Blog 9

New things:

  1. In table 9.1 it states that a profession is held in high regards, but teachers do not seem to be held in high regards. This is more prominent amongst the Asians. When I first told my parents that I wanted to be a teacher, they scolded me, like teaching was a bad career path. Teachers are the first stepping stones for the younger generations’ future, and yet we are not given the respect we deserve. How could we change such views on teachers?
  2. In some provinces, there is more than one teacher’s association in charge of education. It makes me wonder if that is a good thing or a bad thing. On one hand, it makes sense that some aspects of primary and secondary schools should be handled differently. Having two separate associations to take care of their own respective school would have a lot of benefits such as having the needs of their school be the primary focus instead of trying to find a common ground for both schools. On the other hand, having more than one association may cause conflict between them when a disagreement comes about. So is having one teacher’s association the best option or is it better to have more than one?

Connections:

  1. Table 9.1 states that professionals are constantly trying to gain new knowledge about their professions and I could not agree more. I believe that teachers like Larry are stuck in the past and believe that their way is the best way. I believe that teachers should constantly try to improve their teaching methods. The times are changing, technologies are growing, the students are changing. I believe teachers need to try to keep up with the changes that will undoubtedly come.
  2. The second article states that teachers should be able to communicate, share, and learn from each other. I was wondering, what if some classrooms were combined? Instead of being barricaded from each other, two or more classrooms were put in a combined space and the teachers either took turns teaching or co-teach. Similar to how ECS 200 is being carried out. Would this allow teachers to work together and better learn from each other or would there be too many obstacles that prevent this to be successful?
  3. The third article talks about how our own identity is shaped. I look back and wonder which situations shaped who I am today. The one major thing that I can think of is moving to Canada. Growing up in a white dominant society as an Asian minority, it has had an immense impact on my identity. I hope that what I learned as and my perspective of an Asian minority will help change the education system as it does not cater to the minorities.

Question:

  1.  I was wondering how can teachers be prepared to handle the ever-changing career of teaching? How do we know when change is necessary and when change isn’t? How do we know not to cave under the pressure of parents and stick with what we believe in? How do we know that our own perspective is wrong and need to change? Is there any way to teach future and current teachers all of this?
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Blog 8

3 new things

  1. The student-educator ratio is 16.13:1 in 2002-3. I find this data to be very skewed because every class I have been in from elementary to high school, there had been at least 20 students. Does this mean that there are teachers with less than 10 students while some teachers may have over 30?
  2. Authority of schools all rest on the provincial government and the school board. I believe letting the teachers and the principles have some authority will be more useful based on the quality of teaching in schools. I do not believe people who are so separated from the actual teachings should be given so much authority.
  3. Teachers are mostly left to themselves to handle their work. I had hoped that there would be more of a support system within schools for teachers, especially new teachers. It is a little daunting to think that I would be left mostly to myself to handle a job that could have major impacts of other people.

 

2 connections

  1. The reading material states that teachers have a surprising amount of autonomy within their own classrooms but I believe that is not the case. Teachers have to work towards a certain goal for the sake of the school and it is not to teach the students to the best of their abilities. It is to make sure that the students will pass the standardized tests so the school looks good and get more funding.
  2. When the reading material talked about the hiring process of teachers it made me think back to my first interview. It did not go well. I never had any more interview experiences after that since I work for my family. It will be obvious that I will not do very well during interviews so that will hinder my chances of getting a teaching job. Would there be a better procedure for hire that does not rely too much on the interviews?

1 question

  1. Going back to the student-educator ratio, for teachers who have a fewer number of students see a better improvement in the students’ education? Does the number of students the teacher have to teach impact the teacher’s teaching quality?

Blog 7

3 new things

  1. Social Conflict Theory. While I was privileged enough to attend good schools with plenty of resources, I never have thought about how attending different schools would have such a big impact on how well the students learn.
  2. How much time parents or adults spend time with the student outside of school makes an impact on the student’s education. This is also one of the things that I never thought about but now that I am hearing about it, it makes a lot of sense. When I first came to Canada, my father was still living in Korea and my mom had to work to support the family, so I spent most of my youth in Canada without my parents. However, I had my two older siblings and one younger sibling, and we constantly made an effort to improve our English. I believe without them, my English language skills would not be at the level it is at today.
  3. I was not aware that students as young as grade 3 students were out protesting. It makes me wonder if the students were the one who proposed the protesting or was it the teacher who had brainwashed the students to believe what the teacher thought was right.

