By using dictionary.com,
misbehavior is defined as "improper, inappropriate, or bad behavior."
Just by that definition, this definition is subjective. I say this because just like the things that we had on the "what makes you uncomfortable" board differs from person to person, misbehavior is in the same category.
As in class we had the discussion about sitting on top of tables or not, that is purely subjective and really depends on the individual.
I agree with clover, as that the list of what constitutes as misbehavior is list of what a not personal teacher would say is misbehavior.
Children are children. They will not conform 100% to what teachers want them to do.
They have so many growing distractors. With this day and age, the rise of multi-tasking and technology, the list Levin and Nolan lists is simply dis-contextualized for misbehavior.
Being different and difficult is not misbehavior. Teachers have to address what is troubling with the child. Simply giving them detention or being biased against them will not be beneficial for both teacher and pupil.
As education is propaganda, it is not surprising that students will misbehave.
I believe that there should not be a concept of misbehaving in the classroom if the teacher does not bother to personalize themselves with the students and find the root of the problem. Yes this is a lot of work, so if a teacher cannot find the time to understand the student the teacher just have to work around the 'misbehavior'.
What might seem disruptive in a classroom can be totally normal in a home. To figure out a child and their needs is much more important than labeling a child if they are misbehaving or not.
Tuesday, 31 May 2011
What is Misbehaviour?
According to Levin and Nolan, misbehaviour is behaviour which
- interferes with the teaching act
- interferes with the rights of others to learn
- is psychologically or physically unsafe
- destroys property
Levin & Nolan’s definition provides the basis for a less personalised, more task-related view of what counts as pupil misbehaviour.
According to Professor Jeff Sugarman, he says that compare to other children, the children from single-parent-family are more likely to do something in negative way in order to gain the attention from others. You can read it as a way of “self-expression,” or abreaction; but not “misbehaviour”.
I agree with his opinion that doing something in different way does not mean the misbehaviour. It is hard to define the term of misbehaviour, and I think it all depends on the situation and the class, since one group of students may be different from another set. Also, it is up to a teacher’s personality; some teachers may consider a behaviour right while others do not agree with.
Children are children, they are not adults. They are like a piece of paper, white, without colors. They are innocent, they only do the things they like, and it is children’s natural. As a teacher, we have been taught that we should teach student the proper behaviour, right moral value and good manner. However, what is the “right”?
My friend told me that “see this world through a child’s eyes, so everything makes sense.” I think I will share this sentence here with everybody, so all nonsense makes sense.....:)
What is misbehaviour?
Sabrejag said it best that "students can misbehave in many ways and in many situations" (Sabrejab). Often misbehaviour stems from attention seeking (Classroom Management 51). It is sad that certain students don't get the support they need due to large class sizes. As a result certain students use misbehaviour to gain that attention. Also, misbehaviour can be a child talking back, tantrums, and getting into fights due to the frustration associated with academic failure.
In addition, children's misbehaviour stems from the ability to gain power. If a misbehaving child is successful he or she can undermine the teacher's position of authority. Often this point can be proven when a substitute teacher fills in for the permanent teacher. Children assume they can rebel and do whatever they like because a substitute teacher is in power.
As a volunteer I have often seen the teacher that I help combat a child's misbehaviour of sitting and doing nothing by intervening. The intervention includes the student being seated way from the group and getting his/her work done. The goal is to get the misbehaving student focused. As opposed to a misbehaving child that distracts other students from getting their work done.
It is important for teachers to combat students misbehaviour. Often it is difficult to do because a lot of demands are placed on teachers by parents, students, and the BC curriculum. A teacher must show patience and understanding or run the risk of losing control of the class.
Written by: Sagar
In addition, children's misbehaviour stems from the ability to gain power. If a misbehaving child is successful he or she can undermine the teacher's position of authority. Often this point can be proven when a substitute teacher fills in for the permanent teacher. Children assume they can rebel and do whatever they like because a substitute teacher is in power.
As a volunteer I have often seen the teacher that I help combat a child's misbehaviour of sitting and doing nothing by intervening. The intervention includes the student being seated way from the group and getting his/her work done. The goal is to get the misbehaving student focused. As opposed to a misbehaving child that distracts other students from getting their work done.
It is important for teachers to combat students misbehaviour. Often it is difficult to do because a lot of demands are placed on teachers by parents, students, and the BC curriculum. A teacher must show patience and understanding or run the risk of losing control of the class.
Written by: Sagar
What Misbehaviour is
Children's misbehaviour in a classroom can stem from a lot of different reasons. Also, I think that it is very easy for a teacher to label those who often cause mischief and trouble in the class and treat those students a different way because teachers always feel the need to assert authority. In my perspective, I think that when a child is misbehaving, whether it be in the classroom environment or elsewhere, the child is often seeking attention that he/she is not getting. In order for a teacher to make the misbehaviour go away, I think it is necessary for the teacher to find the cause of the problem.
From my experience of working at a daycare for the past couple of years, there are always instances of misbehaviour; often from different kids with different causes. Even though it is very easy for me to spot out the several kids that always act out, there is always a different reason as to why they are acting out on that particular day. I believe that the best way to solve the problem of misbehaviour is to sit the child (if it is one child that is causing the trouble) or children (if there are more than one) down and talk it over. Since children, like adults, probably function more rationally when they are calm, misbehaviour can be easily talked over when we give the child or each child the chance to explain what has happened and listen to all sides of the story.
Also, I believe family issues have a lot to do with a child's misbehaviour. For instance, a child that might not usually act out will misbehave because that child's parents got into an argument the night before. Children are easily affected by events that happen around them and sometimes, these unhappy events may be reflected from a child's behaviour and particularly, misbehaviour.
When a child that doesn't misbehave sudden does, I think there should be a red alert sign going off in a teacher's head telling the teacher to pay more attention to that particular child. Early detection of these abnormal behaviours can do a lot for a child who is feeling uncomfortable and is having problems outside of school. I think it is the teacher's responsibility to make sure all students feel safe and comfortable in a classroom; even if it goes as far as to sit the child down and talk about more private and personal matters. All-in-all, a good teacher should encompass the skills to deal with misbehaviour in a positive and calm manner.
