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Behaviorism-one of the first theories on education and how to tailor to meet needs/behaviors of students (Rewards/punishments).
Piaget-looked at cognitive development of children and helped for others to think of children as able to build experiences and understand the world.
Dewey-Argued that curriculum should be relevant to the student and should be learning by doing.
Vygotsky-Focused on sociocultural theory of education and the need for social interaction for cognition.
Freire-Focused on ditching the traditional 'banking system' and more on problem-posed education. Challenged the teacher/student traditional relationship.

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Sees the assets the students bring to their classroom (Culture, language, skills)
Sees the learning as a process and students WILL learn the skills but are novices. (Goodman, 2014)
Positive, comfortable learning environments.
Builds relationships with their students.

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ELL students will continue to be a bigger majority of students in the next five years. (Goodman, 2014).
Students must feel free and safe in classroom for language acquisition to happen.
Krashen's theory on ELL-must give students time to process in first language.
Use pictures, simple sentence structure and talk slowly.
Be sensitive. Use collaborative group work, cultural sharing activities and meaningful lessons.

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Students that are bringing emotional baggage into our classrooms do not learn (Goodman, 2014).
Emotional Intelligence (EI) is a greater predictor of success than Intelligence Quotient (IQ).
Some ways to build confidence:
1. Allow student choice on projects
2. Use media (TV, social media, hiphop music)
3. Library full of student interest books
Self-Efficacy-ones capability to attain goals and important role in motivation and learning.

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Learning Centered-students are engaged with peers, flexible grouping, dialogue.
Less traditional-'sit and get' rows of students desks, teacher lectures and students take notes.
Rules-but not too many. Enough to have classroom management but must allow for some fun.
Affirm values, safety, cultures of students.

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Unless you have experienced parenthood, hard to grasp the enormity of emotions and roles parents experience (Goodman, 2014).
Teachers must be reflective in their practice, being thoughtful and understand that parents may have had bad experiences with school growing up.
Teachers are not parenting experts and our work is not to know that best way to parent (Goodman, 2014).
Parenting is not a profession, not our job.
Think about parent involvement, empowering families and support.
Need parent and teacher cooperation for students social-emotional development (Goodman, 2014).
Some ways:
1. Conferences, not a time for scolding.
2. Open house, inviting into the classroom to read, share a talent, etc.
3. Newsletters, homevisits.

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Art therapy usage and sublimation.
Understanding the years of fighting school conformity and having compassion.
Accepting students for who they are and not who you want them to be.
Get them outside and out of their seats. Movement is key.

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The most important thing that I learned in this course that has an influence on me as a person and educator is the importance of relationships. Every week, we learned about a new topic and the pressing issue with each type of student/difficult issue was that is students feel cared about, it will help the situation and the student will want to succeed because they feel safe and cared for.

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I really enjoyed reading about Freire and Pedagogy of the Oppressed. This really changed my way of thinking in how my classroom is set up. I think often times I have a banking system classroom because it is easier and there is so many things to cross off your list (teaching). I really do believe that the problem-posed education is the best, but the hardest to organize and I need to do better. I second guess my students because I tend to think that if I didn't tell them, they didn't learn. This is the wrong way to think about education and is really basic levels of learning. Critical thinking skills are problem-posed education. I want to make my classroom more student-centered and less traditional methods.

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My thinking has changed a ton since reading on the non-traditional student. I think that there needs to be more professional development at school levels on how to reach the ELL students. I liked how the readings gave us simple ways on how to reach these students. I am going to try sentence starters, more pictures and graphic organizers.

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As a parent, I totally agree that EI is more important than IQ. However, as a teacher, being graded on how well my students perform on an assessment, I struggle with this. I know my students come with tons of emotional baggage and I want to strive to have more dialogue with my students. I plan to really focus on building relationships with students, even if it is two minutes of community building.

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This topic has changed my bias the most. I want to go back 10 years on how I dealt with parents before I had children of my own and shake my head at my lack of compassion. We had team teaching and if students were not behaving and we needed help in all of the classes, we would call parent conferences. I can only imagine how intimidating and frustrating that is for the parent. We were so wrong on how we handled the parent-teacher relationship. The article Myths about Poverty was such a wonderful read. I really think my bias changed after reading that article. The fact that most families that I teach are in poverty and they work so much harder than higher income families. These myths really challenged my bias.
1. Low income families are unmotivated to work.
2. Low income families do not care about their children's education.
3. Low income families tend to abuse drugs and alcohol.
These myths about the culture of poverty really set up a destructive culture of parent-teacher relationships. Going forward, my relationship between parents and teachers will be 100% better because I have learned so much through this course and I have children of my own. I always say once you know better, you do better and with experience comes wisdom. I have much more life experience to be a better teacher than I did when I was first beginning.

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I had never learned about the ACE survey and how it affects the health and learning outcomes of your students. After repeated stress (which most of my students have at least 1 ACE score) it can change the brain pathways and wiring. This is what controls self control and reasoning. The flight or fight brain application is really real for a lot of students. The constant brain in state of emergency is not good and with the 'bear' not going away, learning is not happening.

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Freire, Paulo, et al. Pedagogy of the Oppressed. Bloomsbury Academic, 2020.

Goodman, Greg S. Educational Psychology Reader: The Art and Science of How People Learn. Peter Lang, 2014.