you to develop way to remember the important stuff, unlike me, and forget more of the weird unimportant things, or what I like to call the bizarre facts that no body cares to know. Knowledge of memory is also beneficial to us when we communicate with others. If we want something to stick in someone’s mind you can use a memory technique to help it stick. 

3. Now What? – I hope to be able to implement this knowledge into my teaching and help the student remember things that I teach them. I plan to do this by lecture less and having more of a class discussion. I will also use activities that well help the students store the information into their long term memory at least that is the plan with the activities. I believe I have said this before, if not I will say it now knowledge never hurts. So to learn more about memory and how people store information in their memory could not hurt especially for a future teacher or a teacher now for that matter.  

What? We discussed Erikson’s model of psychosocial development which described eight stages through which people proceed over the course of development. Each stage presents a unique developmental task, and how an individual addresses it influences the person’s overall development. 
Trust vs. mistrust(infancy)
Autonomy vs. shame and doubt (toddler years)
Initiative vs. guilt (preschool years)
Industry vs. inferiority (elementary school years)
Identity vs. role confusion (adolescence)
Intimacy vs. isolation (young adulthood)
Generativity vs. stagnation (middle age)
Integrity vs. despair (retirement years)
We also talked about Kohlberg’s stages of moral development. He proposed that the development of moral reasoning is characterized by a sequenced of six stages grouped into three general levels of morality: preconventional, conventional, and postcoventional.
Preconventional morality- Lack of internalized standards about right and wrong’ decision making based solely on what is best for oneself
Conventional morality- Uncritical acceptance of society’s conventions regarding right and wrong.
Postconventional morality thinking in accordance with self-developed, abstract principles regarding right and wrong.
We also learned about the marshmallow study. Which was a study done by Stanford where they took four year old children and placed a marshmallow in front of them and told them they could eat the marshmallow at any time but if the marshmallow was still there when they came back, the child would get two marshmallows. 1/3 of the kids ate the marshmallow 2/3 waited to eat it.

So What? Having knowledge of this information can help know what kind of dilemma our students may be going through mentally. So we can assess them better and also understand them better. We can use this information in our class room to help us teach. In essence, we will know better were our students are coming from, from a mental standpoint.  
 
Now What? Considering I will be a psychology teacher I will be using this information a lot. I will be teaching it to my students. But I will also be using it to assess my students on a mental level so I may help them the best I can. As a history teacher I will be doing the same but the student may not know because I will not be teaching it to my history classes. Ha ha on them. J.k. I find this in formation useful and very important I believe in Erikson’s and Kohlberg’s theories all but the age limits. I consider myself as a Freudian Eriksonist. Where I believe in most of what these two say. Some things I think are to far fetched and have also been disproven so; anyway you get the idea, hopefully. I feel I know what I need to be able to apply it in my classroom but knowledge never hurt anybody so gaining a further understanding would not hurt. 

This week we have discussed Vygotsky and Piaget’s theories of cognitive development. We also discussed assimilation and accommodation. What are the differences between the two, how does this apply to the students in our class room and so on. Assimilation is absorbing knowledge given to us. Where accommodation is when you adjust the knowledge you know to what you just learned.  
 Piaget had his stages of cognitive development and had his cognitive tests that would test a child’s level of cognitive development based on his stages. In Vygotsky theory, adults play a bigger role in a child’s cognitive development. An adult gives their child tasks and activities that allow the child to grow cognitively. 
 It helps to know this information because as teachers it will help to know what level of cognitive development your student is at. If you do know then you can teach accordingly.
 I feel a further understanding of these theories would benefit me greatly. I plan to use then in my teaching or at least use them to help facilitate me in my teaching styles in my different classrooms. 
 

Learning about the research types was a much needed review. I the one I have not study was action. I learn all about the others in my psychology class, but obviously I forgotten a lot so I needed this. 

I find this an important topic ecspecially the action reseach because as a teacher we will need to do some research to find a new way if something does not work, or if the students do not like something find out why and change accordingly. 