From my experience of working at a daycare for the past couple of years, there are always instances of misbehaviour; often from different kids with different causes. Even though it is very easy for me to spot out the several kids that always act out, there is always a different reason as to why they are acting out on that particular day. I believe that the best way to solve the problem of misbehaviour is to sit the child (if it is one child that is causing the trouble) or children (if there are more than one) down and talk it over. Since children, like adults, probably function more rationally when they are calm, misbehaviour can be easily talked over when we give the child or each child the chance to explain what has happened and listen to all sides of the story.
Also, I believe family issues have a lot to do with a child's misbehaviour. For instance, a child that might not usually act out will misbehave because that child's parents got into an argument the night before. Children are easily affected by events that happen around them and sometimes, these unhappy events may be reflected from a child's behaviour and particularly, misbehaviour.
When a child that doesn't misbehave sudden does, I think there should be a red alert sign going off in a teacher's head telling the teacher to pay more attention to that particular child. Early detection of these abnormal behaviours can do a lot for a child who is feeling uncomfortable and is having problems outside of school. I think it is the teacher's responsibility to make sure all students feel safe and comfortable in a classroom; even if it goes as far as to sit the child down and talk about more private and personal matters. All-in-all, a good teacher should encompass the skills to deal with misbehaviour in a positive and calm manner.
What's misbehavior?
What’s misbehavior?
Most children gain attention in school in normal and positive way, some of them feels that misbehaving is their best way to get attention. These children speak out constantly without permission, or they make strange noise that forces the teacher to stop the lesson and pay attention.
I think, the need of power also causes misbehavior. Student with this need argue all the times and refuse to follow the rules. They think they are losing if they do what the teacher asks them to do. I think, they feel that more power is the answer of all problems.
I believe lack of self-confidence is also a cause of misbehavior. The students don’t feel they have the ability to function in the classroom. These students use inability to escape participation; and when they are supposed to do their homework, they play, they talk or they disturb the other.
So, I believe the lack of self-confidence can be the cause of the inappropriate behavior. And, because of reason, they generally feel frustrated.
Misbehaviour
I believe children misbehave for various reasons. It can be due to: Behavioural and/or psychological disorders/challenges, neglect at home and/or violence, boredom, confusion and discouraged about their school work, lack of confidence, low self esteem, need for independence and autonomy, lack of social skills. They may not feel safe or have a sense of belonging. Changes in routines can affect some students and create anxiety. Students may be seeking attention, why? Children must know that even if they misbehave that they are welcomed back into the classroom and still a part of it after they make amends. One teacher I have observed uses this strategy, “How are you going to make it up to him/her?” Also, “Do you accept my apology?” Forgiveness is a huge component and moving on. It is important for children to be deeply involved in their lessons; the more creative and problem-solving strategies they are allowed to apply, then the more interested they will become. This is part of social constructivism theory of learning...we need to make meaning for ourselves; how do we connect to the material being taught? If children are taught random facts, they will become uninterested and bored. I also feel, as I mentioned last class to Mark’s question about classroom rules, that these rules should be a contract developed between teacher and students. That creates a sense of ownership. I witnessed a multi-age grade 1,2,3, class establish their classrooms rules in a Montessori setting. The class was busy, interactive, rotating around various subject stations, but focused. If a child needed some guiding back to the task at hand, it was done smoothly and effectively.
Ultimately, I think misbehaviour is when the classroom is disrupted and other children’s learning is being affected. The teacher has to assess (like everything else) what the situation warrants and the amount of intervention. I liked the example in the B&S text; the teacher simply didn’t take the bait when the boy made the human male anatomy remark in order to get the rise out of the teacher, and the situation was diffused quickly. In fact, it probably added some spark to the day.
“If you learn why your children misbehave, it will give you new ways to try to prevent problem behaviors” ( Sheila Milnes, 2004).
What is Misbehaviour?
Bennett and Smilanich identify a list of 36 ways in which students misbehave. Among the list are call outs, talking back, rocking in a chair, doing the opposite of what is asked, and shooting spit balls. The extent to which this list of 36 misbehaviours (in addition, to misbehaviours not listed) are demonstrated in the classroom strictly depends on the ability of the teacher to set rules and expectations that are clear and realistic for the specific group of students. If a teacher fails to spend the first couple of weeks or month of the school year outlining the rules and allowing students to practice appropriate, desired behaviour (for example, quietly forming a line at the door), it is more likely that students will demonstrate misbehaviour throughout the rest of the year. I really think that allowing students to practice good behaviour is a crucial step because they will be able to note the differences between desired and undesired behaviour which will provide them with guidelines to follow.
The important thing to understand about misbehaviour is that students are generally misbehaving due to the fact that their needs are not being met. Whether students are misbehaving because they are seeking attention, power, revenge, or they are assuming a disability, teachers need to demonstrate understanding and be able to implement individual lessons or activities that will help these students meet their needs in a positive way. Some teachers may not consider the fact that their misbehaving students' needs are not being met; therefore, it is unlikely that they will see a change in their students' behaviour, without identifying and addressing their students' unmet needs. This may be easier said than done; however, it is important that teachers address the unmet needs of their students to the best of their ability in order to provide all of their students with the best environment for learning.
The important thing to understand about misbehaviour is that students are generally misbehaving due to the fact that their needs are not being met. Whether students are misbehaving because they are seeking attention, power, revenge, or they are assuming a disability, teachers need to demonstrate understanding and be able to implement individual lessons or activities that will help these students meet their needs in a positive way. Some teachers may not consider the fact that their misbehaving students' needs are not being met; therefore, it is unlikely that they will see a change in their students' behaviour, without identifying and addressing their students' unmet needs. This may be easier said than done; however, it is important that teachers address the unmet needs of their students to the best of their ability in order to provide all of their students with the best environment for learning.
