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I personally put myself in the situation that was described where I, myself am gritty but not everyone is as gritty because I have seen this first hand. Growing up in a blue collar household, I know what it is like to be gritty and having to work day in and day out in order to be able to make ends meet. Throughout college I have heard student talk about their parents being professionals and I have nothing to compare myself to because I come from a construction family. Looking at the inclusion/inclusive pedagogy, this is tough to take into account families like myself because often times, those that are exposed to situations where they are forced to be gritty, they tend to say they are gritty themselves, however, other families that have been more fortunate might not necessarily be as gritty. This is not to bash parents that have been successful because if we are being honest, if they worked for it, they deserve it. The problem arises when we often push aside those that dont even have the opportunity to get out of the working cycle. The best way to include everyone is to simply accept that everyone has a unique problem set and that not because you are a blue or white collar family does that give you the ability to bash someone else. We should all help each other in teaching what the other does not know.

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Going through Kolb's Cycle was actually comforting. I think this was because I am used to this type of learning. Experimenting with something at first before putting it into practice, then analyzing and seeing what you can do differently is my favorite way of doing new stuff.

The first part of Columbia's principles I think was among the most important of this, which is going to a place that has meaning to you. In my case, I went to one of my favorite studying spots. A change in scenery is always nice when you are studying for an exam and the spot that I went to does just that.

I would add a section for discussion where we could talk about why we went the route we did. Discussing about it would allow us to see things a different way than we are used to.

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For the assessment section I feel like I am capable of expanding more on my reflection on the 10/21 class. This will allow me to further expand on the assessment and outcome section.

This is more than anything to plan it out, I will not be copying all of it into my philosophy.

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Assessment: describe how you will know whether your students reached their outcomes.

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Assessment: describe how you will know whether your students reached their outcomes.

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10/21: This class was one of the ones that resonated the most with me, not only because I felt like the student in the example problem, but because it has stated a simple solution to such a problematic problem. If professors were to give more thought into their teaching philosophies and worked backwards as we did last week, the would be far more successful. I have noticed that the classes that I have done the best in are the ones where the professor states what they intend to teach the class since the beginning and then go on with their material. If they have a goal of what they want to teach, they are much more likely to get there.

Backwards by design class: After receiving worksheets/TBL sessions, students will be tested on different reaction mechanisms, including sections where you can differentiate between two similar reactions. Students should be able to explain why they chose that reaction

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Pedagogy: explain the facilitation strategies that you implement to allow your students to master the outcomes

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Pedagogy: explain the facilitation strategies that you implement to allow your students to master the outcomes

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9/9: After going through the lesson we had on 9/9, I was brought to light numerous different ways of learning that could be effective if I learn how to properly use them. A few of them have already been implemented in some of my classes such as TBL sessions and I have found them to be an effective way at getting the whole table involved. In the Ochem class I am being an LA for, I have noticed that there are times when the the whole table is quiet or when different groups are made within the table. I have found this to be more damaging than helpful as often times they all are at different learning points. However, in TBL sessions, students are expected to work as a team in order to get the best grade possible.

On the other hand, there are a few that I would love to see be done in order to see how they work and how they can be implemented in classes such as jigsaw and even the double entry journal. Sometimes, having some time by yourself can actually be beneficial.

10/7: Looking back at our class, there are a few things that I would like to implement in our classes if we were to ever go back to remote learning. The whole website that we used was phenomenal, it keeps students interacted and allows everyone to add on to it. I know that if I had that program while going through Sophomore year of high school, I would have been a bit more successful and would have gotten more out of that year as well. Looking at what we talked about, it is a great idea to think backwards. Thinking of how you want your students to end up really makes you think of how you are going to teach everything. Doing so will probably make a lot of students have more success.

Backwards by design class: TBL sessions as well as worksheets are some of the best ways to receive practice. Having a collaborative session with multiple brains will allow you all to put forward your ideas, which will help in getting the right answer

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Outcomes: state what you want your students to be able to do when they leave their learning experience with you (What goals will successful students achieve? What goals will you achieve?)

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Outcomes: state what you want your students to be able to do when they leave their learning experience with you (What goals will successful students achieve? What goals will you achieve?)

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9/23: Although I did miss this class, I did go through the pre-party videos/readings and I have found it interesting how our brains are activated with different activities. I always wondered why teaching was the best way to learn but it makes sense if we look at images such as the one with the brain where a lot of the brain is activated. As I have began to be a LA, this has been the first time I have been exposed to the world of teaching, making me prepare for class and hoping to answer students questions to the best of my ability. In return, I have found that a lot of this stuff is coming back much easier than I remember. It has even been useful in terms of the test taking I have needed to do. It was during this day that I needed to take a test and I was doing just these things, formulating words, speaking them, etc. Using active recall, I was able to remember a lot of the test, resulting in me getting a 93%.

