Tuesday, October 13, 2009
My Contributions to the WebQuests Wiki
When doing my contributions to the WebQuest Wiki I added three new Webquests from different sites. The first one I added dealt with the geometry of monuments, it was a Design type webquest, dealing with the waay to design monuments around geometry. The next one that I added was about the book "Lily's Crossing" it was a Journalistic tpye that made the student use their idea of the setting to find editorials that would happen during that time frame. Lastly I added the Alaskan Expedition, this one was Compliation and dealt with the finding of information so that students could make a good judgment on whether or not Alaska should join the union.
Tuesday, October 6, 2009
How To Help Someone Use A Computer
One thing I must tell myself is "if it is not obvious to them, it is not obvious" to myself. I personally would be the first one to ask: Is it plugged in? Something I must always remember when trying to help someone with a computer is to never ask "yes and no questions", these do not provide adequate answers to begin to be able to help someone fix a problem on their computer.
I learned that when I try to problem solve with my students, that I am not looking what is wrong, the student does not learn that way. I am guiding the student towards the possibilites of what could be the answer to their problem
I learned that when I try to problem solve with my students, that I am not looking what is wrong, the student does not learn that way. I am guiding the student towards the possibilites of what could be the answer to their problem
Copyright and Fair Use LR
The question that I have decided to create a long response on is question number two. As long as no one is using the software simultaneously, than it is completely allowed for the school to only have one license. If this was the case though, who is the one punishable if the school exceeds the limit. The student can not be at fault since they had absolutely no idea that they were violating the law. The school can not be responsible if they are do not catch the mistake quick enough to see the student on the software. I also have thought a license means it is only allowed to be on one computer, according to this you could put it on 10,000 computers as long as only one is using it. I personally am against this, I believe that a software should be only allowed to be uploaded to three different computers, after this they should have to buy the software again. A couple questions I have are: How is this law enforced? What happens if a school goes above the amount of licenses they own? How easy is it for the school to be able to buy another license?
Copyright and Fair Use SR
On number seven I learned that it is legal for teachers to put up items on the web that are copyrighted as long as they are behind a password. I did not know this I always thought it was totally against the law to put anything back up on the web even if it is behind a password.
On number fourteen, I thought it was allowed for kids to watch a movie in the domain of a school. I did not know that it has to be part of the school's cirriculum and it must also happen within a closed classroom.
On number nine, I did not know it was allowed for teachers to use music in the classroom and in their cirrculum that they obtained off of the internet. Now thinking about it though as long as it is obtained in a legal manor, fair use laws allow teachers to use it in a closed classroom.
On number fifteen, I always thought the law allowed students to be able to watch any movie clip in class as long as it is for an educational purpose.
On number one, I am glad that it is allowed for teachers to make back up of their CD's on their computer in case of an accident. It is good to know that we are at least allowed to protect ourselves from the possible consequences of a student.
On number twenty, I thought it was completely legal for school's to reproduce students works and allow it to be distributed. I also thought it was legal not to make a profit off of this, rather a breaking even point so the school does not lose money.
On number seventeen, I thought that it was against the law for students to take pictures of businesses and post them on the internet. I thought that the business had to provide a written statement to the students telling them that they were allowed to do this.
On number eleven, I thought that it was illegal to alter the publication of another company. As long as it does not go out on the web though, and it does not lead to someone different becoming profitable off of the item, it is completely within the Fair Use Laws.
On number fourteen, I thought it was allowed for kids to watch a movie in the domain of a school. I did not know that it has to be part of the school's cirriculum and it must also happen within a closed classroom.
On number nine, I did not know it was allowed for teachers to use music in the classroom and in their cirrculum that they obtained off of the internet. Now thinking about it though as long as it is obtained in a legal manor, fair use laws allow teachers to use it in a closed classroom.
On number fifteen, I always thought the law allowed students to be able to watch any movie clip in class as long as it is for an educational purpose.
On number one, I am glad that it is allowed for teachers to make back up of their CD's on their computer in case of an accident. It is good to know that we are at least allowed to protect ourselves from the possible consequences of a student.
On number twenty, I thought it was completely legal for school's to reproduce students works and allow it to be distributed. I also thought it was legal not to make a profit off of this, rather a breaking even point so the school does not lose money.