Monday, 30 May 2011
Student Misbehavior
Students can misbehave in many ways and in many situations. First of all, they can misbehave in personal relationships. They can be disrespectful to fellow students by careless words and inappropriate physical gestures. Similarily, they can be rude to teachers by ignoring them or talking in a disrespectful manner. Secondly, misbehavior can occur in relationship to their schoolwork. Not completing homework or handing in incomplete assignments is not proper conduct, as is not coming to class prepared with the required textbooks and needed school supplies.However, where I feel the most misbehaviour takes place takes is in the classroom when learning takes place. Students will not listen and follow the directions provided for them. They may talk out of turn and talk over the appropriate noise level. They may not work on the task at hand, this can be quite problematic in pair or group activities as other students can be influenced to misbehave if one student is. The classroom will not be as safe as it should be.
As a future teacher, I recognize that students will act up and I am in control of the classroom. My reactions to what the students do will play a pivotal role in the day to day atmosphere in the classroom. I will have to keep my emotions in check and respond in a proper manner and be decisive.
As a future teacher, I recognize that students will act up and I am in control of the classroom. My reactions to what the students do will play a pivotal role in the day to day atmosphere in the classroom. I will have to keep my emotions in check and respond in a proper manner and be decisive.
What is Misbehavior?
I think defining misbehavior can be rather complicated. For me, misbehavior is not just a particular behaviour; rather, it is a specific context where there is a particular behavior. For example, my beliefs are that a classroom should be a setting where students have the freedom to share ideas and learn from one another. I feel that open-discussion and chatter in a classroom is music to my ears. However, I also feel that there are particular situations where the teacher needs to talk/ instruct and, during those times, I expect students to show respect and listen. Often, students will talk during this time, disregarding the teacher's instructions, and disrupt others. This could be considered a misbehaviour- the student is not not acting in an appropriate manner for that particular situation. So, while talking out in class is often welcomed and encouraged, it becomes a misbehaviour when it occurs in a different situation where the teacher has communicated this beforehand.
So, I think misbehaviour has a lot to do with differing situations, environments, and people. As we grow older, we come to learn the appropriate behaviours for each setting. In a classroom, I think these differences in expected behaviour are logical ones and often reflect the teachings of manners and respect. However, I feel it is important for the teacher to make these expectations clear to students first, before labelling a student's behaviour as a misbehaviour. When I first started my practicum, I recall some students who used to shout out the answer or immediately start talking when they wanted to. In my mind, I couldn't help but assume these students were "misbehaving" and contributing to the slight chaos of the classroom. Soon I realized their teacher, who they were used to, permitted this open talk. While I may not fully agree with her way of doing things, she had made these behaviurs permissible in her class. The students felt they were doing nothing wrong-and weren't in my eyes. But, I soon had to create rules that worked for me. I made it clear that I expected hands up, unless I instructed students to openly discuss (and often did). This way, I was able to give every one an opportunity to share their ideas, but in a way that worked for me. So, students soon learned that misbehaving meant differnt things to me than their other teacher.
My point is this: the definition of misbehaviour is often heavily based on the rules set out by some sort of authority figure. Different rules equal different definitions of misbehaviour. Overall, though, my goal in dealing with misbehavior was always the same: in handling student behaviors, I always made clear to the students that it was the behaviour itself I disliked and not the actual student.
I am curious...how does misbehaviour mean varying things to you? In other words, do you agree that a particular behaviour is okayin one situation, but not another? And misbehaving involves acting in a manner deemed inappropriate for that particular situation?
So, I think misbehaviour has a lot to do with differing situations, environments, and people. As we grow older, we come to learn the appropriate behaviours for each setting. In a classroom, I think these differences in expected behaviour are logical ones and often reflect the teachings of manners and respect. However, I feel it is important for the teacher to make these expectations clear to students first, before labelling a student's behaviour as a misbehaviour. When I first started my practicum, I recall some students who used to shout out the answer or immediately start talking when they wanted to. In my mind, I couldn't help but assume these students were "misbehaving" and contributing to the slight chaos of the classroom. Soon I realized their teacher, who they were used to, permitted this open talk. While I may not fully agree with her way of doing things, she had made these behaviurs permissible in her class. The students felt they were doing nothing wrong-and weren't in my eyes. But, I soon had to create rules that worked for me. I made it clear that I expected hands up, unless I instructed students to openly discuss (and often did). This way, I was able to give every one an opportunity to share their ideas, but in a way that worked for me. So, students soon learned that misbehaving meant differnt things to me than their other teacher.
My point is this: the definition of misbehaviour is often heavily based on the rules set out by some sort of authority figure. Different rules equal different definitions of misbehaviour. Overall, though, my goal in dealing with misbehavior was always the same: in handling student behaviors, I always made clear to the students that it was the behaviour itself I disliked and not the actual student.
I am curious...how does misbehaviour mean varying things to you? In other words, do you agree that a particular behaviour is okayin one situation, but not another? And misbehaving involves acting in a manner deemed inappropriate for that particular situation?
Portfolio focus: What is misbehaviour? Topic: thinking and feeling
This is a great focus and topic because we get to think about our own personal experiences and, as many of you have written, circumstances and environments really have an influence on behaviour. You really have to see students in a variety of situations to appreciate how they respond.
If I understand personality types, I know that under emotional strain feeling people loose a lot of ability to think and reactions are really unbelievable at times. It just doesn't make a lot of sense, particularly to people who are logical thinkers.
I had my six boys in a behaviour management programme become aware of triggers to outbursts and they practiced reciting phrases to themselves to prevent acting-out behaviours. One phrase was: I am getting frustrated because __________, for example, my friend is not listening to me. I will get some adult help.
I guess it like counting to ten....with strategies.
I relate to this because of my own need to understand my emotions and I shared that with my troubled group of boys.