2 connections

  1. The article on brainwashing reminded me of the case with Reena Virk. It reminds me how easily manipulated people can be, especially younger people. James Banks makes the connection to the incident with the Nazis to show how easily persuaded people can be. With students who are so vulnerable to be being persuaded to believe the opinion of one person (the teacher), how can we as teachers try to stay neutral?
  2. Schools are teaching or raising more awareness to political issues than when I was in elementary and high school. It raises the question if students are mentally developed enough to understand both sides of the issue and choose a side that they believe is right without a third party opinion brainwashing them. I remember when I was in high school I don’t think I was mature enough to really understand political issues, nor did I have an interest in it.

1 question

  1. How can teachers truly stay neutral on topics? Would giving both sides of facts be enough to stay neutral? Teachers are still able to deliver the facts more strongly for the side they believe in. Although that may seem like it will not have much impact, I believe it will be enough to persuade the majority of the students to lean towards the side that the teacher believes in.

 

 

 

Blog 6

3 things I learned:

  1. Kindergarten is meant to be a “garden” for children to play and learn on their own. Now I realize why we had so much free time during kindergarten and always had so many play things with shapes. However, are these play things a universal thing all the children can use to learn or will schools have to have a vast majority of play things, hoping that all children find the one they would learn the best with.
  2.  I had always believed that everyone would be a realistic learner like me where I learn better by observing, but now I know that there are many types of learners and should teach in a manner that caters to all types of learners.
  3. The existence of existentialism, pragmatism, perennialism, essentialism, conservatism, progressivism, and social reconstructionism. I had only known about the terms idealist and realist before, never have I heard of the other terms. It goes to show that I still much to learn when it comes to education.

2 connections:

  1. According to the article, I am a realist. I learn better when I am able to see what I need to do rather than having it explained to me. I had never thought about putting in terms of idealist, realist and etc in terms of learning before but now that I have read about it, it does make sense to categorize the types of learners this way. Of course not everyone would fit the one category and not the other but for the majority I believe they would fit in one of these philosophical categories.
  2. When the article talks about existentialists I made the connection to people who do not finish their high school diploma to live a successful life away from the traditional academia. “The aim is to be true to oneself despite external pressures.” In this quote external pressures is the academia and to be true to oneself would be living successful lives (eudaimonia in terms of realist).

1 question:

  1. The article shows us there are many different ways of thinking and how people approach education. With the many ways someone learns, why do we only group students by age and expect them to all learn through the same method at the same pace? I cannot help but think that there must be a more efficient way to group children so that they are learning at the maximum efficiency. Would it be more efficient to separate students based on their skills at each subject (ie a student would be at a grade 4 level of math but only at a level 2 at English and so on)? How about if we separate students based on how they learn (idealists, realists, and so on)? I feel that there must be more efficient ways for children to learn other than being grouped by age and getting held back a year if their knowledge is not satisfactory according to the school system set up by the government.

Blog 5

3 things I learned:

  1. On page 193 where Benjamin says he doesn’t take his Ritalin when he wants to work on his artwork. It made it seem like Ritalin gives you focus on schoolwork but takes away the creative side of the user. Is it really fair for adults to decide which is more important to the child?
  2. Positive stereotypes have negative consequences. Now that I think back on it, I was complimented a lot on my math skills but sometimes another statement along the lines of “all Asians are good at math.” This statement belittles my efforts in improving my math skills by stating that I was born good at math. This may have lowered my efforts in striving further in math because since I’m Asian I’ll be good at it.
  3. It shocked me to find out that poor students are twice as likely to be kept back as non-poor students. I always thought that anyone, regardless of social stature, can do well in school if they tried. Now that I think about it, being poor can hold you back in many ways like not having transportation to school and being too hungry to focus in class.

