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Learning should not only be judged based off of a student's IQ and rather their overall character. I feel that learning should be a place where students learn about educational information, but it also gives them an experience to shape/grow their own character.

“Children who had been able to wait for fifteen minutes for their treat had SAT scores that were, on average, 210 points higher than those who took it after 30 seconds.” (HCS Ch 2)

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I feel that students knowledge is shaped off of imitation which comes from the ways they are raised. ... This relates to the ideas shared by Nadine Burke Harris regarding how students childhood trauma effects their ability to learn.

“Gradually, Burke Harris became convinced of what had seemed a radical idea: that in neighborhoods like Bayview-Hunters Point and Roseland, many of the problems we generally think as social issues are actually best analyzed and addressed on the molecular level, deep down in the realm of human biology” (Page 9 HCS)

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“more than 17 thousand patients completed and returned the questionaries...more than a quarter of the patients said they had grown up in a household with an alcoholic or a drug user, about the same fraction had been beaten as children.”

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***Note the differences between learning through memorization vs. learning by application***

(Dewey)

Learning by doing, interacting, interdisciplinary, discussions

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!! "education is not about preparation, it is life itself" !!

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My brothers academic journey with dyslexia ADHD and how teachers overlooked him...though he worked hard his learning abilities put a red flag on his back and it is not the way students should be perceived.

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-Classical conditioning is a learning process in which humans associate one or more stimuli to form a connection. This creates a pathway in the brain that triggers a specific response when the stimulus is encountered.

**Examples I developed in PSYC 101 sem 1**

NS: A teacher handing out test papers

UCS: The stress of taking difficult tests

UCR: Feelings of anxiety and nervousness

CS: Over time, just seeing the teacher handing out test papers (even before the test starts)

CR: Anxiety and nervousness, even before the test begins

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I believe I am a facilitator in the classroom. At the beginning of the semester, I felt that the facilitator approach resonated with me the most, and after exploring all the different approaches in greater depth, I still find this one the most appealing. It aligns with who I am as a person and how I want my students to feel when they are learning. I have personally witnessed students struggling in the classroom due to a lack of connection with their teacher, and through researching this approach, I have discovered how building relationships can enhance a child’s learning experience. This solidifies my desire to implement this approach in my future classroom

...

Relating to Educating Esmé

...

I think about how the students in the book may have initially been perceived as troubled or struggling learners but she took the time to understand each student as an individual, learning their stories, which ultimately contributed to their success. Teaching is not just about delivering information and assessing test scores—it is about knowing your students first and then guiding them in their learning journey.

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PR: The use of class dojo to promote good behavior

NR: Teachers could use popsicle sticks to promote participation in a non-talkative classroom

PP: The teacher could use a behavior chart to stop the students from acting poorly

NP: The teacher could move a students seat away from their friends for a class to try and end bad behavior

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“...getting to know and respect your students as persons.”

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(The idea of the amazing glasses from Ch 1 of approaches to teaching) ... This is significant and relates to the classroom because when in the classroom, it is important that you have, in a sense, different modes and perspectives on the classroom so you are able to see and fulfil all of the needs of the classroom. Though this is not something all people are born with, it is something that is very important to adapt to and practice in order to become a successful teacher and this is what I strive to be.

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Note to consider when discussing classical and operant conditioning in classroom/when learning...

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Note to consider when discussing classical and operant conditioning in classroom/when learning...

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...While both of these concepts show how behavior influences us as learners, they don't fully allow individuals to immerse themselves in the learning experience. They lack the broader opportunity to explore more complex ideas or actions.

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Dick Johnson, a teacher who applied Dewey's ideas to his history class. Instead of just focusing on memorizing facts, Johnson encouraged his students to connect their personal histories with the history they were learning in class. For example, he asked students to think about their own life stages and compare them to historical periods. This approach helped students understand history more deeply and see connections between the material and their own lives, showing Dewey’s belief that learning is most meaningful when it connects to real experiences.

3rd grade history/culture project which connected our own culture to what we are learning in class and how it prompted us to research and become 10x more engaged than reading a textbook

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I feel that I am a facilitator...pt 2. (can *also* relate to idea 3)

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I feel that I am a facilitator...pt 2. (can *also* relate to idea 3)

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I strongly value knowing a student on a personal level rather than just an academic level, a student and a teacher will benefit much more out of a classroom experience if they each take the time to build a relationship, an example of this that I can think of is my brother. He is dyslexic and has ADHD and struggles badly in English and with keeping organized, so he misses due dates for some of his work quite often. I think just because teachers see this on his record and see how he mixes up due dates and can't focus in class they simply think he does not care and is “lesser” than the other students in his class, but if they were to get to know him on a deeper level they would understand that he does try his best and he is actually very creative and he is very skilled in math and science if he gets the proper assistance that he needs. They are too occupied with the skills he struggles at to where the teachers do not understand how talented he is in other catigories.

