A Math Teacher's Diary

 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...