2 connections I made:

  1. Two out of the four students already knew what they wanted to do with their lives despite only being in grade 2 and grade 12. I didn’t know what I wanted to till a couple years after I graduated high school. In all the students cases there were adults urging to for some type of goal, whether it was something they wanted or not. Does this urging from adults help children form their own goals or are adults misleading them from what the student wants to do?
  2. “Asian Americans are seen as perpetual foreigners.” I am Asian and I completely agree with this statement. When I was little I tried very hard to be White so I can be seen as a Canadian. Now I realize that no matter how I act, I will always be an Asian to the majority.

1 question I have:

  1. I personally never had any adult trying to urging me to pursue a particular path in school. I also didn’t know what I wanted to do with my life till a couple years after graduating high school. However, the majority of the 4 example students in chapter 6 seemed to know what they wanted to do in the future and they had adults urging them to a particular path. This connection makes me question, does adults urging student help them decided on their future, even if what the adult urges has no relations to what the student actually wants to do?

Blog 4

3 things I learned:

  1. Aboriginal people believe that their spirit was meant to do something in this world and that they possess a skill or a trait to fulfill that something. I think it is fascinating idea that that one thing about you that you thought was unusual and useless could be something that you need to achieve a specific goal you were destined for.
  2. Indigenous knowledge is a valuable knowledge system that benefits everyone, nationally and internationally.
  3. Indigenous language is the most important part to preserving and continuing Indigenous knowledge but it is also the most endangered.

2 things I connected with.

  1. Although my experience was no where near tragic as the residential schools, I too have suffered in my early childhood the discrimination, the racism, the hate, and the forced assimilation. The effects are still present in my life, even if I have been slowly recovering from it over time. If I am still not fully recovered from something as minor as my childhood, how long would the people who suffered in residential schools take to fully recover? Will they ever fully recover?
  2. In the “Nourishing the Learning Spirit” article it states that their work in teacher education in University of Saskatchewan strives to teachers to recognize racism and this truly was the case for me. It was only after I took ECS 110 and ECS 100 that I realized how racist the world still is. I never really gave much thought to White Privilege till I took those classes.

1 question I have

  1. As stated in my things I have connected with, I am still not fully recovered from my traumas from childhood so how long will it take me to fully recover? How long will it take for the people who were forced in to residential schools and suffered a much more devastating trauma to fully recover? Will we ever fully recover?

Blog 3

3 things I learned

  1. Higher levels of arousal is better for simple tasks (sorting laundry), while for complex tasks (complex learning) a lower level of arousal is better.
  2. One goal of teaching should be to better equip the students to learn by themselves.
  3. Students being “bored” affects their learning. They need motivation to pay attention in class (or some sort of arousal).

2 things I connected with

  1. I myself am not very good at organizing or deciding what is important. I would always leave my assignments and studying last minute, but I graduated high school with honor rolls and doing fairly decent currently in university. Although it would be better to teach students how to stay organized, I believe teaching the students to figure out what their limitations are would also greatly benefit them. What I mean is that they should know if they would be able to handle a certain task within a certain time period, so that even if it is last minute they would still be able to complete it and hand it in on time.
  2. Math confidence and math achievement reciprocally influenced each other. In high school, one of my math class teacher asked me “Why are you acting stupid in my class?” when I said that one of the shapes looked like a window instead of the the answer he was looking for. The answer he was looking for was a rectangle and half a circle in top of the rectangle which to me looked like a window. I was forced to answer when I told him I didn’t know and that I should just guess something. I was struggling more than normal in this math class and when the teacher said I was being stupid I just didn’t feel motivated to try that hard. That class was the one of two classes in my whole high school career that I didn’t have an above 80 grade in.

1 question that I have

  1. This chapter talks a lot about how watching a model perform a certain task can greatly help the capabilities of students who attempt the same task. If so, why do we not make class more about showing rather than doing? I believe math classes are taught this way by the teacher showing how to do the steps to a math problem, but I believe there would be a much more effective way to show students rather than writing the problem on the board and then solving it.

Blog 2

3 New things I learned:

1) Having an early menarche has been related to bulimia, alcohol use, suicide, depression, anxiety, eating disorders, lower achievement in school, drug use, and greater risk of breast cancer.

2) Good teachers defined by researchers as having a positive interpersonal relationship, organized, maintains authority being mean, and good motivators.

3) 80% of students changed their majors at least once.

