A Math Teacher's Diary

 Dear Diary,     This week's reading focusing on effective learning environments has by far been my favorite because the contents are simple and make perfect sense. I believe effective learning environments are prerequisites for student engagement, and yield greater outcomes regarding content-related lessons. Effective learning environments include strategies that teachers use to create a positive, productive classroom experience" (Slavin, 2020). That process is called classroom management.     A quote that I agree with related to effective learning environments is "a class with no behavior problems can by no means be assumed to be a well-managed class" (Slavin, 2020). Classes that are well-managed include students who exhibit good classroom behavior, but also include students who are engaged, interested, and motivated (Slavin, 2020). Classes that are well-managed use effective systems for addressing undesirable behaviors. Systems for discipline should be used f...

 Dear Diary,     This week's focus is on direct and student-centered instruction. Both methods of teaching have differences, benefits, and challenges that can be overcome through intentionality and preparation.      Direct instruction is described as "lessons in which teachers transmit information directly to students, structuring class time to reach a clearly defined set of objectives and efficiently as possible" (Slavin, 2020). This method for instruction is most suitable for teaching important information and skills students are required to master (Slavin, 2020). Typically, lessons where direct instruction is necessary follows a particular format which includes: -introducing learning targets, which is used to establish the seriousness of what is being taught. -addressing prior knowledge or prerequisite skills, which ensures students are ready to proceed to the next level make connections with what has previously been taught. -teaching the ...

 Dear Diary,      This week's entry focuses on cognitive theories of learning, more specifically how our brains processes information. This includes how we learn and remember details based on what we experience, and how we are taught.     How we retain information is based on the information-processing theory. Intentional teachers practice this ideology to "help students retain critical information and skills" (Slavin, 2020). The idea behind the theory is explained through three components: Sensory Register, which is how we receive information through our five senses. When minimal thought or emphasis is placed on what we experience through our sensory register, the information is lost. This can also happen when too much information is presented at one time (Slavin, 2020). Working Memory  also known as "short-term memory", is a system that retains a small about of information for a short amount of time. A way to transfer information from our workin...

 Dear Diary,      This week's entry focuses on behavioral and social theories of learning. As defined in the reading, learning does not include changes through development, or naturally occurring reflexes or responses. It is suggested that learning occurs based on our reactions through experiences, noting that reactions can be unconscious or involuntary (Slavin, 2020). Learning can take place in a variety of forms and environments. More intentional ways include students acquiring knowledge in classroom settings (Slavin, 2020). As teachers, it is important to understand that students are learning at constant rates. We should be supporting them in how to use certain information and skills in their daily lives (Slavin, 2020). Some of what we learn can be explained through behavioral learning theories. Ivan Pavlov and B.F. Skinner are two researchers who have helped us further understand the correlation between actions and reactions.         ...

 Dear Diary,     This week's entry addresses the foundation for teaching, and cognitive development. The readings mention accounts of challenges novice teachers faced with the foundations for teaching. Nine years ago when I began my career as a teacher, I could see myself in similar situations: -Ms. Mathis reminds me of the difficulties I experienced trying to relate math content to the world outside of the classroom. I struggled tremendously with getting my students engaged in learning to make connections, rather than teaching them to use memorization and standard algorithms.  -Mr. Harris is a teacher who experienced a situation just as I did with classroom management. Although did not create an opportunity for a power struggle, he also did not use the most effective strategy to address and eliminate the undesired behavior.  Regarding teaching, learning, and behaviors, I often asked myself, "How do I effectively address the undesirable, while eliminating o...