If I understand personality types, I know that under emotional strain feeling people loose a lot of ability to think and reactions are really unbelievable at times. It just doesn't make a lot of sense, particularly to people who are logical thinkers.
I had my six boys in a behaviour management programme become aware of triggers to outbursts and they practiced reciting phrases to themselves to prevent acting-out behaviours. One phrase was: I am getting frustrated because __________, for example, my friend is not listening to me. I will get some adult help.
I guess it like counting to ten....with strategies.
I relate to this because of my own need to understand my emotions and I shared that with my troubled group of boys.
Saturday, 28 May 2011
Benefits in the Classroom
According to the Briggs-Meyer personality test I am an ESFJ. Therefore, I have an expressed feeling personality. One result is that my classroom will be influenced by my personal values. I will be fair and firm and there are certain limits in the classroom that can not be crossed and I will attempt to create cohesion in my interactions with my students . I feel those attributes will create an environment where there is a feeling of safety and that learning can take place. I believe in making relationships with students as much as possible. Being the teacher, I am in control of what those relationships will be, so I must make the effort to start them. I am also an extravert. I can use this attribute in many ways. First of all, there will be lots of laughter in my classroom. There is always time to lighten the mood and with my sense of humour (at least I think I have a sense of humour-all of you can judge it over the semester) that can occur. In my short teaching experience teaching Japanese students in Kamloops, there was a very good classroom atmosphere and I feel the high amount of laughter played an integral role. Secondly, I like interactive classrooms and I will employ strategies to make co-operative learning the focus of my teaching.
Friday, 27 May 2011
How can my class benefit from my personality type?
In Mamchur I got a CRITICAL CHALLENGER/ INQUIRER
-one who can create a well ordered respectful, and stimulating classroom
On the link I got STIMULATING INFLUENCER/ INNOVATOR, for Mamchur this means
-runs a thoughtful classroom( treating people in a kind and considerate way, especially by anticipating their wants or needs)
Encouraging everyones participation and growth to knowledge, and by feeling passionate about the subject and the concept of retaining knowledge, I can try to exert that so at least they gain some understanding or best interest.
If the tests are accurate I look forward to the future of teaching :)
Thursday, 26 May 2011
Observable Learning
Having missed the class, I'll try to answer the question as briefly and as well as I can.
Is learning observable?
After looking through some other posts, and having seen them come to the conclusion that it is neither a black or white answer I'd tend to agree. It is easy to say that a student has memorized a piece of information in the academic fields, say an important date, or the syllable sequence of a haiku, because they can repeat the information on command. But is that learning or memorization, and is there a difference? I believe that there is, and that they are also entwined. Learning comes from within and is done through making mistakes, or learning from others mistakes. Can this be accurately observed? In the world of fine arts I think that it can be. I student can make a drawing based on a photo, compare the drawing to the photograph, and with guidance learn what works and what doesn't. If the next drawing is better, then the student has learned. I think that his learning can only be measured against himself in this case, but it is observable because the two drawings could be compared. In the case of the more academic disciplines, I really feel like real learning would be difficult to observe, as there is much more memorization involved. How do you tell the difference between a student who has trouble remembering things versus a student who isn't learning? I don't know, but my hope is that through student centered, and hands activities there is a greater chance that a student will learn something, even if it is hard to observe.
Is learning observable?
After looking through some other posts, and having seen them come to the conclusion that it is neither a black or white answer I'd tend to agree. It is easy to say that a student has memorized a piece of information in the academic fields, say an important date, or the syllable sequence of a haiku, because they can repeat the information on command. But is that learning or memorization, and is there a difference? I believe that there is, and that they are also entwined. Learning comes from within and is done through making mistakes, or learning from others mistakes. Can this be accurately observed? In the world of fine arts I think that it can be. I student can make a drawing based on a photo, compare the drawing to the photograph, and with guidance learn what works and what doesn't. If the next drawing is better, then the student has learned. I think that his learning can only be measured against himself in this case, but it is observable because the two drawings could be compared. In the case of the more academic disciplines, I really feel like real learning would be difficult to observe, as there is much more memorization involved. How do you tell the difference between a student who has trouble remembering things versus a student who isn't learning? I don't know, but my hope is that through student centered, and hands activities there is a greater chance that a student will learn something, even if it is hard to observe.
Observable Learning
I am noticing a common theme amongt a lot of the posts: that using observation to assess learning has a time and place- it is suitable in some situations and not as effective in others. I agree with this. I think that observation is just one way to assess how our students are doing. However, I believe that, in using a variety of assessment startegies in a variety of ways allows us as teachers to attain a clearer, mnore accurate view of our student's learning.
For me, observation played a major role in my formative assessment of the students. In a grade 1 class, I found that more learning was observable than not. Meaning, for grade 1s, where there is minimal written output compared to other grades, observation was very important in helping me determine what each student learned. More often than not, observation was a greater way to recognize the students' learning that anything else. Also, observing students in general allowed me to gain a greater understanding of their personalities, interests, and attitudes, allowing me to better understand them and support them. Watching how students interact with one another is also very revealling.It allows me to understand their social skills and ability to work and cooperate with others.
Overall, I agree with most posts that observation has both a time and place. My intention is simply to ask that you consider the role of observation in educational settings where students' written output, or ability to actually produce work, is limited. In these situations, I feel that observation is an invaluable assessment tool.
For me, observation played a major role in my formative assessment of the students. In a grade 1 class, I found that more learning was observable than not. Meaning, for grade 1s, where there is minimal written output compared to other grades, observation was very important in helping me determine what each student learned. More often than not, observation was a greater way to recognize the students' learning that anything else. Also, observing students in general allowed me to gain a greater understanding of their personalities, interests, and attitudes, allowing me to better understand them and support them. Watching how students interact with one another is also very revealling.It allows me to understand their social skills and ability to work and cooperate with others.
Overall, I agree with most posts that observation has both a time and place. My intention is simply to ask that you consider the role of observation in educational settings where students' written output, or ability to actually produce work, is limited. In these situations, I feel that observation is an invaluable assessment tool.
