EDF 1005 - Veteran Teacher Interview Reflection

I met this teacher at my job. I work at a public library in Hialeah. I always knew he was a teacher in a private high school but we never got the chance to really talk about it. I borrowed some of his time and used this assignment as an opportunity to interview him about his career. It’s easy to tell that this veteran teacher has been around for a good while.
I think that this teacher has some great ideals about the No Child Left Behind Act and he definitely is an advocate of the abolishment of standardized testing. I agree with him about this. I don’t think that this type of education focuses on general knowledge, and it completely dims student creativity.
Despite some of his anti-technology responses during the interview, I found out that this teacher is actually a fairly tech-savvy person. He uses digital cameras, computers, etc in his personal life outside of school. I believe that to continue enjoying what you’ve been doing even after 10 long years, no matter what it is that you’re doing, is a definition of success.
When I first asked him what technology he uses in his classroom he mistakes the question as a personal one at first. He quickly moves on to instructional uses, though. I suppose I could have asked it in a clearer way. This teacher has only one computer for students to use for instructional purposes in his classroom/lab. I don’t think this is enough for the students. I have to disagree with how he goes on about technology; I think technology is something that should be taken advantage of. We have so much information at the tips of our fingers, so why not use it? Although he has some lack of technological resources in his class, he does mention a graphing calculator that is a fairly new model. However, he doesn’t have enough of these for the entire class.
I noticed a recurring theme. He kept commenting on how he has been frequently burned by technological adaptation. I think this teacher feels outdates, and he has lost a lot of previous work. The fact that he has had such negative experiences with technology, he has been made very suspicious of new technology and does not trust it. The teacher shows only some mild resistance toward technology but what he does have more concern about is the students’ instant gratification to find answers quick and easily via online search engines, such as Google.
He always mentions how more use of technology in the classroom will affect him personally, but rarely mentions how it can affect his students and class as a whole.
This veteran teacher is able to realize “21st Century” skills are somewhat a necessity. He realizes that some students don’t have these skills, and some refuse to have any effort to learn and practice them. The teacher values simulations that allow his students to play with initial conditions in chemistry/physics, and other courses. He likes the fact that they can see different results without risking burning the building down.
My subject recognizes that each student is different and their most effective way of learning varies from student to student. He is able to provide different options for those who need or would benefit from them. I noticed that the subject of power points was mentioned multiple times. He used this as such a primary example of technology in class. His students would prefer more technology in his class. The use of power points in the classroom can be very debatable on whether it is a good, bad, or neutral factor.
He mentions the loss of his data, and upgraded programs not being compatible with his outdated material being a huge problem within technology. I think this is a very minor error compared to some of the flameouts that have occurred in education. I think that private schools don’t have as much money or motivation to try anything ambitious.
The set of students in his classes is self-selected and not average! As I’ve noticed in many science classes, there is an under-representation of female students.
This teacher has an active sense of humor. It’s possible that this sense of humor has helped him through 10 years of teaching. Notice the scheme for keeping students awake. This hints to me that students find his class boring.
The teacher sees huge benefits to co-location of students even if technology is implemented and I agree with him. However, he seems a bit unsure about one to one computer as an ideal form of educating students. I wonder if this anti-technology attitude is just a reflection of experience or a reflection of age. Perhaps a mixture of both, or maybe even something completely different. He wants to see some more control on how students are using technology. Towards the end, once again, he displays a concern about personal use of technology and risking losing data and material through changing technological revolutions.

EDF 1005 - Education Philosophy

Social Reconstructionism is the idea of education changing society. The belief of this philosophical theory is that schools should be agents of social change leading to a new and more valuable social order. Students under the reign of a Social Reconstructionist educator are encouraged to question traditions and traditional values, and even question the value of academic content. Society becomes the subject and the function of the student is to effect social change through skills and attitudes learned in a school setting. Curriculum can’t be separated from current events and focus of the students is outside the school setting rather than inside. (PHILOSOPHIES OF EDUCATION: Retrieved from http://www.vancouver.wsu.edu/fac/walkert/philosophies.html)
Social reconstruction is an educational philosophy that’s main emphasis is on focusing and addressing social questions. It is a journey to create a better society and worldwide democracy. Social reform is the aim of education. Theodore Brameld (1904-1987) founded Social Reconstruction. The idea came about as a reaction against the harsh realities of World War II. Theodore Bramelf was able to realize the threat of technology and the potential of it being used for negative purposes such as human annihilation and cruelty. He also saw that it can be used for beneficial purposes. Technology can benefit society by using it for human compassion and communication rather than destruction. (Philosophical Perspectives in Education, Retrieved from http://oregonstate.edu/instruct/ed416/PP3.html)

Students must resist the dominant forces of society. Teachers and students must act as if they were living in a democratic society within the classroom. (from Theory and Resistance in Education, Giroux, 1983)
Social education is “conscientization.” Students must disrupt accommodation by the dominant society. (from Pedagogy of the Oppressed, Freire, 1970) Paulo Freire (1921-1997) was a Brazilian who once lived in devastating poverty, like many people in our society today. His conditions made him realize that he can make a change by using education and literacy as a tool for social change. He believed that people must learn to resist oppression rather than accept it and not become oppression’s victim, not oppress others. To do so requires a lot of critical consciousness. In order to have some social change, people had to become aware of their surroundings and society to overcome domination and oppression. Rather than “teaching as banking,” in which the teacher ‘deposits’ information into the students’ minds, Paulo Freire saw teaching and learning as a process of inquiry in which the child must invent and reinvent the world. (Philosophical Perspectives in Education, Retrieved from http://oregonstate.edu/instruct/ed416/PP3.html)
As an attempt to make a change of modern social condition, Progressive educators have been trying to promote the reconstruction of for a very long time now. Many of the Progressive advocates believed that the school has been isolated from mainstream society due to the dualistic relationship of schools and society caused by common school practices. They believed that whatever went on beneath the auspices of the schools was unreal and did not reflect of the issues within society. (from Democracy and Education, Dewey, 1916; Dare the School Build a New Social Order?, Counts, 1932; The Confusion in Present-Day Education, Bode, 1933; The Social-Economic Situation and Education, Dewey and Childs, 1933; Traditions of American Education, Cremin, 1977). The Progressives argued that the schools’ environment was artificial because it did not educate the children of our society about the real world. This type of environment did not prepare the youth to see and understand the values and issues that they will confront as adults. (Dewey and Childs, 1933). Eventually, the idea that the schools should create a new social order had been proposed as a result of these beliefs. (from Dare the School Build a New Social Order?, Counts, 1932) Progressive educators wanted to reconstruct the schools but did not know how they were going to go about it. (from Public Education, Cremin, 1976) Ideas are usually always accompanied by an array of opinions. Counts, however, had just about the most radical opinion of all. Counts imagined restructuring America’s society and it’s economy. George Counts (1889-1974) recognized that education was the means of preparing people for creating this new social order. He said, “The times are literally crying for a new vision of American destiny. The teaching profession, or at least its progressive elements, should eagerly grasp the opportunity which the fates have placed in their hands.” Others weren’t as radical as Counts, they did agree, however, that social reconstruction should be the most important aim of a good education. Many believed that it was necessary in schools, if not, society as a whole.
Critical theorists and social reconstructionists believe that in order to overcome oppression and improve human condition then systems must first be changed. (Philosophical Perspectives in Education, Retrieved from http://oregonstate.edu/instruct/ed416/PP3.html) I agree. Social reconstructionist classrooms focuses on student experience. Instructors find fun way to get students involved with in their society. I think it’s important to promote youth activism amongst our students, and with the radical movement of this educational philosophy, education can now be used as a form of action. Social reconstructionist teachers focus on taking social action on every day issues such as violence, hunger, terrorism, inflation, and inequality. These types of curriculum are more common in social studies and literature courses. These controversial issues are usually dealt through inquiry, dialogue, and are focused on multiple perspectives. However, some strategies that I think are more fun and require some more social involvement is using community-based learning or bringing the world into the classroom.
“My upmost hope will be fulfilled if anything I have said plays any part, however small, in promoting cooperative inquiry and experimentation in this field of democratic administration of our schools.” (Max O. Hallman (2007). Defense of Democracy. In Traversing Philosophical Boundaries (pp. 474-480).

