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Module 5 Chapter 12, 14, 15 (Educational Psychology)

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Chapter twelve covers, Motivation Learning and Teaching. Motivation is a very important factor in the learning process. I believe that a motivating learning environment supports the education process. It is the key factor in getting students involved in the learning process and in keeping them engaged at their level of academic performance. Most educators believe that motivating is a difficult. We learned motivational ideas that are useful in the classroom. Woolfolk’s definition regarding motivation is an internal condition that arouses, directs and maintains behaviour (462). According to psychologists, motivation is an attribute that instigate movements, energy, direction, the reason for our behaviour and “what” and “why” we do something. Motivation is a persuasive feeling that always provides positivism to students to accomplish a task or activity to the end and succeed in it no matter how hard and tough it is (464). It can also give a  feeling of ways to go down and obtain anxiety
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Module 4 Chapter 9,10,11

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In chapter 9, focus on the complex cognitive process that leads to understanding (p. 340).   It was a very interesting chapter because it pointed out a variety of teaching methods. They discuss metacognition, using knowledge and skills about learning, motivation, and yourself to plan and regulate your learning (p.399). Metacognition is defined as "thinking about thinking." Metacognition consists of three components: declarative, procedural and self-regulatory:  Metacognitive learning includes declarative knowledge about oneself as a learner and the factors that might impact performance, self-regulatory procedural knowledge about strategies, and knowledge about when and why to use strategies (341). I believe that metacognition gives better guidance and advantages to students in the understanding of learning. One method that I have just learned that educators can use is self-regulated learning. I read it in this chapter, and in the videos, they also talk about it. As stude
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Teacher Interview

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  TEACHER INTERVIEW The teacher that I interview is Ms. Ferrell.  She is an intermediate teacher at Penn Elementary school CPS). I was her assistant in 2008-2012. Just recently, I did my observation in her classroom. I have to say that the time working with her and recent interaction with her and her students, I haven’t seen her children be severe behavior problems. I have seen her build a relationship with her students. She is a very calm teacher, and I have never seen her be stress in front of her Students. I always observe her passive and go above and beyond for the students. Violeta: Can you please introduce yourself?  Ms. Ferrell: Hi, my name is Tewana Ferrell. I am an individual education teacher, with the city of Chicago. I have been a teacher for 25 years. I have thought special education, intermediate and middle school.  Comments:   Working with Ms. Ferrel for four years, I have seen her goal to be academic learning.  She was very determined for them to learn no
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Chapters 7 and 11 Behavior views of Learning Blog #3

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I believe chapters seven and eleven have been yet the most essential and learning discussions. Working as a SECA in a classroom,  I see it in various classes, how creating and maintaining an efficient classroom environment for students can be difficult. With the number of distractions and behavioral issues teachers encounter daily, it becomes imperative to try to prevent them. Here Bandura’s Challenges to behavioral are explained to become a critic, caution, and have an ethical consideration for educators.  In chapter 7 focuses on the four Behavioral learning process: Contiguity, classical, conditioning, operant conditioning, and observational learning. Some theories say that the role of environmental stimuli in learning and focus on behavior (p 262).  Additionally, after they analyze the behavior learning process, the psychologist's looked at different behavior assessments.  Reinforcing with teacher attention, really spoke to me. Here they talk about how psychologists advis
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Bilingual Emergent Literacy Blog #2

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Reading chapter five, and six really hit home. I began to have many  flashback as I read because I was relating.  What really interested me hat the United States is the second-largest Spanish-speaking population in the world,  55.6  million people can speak Spanish (woolfolk, p.1890). Growing in a Spanish-speaking household, I can relate to Emergent Literacy and Language Diversity. My parents came to the United States before I was even born.  They both came from Mexico City following the dream of success.Years later, I was born into a family of five. I had three sisters and years after  my youngest brother was born.  One house rule my dad emphasized was speak only Spanish  inside the house. During my early years, I was exposed to Spanish only.  I was developing my metalinguistic awareness but in my heritage language.   After entering school, I was put in a bilingual class. By this time,  I had master my native language. Putting my 1,000 words in Spanish sentences. I continue throu
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Piaget's Stages (#1 Blog)

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I have always been intrigue with the development of the brain but now more than ever. I want to be able to teach and understand my students. From what I have learned is there are many factors that play vital roles in how we learn, some of which are intelligence, reasoning and memory.     Cognitive development is gradually orderly changes by which mental processes become more complex and sophisticated (Woolfolk, 2019). Piaget had many interesting key factors on Cognitive development.   As a future educator, I would be adopting ideas and psychological theories to better understand and teach my students in there learning process. Woolfolk writes about Jean Piaget whom believes that children develop cognitively through schemes, the building block of thinking. These schemes allows us to ”think about” the objects and events in our world (p.47). Woolfolk use an example, the sucking-through-a-straw scheme or larger scheme drinking scheme. Piaget’s theory of cognitive development is a const
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Trinity Christian College Field Experience Form Context for Learning Description of School and Students About the School Where You Are Observing or doing Field Experience School Name and City: Jackie Robinson Elementary school. Chicago Type of School: Elementary School, Middle School, High School, or Other:   other The School is from Early Childhood, Prek- to 3rd grade Setting: Urban, Suburban, or Rural:  Urban Write your responses to the three questions below in paragraph form. 1. List any special features of the school or classroom setting (e.g., themed magnet, classroom aide, bilingual, co-taught with an individual education teacher, pull-out program). Some of the features out the school has are In our third-grade class, there is an inclusion teacher who co-teaches with the classroom teacher. All students are grouped heterogeneously, according to summative and formative assessments.    2. Describe any district, school, or cooperating teacher requiremen
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