Is Learning Observable?
Even though we cannot always observe learning when it takes place, I think it is happening all the time. At the end of the day we often recognize what we have learned through discussion with others and self-reflection. This is why it is important teachers facilitate group discussions as a class as well as discussions with students privately. This permits a way for teachers to assess students learning ability and progress more accurately because every student demonstrates their learning and comprehension in a different way. An introverted student may feel extremely uncomfortable expressing themselves publicly, but may be extremely open privately. I think journaling comes in handy because it allows shy/quiet children a way to express their learning and perceptions through drawing and/or writing.
On another note, I find it interesting how we define people as either introverted or extraverted considering we can be either personality type depending on the situation. I completed the personality type test and my results showed that I am dominantly extraverted, however I can be extremely introverted in situations where I do not feel comfortable. An example of a recent occurrence was when I was in my short practicum. I was not myself around my SA because I felt pressured to be like her. I was very self-conscience of how I conducted my teacher presence around the students. She was critical of my ideas therefore I felt the way I approached a lesson was always the “wrong way”, when in fact my perspective was just different than hers. This goes to show that teachers must establish a safe and comfortable classroom where students feel open to express their ideas and demonstrate their learning. If teachers fail to do this, students who are normally extraverted and outgoing (such as myself) may in fact appear to be introverted and shy. These students may withdraw from class discussions and teachers may perceive this as a lack of willingness to participate and learn.
I may have completely ranted off topic, but this is what came to mind when I thought about our discussion in class.
Is learning observalble?
If I am questioned: Is learning observable? I would say yes even though we cannot observe completely. Simply, we can let ourselves know what a student have learned a certain degree with only a question "what did you have learned in school today?" and with answer of the sutdent "I learned about function in a maath class today and it was difficult". Yes learning can be observed superficially with only a question or with other different ways: Assessment, Assignment, Presentation, etc. But we cannot observe completely whether a student are in indeed learning, they totally understood or just pretended to understand and they can apply the theory to the problem and get the solution of the problem by standard procedure that they have learned or with just their tricks. Especially, it is more difficult to observe learning on several subjects that experiment cannot be performed or multifaced answers are requried like literature, sociology,etc.
A measure of observation of learning is essential for the goal of the class. But excessive observation and wrong method of observation makes student exhausted and lose interested in studying. Both teacher and student should device effective methods of observation of learning and the observation should be reasonable,non judgemental, and even interesting. Teacher cannot observe exactly and completetly whole class students alone. One of good example is here to solve the problem: Peer observation, two or three class mates study together, test each other by game or discussion based on what they learned in class and studied and teach what they don't know each other under teacher's guidence.
Learning is observable but not really and completely. Therefore, we don't need to focus on the observation much. We definitely know the purpose of observation of learning. The purpose of observation is checking whethere they are understanding the subject well and make good a deficiency not to grade the students and not blame about they are fall behind.
A measure of observation of learning is essential for the goal of the class. But excessive observation and wrong method of observation makes student exhausted and lose interested in studying. Both teacher and student should device effective methods of observation of learning and the observation should be reasonable,non judgemental, and even interesting. Teacher cannot observe exactly and completetly whole class students alone. One of good example is here to solve the problem: Peer observation, two or three class mates study together, test each other by game or discussion based on what they learned in class and studied and teach what they don't know each other under teacher's guidence.
Learning is observable but not really and completely. Therefore, we don't need to focus on the observation much. We definitely know the purpose of observation of learning. The purpose of observation is checking whethere they are understanding the subject well and make good a deficiency not to grade the students and not blame about they are fall behind.
Observable Learning?
We can observe when learning takes place in student.
But there is no 100% guarantee that the student has learned.
Yes, we can ask a student to tell us what they learnt and such but it is quite possible that the student only learnt through substitution. What I mean is that they only learn by replacing certain things in their learning environment.
Take math for example. A student can understand through equations and such and be a magician when it comes to solving equations. But if you give them a real life situation, the chances are they might stumble. This is purely due to the fact that in a classroom setting there is a stigma of assessment. Pen and paper assessment is a type of observation and students can show you through the tests that they have learnt the material.
In my own experience, I have learned subject material in terms of understanding and increase my knowledge on the subject. Yet, when it comes to testing where my prof would observe if I learned or not, I perform poorly.
In my opinion I learned a lot through reading the textbook but in the perspective of the professor I may seem like a student who does not know what he's talking about.
I think we should not just observe. We should rather engage with the student.
Teachers know what students don't know and are not good at whatever component through the use of tests.
I think teachers should engage students through what they actually know.
In one of my Educ classes, my prof brought up how there are a lot of teachers that are doing the
"GOTCHA!" style of quizzing where it does not prove anything be what the student does not understand through learning. Like what is the use of having kids stress over a random pop quiz?
We should focus what they know and improve them on what they are not understanding and not take advantage of what they lack.
Also, with the way how current education is, there are so many things that we learn in elementary and high school are not exactly crucial. Teachers get stressed out when students do not understand Point A and forget that students are exceptional at Point B.
Evaluation is not just about marks. Education is not memorization it is understanding.
Is Learning Observable?
My immediate reaction to the question “Is learning observable?“ is “Of course it is!” How else would a teacher be able to evaluate and give feedback to a student if some sort of learning process was not witnessed? As many of the blogs posted prior to mine already pointed out, learning is assessed formatively and summatively. Some sort of knowledge acquisition is taking place and it is up to teachers to use appropriate methods to assess given the diverse learning styles of their students. In the discussions last class, there were great ideas on how to assess each of the different learning styles, including things like asking “I statements,” having students set personal goals and writing personal reflections, etc.