EDF 1005 - Article Reflection

The Seed of Education - Truth by Stephen T. McClard

The author of the article gives an in-depth and deep description of what truth means to him. When you seek truth for noble and humble purposes you can use this knowledge to make a difference within society. In the article Stephen T. McClard says, “We arrogantly boast that we possess truth, yet truth patiently waits for us to humble our souls.” He’s speaking the truth. Have you ever noticed someone showing off their degrees, and knowledge? Many people try their best to educate themselves, gain this knowledge and use it for nothing but to make themselves seem better, and smarter than others.
The seed of education is truth because truth is what most of us naturally seek. We do this through educating ourselves. When we want to know something, we go through the well known ‘process of inquiry’ in order to seek this truth and knowledge.
Emily Brooker was a student in Missouri State University. She was not an advocate of gay rights, however, the University tried to use coercion and intimidation to force her into signing a gay right advocacy statement that was contrary to her beliefs. She sued the university for doing so. (Stephen T. McClard (2010). The American Marketplace of Ideas - The Right to Free Thought and Expression. Retrieved from http://superiored.blogspot.com/2010/04/american-marketplace-of-ideas-right-to.html) In a previous article, educator and author, Stephen T. McClard stated, "An important part of our democracy includes the concepts of free discourse and freedom of expression. These two ideas are inexorably tied to our framework of what it means to be an educated citizen. Free access to thought is what defines us as individuals living in a free land. Limiting this access can only weaken our educational institutions." (Stephen T. McClard (2010). Education – A Marketplace for Sticky Thoughts That Stretch the Mind. Retrieved from http://superiored.blogspot.com/2010/02/education-marketplace-for-sticky.html) The author states that believes that the young girl, Emily Brooker is the “shining testament to the truth” of what he wrote in The Seed of Education-Truth. (Stephen T. McClard (2010). The American Marketplace of Ideas - The Right to Free Thought and Expression. Retrieved from http://superiored.blogspot.com/2010/04/american-marketplace-of-ideas-right-to.html)
Although, I personally don’t agree with Emily Brooker’s view on gay rights, I do agree with what McClard says. It is important to use your beliefs and knowledge to make a difference in society. The fact is, no one should ever try and force you into agreeing or supporting something that in all actuality, you don’t. If Emily Brooker would have agreed to signing that gay right advocacy statement, not only would she have lost the opportunity to show the system what they were doing was wrong, but it would have made her a hypocrite as well.
All-in-all, even though I agree with Stephen T. McClard’s ideals and his view on truth, the title of this article is a somewhat misleading. I thought it would have to do more with education and schooling but it sounded more to me like a self-help article.

EDF 1005- Reflection 9

Schools began developing once writing was invented. Cuneiform is believed to be the first writing. The students were mostly taught about their way of life and how to take care of their family and live. Studying and practicing can be traced back as far as 3000 BCE. With time schools began to establish and progress to have more subjects, such as math and grammar. It was usually children who come from families of a higher socioeconomic status that were given the privilege to attend school. This Ancient Egyptian Education was much different than the schools we see today. Today all children, no matter what their demographics may be have the right to attend free public schools. The schools of Ancient Egypt only had students of higher class. Many of them were sons of priests and other elders. The less fortunate children had to mostly learn from their parents. Instead of having the free will to choose what they want to be as adults were forced to follow their parents’ footsteps because they were limited on their knowledge and education. Everything they learned was learned at home from their parents. In addition to being trained in whatever work they were pursuing, they were also shown about their culture. They learned about their beliefs and values. I’m glad to be able to say that education has made an enormous change since then. In the United States it is necessary for children to go to school. In fact, not attending will bring consequences to the parents of the child. This change has been a good one. I believe that all children deserve the right to educate themselves, not only children of richer families. I wish that we could make the kids of our society realize how important it is for them to appreciate and take advantage of the luxury of education and schooling that has been freely given to them. Many children in other poor countries where education is limited due to lack of resources are wishing to be handed the opportunities that our given to the kids here. And yet many of them don’t appreciate or realize what they have. Many students attend school without caring to even pay attention. I think it’s obvious to see that today’s education is much more effective than it was in Ancient Egypt. Students are now divided into classes with their peers and progress through grade levels. We have resources and technology and so many tools for children to learn. Schools give a lot of general information to help children today figure out what interests them the most so when the time comes to pick a major and career they are prepared for it instead of being forced to follow their parents’ path. It is no longer the case that everything they know was learned at home only. I hope that as time continues and the future approaches education only continues to better.

EDF 1005- Reflection 10

“The teacher is the gatekeeper,” a term created by Philip Jackson. What makes this statement true? Well, for as long as I can remember, in my classes the teacher is always the one who is in charge. The teacher is the one who chooses a student when all those hands go up. The teacher decides whether their answer was wrong or right. The teacher is also the one with the power to limit the length of that response or ask for an extended, detailed version. The teacher is who decides what direction the class discussion will go. In a classroom, the teacher usually decides what is fair as long as they stay within their boundaries, of course. Communication between teacher and student happens almost throughout the entire class time. Since it is the teacher who is lecturing the classroom it is only natural that the teacher is who initiates communication and manage the topic and what is being said. It is expected for the teacher to always be the first to open their mouth in that class room and because of these students are automatically ready to listen quietly and be dependent on the teacher. Although they are quiet their brains should be causing up a storm as they rely on their teachers for knowledge and truth. They should be thinking quickly and trying to memorize the information that is being given to them. A common tactic for teachers to check their students understanding is by asking questions. Time to ask students questions is always prepared but students have barely, if any time to ask any of their own questions. It is easy to see why many students are afraid to admit they simply don’t get something. They may be embarrassed to ask for help. I believe teachers should use their authority in the classroom to make the learning experience more positive for students. If they are more comfortable asking their own questions then maybe they will have an easier time understanding. After all, how can a child be able to get something that is confusing for them when they don’t have the time or courage to ask? I remember in high school seeing students raise their hands to ask questions about something the teacher just mentioned in the lecture and many of the times they respond, “Not now, put your hand down.” Seeing this happened would discourage me, myself to ever dare put my own hand up. Many students sit in their seats pretending to understand something they don’t. If districts didn’t tell their staff how they should teach then maybe those who allow their students to speak will do a better job at giving them the education they want and allowing them to explore their question and curiosities. What is the point of these higher-authority-given rubrics? Teachers went to school and studied for the job they have already, we shouldn’t be given a pre-written, recycled (probably out-dated) lesson plan. With this new trend of standardized testing in public schools there is much less time for lectures and real learning. Instead of the exchange of creative ideas and other important topics schools are more interested in focusing on math and reading only. I am not saying those topics aren’t important but there is so much more for the students to learn as well that will help the student gain a larger variety knowledge and education.

EDF 1005- Reflection 2

I believe that as human beings we naturally have this urge to create and invent. It's only natural that with time many well-thought out inventions have arose and progressed and will continue to. These inventions have the capability to change society, and paradigms of individuals. Earlier hominid species used sticks and rocks to make tools. Being limited to these types of prehistoric tools made early humans see life from the paradigm of a hunter. Although you kill as a hunter, you also develop a sense of compassion for other animals. With time, tools began to advance. Since humans were able to get a hold of these more sophisticated tools the hunting game began to get larger. As situations came up through time, the more complicated and advanced they were the more the thinking process of humans progressed. Anyone's paradigm can be altered with experience. Changing of paradigm can effect how you see your world and understand how other people see it too. Throughout life we hit milestones where we find that some things we have believed our entire lives don't really have a reasonable explanation. When an argument or situation proposes a reason to disprove your usual beliefs a shit will occur. As we come across new experiences and knowledge we become open to new ideas,theories, and inventions. Sometimes we change our old beliefs and habits and adapt to a new way of living but this is only possible if we are well aware of our surroundings and keep our minds conscious. It is true, however, that although some beliefs have no explanation and maybe someone disputes a good argument to disprove it that some people will continue to believe their original belief with no intentions in adapting to any new ones. Many people don't need logical explanations and will go on depending on faith. I can only imagine, however, that if that person has been able to shift another's paradigm by using convincing arguments then the person who has been shifted will always remember the person who changed their life forever. Accepting change can be a difficult thing to do sometimes. Imagine living your life believing something and one day it is all gone... It could be altered in a matter of just minutes. I know it is impossible to happen every time but I would like to hope that these changes in paradigm for every individual only changes their lives in positive ways.

EDF 1005- Reflection 20

Horace Mann's success made Elementary schools become more popular, however, there was a large gap between them and the uprising establishment of Universities around the nation. They had not preparation between these elementary schools and universities. I can imagine all the information they may have forgotten by the time they got to the university level. The English Classical school was the first free secondary school in the U.S. It was located in Boston and established in 1821. This school had 176 boys. Girls did not attend all the way up until 1852. The purpose of these schools were not clear. They became privatized and did not have the same curriculum as other schools did. Unlike today, anyone can send their children to public schools for free, however, because secondary schools were supported by a higher elementary school tax at first, if you wanted your kids to move forward to a higher education, you would have to pay for it. Thankfully, this is not the case today. The United States tried using the same tracking system that is used in Europe In fact, United States and Europe's school systems used to be very alike. Instead of just graduating from secondary schools and entering into universities, in order to attend universities you had to figure out a way to bridge the time gap between university and elementary school. Either that or just begin working very early in life to help support the family. Secondary schools have given this "bridge" between elementary and university to us and has been able to prepare students for college. Abandoning this older system of education has made American education a great thing. With a high school diploma, graduates are able to attend college and have a higher chance of getting a good job. Freedom, career, success and money is the "American Dream" and introducing secondary schools into our lives has given us a better reflection of the hard work that has to happen to make this dream happen. Secondary schools can be publicly attended by anyone for free, no matter what gender, race, or economic status you are. A democracy such as our's should offer fair and equal opportunities for kids to educate themselves and decide what they want to do with their lives and secondary schools has given us this.