I need a deeper understanding of each form of research if i am to apply them in real life. I feel I have the basics and could explain them to someone but to use them in a real life situation I will need more information to get a better understanding. I plan to use this information to help perfect my teaching and although I understand that I will never be the perfect teacher I will still need to keep a optimstic view in that I can always get better.   

We discussed multiple intelligence and how the are relevant to us as teachers. We went into the computer lab and took a intelligence test then we came back to class where Professor Cox had taped a sheet of paper to the wall with each intelligence on them. Then we were asked to stand by the sheet of paper that was our highest intelligence level then our second highest then our third. We discussed as a class how our individual intelligences influence how we learn and how that should influence how we teach our students.
 This knowledge is important to know because as teachers we must know that our students are individually different, so we must teach them as such. Each student will learn differently then their peers. So we must adapt every year and try not to get in a pattern and teach every class the same.
 I hope to apply this to my teaching, especially since I have been saying this to my self ever since I was in Junior high school. “If I was a teacher I would do it differently.” I have plans on how to do it differently but I do not know what the best way will be just yet. I will assess my student any other way then just tests. Not to say I will not give one but I will do each unit different so my students who do not test well, what ever the reason may be, will have a chance in the class.  
 

This week in class we learned about the brain. About the different parts, like the cerebellum and the brain stem ect. We split off into pairs and we eached studied a portion of the brain. After a few minutes the pairs split into two groups and and we all talked about our portion of the brain. Regretfully, I do not remember much due to the fact that I was sick. But what I do remember I look forward to using it in the class room.  

I find it important to know at least the basics about the brain. The human brain is intresting and since we all have one, it is nice to know a little about it. As teachers we can use this knowlegde about the brain to help teach our students in our own subject areas. For example, if your subject area is math and you are teaching your students about times tables, than you can use the knowegde you know about the brain to teach them in the best way possible so they can remember them.  

1.Why are you here (in the teacher education program, in this class, at UVU)?

I am in the teaching program to become the best teacher I can be. Teaching has good reward with it. My parents are teachers, so i grow up see how benifical teach was and how it cam be for me. This is something I have wanted to do for a while just had to try other things first. I am in this class because I need it to graduate and I want to learn more about me. I have a BS in psychology and one of my favorite things about psychology is you learn so much about yourself then in other subject. I a what to take what I learn in this class and what i already know it to my end goal, which is becoming a school Counselor. I am at UVU because I was in the progam at the U of U and I did not like it so I came here. 

2.What motivates you?

My family motivate me. I want to give them what I feel is the best of me and of this world. My wife supports me in everything and she keeps me going. My daughter is the cutest. I would anything for her. She also keeps me going

3.Why do you succeed?

I suceed  because I want to. I succeed because I try hard to. I work hard. I succeed because I will not let myself fail. My family again helps me to push myself and get me where I need to go.

 4.Why do you fail?

If I fail It is either because I did not try hard enough, I did not feel it to be important, I took on to much, or I failed on purpose. It can also be a combonation of the things I said above. I usually do not fail because I do not like to.

5.How do you need to change your motivations and mindset for this class in order to become a great teacher?

I believe my mind is where it need to be. I just need to stay focused and  stay posotive. Sometime I think that assignments are supid and a waste of my time. I need to still do my best no matter what I have before me. Once a again my family helps me do so.   

Educational Psychology
20. Jan. 2009
Course Contract

 

List 2-3 specific goals you have for this course.
1. To learn something New and apply it to my teaching and my life
2. To  try my best  on all assignments
3. To  become a better teacher
 

Describe your weekly preparation plan. Be specific. What will you do each day of the week to prepare for this course.
I will do my assignments  on time and do my best on all of them. I will  read what is required of me before class. I will help my fellow class mates when ever possible. I will try to do all of my homework without alienating my family.
 

 Outline the study strategies that you will use to understand the material.
I have my own way of studying that works for me and I can not explain it very well.
 It is the best way to balance my time and still get the grade I want

 Explain the process you will follow if you do not understand a topic.

I will ask other students in the class if they do not know i will asked the teacher.

If I think it will be in the syllabus I will read it. In some cases I will go straight to the teacher.

Complete the following statement:

I will reach my goals in this course by,

trying my hardest to reach them without sacrifing to much of the important things.