But upon my own further reflection, I started thinking about students who have puzzled me, making me question my own biases in thinking. I discovered that I have not always been able to observe learning taking place. This was especially evident with students with cognitive or communicative disabilities. How am I to know if learning is taking place if nothing is observable or able to be communicated? Then, in reading Helen’s blog she wrote, “The teacher must be attuned to suggestions and answers that may show a different perspective; opinions that may not always be initially observable.” This statement made me further question how it is that all learning can be observable if we as teachers do not know all the ways in which learning is shown or demonstrated? If I cannot effectively communicate with someone, how do I know that they are indeed learning?
With my own children there have been many times when I have tried to teach them something and it has not always been immediately observed as being “learned” at the time, which can be extremely frustrating. Sometimes the learning was not overtly observed until years later when they recalled on the information and a situation arose that they were able to utilize the information. So, learning also tends to have a continuum of time associated with it. Learning does not need to be immediately observable in order for it to have taken place. In fact, just because a teacher does not feel a rewarding teaching experience has taken place does not mean that learning has not occurred.
Not only that, but what is “learning” exactly? Is it simply an acquisition of knowledge? How is it characterized? Is there some change in thinking, behaviour or both? Over time, our knowledge of learning has progressed through different theories including behaviourism, cognitivism, constructivism and social constructivism. The theories are merely models. Therefore, if learning is a theory then does this presuppose observing learning is also theoretical?
The idea of learning being observable is now not as black and white as I originally thought it was. There are definite areas of grey, and it seems to have generated more questions than answers for me. I do believe, however, that learning is a personal journey and that when observing learning one must also look at the learning that cannot be seen.
But upon my own further reflection, I started thinking about students who have puzzled me, making me question my own biases in thinking. I discovered that I have not always been able to observe learning taking place. This was especially evident with students with cognitive or communicative disabilities. How am I to know if learning is taking place if nothing is observable or able to be communicated? Then, in reading Helen’s blog she wrote, “The teacher must be attuned to suggestions and answers that may show a different perspective; opinions that may not always be initially observable.” This statement made me further question how it is that all learning can be observable if we as teachers do not know all the ways in which learning is shown or demonstrated? If I cannot effectively communicate with someone, how do I know that they are indeed learning?
With my own children there have been many times when I have tried to teach them something and it has not always been immediately observed as being “learned” at the time, which can be extremely frustrating. Sometimes the learning was not overtly observed until years later when they recalled on the information and a situation arose that they were able to utilize the information. So, learning also tends to have a continuum of time associated with it. Learning does not need to be immediately observable in order for it to have taken place. In fact, just because a teacher does not feel a rewarding teaching experience has taken place does not mean that learning has not occurred.
Not only that, but what is “learning” exactly? Is it simply an acquisition of knowledge? How is it characterized? Is there some change in thinking, behaviour or both? Over time, our knowledge of learning has progressed through different theories including behaviourism, cognitivism, constructivism and social constructivism. The theories are merely models. Therefore, if learning is a theory then does this presuppose observing learning is also theoretical?
The idea of learning being observable is now not as black and white as I originally thought it was. There are definite areas of grey, and it seems to have generated more questions than answers for me. I do believe, however, that learning is a personal journey and that when observing learning one must also look at the learning that cannot be seen.
Wednesday, 25 May 2011
Is Learning Observable?
To me, learning is observable most of the time. When you are teaching a class, you can sometimes tell if the students are learning by observing their facial expressions. A face with a question expression shows that s/he is not getting what the teacher is talking about. You can also tell if the students are learning when they are in small group discussions. Children who are trying to teach the others or explain the class material to others are usually learning. However, that does not mean that children who are not talking in small groups are not learning anything. They might learn and understand the class material, but they are just too shy to speak out. Rather, they just sit and listen to others in order to understand more before talking about it. You can also see if a child is learning by looking at the assignment s/he has done. If s/he has actually learned something, there should be no problem answering questions according to the learned material. On the other hand, if s/he didn’t learn anything, there might be some confusion and problems when looking at the answers on the assignment.
There are times when learning is not observable. There are times when a teacher can be unsure about whether the students are learning or not because if a teacher ask the question: “Do you guys have any questions?” and no one raises his/her hand, then the teacher can be unsure. The only way to solve this question is for the teacher to actually understand his/her students better, so when it comes to figuring out whether a certain student is learning or not, the teacher can tell right away.
Is learning observable?
Measuring learning without a formal test is a difficult idea for some educators, yet I believe a test is not a true evaluation of whether a student has learned or not. Therefore, it is essential that as future teachers we look outside the age old method of the tests and engage with our students to see how they have learned.
This past week we discussed dividing students personality types into extroverts and introverts. I find this concept difficult to understand when I evaluate myself as a student. I am both a extrovert and a introvert. My personality type depends on the environment, the subject and how comfortable I feel in the classroom. To be able to observe the learning of all types students in the classroom it is important to diversify a lesson where students can do activities that work for extroverts and introverts. An example may be having student reflect on their thoughts through a journal and then sharing with the class or a partner.
I believe student based learning would really help teachers observe which students are learning. The teacher would not be in front of the classroom talking, but would have the oportunity to walk around observing how each student is engaged in their work. Activities that are a Montessori style would work well for both introverts and extroverts because they could take their time and work independently or as a small group on an activity.
I think observing a students learning has a lot to do with the intuition of a teacher. A teacher who can tune into a student is able to observe how the student is learning and see if they are focused or if their mind is wondering. A connection with students can allow for greater intuition from the teacher as well.
This past week we discussed dividing students personality types into extroverts and introverts. I find this concept difficult to understand when I evaluate myself as a student. I am both a extrovert and a introvert. My personality type depends on the environment, the subject and how comfortable I feel in the classroom. To be able to observe the learning of all types students in the classroom it is important to diversify a lesson where students can do activities that work for extroverts and introverts. An example may be having student reflect on their thoughts through a journal and then sharing with the class or a partner.
I believe student based learning would really help teachers observe which students are learning. The teacher would not be in front of the classroom talking, but would have the oportunity to walk around observing how each student is engaged in their work. Activities that are a Montessori style would work well for both introverts and extroverts because they could take their time and work independently or as a small group on an activity.