EME 2040 AND EDF 1005 - Essay Haiti: Nou Led, Nou La

On January 12 of the year 2010 a destructive earthquake with magnitude level of 7.0 hit the small island of Haiti. I can not imagine how they must be suffering there, however, I can't help but be deeply moved by the mass amounts of heartbreaking images that have circulated around the media and internet. Throughout the past weeks we have seen the devastation that has been going on in Haiti. We have seen footage of parents searching for their children through dust and rubble; we have seen frightened and lonely children begging on their hands and knees to be able to find their parents; we have seen images of Port-au-Prince left in ruins; we have seen families make shelters of anything they can find. Throughout this horrific and unfortunate experience lives have been shattered. Haiti is a poor nation who has already suffered a lot, and this earthquake has only brought them more suffering. Throughout all of this, they still find it in their souls to say "nou led, nou la." But what in the world does "nou led, nou la" mean? This is hatian for we might be ugly, but at least we are alive. Well, first of all, obviously, no one is ugly. There's beauty in everything and everyone. Nou led, nou la is not to be taken in literal context. I believe that this means they are ugly, in the sense that perhaps after recent unfortunate events their environment has been left in ruins. Because of the poor foundation in their construction, most of the island was left in ruins by this earthquake.. Haiti, as 'ugly' as it is now and with people walking around all dusty and with barely any clothes on is not the most attractive site. However, they are still moving on with their lives and living. Disaster strikes, but life continues. Feeling alive during disaster and unfortunate events can be much easier within a supportive environment. With everyone helping each other and taking care of each other, people's nerves can be calmer and there is much more hope. Because life continues, within time Haiti will rebuild the destruction that this earthquake has caused. Perhaps this unfortunate event can be seen in the light. It is a chance to rebuild their towns and architectures with stronger foundations. It is an opportunity to focus on making their environment better so that when disaster tries to strike again, the damage will not be as bad. Just about anything, even the worst tragedies can be turned into a wonderful chance to take advantage of. To me, "nou led, nou la" described this idea of taking disaster and turning into opportunity in just one simple and beautiful statement.

EME 2040 - Reflection 10

In this class I learned of all the different type of lesson plans there are to choose from. I’ve learned the layouts of these lesson plans and the individual purposes that each type of lesson plan can be used for. I’ve learned a bit about educational philosophy and this has helped me to find what educational philosophy I am. I’ve learned how technology is an important thing to take advantage of within the classroom and education. I believe that technology is something we have not had around forever and the fact that with today’s day and age we do have it, and it’s constantly improving, that we should highly appreciate it and take advantage of it. Its uses can vary from so many things. You can use it to tell stories, write lesson plans, do researches, share images, communicate, virtual world tours, videos, and so much more that I can’t even think about all its valuable purposes to write down right now. I feel like it is such a shame to have all this knowledge and information right at our fingertips and some people just do not want to use it. When we’re confused about grammar rules, or the spelling or definition of a word, we have the entire English language right in our hands on the internet. In fact, we have access to just about any language via the internet. My most valuable experiences have been being able to create my very own lesson plans. I see I need a lot of work to do, however. When I’m making them I see myself in the classroom and I find them to be great. That’s my opinion. Then the feedback I get is not the best. I haven’t been happy with my grades so far. With this feedback I am realizing that what I’m creating are not the best lesson plans. I hope that with each lesson plan I make, I am improving as I’m trying to. I’m excited to see how I’ll feel writing lesson plans as an adult. I will probably look back and see that those lesson plans I thought were decent, but ended up getting a low score on were in school really weren’t very great. Hopefully, when I’m further into my career writing them will just start coming naturally. It will feel so much easier than how difficult they feel now. This class would be easier if I didn’t have Professor McNair for two classes in once term. I didn’t think I’d be doing so much hard work. Writing a lesson plan each week takes time and I find it difficult trying to catch up with all my assignments for both of my education classes every week. As soon as I think I’m getting the hang of it one week, I get a bit behind the next week. I’m trying to tough it out, though. Nobody said these classes would be easy, but to be honest, if I knew I had so many assignments I would’ve taken them separately. Nevertheless, I love my classes and what I’m learning and I appreciate Professor McNair and his valuable advice and lessons.

EDF 1005- Reflection 19

Education has greatly improved throughout the years. Education had gone from just simply lessons in a classroom to becoming social movements! The first schools were founded by Christopher Lambs who began schools only to recite scriptures for children to learn how to read. Education was begun to construct with religion as the foundation within colonial schools with the sole purpose to save souls of children. Lessons were based on the Bible. As you can see from this small explanation of colonial education, modern education has definitely developed to a completely different form. Children first began being taught at home by their parents and grandparents about values, morals, and manners. Women began to turn their own homes into schools in which they would welcome children to learn. These schools were called Dame Schools. The women became teachers of their community for a fee. Unfortunately, Latin Grammar schools were available only for the elite boys who were able to afford this education and those who graduated were held to have high expectations of going on to college and graduating with great success. These boys would become leaders and ministers. Soon after, a school to prepare ministers was established. This school was called Harvard. Education was not in favor of all races back then. Blacks and Native Americans were not allowed to attend schools together with whites. Also, there were not many choices on where to go to school. There were very limited school locations, but northern colonies offered more opportunities. We have developed a lot since then; now children of any race can attend school together. I believe this is important so that children can experience an array of types of people and culture. Many children who are raised knowing only of their culture grow up and don’t handle experiences with other people well. They sometimes grow up not accepting of others, and racist. Religion can’t even be mentioned in public schools unlike how it was back then. Religion is no longer the basis of education, at least not in our American public high school education. Teachers can be fired for bringing up religious discussions within the classroom. This can be a good thing because the teacher may be bias toward their belief. As a result, a student of another religion can spark up some conflict, or feel left out. Also, public schools are available to everyone and are not just for the few wealthy. Education has become implemented into our society as a regular everyday life necessity, like eating.

EME 2040 - Reflection 9

My EME 2040 professor as taught my classmates and I many ways in which we can take usage of technology for advantage for when we are teaching our very own students in our classes. I have learned that technology can be utilized in the process of instructional delivery for something very important that I would like to call, visual learning. Many people and I would agree that students learn better when they are visually being shown and taught instead of just the regular basic speaking lecture. With images and videos from the computer being projected on a large screen for students to view together as an audience, they have a better idea of what the subject matter might be. It also grabs their attention a lot better than just the typical Peanuts cartoon teacher’s “wah wah wah.” I use this metaphor because I think this light hearted cartoon perfectly depicts that one boring teacher that every child has had to experience throughout their education. In the cartoon, you only hear the teacher repeatedly making the sound “wah wah wah.” It shows that the students aren’t even paying attention. Even the character Lucy, who seemed to be so energetic most of the time, was always put to sleep by this type of teaching. In my EME 2040 class we have prepared lesson plans, and we were able to use a website called learn360. Learn360 has so many useful instructional videos. They practically have a video on every and any lesson to show students. Showing these videos as an opening to the lesson gives the students a good idea and teaches them overall about the subject before the teacher even gets to give her own lecturing about it. Technology may be used for students to do research in class or as homework. This teaches children to broaden their horizons and explore not only in the class but even at home online. Today students can communicate with other children from all around the world with the use of internet. They can get a feel of cultures from around the world and have e-mail pen pals. I learned about this when we were studying telecollaborative learning. Students can see how living and school is all around the world. Today, you can even take a very educational virtual tour anywhere you want in the world. I believe the internet and technology is a beautiful thing. We have so much information and any language right at the tips of our fingers for whenever we need it! Many people didn’t have this a while ago, and I imagine when I am teaching my class that I’m going to put emphasis on taking advantage of the great things we are able to do with computers today. I want to teach my students to appreciate what they have and to use it for good and research when they are curious about something.