Awareness (A) of students plays a big role, it takes the form of insight into the life experiences of one’s students and the understanding and knowledge they bring with them

Ends (E)& A are interconnected, the E equals self-actualization, authenticity and personal meaning the student gains from learning

Relationship: To forge the critical link between A & E, the teacher has to attend to the quality of the relationship with the students.  The R element assumes a quite special status in a modern version of facilitation known as care pedagogy.

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the differences and different effects that come with the ideas of vygotsky and piaget's theorys.

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Spiegel: She coaches chess and works with students who are less fortunate and need extra help in devolving skills such as adversity, self-discipline, confidence, grit, and patience. She in a way teaches the students all of this through coaching them at such a high concentration and skill game of chess. I think this is very effective to an extent. I think that the entirety of the idea as well as her teachings that come from it are effective, I just feel in some cases chess could be something else for specific people. Overall, she teaches patience and behavior control through the game of chess where students can show their intellect and build confidence.

Prilleltensky: He is a teacher and psychologist who focuses more on social development and social skills. He sheds light on the importance of the control over your emotions as well as how you handle yourself in public social settings. Through the creation of a safe environment he is able to teach communication, empathy, confidence, and social skills to help these students build relationships.

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In schools, von Glasersfeld's ideas mean that students don't just absorb information - they build their own understanding. Teachers should be guides who help students construct knowledge, not just deliver facts.

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This is important when considering these topics because when students are in this state of flow, they are more likely to continue working and staying resilient and not giving up than they would be if they are unfocused. This state of flow is very important for our brains to learn and get out of old habits; in order to fully succeed we as students need to be deeply engaged and without distractions and with the right mindset you may be able to achieve this sense of grit and resilience. “Thats when you're the happiest or that's when you're the most you or that's when you feel your best. Its ways to think of it in terms of the opportunity cost, but I think Justin and James think of it as there's nothing else they’d rather do.” (137)

-Cognitive flexability and self-control – “Cognitive flexibility is the ability to see alternative solutions to problems, think outside the boc, to negotiate unfamiliar situations. Cognitive self-control is the ability to inhabit an instinctive or habitual response and substitute a more effective less obvious one” (114) o These two are very important (and always taught by Speigel) due to the persevering nature they will help you gain. It is important to teach kids how they can make quick decisions in the moment without letting any outside source affect them; children like this will be more likely to grow to be more resilient, gritty, and in most cases successful due to the fact they won't give up as easily

-Social Intelligence – Social intelligence is the ability to feel comfortable and navigate their way through social situations without becoming overwhelmed or awkward. This plays a role in children's success because it helps them build essential social cues that are very important for building relationships (family, peers, future coworkers, etc.). Children who are able to comfortably engage with others socially are going to me more successful especially in the future when social interactions become much more prominent and can influence your life and career

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“IN fact, it turned out that except at the most highly selective public universities, ACT scores revealed very little about whether a student would graduate from college. The far better predictor of college completion was a student's high school GPA.” (152)

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Learning is not just taking in knowledge, but it is done through problem solving, insight and, as Dewey would say, “a mode of participation” though our own personal lives and experiences.

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“Piaget spoke of the child constructing a schema for each of these com- plex activities; in terms of our well-worn computer and robot analogy, a schema is rather like a computer program.” (42) Just as a robot has certain programs for certain actions, kids can create similar programs in their brains as they learn and this helps them remember

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He had experience in both traditional and progressive environments and with some reflection he makes the claim that neither philosophy meets the constantly changing needs of the students. He argues that traditional education dwells too much on the past which takes away from what the students are expected to learn in the future. That being said, he also feels that progressive education gives students too much freedom which can lead students to get distracted taking away from their learning experience. “What we want, and need is education pure and simple, and we shall make surer and faster progress when we devote ourselves to finding out just what education is and what conditions have to be satisfied in order that education may be a reality and not a name or a slogan.” Dewey makes it clear to the reader that to truly improve education, educators need to focus on what the focus should be placed on and how this improvement can come to be rather than just sitting back and hoping. As said in the text, the two principles that create the perfect balance are continuity and interaction. Incorporating a proper balance of these ideas into both styles of education has the ability to create better learning experiences for all.

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“In fact, it turned out that except at the most highly selective public universities, ACT scores revealed very little about whether a student would graduate from college. The far better predictor of college completion was a student's high school GPA.” (152)