I think observing a students learning has a lot to do with the intuition of a teacher. A teacher who can tune into a student is able to observe how the student is learning and see if they are focused or if their mind is wondering. A connection with students can allow for greater intuition from the teacher as well.
Is learning always observable?
Is learning always observable? My answer is not.
Some children are extroverted learner, and some are introverted learner. However, it is not one hundred percent true. For example, if a child is good at math, he/she will be an extroverted learner just for the math course. Due to he/she feels comfort on doing math problem, she/he has confident on showing everybody what he/she has learned.
The suggestion from one of our classmates is very thoughtful: ask the extrovert student do the interview for the introvert student. On one hand, extrovert student can express introvert student's ideas, and introvert student does not need to be afraid of express his/her feeling. On the other hand, both of the students learned the material, and none of them miss the chance to express their feelings.
Furthermore, when we can ask the student to answer the questions, we had better ask the volunteer to answer the question or giving student enough time to answer the question. In this way, students will not feel being forced to answer the question, and they will have more chance to express their ideas to the instructor.
A child can be different type of learner at different time, all we need to do is teaching student according to their ability; giving them as much space as you can to grow by themselves; and be the person who they suppose to be.
Some children are extroverted learner, and some are introverted learner. However, it is not one hundred percent true. For example, if a child is good at math, he/she will be an extroverted learner just for the math course. Due to he/she feels comfort on doing math problem, she/he has confident on showing everybody what he/she has learned.
The suggestion from one of our classmates is very thoughtful: ask the extrovert student do the interview for the introvert student. On one hand, extrovert student can express introvert student's ideas, and introvert student does not need to be afraid of express his/her feeling. On the other hand, both of the students learned the material, and none of them miss the chance to express their feelings.
Furthermore, when we can ask the student to answer the questions, we had better ask the volunteer to answer the question or giving student enough time to answer the question. In this way, students will not feel being forced to answer the question, and they will have more chance to express their ideas to the instructor.
A child can be different type of learner at different time, all we need to do is teaching student according to their ability; giving them as much space as you can to grow by themselves; and be the person who they suppose to be.
Is learning observable?
I feel that it is important to ask students what they learned at the end of each day. This can be done in journal format, by drawing a picture, speaking into a recording device, or simply having a conversation with the teacher or another student. It is beneficial for students to look back on their day and jot down a few thoughts about what happened in regards to the curriculum taught, their peers, and themselves. Having said this, I do believe that learning is observable to a point. Teachers need to pay attention to what their students are doing by noticing body language and student interactions. I feel it is important to keep introverts and extroverts in mind when asking this question. As many of my fellow classmates have already mentioned, a student can possess introverted qualities in the classroom and yet be an extrovert on the playground. In saying this, it is the teachers responsibility to provide as many options possible for students to be able to express themselves and what they have learned by creating lesson plans that reach all types of learners. Testing is not always the answer. However, there is a time and place for everything. Learning may not always be observable but I do believe that learning mostly occurs in the students who want to learn.
Is Learning Always Observable ?
I believe learning is observable but it does not mean that one can see the result of teaching in a specific time. Learning is a complex process based on the amount, quality, and pace of learning; moreover, everybody achieves it in a different way as a result of her personality, background and some other factors. Sometimes we observe learning but it does not mean that the learning process is achieved completely or it is the satisfactory learning or some time we do not observe learning but it does not mean that the process does not started it yet.
Personality is one of the factors that make the learning process different and affects the signs that a teacher can see her teaching is materialized in her students. As it was discussed, introverted and extroverted personalities have different ways of showing their learning. For example, in my daughter’s class - grade 7- her teacher asked all students to read a fiction story by their own choice and present it to the class either as presentation or a poster. My daughter loves to read but since she has introvert personality she doesn’t like to go in front of the class and talk. On the other hand, making a poster was a comfortable way for her to show her knowledge. In this project, she ended up making three posters for three different stories instead of one. After reading Mamchur book and our last week discussion, now I see how her teacher choose an intelligent way to observe a learning process in her students.
The other important factor in the process of learning is the speed of learning that differs from one student to the other. A teacher can use various methods to observe if the students learned the subject. For example, she can put students in smaller groups to discuss the subject, or use in one-to-one discussion; she can give students some time until they come up with the answer; and she can encourage students to engage in class discussion. The level of students’ interest, excitement, and participation are some signs of learning.
Is learning observable?
Each individual is unique and possesses a mix of characteristics that belong to the “extrovert” or the “introvert” introduced by Mamchur. I believe that being an introvert or extrovert is situational and dependent on the context. In a classroom, a student might be introverted, but on the playground or at home be the complete opposite. I believe that a major factor that determines this is the level of comfort created in the public space of a classroom. From personal experiences, according to Mamchur, I am classified to possess more introverted traits. When classroom tasks consists of more group work and the interactions with fellow students, I tend to exemplify more extroverted traits; this for me reduces the pressures and fears as I am able to have a more engagement with the content and class materials being taught.
Extroverts’ learning tend to be easier to assess as their learning tends to be expressed through participation, such as asking questions or making comments. Introverts on the other hand can be slightly more difficult to observe; introverted learners may be engaged, focused, and understand the materials learnt in class, but their learning is sometimes difficult to observe. Educators can assess that learning is present by getting students to write or draw instead of getting them to verbally voice what they have learnt; these are some ways which students can express their learning in low pressure/anxiety activities.
Learning is a continuous process, so as educators and future educators, we need to be quick on our feet and think of the different ways to assess when learning is taking place when it is not observable. As no two students learn exactly the same way in a classroom, students will display and express their ways of learning in many different ways.
Extroverts’ learning tend to be easier to assess as their learning tends to be expressed through participation, such as asking questions or making comments. Introverts on the other hand can be slightly more difficult to observe; introverted learners may be engaged, focused, and understand the materials learnt in class, but their learning is sometimes difficult to observe. Educators can assess that learning is present by getting students to write or draw instead of getting them to verbally voice what they have learnt; these are some ways which students can express their learning in low pressure/anxiety activities.