EDF 1005- Reflection 18

“In America, education has always been viewed as a vehicle for improving society at large.” I agree with this quote. I believe that the basis of a good society stands in a proper education. Students who are given adequate education usually grow up to be intelligent, socially moral individuals. Seeing as I received an 83% in reconstruction/critical theory in my education philosophy quiz, I think it’s only natural that I would agree with this statement. I find that this is true. I see the world becoming more and more of a tough place to live for certain people. I see the America doesn’t want education, they want guns. As a Critical Theorist, I believe it is important to reeducate the world. It will be difficult because one person can only reach so many people, but if those people we reach out grow up to want to do the same and reach out to people and reeducate the world to be a more livable place, then eventually things might turn out for the best. It is a little bit unrealistic, but it’s called hope. I know that hope can never replace action, but the action is education. The world becoming a better place starts with one step at a time, person by person. Seeing as we are regular people, and not anyone in power (i.e.: government) we don’t have the ability to get rid of all the violence, guns, hate, etc. However, by educating the younger society and directing them to become understanding people, we can reshape society. As an educator, I would love to be able to help my students understand the world and other parts of it, not only their own little local world to be able to reconstruct society and have them be open minded and understanding of other cultures. Not only do I believe that a better society should consist of understanding, moral, appreciate their earth and culturally aware people but I think they should be knowledgeable in many areas and be able to provide for themselves and family. A proper education assists in directing a student into the right direction to be able to do this. Many students graduate from high school, if they are motivated, with an idea of what they want to do in college and what career path they would like to choose. Not everyone is wealthy. If education is only available for wealthy people as it once was, only the high class areas will be intellectual and considered a “good society.” Every child has the right to be properly educated and to live in a good and safe society. I believe teaching is a great way to reach out to the younger generation and direct them to grow up to be good adults, so that they can pass on these good habits to more generations to come. The start of a new and improved society might progress slowly but it can start with just one class.

EDF 1005- Reflection 17

Education and society now in America is very different from colonial New England. Education of colonial New England had a huge emphasis on religion. They used the bible instead of a text-book to teach the basic subjects we have in today’s schools, such as reading, writing and math. Religion played a large role in the education because schools were initially made just to teach children about religion in earlier times. The intention for schools was to save the souls of children in those times. It was believed that to be a better spouse and parent; children had to learn how to read scriptures. Today, the complete opposite is taking place in today at U.S schools. Religion isn’t even permitted to be mentioned in the classroom because of the controversy that can be sparked up. A teacher may even have her career in public schooling revoked just for trying to influence students on their views, or embed their beliefs inside the classroom. Earlier education, however, was at home. Many women began welcoming children into their own homes, in which they would open to teach them themselves. These one-woman-home-made schools were called dame schools and the women who taught in their homes would eventually become their local neighborhood’s official teacher for a fee. Today a woman can’t just randomly open her home to teach the local kids. A person who wants a career in teaching must attend college and have a degree for their subject before becoming a teacher. School attendance is another major contrast between colonial New England education and present day U.S education. Once the girls became literate to become adequate house keepers, they were sent back home. The boys who could afford continuing their studies transitioned into a Latin grammar school. Transitioning from their original school to the Latin grammar school is similar to today how students come from middle school to high school. The students who had the special privilege of attending this colonial “high school” had high expectations from society. They were meant to graduate college to find wealthy and powerful careers, most likely within the church, as leaders or ministers. In present education children of both genders may attend the same school together and attend wherever they’d like (or what they and their parents can both agree to). People of color and Native Americans were not allowed to attend school. Although, unfortunately, we are still living amongst racist people and some discrimination today, in education you will never see this. Perhaps amongst the students, but if a teacher shows discrimination to any race he/she are highly likely to be fired. Gender and race were big problems within the education system of colonial New England, fortunately unlike back them, modern day America do not take gender and race as a preference for deciding what child may or may not attend schools. Public schools today consist of children with any race, gender, and ethnicity. Every child deserves a fair education.

EME 2040 - Reflection 8

I took my educational philosophy survey a few days ago. It was not a pleasant experience. My eyes began to tire from such a large amount of questions. Many of them I answered neutral to. Some of them were difficult for me to answer. I scored highest in Reconstruction/Critical Theory and Existentialism. I received an 83 in Critical Theory and an 81 in Existentialism. I find that this is true. I see the world becoming more and more of a tough place to live for certain people. I see the America doesn’t want education, they want guns. As a Critical Theorist, I believe it is important to reeducate the world. It will be difficult because one person can only reach so many people, but if those people we reach out grow up to want to do the same and reach out to people and reeducate the world to be a more livable place, then eventually things might turn out for the best. It is a little bit unrealistic, but it’s called hope. I know that hope can never replace action, but the action is education. The world becoming a better place starts with one step at a time, person by person. Seeing as we are regular people, and not anyone in power (i.e.: government) we don’t have the ability to get rid of all the violence, guns, hate, etc. However, by educating the younger society and directing them to become understanding people, we can reshape society. As an educator, I would love to be able to help my students understand the world and other parts of it, not only their own little local world to be able to reconstruct society and have them be open minded and understanding of other cultures. I can also see how I received a significantly high number for existentialism because I would definitely agree with Sartre’s “existence precedes essence.” Humans differ from a manufactured object, such as a letter opener because we don’t have a creator to tell us what purpose we serve. Man is first before all, surges up into the world, and then finds himself later. The universe cannot define what we feel, or how we should be. The idea of what is beautiful should always lie within our own minds, and not what the rest of society considers beautiful, similar to Kantian Idealism, in which Emmanuel Kant illustrates that we all live in our own world of perceptions and what is beautiful to one person, might be ugly to another. As an educator, I would love to be able to direct my students into learning ways to be able to discover themselves.

EDF 1005- Reflection 16

I remember always having to practice writing persuasive essays when I was in middle school and in high school. It was mostly preparation for FCAT. I never realized that they never used the term “rhetoric” to describe the style of the essay until just now, of course. Rhetoric is the art of using language effectively to persuade. This form of speech was taught to public speakers so they can give their audience persuasive speeches in order to influence the thought and conduct of their audience. It was also taught to writers. I think rhetoric can be used just about in any situation. Children use it all the time when trying to convince their parents of purchasing them something or allowing them to do something. It can be greatly used for political purposes when trying to win a campaign, or as a lawyer defending a client in court. Socrates and Plato were some of the earliest to perfect this method of persuasive speech. Rhetoric is related to Roman education because it was considered to be an essential subject to be taught to these young men. Their assignments consisted of different topics and class discussions, and a speech. Cicero and Quintilian are some examples of famous rhetoricians that came from ancient Rome. Cicero wrote letters and speeches with an array of styles and left them for us to use by example of good rhetoric writing. Quintilian worked in court and was placed in a more advanced level because of his knowledge. The teachers that taught this style in Roman schools were called rhetors. They showed their students how to give speeches on any given topic and how to debate and defend your argument to their fullest potential. The people of ancient Rome were fascinated by this technique of persuasion. They were rightfully fascinated because their emphasis on this style has made it popular enough to still be used today and I am sure for more generations to come. We sometimes use this technique without even mentioning it. For instance, when trying to convince a teacher to give us a better grade or some extra credit. When we do this without preparations or realizing that we are using persuasive language and tones of voice, it seems as if it is just a natural human thing to try to get people to understand our point of view. We all want to be understood and have people in our lives with common interests. Sometimes when the person we want in our life has no common interests, we tend to convince them to think otherwise. Their speeches and exhibitions were often presented in front of their neighbors and proud parents. Every once in a while exclusive and very persuasive students presented their writings and speeches to the emperor. I wonder if these students were master minds at getting their way with their parents.

EDF 1005- Reflection 15

Education in ancient Athenia differed from the education of ancient Rome in various ways. For starters, rather than punishment and forcing students to learn through fear, as Roman education did, Athenian education never really disciplined students into focusing on one subject over their others. They wanted the children to be educated on all the subjects. The three subjects that were taught then were grammar, gymnastics, and music. I think these types of subjects are essential when molding students to become a well-spoken character, and have an appreciation for aesthetics (of the ear.) Most importantly, however, is the promotion of good health. In my years as a student in public schools, I have never seen or had the opportunity to enroll in a gymnastics class. If they offered more classes like this, perhaps students would be healthier and in good shape. Music is not as highly respected as math or science now-a-days. Females of ancient Athenia did not go to school. They were put to stay home to learn chores. However, some parents, if they could afford it, had private teachers teach the girls in their own homes. Boys began school at age 7, and at age 14 they were sent to a higher level school. Kind of like when students make a transition from middle school to high school today! If they are in good health once they become 18 years of age, they are sent off to train for military.
In Western civilization, schools were available to everyone, but with a fee. It was not only exclusively for boys from rich families. Payments to attend this school was not as expensive, and many we able to afford it. A major difference of Roman education is that they were highly disciplined, making their learning based on fear. It was believed that if the boys were afraid to be beaten for their mistakes they would learn more effectively. Although, I do not believe in hurting my students or making them scared, I suppose if they had yet to develop such an array of educational philosophies as they have today, this was is kind of effective. I’m assuming if a student does not want to be so badly disciplined, they will try harder to learn everything correctly and do their assignments right. Unlike the Athians, there was a greater emphasis on Math for Roman education than all the other subjects. Although females were allowed to attend Roman schools, the wealthier ones still had a tutor at home, rather than taking advantage of the more affordable schools. The girls practically attended a wife-school. In order to be prepared for marriage, they were taught how to keep a home. The Athenians went to school in the morning, and were out by noon, and the Romans were in school the entire day. I believe the rigorousness between schools is the main difference. Although ancient Roman education was more available to everyone than Athinian education, they seem to have had a much difficult one.