On number seventeen, I thought that it was against the law for students to take pictures of businesses and post them on the internet. I thought that the business had to provide a written statement to the students telling them that they were allowed to do this.
On number eleven, I thought that it was illegal to alter the publication of another company. As long as it does not go out on the web though, and it does not lead to someone different becoming profitable off of the item, it is completely within the Fair Use Laws.
Sunday, October 4, 2009
Chapter 10: Going Beyond the Classroom
In this chapter I learned that teaching does not need to be within the walls of the classroom. Students can and do truly learn anywhere and everywhere. We as teachers need to enforce this philosophy and tell students we wish for them to not just take what we teach them and have them sit on it we wish for them to go out in the communitiy and learn even more.
I will tell students that I wish for them to apply the things I teach them in the classroom to one event in the local town which can be montiored. This will show the students that this is not something that is just on paper, it is in the world also. The more the students know what they are doing will effect the world around them, the more they are willing to put in for effort into the project at hand. A student who is most achieving is on that can bring the academics of his school into the world around him.
I will tell students that I wish for them to apply the things I teach them in the classroom to one event in the local town which can be montiored. This will show the students that this is not something that is just on paper, it is in the world also. The more the students know what they are doing will effect the world around them, the more they are willing to put in for effort into the project at hand. A student who is most achieving is on that can bring the academics of his school into the world around him.
Chapter 9: When Things Go Wrong
The thing that stuck out the most in this chapter is the fact you can not judge how successful of a teacher you are by how well the students like you. I have always judged success on whether the product I presented was liked, whether it is myself or anything else I do in life. To take a step back and not be the front burner will be difficult but it is not impossible.
My high school teacher use to tell me that you will not a be a good teacher till at least five years in. It will be when you realize that you are not the point of interest, it is the stuff that you are learning is the point of interest of students. A student should not be going into a class saying yay, Mr. Freeman is the teacher. They should be going into the class saying yay, we are going to learn more about geometry. I feel this is going to be very difficult for me but, I know in the end I will be able to do this, I have to.
My high school teacher use to tell me that you will not a be a good teacher till at least five years in. It will be when you realize that you are not the point of interest, it is the stuff that you are learning is the point of interest of students. A student should not be going into a class saying yay, Mr. Freeman is the teacher. They should be going into the class saying yay, we are going to learn more about geometry. I feel this is going to be very difficult for me but, I know in the end I will be able to do this, I have to.
Chapter 8: Teaching Teenagers that are Still Learning English
The main idea I learned from this chapter is to not focus on the little grammetical mistakes that are made. Instead the teacher should make sure that the student is learning the main context of what you are teaching instead of focusing on the little picture, focus on the big one. A student needs not to be graded on the little things that in the end mean nothing, they need to know how to do the big thing.
In my own class I will never ask a student to make sure all of the smallest thing are correct. When correcting a test in math for example I will not care if the answer is right, that does not matter in the end. What really matter is that the student used the correct equation, if a student messes up in plugging numbers in that is very small. That is why I will always give more points for the work shown than the actual answer that is shown.
In my own class I will never ask a student to make sure all of the smallest thing are correct. When correcting a test in math for example I will not care if the answer is right, that does not matter in the end. What really matter is that the student used the correct equation, if a student messes up in plugging numbers in that is very small. That is why I will always give more points for the work shown than the actual answer that is shown.
Chapter 7: Teaching Difficult Academic Material
The part of this chapter that stuck out for me is the part about challenging the assumptions of what students have learned. In pyschology I learned that it is almost impossible to change what a student believes about the world if they have an assumption about it already. As a teacher, if we can show them that their assumption is incorrect than we will be able to show them the truth.
I will be using this in the classroom once again, I will be using this cause in the subject of math people assume many things to be true that can not, and are in fact not true. Such as the last class I taught students believed that subtracting was a whole seperate entity than addition. I had to tell them that actually it is the same exact thing, that when you are subtracting all you really are doing is adding the additive inverse. This really threw the class I was teaching for a loop but in the end I really could see what was going on in their heads.