Learning is a continuous process, so as educators and future educators, we need to be quick on our feet and think of the different ways to assess when learning is taking place when it is not observable. As no two students learn exactly the same way in a classroom, students will display and express their ways of learning in many different ways.
Is Learning Observable?
I feel students will show what they have learned in different ways and it will not always be observable. Because there are two different types of students; extroverts and introverts, teachers must be sensitive to both extroverts and introverts needs and try to incorporate the needs from both into their teachings. For example, if an introverted student was very shy and didn't want to answer a question, the teacher could get an extroverted student to speak with the introverted student. Then the extroverted student could speak on the introverted student's behalf. This way the introverted student's ideas are still being expressed.
Also, some ways teachers can see if students are learning as well as evaluate the students are by doing simple activities like arts and crafts, or even writing in journals. These types of activities allow both introverts and extroverts to try different ways of learning. I feel teachers don't always have to evaluate students with tests. Some students just don't do well on tests, but that doesn't mean they aren't learning the material. This is why teachers have teach in various different ways so they can attend to the different learners. Whether or not teachers decide to observe students learning and evaluate students through testing or through assignments or activities, teachers must be observant to all students and make sure the students are understanding and most importantly improving throughout the year.
Also, some ways teachers can see if students are learning as well as evaluate the students are by doing simple activities like arts and crafts, or even writing in journals. These types of activities allow both introverts and extroverts to try different ways of learning. I feel teachers don't always have to evaluate students with tests. Some students just don't do well on tests, but that doesn't mean they aren't learning the material. This is why teachers have teach in various different ways so they can attend to the different learners. Whether or not teachers decide to observe students learning and evaluate students through testing or through assignments or activities, teachers must be observant to all students and make sure the students are understanding and most importantly improving throughout the year.
Learning as observable?
This is an interesting question as one of our paramount roles as teachers is being able to assess and evaluate student's learning. Ideally we plan our lessons with our individual students' learning strengths and interests. Differentiated learning is the route into the ultimate goal of student engagement and self empowerment. I believe that students learn best when they are given control of their learning and hence become intrisically motivated through their own sense of self discovery. Many aspects or characteristics of learning can be observed: student's body language, participation in discussions, depth of written insights, even follow up "I am wondering" questions that occur much later. However after reading Mamchur's type theory I can see how open to subjectivity a teachers observation can be. Initially we all view our classroom experiences through the lense of our own personal orientation. There is a natural human tendency to give credence and value to the way we see the world.
Learning I feel is inherently individual, incremental, and cumulative. I feel that we need to teach to and for children, and let them see us as learners along side of them. Creating a welcoming community of learners is the first step towards the goal joint exploration and engagement. Self evaluation strategies such as portfolios are a vital way to have students assess their cumulative work and see the progression of their ideas and efforts. I believe that as teachers we evaluate the products of learning that our students produce but we need to make sure that we honor their own individual learning styles. Education is not a one size fits all garment. The teacher is the tailor who fits the suit in a custom manner for each student to wear out on their personal journey of knowledge.
Learning I feel is inherently individual, incremental, and cumulative. I feel that we need to teach to and for children, and let them see us as learners along side of them. Creating a welcoming community of learners is the first step towards the goal joint exploration and engagement. Self evaluation strategies such as portfolios are a vital way to have students assess their cumulative work and see the progression of their ideas and efforts. I believe that as teachers we evaluate the products of learning that our students produce but we need to make sure that we honor their own individual learning styles. Education is not a one size fits all garment. The teacher is the tailor who fits the suit in a custom manner for each student to wear out on their personal journey of knowledge.
Is Learning Observable?
The question of if learning is observable is one which interests me quite a bit due to a reading I just completed in another class of mine. An article written by Gert Biesta entitled “Mind The Gap!” Communication and the Educational Relation found in the book No Education Without Relation addresses notions of how exactly education and learning takes place. Biesta says that learning takes place in a gap between the student and the teacher in their communication with one another. Biesta notes that this gap, and subsequent event of learning is indefinable, as the act of learning is a transformation of understanding from what a teacher says, to what the student comprehends. Possibly as a result of my just finishing this reading, I feel like I completely and utterly agree with this theory or learning. Thus, it would lead me to answer this week’s topic question by saying that learning is not observable, but perhaps the results of learning are.
The act of learning is something which is individual, and each student pulls different understanding and meaning from lessons. While a student may have not understood in the exact way that a teacher intended, the student should not be classified as not learning anything. Due to different backgrounds and experiences in a students life, their relation to teachers and subjects creates multi-faceted understandings of singular ideas. I think that transformation of understanding is something that cannot be observed. What can be observed however is the result of these transformations.
Even though a student may gain a different understanding of a topic, the results of this is what is interesting and important. While a teacher may see a students lack of understanding of exactly what they wanted to communicate as frustrating, a interdisciplinary classroom would encourage and thrive on these sorts of transformations. (Yes, once again my preference for interdisiciplinarity arises). By creating an inclusive classroom setting, which offers any different ways of teaching, I feel that the worry to reach such strict learning goals will become more relaxed while still accomplishing what is needed to my learned. Not to mention that this sort of environment would most surely aid in the eradication of extrovert and introvert personalities, as everyone would be able to communicate and work within settings and modes of thought/communication, that they are comfortable with.
In thinking about how the results of learning can be observed, my rudimentary thoughts are things like looking at student engagement, their body language, vocalization in class, and work ethics of students. I find that often if a student is idle within the classroom, it is because they are either not paying attention, but more prevalently, that they are still mulling over and trying to comprehend what they are being taught. If a student is doing any of these things, I feel as if there is some thought process going on, that result in some sort of transformation of information. While it is hard to track in progress, after a lesson has been communicated and released into “the gap,” all be can do as educators is wait for the result that comes out the other side by our students.
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