EME 2040 - Reflection 7

Digital stories are composed with the following important ingredients: images, narrating voices, and music. A digital story is similar to a audio book in the sense that the story is being recorded and read to the listener out loud. However, along with the audio story, images and illustrations are accompanied along with it to help give the viewer a better understanding of what is going. Images along with words are a perfect way to describe and physically show the story. Similar to the illustrations of a children’s story book, except the images are passing by like a slide show and the words are able to be heard. This is great for children who are more visual learners. This will give them a little extra help to understand the lesson or story. It is also a great way to learn how to read when you are able to hear the narrator reading the word and at the same time see the word on a screen. This can help the student learn how to spell and pronounce words properly. In turn, assistance with spelling and pronunciation can also help a student to communicate more effectively. Images can help a student get a general definition of what a word they don’t understand can mean, as well. These digital stories can have music added to it. Music will give the viewer/listener an idea of the mood of the story. If they are at an angry part of the story, the music can be intense and music does a good job at alternating one’s moods. Creating your own digital story can be fun and even helpful when needing to get some things off your chest. Sometimes, it is good for your soul to record your digital story even if you decide to not have an audience. This is similar to that exercise they have often taught us about, that when we are angry at someone or about something to write a letter to that person but never send it. It helps to let out your emotions and get these negative feelings off your chest. When deciding to have an audience it is important that the appropriate context is used for the corresponding viewers. It is also very important to feel comfortable when recording so that your message is clear and understandable. Try not having a monotone voice so that the audience can get the feeling of the story. If you can, practice and record over and over until you feel you have it right. Storytelling has always been incorporated in classrooms, and making it a little more visual just adds that extra oomph! It helps to grab your audience’s attention, rather than just boringly read a story to them. All in all, if done right, digital stories are an effective way of teaching and a great way to incorporate technology into the classroom. It can also encourage students to be creative and not afraid to share their own stories.

EDF 1005- Reflection 14

Aristotle has been called “The Great Philosopher” because he was the first to have laid out logic and utilize it to articulate and communicate. Not only was he the first to formulate logic but he also started writing for academic purposes. Aristotle also made his own school, like Plato did. He started the Lyceum. Aristotle was influential because he brought many ideas into our minds. He founded Western Philosophy and showed us how we are different from animals by giving us the idea of a chain in which humans are the highest and strongest link. We are different from animals because we can reason. Aristotle also believed that the penis in men made them able to reason better than women, and therefore have stronger will. He believed men could reason to conclusion to have a stronger will. He did believe women could also reason to conclusion, but that passion would get in the way, making them unable to reach a conclusion. For this reason, Aristotle believed women were of a different species. Aristotle brought up the idea of Eudemonia, which means the highest level of happiness. He believed that eudemonia cannot be reached while on Earth. Aristotle and Plato had many debates over their beliefs. Aristotle critiqued Plato’s ‘Word of Forms’ by asking what does language such as ‘resembles’/participates in’ mean? Plato has always defined resemblance between objects as those objects each resembling something further, in the world of forms. Aristotle argues that this view would go on and on ad infinitum. To reduce this absurdity, there would have to be something that the world of form also resembles. Plato made his stopping point by saying the form of the good is what everything resembles and it doesn’t resemble anything else. Aristotle believed that form and matter equaled sensible objects. He believed that forms are in the objects themselves but should not be understood as separately existing entities. He believed that form is just the shape that matter takes. Aristotle believed that for all things there must be a cause. While Aristotle argued that Plato’s ‘World of Forms’ went on ad infinitum with stopping point, Aristotle’s view also went to infinity with no STARTING point. In order for Aristotle to make sense of his chain of causes that could end ad infinitum, he must identify ‘first cause.’ This is how the idea of Aristotle’s ‘Unmoved Mover’ arose. The Unmoved Mover is that thing which causes itself and is not caused by anything else, and sets the universe in motion. Both the world of forms and the unmoved mover are God-like concepts that have been brought into our world today.

EDF 1005- Reflection 13

Socrates was not the type to record his lessons so unfortunately what we do know about his teachings is only what his student, Plato recorded. Plato has a pretty good collection of Socrates' teachings and dialogues. Therefore, everything Socrates has taught during his time we know because of Plato. Plato has played a great influential role in modern western civilization. Plato opened the first academy in Athens and taught young Athenians of philosophy. He brought many different ideas during his time and one of the most famous ones has been his world of Forms in which he believes that our world is only trying to mock a more perfect world. Plato brought up one of the most fundamental questions of metaphysics; Is reality truly as we perceive it? He gave people an idea of what reality was vs. human perception. He believes that in the world of forms, the forms are unchanging and are the perfect counterparts to our imperfect perceptions. He called our world the world of becoming, and the world of forms the world of being. In one of his illustrations, The Myth of the Cave, he describes a group of people chained together in a cave. There is a fire in the cave in which unchained people are walking around of. They are holding different symbols and these symbols are being shadowed on the wall in which the prisoners are facing. All they see is the shadow of these objects. It was written in the story that if one of the prisoners were to break free and voyage outside of the cave that the light will cause pain in his eyes and cause them to look away, however, their eyes can adjust to become enlightened of the real world. When once escaped and returned to tell the rest what he had seen and try to encourage them to be enlightened with him, the prisoners would fear what would happen to them and refuse. He is clearly illustrating how we can only appreciate the world and know after experiencing it. The objects being held around the fire represented the real world. The fire represents the sun which causes the shadows. The shadows represent the prisoner’s perceptions/ideas/impressions of the world. The hole leading up out of the cage is a journey into the intelligible world. And outside of the cage is the world of forms/ forms of good, which is a Platonic heaven. I believed that the escapee might have been a representation of Socrates. The chains might represent us tied down to impressions and we cannot get outside of our own minds to see how the world really is. Plato was an idealist, not a humanist. He felt that the only way to know truth is through experience and inquiry. Because he believed our souls are immortal they have been alive forever, even before birth so he also believed that we have all had contact with the perfect forms and ideas however, when we were brought into the world it was up to us to be curious and re-discover what he believed we had once encountered. Life and death are two complete opposites. Because of this, he believed that the soul is the life to our body and it can never die.

EDF 1005- Reflection 12

I believe that the launching of Sputnik changed United States education into a better turn because of the array of subjects that arose from it. When Sputnik was launched by the Soviet Union in 1957, the United States, naturally, got a bit jealous and decided we should explore space as well. Curriculums throughout the country became more rigorous in order to place an emphasis on learning to think as scientists and mathematicians, along with the learning of foreign languages. Their goal was to make students develop thinking skills and not just memorize their lessons. Learning how to read and write is not sufficient enough in today’s world. With these new types of classes, students were able to graduate with a general knowledge on more than just reading and writing. Today’s technology is proof that reading and writing are not the only important types of knowledge in the world. Many advances have come about by learning other subjects. Students graduated with knowledge on science, and math. This is great for jobs. Now students can prepare to be more than just a priest. Students have an array of choices of how they want their career path to go, engineers, scientists, architects, etc. Instead of memorizing a lesson and passing an exam, students were now required to be able to think for themselves and use critical thinking skills to solve problems on their own. By enhancing these skills, education has become better and has benefited the society. Students in the United States are now able to communicate with people around the world who don’t speak English. Of course, who they can communicate with depends on the language courses they chose to take. Exposing students to this array of subjects and careers assists them in gaining experience and aware of the choices they can make when choosing a career. Also, exposing children early will help them develop their decision making skills because when the time comes, hopefully, they will know enough to decide what job is right for them. I believe that Sputnik sparked the competitiveness in the United States and made them realize that they have to catch up with education and breakthroughs. Initially, the United States was upset by the fact that the Russians were ahead of the game when it comes to space exploration but in the end it turned out to be a positive thing in United States education. Students are graduating with the knowledge they need to be able to make it out there in the career field they choose and maybe even have better ideas than Sputnik.