I will be using this in the classroom once again, I will be using this cause in the subject of math people assume many things to be true that can not, and are in fact not true. Such as the last class I taught students believed that subtracting was a whole seperate entity than addition. I had to tell them that actually it is the same exact thing, that when you are subtracting all you really are doing is adding the additive inverse. This really threw the class I was teaching for a loop but in the end I really could see what was going on in their heads.
Chapter 6: Motivation and Boredom
The part of this chapter that I believe is the most important is the fact that teachers should show interest when a student is showing interest in a subject. All settings can be used as a learning models for the students. If a student is learning something about their interests, if it is at all possible to include your interest would create a system in which the class is motivated in learning the subject.
I will be using this in my class in math, for example, if a lot of my students are into a certain sport being a Math teacher I will be able to use these as examples. This means that I can use real life examples that the students will be able to see and actually want to use what they have learned on the example. I actually used this during my three weeks in the classroom we had a large class of football players, we talked about how we could use a football field as a number line and that we were able to do what we were learning on it since the numbers are the same.
I will be using this in my class in math, for example, if a lot of my students are into a certain sport being a Math teacher I will be able to use these as examples. This means that I can use real life examples that the students will be able to see and actually want to use what they have learned on the example. I actually used this during my three weeks in the classroom we had a large class of football players, we talked about how we could use a football field as a number line and that we were able to do what we were learning on it since the numbers are the same.
Chapter 5: Teaching to the Individual, Working with the Group
The part of this chapter that I believe is the most important is the fact we should take the differences and use them as advantages. This will help students be able to each put a different hand into the project as a whole. A student who is very organized will do very well with a creative person since the two of them together will create a very unique and timely project.
I will be using this in my class all the time, whenever I have small groups the groups will work more efficently if I am able to do this for them. This will take away the friends be with friends also in the sense that normally friends have the same technique when it comes to to being able to do school work. By doing this my students will be able to learn more as well as being able to achieve a higher average on their projects. This will create a win win system for all of the students and also for myself.
I will be using this in my class all the time, whenever I have small groups the groups will work more efficently if I am able to do this for them. This will take away the friends be with friends also in the sense that normally friends have the same technique when it comes to to being able to do school work. By doing this my students will be able to learn more as well as being able to achieve a higher average on their projects. This will create a win win system for all of the students and also for myself.
Chapter 4: Creating a Culture of Success
The part of this chapter that stuck out to me the most is the part that states that we should not compare other students to each other. This creates a competition that should never actually exist since all people learn at different rates and will learn different things from even one lesson. We should give all students an equal chance to succeed not just the ones who we think are learning the material the best.
I think that I could actually bring this into my class. At the begging of the year I will give them a "test" in which will be their average. If a student does better than their average than they will receive an A or a B. The opposite is also true if they do not live up to their average they will receive a D or a F. This would make it so that it is impossible for me to actually judge the students to anyone but to themselves. This will make it easier for the students to better because instead of beating the smartest student in the class all they have to do is beat their own score.
I think that I could actually bring this into my class. At the begging of the year I will give them a "test" in which will be their average. If a student does better than their average than they will receive an A or a B. The opposite is also true if they do not live up to their average they will receive a D or a F. This would make it so that it is impossible for me to actually judge the students to anyone but to themselves. This will make it easier for the students to better because instead of beating the smartest student in the class all they have to do is beat their own score.
Chapter 3: Classroom Behaviors
The part of this chapter that stuck out to me is the part that states that we hould always bring up the classroom rules that we set forth from the first day. I have always been in the mind set that saying it once means they should know it. Now I know saying it ten times means that there should be no excuses for a behavior.
On the first day of class I will make a statement to the students about what expect of them at all times during the school year. I will tell them I expect the highest of them and that any less is not up to par. I will then as it is states in this chapter, quite often resay the rules to the students. The more times they hear these rules the more times it will be forced to be ingrained into the students minds. This will make it easier on myself to uphold the punishments for the students in the end.
On the first day of class I will make a statement to the students about what expect of them at all times during the school year. I will tell them I expect the highest of them and that any less is not up to par. I will then as it is states in this chapter, quite often resay the rules to the students. The more times they hear these rules the more times it will be forced to be ingrained into the students minds. This will make it easier on myself to uphold the punishments for the students in the end.
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