9/30: To make sure that all students are brought in in the cooperative learning strategy, I would make sure that their voices are heard, especially with how easy it is to get lost when two people are in deep with one conversation. If we can make it to where everyone shares their ideas before we pick one topic to elaborate more on, I feel like it would be much more effective.

10/21: Knowing this, I am sure I can improve my teaching styles if I were to take the step forward in academia or even here in our class (Ochem).

Backwards by design class: Given multiple examples of chemical reactions (condition), successful students will be able to quickly identify (verb) the class of reaction during their exam (standard)

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Values: Share your beliefs - that which you think is most important as an educator (why are you teaching)

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Values: Share your beliefs - that which you think is most important as an educator (why are you teaching)

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Initial teaching philosophy: Going into the 15th year of education, there is always a consistent trend as to what makes a good teacher or what is effective learning for that matter. One of the bigger commonalities that I have found in those years start with the teacher. Often, I have found that teachers that are patient and willing to let their students make mistakes are the ones that end up having the brightest students. It is often that teachers do not want students to make mistakes as they fear that it will hinder their progress or even make their effort worthless. When they feel like this, teachers tend to be hot headed and get nothing across to the student, making the student not learn anything.

On the other hand, when we look at what makes effective learning from the students perspective, we see that the students who are willing to accept constructive criticism and learn from it are the ones that tend to learn the fastest. I have seen students think that everything that is thrown back at them is for the wrong reason and do not take it the right way. However, this ends up harming them even more because it was not the teachers intention for it to be taken that way, but the student decided on it, leading to the hindering of his process. This being said, the students have to know when to accept and refuse the criticism that is thrown at them. At the end of the day, they are the only ones that will be responsible for this.

9/16: A few topics were covered during our class last week on 9/16. One thing that we did not get to talk about much was on the second video we were to watch before class. I feel like that video really struck out to me because it is something that time and time again I have talked to the people around me. The only way you will learn is by being put in difficult situations. I have found that time and time again, the best way that I can get a hold of a new topic is by being "thrown with the wolves." The little bit of panic that sets in when you realize you have to actually do something by yourself makes you remember things much better.

9/30: I have always been a big proponent on the idea that if you are in college, you are there because you made the conscious choice of it. Of course, this is not always the case, but when it is, I would imagine that it would explain why active learning settings are more effective at the college level, rather than the K-12 level. If you are interacting with people that feel the same way about their education, it tends to be a step in having a more successful class setting. With this being said, I feel like it ties back to my original thinking that students that are willing to accept criticism tend to be more successful. It goes the same in college. If you want to learn, you will be willing to accept positive criticism to make sure that you continue to learn more and more.

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During class today, one thing that was brought to my attention once again is just how easy it is to not take into account into someone else's feelings, which causes problems in the future. If one person does not speak up, it makes it even harder to make sure that everyone is included so that is just as important as well. This being said, it does not take from the fact that people have to treat others the way you would if you did not know anything about them, which is with respect.

With this study case, one thing that I found myself feeling was the fact that you have to take everyone's feelings into account before you start to make assumptions. It makes sense that making expectations clear right off the bat would make sense and would prevent a lot of issues, such as the ones in today's case study.

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This class was one of the ones that resonated the most with me, not only because I felt like the student in the example problem, but because it has stated a simple solution to such a problematic problem. If professors were to give more thought into their teaching philosophies and worked backwards as we did last week, the would be far more successful. I have noticed that the classes that I have done the best in are the ones where the professor states what they intend to teach the class since the beginning and then go on with their material. If they have a goal of what they want to teach, they are much more likely to get there.

Knowing this, I am sure I can improve my teaching styles if I were to take the step forward in academia or even here in our class (Ochem).

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Looking back at our class, there are a few things that I would like to implement in our classes if we were to ever go back to remote learning. The whole website that we used was phenomenal, it keeps students interacted and allows everyone to add on to it. I know that if I had that program while going through Sophomore year of high school, I would have been a bit more successful and would have gotten more out of that year as well. Looking at what we talked about, it is a great idea to think backwards. Thinking of how you want your students to end up really makes you think of how you are going to teach everything. Doing so will probably make a lot of students have more success.