EME 1005- Reflection 11

Socrates was not one to record his philosophies and teachings; he believed learning was living it out instead of writing it down, therefore what we know of his impact come mostly from Plato’s notes. I find this a bit unfortunate because it would have been great to be able to learn and read about his ideas and philosophies in his own words and writings. Although there has been some confusion floating around about what is originally Socrates’ ideas and Plato’s idea, it is still a well known fact that Socrates as Plato’s teacher greatly influenced his ideas. It would make sense for Plato’s idealism to come from his favorite teacher, Socrates. People believed everything Socrates had taught and followed it throughout their life. Socrates tested people’s minds to become strong in what they believed. Moral virtue equaled happiness and moral virtue was absolutely needed in order to be happy. It was believed that a person who did evil things were a bad person and that they would be better off dead than to be alive and evil. Socrates gave the people of this time an example of what was considered to be a worthy lifestyle. He believed a worthy life was one that was examined. Socrates pushed people to have their own minds and to have valid arguments for their beliefs. Socrates taught his followers his idea of afterlife and that higher power did find good and evil relevant. I believed that moral beliefs and values would always matter and there could not be a world without them. As you can see, Socrates did not care too much about factual information but was more worried about being a good person and making sure his followers learned to think for themselves and also be brought up with good morals. He set a good example for this civilization to act right, and not wrong. Because he taught his students to put up valid arguments when discussing theories, I think he sort of brought the idea of harsher, well thought out debates into this world. Unfortunately, Socrates was poisoned for his teachings. His students offered to help his escape before they forced him to take the poison but Socrates was very loyal and showed a strong pride in his belief and chose to take the poison. I have told my mom that teaching is a passion career, not a money career. This moment at the end of Socrates’ life shows a strong flowing passion for his love of teaching his ideals; a passion so strong that he was willing to give up his life for it. Many, many years have passed but his theories are still widely taught and known in today’s society.

EME 2040 - Reflection 6

Telecollaborative learning arose when they began a project for students in Israel called "We The Children." They wanted to be sure that the students felt save in their environments, which in turn would help them to learn better. I believe that there are two places where a person should always feel save. Your own home, and your school. Your home is your shelter and if you don't feel safe there, where can you feel safe? Children are in school the first half of their day. It is almost like a second home to them. Usually, children in schools are told to trust their teachers and other school authorities. People we trust are people we feel protected by. If we don't feel safe in a place full of people we are told we should trust, then once again, where can we feel safe? I can imagine that when a student feels unsafe they are nervous and on-edge. It must be hard to properly learn under those conditions. People conducting this project asking the students to describe what thwy considered to be a safe classroom. This information helped them to compare the student's idea of a safe classroom and their current situation to see whether it was ideal or not. Many of the students in Israel felt that they weren't safe in their environment. They were scared to go to places even if they were protected by security, such as the movie theater. And even if they did feel safe going to see a movie with their friends, they felt as if they weren't safe enough to use public transportation to get there! Just about anyone can use telecollaborative learning by gathering a students in groups to help each other solve a problem by using the internet and other resources. This approach will assist the student develop critical and creative thinking skills and even have them get comfortable with the usage of technology. This project had Israeli students and Canadian students e-mailing each other back and forth. They found that the topics they spoke about were of what normal 13-14 year old teenagers are interested in, music, sports, weekend activities, and fashion. They were able to only see the difference when the Israeli students described their unsafe environment in the poems they were assigned to write. One student even wished they lived in Switzerland. The interaction between the very different worlds amongst these adolescence helps them to understand the terrorism going on around them and helps the slightly more privileged students to appreciate the safety that they have in their country. Telecollaborative learning can give the student a better worldview and compassion.

EME 2040 - Reflection 5

Cooperative/collaborative learning is when the instructor teams their students together to learn and work on projects or activities together. Students sitting in groups discussing the chapter of a lecture is an example of collaborative learning. Students can even use collaborative learning at home, online by discussing with their classmates, or even students in different schools the topic. In cooperative learning, the students should be graded for their individual work, as well as the group's ability to work as a whole. Not only does this help each other to understand other points of view but it gives the student some experience with team work to help them prepare at a job environment later when they are adults. In these groups the student can share what they know and their strengths with their friends and also receive feedback and tips for their weaker skills. The student will also develop skills to come up with agreements when one of their cohorts develop a conflicting ideal. There are three things that are necessary for the ideal cooperative learning environment. First, the student should feel safe amongst their peers, but a big of a challenge is needed to spark that competitiveness in them. Second, the groups shouldn't be too big. This way it is easier for everyone to contribute. Third, the instructor should clearly define the assignment so that the student actually knows what he/she is doing. I have noticed in my experience in school that sometimes one students will put in more work and effort than the others in group work. I believe that in order to avoid this, the instructor should individually assign to each student a sub-subject to make up the whole subject, while still preserving the encouragement of sharing thoughts and ideas with each other. It would be best for the instructor to follow up with the groups to make sure everyone is doing their work as assigned and not taking advantage of the more invigorated one. When properly done, cooperative/collaborative learning is a very efficient method of better understanding the topic, and developing social skills.

EDF 1005- Reflection 8

The first wave brought higher standards for teacher and students. As a result, the graduation requirements were difficult, the standards for becoming a teacher were more rigorous and there was more standardized testing to measure student progress. This has been the strongest wave of educational reform. Corporations were upset that they had to make their workers literate and teach them some math. Critics used these low test scores to say they weren't meeting standards. As these state tests got more popular, they used them to pull out teachers they felt were not fit enough, and even to pick on the students with low scores and schools in general. They now issue grades to schools accordingly with their students' standardized test scores! I think this is the most dominant because I have witnessed today, and everyday how classes do continue to get more and more difficult each year. Also, having to go through FCAT, I see how these type of tests are slowly ending up at each state. The second wave began when The Carnegie Task Force on Teaching as a Profession had urged school districts to give "teacher greater voice in school decisions." As a result, in 1987, "school-site management' had been recommended by the National Governors Association. This was more teacher-run, rather than leader-run. The freedom given to the teachers to have more power in the class did bring some issues. For instance, some teacher promoted racism against colored students. The third wave of education reform is a result of poor families that were unable to put their students through well resourced schools. The school voucher and charter school movement came in effect. These gave people the option of alternative schools, rather than just the public school establishment. It is, however, the most ambitious and even adds an element of competition.

EDF 1005- Reflection 7

A way of educating children in ancient Egypt and Mesopotamia was by homeschooling them so that they can learn by watching and imitating their own parents. Similar to what we would call today as the modeling method of teaching. They would learn all the tasks they had to do. For instance, farming. Kids had experience by working with their fathers. While the young boys were learning the dirty farm work, young girls would learn how to dance, sing, play instrument, and manage their household. This kind of reminds me of that "wife school."
This is very similar to our own alternative teacher preparations, in which students who are aspiring teachers learn and are prepared through a structured apprenticeship. It is similar because they also have a sort of "on-the job" training. Ancient civilizations had apprenticeships as well. Most of these apprenticeships led their students to a very high and successful place. I think a great example of this would be Socrates' student, Plato! Socrates never wrote his philosophies on paper, but Plato (which I think was probably his favorite student) wrote them down (kind of how we take notes in class today!) and published them later. Plato turned out to be a very famous and important philosopher of this ancient time and began the academy at his own house. He brought perception into our thoughts and gave us the idea of the world of forms. Today, these apprenticeships are great because we can experience the jobs we're aspiring first hand and it gives us a better understanding to know whether we're sure this is what we want or not.
China's main goal is to mold the character of their students and girls were taught individually from the boys to learn "woman stuff" like raising children and maintaining your husband and home.. Proper respect is very important. Also, they are very family oriented. It is important to respect your relationships and family and keep them first in your life in China. China's schools are much longer and rigorous than American schools. Did you know: China has the highest suicide rate of students in the whole world and because of the their government is trying to discourage so much hard work? But in China, children rarely went to school. It was mostly reserved for the elite noble and their children.
A final teaching approach was in the temple schools where they learned writing and arithmetic. In these schools they taught their students how to master cuneiform, which to our knowledge is the first form of writing ever. People who mastered the writing were known as scribes, and they were held up very prestigious because they were the ones who were literate and could write. Therefore, they were also the ones who recorded history. They knew everything that was going on. These students would be severely punishment for making mistakes because they had to write on clay tablets so they were unable to undo any mistakes. The clay was very expensive, which is why mistakes were not allowed.