2 Connections I made:

1) I used to very underweight when I was in elementary school and high school, but it wasn’t because I had a eating disorder. I wouldn’t have considered myself “unhealthy” either. I was just naturally skinny, which is not an uncommon thing in Asians. The BMI is very skewed when taking in to consideration the children of different ethnicity.

2) The textbook defines “crowds” and I believe this is what I was a part of in elementary school. Everyone in my grade got along with each other, at least from my perspective, there was the more athletic peers, the smart, the goth kids and so on, but we all hung out together. Everyone spoke to everyone without it being awkward or forced. I was truly lucky to have grown up in a community like this.

1 Question I have:

Why is the Macrosystem seen as the least important? I believe it should be the most important stimulant to human development. This may be because I attended school in South Korea till grade 1 and then moved to Canada and got a whole new experience. Bronfenbrenner’s Bioecological Model shows that school, neighborhood, and, I assume, peers would be part of the “and so on” category. The environment heavily affects these three from the Microsystem which is seen as having the most impact on development.

Blog 1

I know we are suppose to do the 3-2-1 format for the blog posts but I just so many questions that I will be doing 1 new thing I learned, 2 connections, and 3 questions.

One new thing I learned is that forces outside of the school environment affects your “resilience” to academics. I never would have thought things such as relationship with your parents and ethnicity would have any impact on academics.

The two connections I made are related to the new thing I learned. My parents never really cared much about my academics. Perhaps it was their faith in me and my abilities to do well in school that they never payed much attention to me, or perhaps they were simply too busy with caring for the family that they couldn’t. It may also be the fact that their English skills were far inferior than mine so that they felt that they couldn’t help me even if they wanted to. Whatever the reason, I had to rely on myself to do homework and school work. Perhaps if they showed an interest or expected more of me, I would have done better in school.

Another connection I made was about my ethnicity. In elementary school, I was not happy with the fact that I was a visible minority, specifically an Asian. I attended three different elementary school in Canada. The first school was a very welcoming school and I credit that welcoming environment for improving my English to a fluent level in such a short amount of time. While I wish I could have stayed there, the school moved to a bigger building, much farther away from where I lived so I had to transfer to a new school. It was at this school that I was constantly bullied for my being a visible Asian descent. By the time I moved to a new school, I had become self conscious of being Asian and tried to reject it as much as possible. I tried to assimilate myself to the White culture as much as possible. Now that I am older, I am more secure about my ethnicity but now that I learned that pride in ethnicity may have improved my academics, what would have happened if I had stayed at the first school, a place where they welcomed my ethnicity.

I had many questions from the table 6.2 on page 215. The first was “Why should teachers be held accountable to produce results?” Teachers who are underpaid, underfunded, and underappreciated? Yes I know it is the job of teachers to teach students so that they may have a brighter future or understanding of the world, but why put so much responsibility on teachers without making sure they have the resources to achieve that goal? Before making teachers accountable for making students achieve they best they can, why not make sure the teacher has all the opportunities to be able to give their students all that they can?

My second question was “Why an emphasis on academics?” It said that now there is an emphasis on the resilience of students but how about making them a morally better person? If I was a parent and HAVE TO choose between my child being a genuinely good person but lacking academic skills or an academically well achieved but bully (in nice terms), I would choose the first option. If teachers can create an environment filled with only of good, kindhearted, and selfless students, there would be no need for students to have a “resilience” to the school environment. There would be no discrimination, thus everyone would be able to have pride in their ethnicity. Teaching students to be morally good and if they retain that sense of good to adulthood, they will be better parents, aunts, grandparents, etc, thus creating a better social support and interpersonal relationships. The textbook said that with pride in one’s ethnicity, a good social support, and a good interpersonal relationships makes for a more resilient students, and that resilient students thrive academically.

My third question was “Why ‘WEED OUT’ misbehaving students?” Should teachers not try and make an effort to find the reason why the students are misbehaving? Should they not try to help the students? What if the student is having troubles at home or is the victim of bullying and is acting out because they don’t know how to deal with the problem? Do the teacher just cast them out simply because he/she is misbehaving? The student doesn’t have family to talk to, friends to confide in, should the teacher just abandon them too? I believe the schools “weed out” the bad seeds because they are so focused on producing results academically. They want to ignore the students they deem as a lost cause and focus on students who has potential to do great and, in turn, make the school look great.

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