I think that the learning model that we did today was a great idea, especially in remote learning, however, we will also have to think about students who may struggle with looking at a screen for extended amounts of time. For these students, it will probably be best if we break up the lecture and maybe have a brain break or even 5 minutes off.

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I have always been a big proponent on the idea that if you are in college, you are there because you made the conscious choice of it. Of course, this is not always the case, but when it is, I would imagine that it would explain why active learning settings are more effective at the college level, rather than the K-12 level. If you are interacting with people that feel the same way about their education, it tends to be a step in having a more successful class setting. With this being said, I feel like it ties back to my original thinking that students that are willing to accept criticism tend to be more successful. It goes the same in college. If you want to learn, you will be willing to accept positive criticism to make sure that you continue to learn more and more.

To make sure that all students are brought in in the cooperative learning strategy, I would make sure that their voices are heard, especially with how easy it is to get lost when two people are in deep with one conversation. If we can make it to where everyone shares their ideas before we pick one topic to elaborate more on, I feel like it would be much more effective.

# data[].attributes.body
Although I did miss this class, I did go through the pre-party videos/readings and I have found it interesting how our brains are activated with different activities. I always wondered why teaching was the best way to learn but it makes sense if we look at images such as the one with the brain where a lot of the brain is activated. As I have began to be a LA, this has been the first time I have been exposed to the world of teaching, making me prepare for class and hoping to answer students questions to the best of my ability. In return, I have found that a lot of this stuff is coming back much easier than I remember. It has even been useful in terms of the test taking I have needed to do. It was during this day that I needed to take a test and I was doing just these things, formulating words, speaking them, etc. Using active recall, I was able to remember a lot of the test, resulting in me getting a 93%.

Following not being in class, but reading my classmates Padlet, if we want to include everyone in the active learning modalities that were talked about in class, we would have to make sure that what we are talking about can be taught by anyone. This means that we have to make sure people understand the material, but also, if there is a physical aspect keeping students away from being able to successfully teach, we want to make it accessible to them. This can be things such as going up to them instead of them coming up to us, or even creating a system where we can help with the physical aspect, but they do the teaching.

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A few topics were covered during our class last week on 9/16. One thing that we did not get to talk about much was on the second video we were to watch before class. I feel like that video really struck out to me because it is something that time and time again I have talked to the people around me. The only way you will learn is by being put in difficult situations. I have found that time and time again, the best way that I can get a hold of a new topic is by being "thrown with the wolves." The little bit of panic that sets in when you realize you have to actually do something by yourself makes you remember things much better.

When talking about the in class discussion, I would say it was a pretty eye opening one. Communication is something that if not done right, can end up destroying relationships. However, in the situation that we were given, it gets a little bit more tricky. Just like I mentioned in class, we have to remember that we cannot change peoples mindset in one go when they have lived this way their whole lives. Its unfortunate that we have people like that in the world, but we have to know when its necessary to put in the energy into the conversation or doing our best to ignore it.

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After going through the lesson we had on 9/9, I was brought to light numerous different ways of learning that could be effective if I learn how to properly use them. A few of them have already been implemented in some of my classes such as TBL sessions and I have found them to be an effective way at getting the whole table involved. In the Ochem class I am being an LA for, I have noticed that there are times when the the whole table is quiet or when different groups are made within the table. I have found this to be more damaging than helpful as often times they all are at different learning points. However, in TBL sessions, students are expected to work as a team in order to get the best grade possible.

On the other hand, there are a few that I would love to see be done in order to see how they work and how they can be implemented in classes such as jigsaw and even the double entry journal. Sometimes, having some time by yourself can actually be beneficial.

# data[].attributes.body
Going into the 15th year of education, there is always a consistent trend as to what makes a good teacher or what is effective learning for that matter. One of the bigger commonalities that I have found in those years start with the teacher. Often, I have found that teachers that are patient and willing to let their students make mistakes are the ones that end up having the brightest students. It is often that teachers do not want students to make mistakes as they fear that it will hinder their progress or even make their effort worthless. When they feel like this, teachers tend to be hot headed and get nothing across to the student, making the student not learn anything.

On the other hand, when we look at what makes effective learning from the students perspective, we see that the students who are willing to accept constructive criticism and learn from it are the ones that tend to learn the fastest. I have seen students think that everything that is thrown back at them is for the wrong reason and do not take it the right way. However, this ends up harming them even more because it was not the teachers intention for it to be taken that way, but the student decided on it, leading to the hindering of his process. This being said, the students have to know when to accept and refuse the criticism that is thrown at them. At the end of the day, they are the only ones that will be responsible for this.