EME 2040 - Reflection 4

A lot of participation from the student is required to have an inquiry-based learning. The student should learn from experience, and surge into the world to gather information and feed his or her curiosity. In many classes, I find that the student might feel embarrassed to ask a question. Many times their instructor will be intimidating, and even answer the questions with an attitude because they get angry that the student did not understand. This has even happened to me when I was in middle school and high school. Often times I'd be too nervous to answer for fear that I would get scolded at, or that my classmates wouldn't understand my point of view. I thought that if I were the only one asking, than I am the only one who doesn't understand and that I'm not smart enough. Therefore, I just never bothered asking. When I was confused about a subject, I thought everyone else understood but me. As I got older, I realized if I feel this way, probably many other of my classmates felt this way too. Maybe everyone else was also afraid to ask their questions. Thankfully, as I got into college I got over this habit of refraining from asking my questions. In inquiry-based learning the instructor should encourage the student to ask questions. The instructor should also encourage the student that if they want to know something to go out and gather information. Do some research, google it! Especially with today's technology, we don't have to go out to find out anything. We just need a computer. We have the entire world and almost all the information in it right at the tips of our fingers! The instructor should encourage their students to use today's tools and their minds to learn about everything and anything they want to know! And when the student does ask, they do not get scolded at. In fact, they get rewarded with answers and knowledge. This type of environment helps all the students to feel comfortable asking questions. Also, this way, when that one shy student sees everyone else is asking, he or she won't feel as bad asking questions either. I think this is great! To me, students asking questions doesn't mean they're stupid. It only means they want to understand. I would much rather have a class of students that care and want to know, than students that don't bother to ask or want to learn. In an inquiry-based learning the students are actively involved in socializing with their instructor and is much more efficient than the student just being given a lesson. Sometimes a question in one student's mind can spark up more questions in other student's minds. With a willing and cooperative teacher, inquiry-based learning can be very efficient for the students' gain of knowledge.

EME 2040 - Reflection 3

A constructivist lesson plan is when the instructor uses the student’s already attained knowledge to help them figure out what they should be learning now. In this approach the student builds their own understanding of the world as an individual. By developing a situation, the student can make their own rules and help them understand their own experiences and altering the mind to the convenience of their new experiences. Explaining this situation can become an assessment for the student. A constructivist lesson plan includes students sharing their thoughts and ideas. You should ask questions, answer them, but not give away an explanation. This way, the student can try and explain the situation themselves. It helps along the way to make sense of the world and what is going on around them. They can practice figuring things out for themselves instead of having everything given to them.
The constructivist lesson plan starts off by developing a situation. As an assessment, the student must explain the situation. Then, the instructor can make the students get into groups, and gather the materials they will need. A “bridge” should be developed between what the students already know and what they might learn during the lesson. The instructor should be prepared for questions that the student might ask. Also, the instructor should ask questions for the student. If they do not answer, the instructor can answer themselves but not give an explanation and leave it for the student to try to figure out. Then, the instructor should encourage the student to exhibit their thoughts by discussing with one another their ideas and explanations and helping each other to understand. I would suggest that the student keep a journal to write down their reflections on their process of explanation.

EDF 1005- Reflection 6

One of the very first forms of writing is called cuneiform. It was common in the ancient period near east. They used characteristics made up of wedge shapes. Cuneiform was an ancient Sumerian writing style. They would write on clay and used grass the way we'd use pens. They would then bake the clay to make it hard. They used pictograms, which are symbols to represent an object. To show concepts they would superimpose pictures on top of pictures. Because these illustrated concepts were too difficult to understand, they began to evolve by using ideograms and having one simplified symbol to represent concepts. However, they needed to develop symbols for phonetic sounds. Their ideograms eventually evolved into phonograms, which are symbols used to represent speech-sound. So, I believe that the writing has been crucial because their symbols have eventually evolved to our modern day alphabet. Our alphabet is also symbols for phonetic sounds. For example, they show you in kindergarten: A is the 'ah' sound, B is the 'buh' sound, C is the 'cuh' sound, etc.
I believe that the invention of writing has been crucial to the establishment of the world's greatest ancient civilizations because they were able to record history. With this tool, and our later translations it is able to help us currently better understand what accomplishments man-kind has made throughout years and years of hard work, discovery/exploration, learning, and inventing.
Not only has writing been crucial for recording history, but establishing civilizations requires great work and architectural successes. I imagine after the invention of writing, writing down blue prints and plans for their structures must have made these architects have better foundations and longer duration. It probably also made it easier to build.
I believe that the invention of writing has also made communication easier. We don't have to run into someone to contact them. Writing letters is possible, and little by little we have evolved even to text messages, e-mails, instant messages, etc. With web cams, we won't even need writing for distant communication! haha

EDF 1005- Reflection 5

Rites of passage is a ceremony in which a person transcends to a new part of their life. They use these ceremonies in all types of cultures. For instance, when Jewish boys have their Bar Mitzvah to celebrate their transformation from boy to man. When Catholics have their baptisms to celebrate their transformation of being with God. Marriage is another example of a more common rite of passage in our society. So you see, these ceremonies can emphasise the acknowledgement of your new position in life.

Facing Mt. Kenya is about female rite of passage in which they perform clitoral circumcision. I had mentioned this in class to my professor, and he hushed me. Now I know why, to preserve the initial shock when reading the article for my classmates. :)

Anywho, these women must be ridiculously brave to go through with this situation. Not only do they tolerate this happening to them, but they do it happily. Although, I do not understand why they do this, and I completely disagree with what is going on, these are their customs. It is completely bizarre for me but these women are proud of their culture and wouldn't have it any other way.
Did you know: That there is a non-profit organization called Clitoraid and they help to restore the clitorises of those women who have suffered through clitoral circumcision and have made the decision moved from their homes and change these customs?

In the article, The Sambia, I learned of a custom in which they think that swallowing semen brings good fertilization. It's an awkward notion but doesn't anyone who wants high fertility do what they believe? For instance, here, when a woman is trying to get pregnant, the doctor tells you what days you're ovulating and when you are in your highest fertile point in the month. Couples will sometimes religiously have sex in those days of the month in order to try and conceive a child.

In class, we read Sitting Quietly Reveals Crocodiles Tricks. In this ritual, the children are isolated to prepare to fight "the forest thing." If their children survive through "the forest thing," they put their children through four years of bush school. In this school they are taught how to become a man. They "would learn and grow, suffer and yet bear the suffering, share each other's pain and promise, and die together to childhood." So as you can see, some rites of passage are very similar to our own education. We send our children to school so that they can learn and graduate with a degree that is supposed to mean they are prepared for the world. Our graduation is also a ceremony which I would consider a rite of passage as well.
I believe that initiation rites and rites of passage ceremonies can have a lot to do with teaching and learning. You can teach the students different rites of passage in different cultures. Especially, the ones that may seem awkward to us. The reason being is that if you give your students knowledge on different cultures, they might be more understanding of others. They will see that some customs, although they are bizarre to us, are normal to other people. They will learn to understand before jumping to any conclusions.

These are important topics as well, because the preservation of culture is important.

EME 2040 - Reflection 2

After reading some of the details between both the constructivist and behaviorist lesson plans I was able to see that both of them have some major differences.

One major difference between the two is that the instructional design of the behaviorist lesson plan has already have an outcome determined for the student. This interrupts the learning process to embedd into the student's mind this superficial reality. On the other side, contructivism preserves the student's own view of reality because the learning outcome is not always predictable. It is not as controlling as behaviorism.

Also, The constructivist lesson plan seems a bit simpler than a behaviorist lesson plan, in my opinion. Constructivist lesson plans use the student's previous experiences to help them learn the material not just as an entire class but as an individual. I think the special attention helps each student learn everything at the proper pace. Not only does it help the student, but it also helps the instructor in trying to figure out what level each of their students are. In return, you are able to teach the material better and with a better understanding of how your student functions. You should construct an activity so that the student may feel more involved in their learning experience. An activity will be able to help the student learn and understand the material first hand and also allow the instructor to test if they are understanding the lessons. For instance, a teaching might have the students point out what item in the room is a specific color when they are being taught their colors.

Personally, I believe that a behaviorist lesson plan is a bit less personal then the constructivist lesson plan. In a behaviorist lesson plan what the student knowledge, and the goal is more important than the student actually enjoying class and really learning and applying the material. Behaviorist lesson plan is focused solely on the student obtaining knowledge and reaching the set goal rather than help to add on to what the student already knows. The word "behavior" is incorporated into this type of lesson plan for a reason, you know. The teacher focuses on the obedience of the student and figure out a way to keep the student behaved and focused. In a behaviorist lesson plan the instructor must be in control of the class because everything that is to be done in class is already pre-prepared in writing, as I had mentioned earlier.

I believe the constructivist plan is a more effective way of teaching because it is more interactive and focuses on the student as an individual, not just a child that needs to be obedient. Behaviorist plan reminds me sort of of baby sitting, in a way. In a constructivist plan, the student is more involved with the lesson and it makes it funner for them to learn. In turn, they understand the material better. However, a bit of behaviorist planning to keep the student focused (a mixture of the two) will be even more effective.

EDF 1005- Reflection 4

After I read, "Early Human Phylogeny," I learned how they represented the evolution of hominids through the different sculls that had been discovered around the world. The most interesting of hominid, to me, is the homo-erectus. These extinct hominids got their name because erectus meant to set up straight, and they were already standing on two legs. They are also known as neanderthals. The reason I find these interesting is because they remind me of the typical "cave-man." The article "Hominids," unlike the first article, represented the array of skulls that have been discovered in even more detail. For instance, it gives you an entire list and even categories the skulls into it's corresponding specie of hominid. The Taung 1 (AKA Taung Child) had been discovered in 1924 in Taung, South Africa by Raymond Dart who had estimated it to be three million years old. The skull was believed to be that of a 3 year old child's. It had teeth like a six year old's, and for this reason they believed that this hominid developed much faster than today's modern homo-sapien. The third article is titled after a four foot tall skeleton found in Ethiopia in 1974, "Lucy." Although the skeleton resembled an ape, researchers say that Lucy was bi-pedal and was able to walk up-right just like we do, because of her bone's structure. Because of Lucy, scientists now have an estimation of when it was that humans began to walk in our modern day's very familiar up-right position. The last article is called, "African Eve," and it is about the origin of humans. As Professor McNair explained in class, this article also explains that today's modern hominid originated from Africa. Although some people might feel close minded to the idea, researchers believe that we did originate from Africa and then spread throughout the rest of the world. The Homo erectus, which I had mentioned earlier as being the most interesting, to me, of hominids easily adapted to their environment and was able to live longer than other hominids. This explains why modern day humans come in different colors of skin. Our skin adapted to the environment. The remaining of the Homo erectus was about 500,000 years ago in Africa, and 250,000 in Asia. To be honest, this didn't really affect what I believe. I am very open-minded to everything, and had originally already believed in evolution. I am proud of how our species have migrated and spread out throughout all the world, and have made so many advancements and successes throughout all these years. Look at all the inventions modern-man has come up with.

EDF 1005- Reflection 3

I believe my elementary and secondary education was pretty "multi-cultural." I attended Hialeah Elementary school and Miami Springs Senior High. Both schools had an array of different students, you were able to find all sorts of elasticities in my school. For this reason, my schools taught us of all cultures. We would celebrate Black History Month, Hispanic Heritage Month, holidays of all religions, such as Kwanzaa, Christmas, or Hanukkah and learned about many cultures. I feel that most of my teachers did a good job incorporating culture into our lesson plans. My French class was the most multi-cultural class. We were able to participate in dances, of not only from France, but just about any culture you can think of. We always had food in the class of different cultures. She also brought an array of guests. The most interesting of all, though, is a man who was a political prisoner in Dubai. He spoke a language that was illegal in the middle East in which you can easily be killed just for speaking it. I forgot the name of the language but he taught us some phrases and showed us that the language was illegal because back then whilst they were having genocide, their enemies spoke that language so they banned it. This is the only class that I feel used the contribution approach. It got everyone interested and involved! In a way, we were able to experience these cultures first hand, without even leaving the class room. The instance I just spoke about is a contribution approach, and I would love to have been able to see that in my elementary school and in the rest of my classes in high school. Assignments and lessons can be boring at that age, and it doesn't give as much insight as actually having an experienced person of the culture in which you are learning about there to show you. I would also like to see some more of the transformational approach. I plan to be a History professor because I have a passion for teaching truth and beauty. Most of History is written by the winner, however, you don't get to hear much about the other side. For instance, when the Christopher Columbus and the Europeans arrived at America, the Native Americans welcomed them and invited them to settle land without killing, in turn, the Europeans destroyed most of them and yet, it is the Native Americans who are called "savage" in our History books. It is important to show the student the truth and not just what the winner says. I think a bit of all approaches, the contributions approach, the additive approach, the transformation approach, and the social-action approach (which in a way already combines the transformation approach), should be used for a perfectly multi-cultural class.

Comments to Rorschach Splats

coyote (2):

To me, this image looks like some sort of evil ghoul. I see the first two parallel blank spots as angry eyes, and the 3rd blank spot below it as an eerie, creepy smile. The two blobs on the top of his head, one on each side, reminds me of a pair of horns or something. And the 3 blobs in between is hair. The dripping blob at the bottom looks like a goatee.



bat (3):

This looks to me like a moth. The two lines up top looks like antennas sticking out of it's head. The brown and olive dark colors reminds me of the colors of a moth. The round light figure behind it, reminds me even more of a moth because as we all know, moths are attracted to light and light bulbs.



two gnomes dance the celebratory hopaky (5):

This time, I do agree with what you see, Professor McNair. The pointy shapes remind of little gnome hats, and they seem to be meeting in the middle of the image as if they were holding hands, dancing. The pink, purple and other bright colors give this image a happy and ecstatic mood. The white blotch between the pink and dark of the two figures almost looks like a gnome's beard. And the pink with the bit of red above that white beard has the impression of a fact with pink, rosy cheeks. They seem to be bowing in their dance.

Reflection Paper #1 (EDF1005)

Teacher preparation programs from colonial times to the present day have highly evolved. During the colonial times there was not as much teacher education as there is now. Back then most elementary teachers hadn't even ever attended a secondary school. During the medieval times, students learns their skills and mastered it by being sort of like assistance to their own teachers and advisers. During the colonial times, many teachers received their knowledge through this system as well. Some educators of colonial times were nothing but people who had a contract with the government to teach in order to pay for their passage to America for a certain amount of time. Thankfully, during the 1980s they decided it was time to attempt to reshape education. It was decided that teachers were not as professional or prepared to to meet the conditions of a successful par. The Holmes Group and the Carnegie Forum wrote two highly publicized reports that emphasize on the need of better education for teachers. A bachelor's and master's degree is now required to be met to become an educator. A few colleges continued with their undergraduate education programs.
Today, teachers must complete a Bachelors or a Masters program in order to reach the "professional status." Teachers can also take a fifth year of school to receive their teaching license. There is an alternative teaching preparation program in which the student learns how to teach by being with a professional teacher. This teacher becomes their adviser, and it's similar to a training at a new job. This is also how the colonial times, and medieval times prepared their educators. Although spending some time in the classroom can help to attain teaching skills and perfect these skills, most students graduate with the traditional program of receiving your bachelors, or masters degrees.
One of the most publicized alternative programs is called Teach for America (TFA). TFA was started in 1990 by a student at Princeton named Wendy Kopp. She structured out the idea of this program as a thesis paper. The program sends it's members to teach for two years in schools who need assistance due to being poor, and having lack of resources. It's very hard to get accepted into TFA. This program is controversial because it is said to not adequately prepare teachers and as a result, the students are not properly educated. Many teachers of this program quit teaching after two years. I imagine that the reason being is because they are being assigned to difficult rural classrooms. If they do not have the patience and passion to be able to fix the problems and educate these students properly, than they won't enjoy their job.

Here's a quick bio/about me.

How do I explain fabulosity?
As of now, I'm trying to better both myself and my future. And if that means a few heads will have to roll in the process, then so be it. I work part-time at a public library and I'm a full time student at Miami Dade College -- North Campus. At the moment I am working on my AA for education. From there when I graduate I will work on my major of History in Social Science and eventually a doctorates to become a History teacher at a university.

My name is Analiz, and truly, I'm not exceptional, but I am certainly abnormal. I was raised in the city where it's loud and street lights lit the sky like the freckles that kissed your face. Kissing meant cooties, the London Bridge fell down, and stuffed pigs named ‘Squealer’ were the only company that acquired you in bed. Tattered knees and tree climbing have now been replaced by broken hearts and boozed bonfires. Oh how the years have surely passed.

I was born with an enormous need for a affection, and a terrible need to give it. Granted, things have changed; sexual fantasies are the most common forms of dreams, I have to be wary about the now alcohol enriched apple juice, and the only stars I see are the ones who have their face plastered to the front of a tabloid. But all in all, I'm still the same little girl who dreams of a fairy tale life, in which her prince charming will sweep her off her feet and they will ride into the horizon as the sun slowly sets. Little aspects of everyday life make and inspire me. I find joy in a stranger's smile or the way the grass pokes at you while lying in it. I’m the truest form of myself when I am alone. I tend to baby-talk my fish, blast music, and often spend countless hours of the night doing the most unproductive activities.

If we ever talk, I will pay attention first and foremost, to your words and the spirit in which you say them in. I will soak in each and every sentence that leaves your lips and enjoy it for the footprint of your function that it is. I will find the beauty in you and I will admire you for your being, for you are someone no one else can be. I'll smile at your soul before I react to your facial gestures, I promise.

I can live the lives of a wise old man, a starving child, and an addict all in a matter of hours. I can feel what others feel and place myself in any situation. Indeed, I am young, but I have found what truly inspires me and what I do in fact, love. Whether or not I'm “good” enough for you does not faze me, for I will only get better, my ideas and thoughts shall only become stronger, and I’ll express myself through words for whoever may listen.
All I can do is be me, whoever that is.

I'll be more than happy to answer any inquiries you may have about me.

Oh how I thoroughly enjoy existing... sometimes.

This is me in all of my splendor... and it doesn't get any better than this.