Modeling
While reading chapter 12 from the book Sparks of Genius, I instantly thought of the Space and Rocket Center in Huntsville, Alabama. Chapter 12 of the aforementioned book discusses modeling techniques used during military training. The first strategies of modeling dated back to King Louis XIII and Louis XIV. The Kings used miniature toy figurines to teach the soldiers outcomes of actions and different movements. The Space and Rocket Center in Huntsville, Alabama afforded me the opportunity to duplicate King Louis soldier figurines. Through functional, theoretical and imaginary modeling, my son and I had an opportunity to reenact the first trip to the moon without leaving earth. The aforementioned model provided an opportunity for my son and I to make accessible lessons that would otherwise be difficult for him to comprehend.
Professional Insight
Real modeling can serve as a serious means of bridging the gap of academic disparity that exist between majority and minority students. For instance, The Office Cultural and Academic Transition sponsors a six week bridge program designed to provide future Michigan State University minority students with an opportunity to get acclimated to the university. The challenge however, is that the program does not is not a true modeling because the program is in homogenous environment. That is, the program consists of all minority students which is not a true reflection of what the learning environment looks like once the students arrive to the university.
As a professional, I can employ modeling as a part of my teaching philosophy. It is a means of becoming more intentional about placing my students in heterogeneous environments, i.e., study groups, social networking opportunities or minority student-to-majority student engagement. This is critical because a number of minority students reframe from taking advantage of academic opportunities outside of the culture because of fear. Modeling, that is, providing minority students with smaller, less threatening opportunities with majority students and professors could potentially provide minority student with greater insight.
Dimensional Thinking
I cannot claim to be a prolific writer but I my writing skills have improved. Several years ago I was able to transform my thinking with regards to how I visualized the writing process. I begin to see writing as an argument. I removed myself from the classroom and journeyed to my childhood neighborhood, where I frequently debated. Specifically, I reflected on an argument regarding Michael Jordan and Magic Johnson. I was able to understand the concept of writing because I realized both required a thesis, supporting evidence and a solid conclusive statement.
Professional
As a professional, I can use the information I take from the interaction between minority students and majority students and multiply it. That is, explore the student-driven academic strategies that I find effective and use them to support a larger number of minority students.
In addition to my personal use, my hopes are that minority students may be able to integrate the information they ascertain from their personal experiences or my findings of the interaction between minority students and majority student to other aspects of their learning experience.
Sunday, November 21, 2010
Monday, November 15, 2010
Monday, November 8, 2010
TGIM - Season 2 - Episode 5
To purchase DVD's please visit ET's official website at www.etthehiphoppreacher.com GET READY GET READY FOR ANOTHER 5-DAY ENERGY BOOST...
How I love Thee
I chose the ear because it is a critical aspect in empathy. Based on the fact that empathy requires one to be able to walk in another person’s shoes sort to speak or become familiar with their life’s walk, listening is a prerequisite. Only through deliberate, intentional listening can you learn about a person’s worldview.
The following feelings can be activated through the ear (listening). First and foremost, when we listen to individuals it gives them the sense that we care which helps them feel loved, potentially valued and eventually, part of a community. Specifically, when we given individuals our undivided attention, it can heighten self-worth which gives them a sense of empowerment that can unleash unknown potential.
“As you master the movement…you do them without awareness. When you no longer have to think about how to hit the ball, you can actually start to enjoy playing tennis. “
In one of our assignments we were instructed to think of one word or a short phase that best summarized our topic of interest. As soon as I grasp the concept of body thinking, the name Michael Jordan popped in my head. I could not help but to reflect on his first game out of retirement against the New York Knicks. In that game Michael Jordan scored 55 points.
However, the points he scored that night is insignificant; the way in which he scored those 55 points speaks to the power of body thinking. After scoring an amazing five to six shoots in a row, Michael Jordan turns to the crowd and shrugs his shoulders as to say, “ I do not know how I scored five to six consecutive in a row.” In my opinion, that performance best describes the essence of body thinking.
Although I am not a professional athlete, I drew a great deal of insight from the chapter. I was especially moved by the author’s mention of Helen Keller and how she utilized body thinking as a means of intellectual growth and development. However, as an educator I was especially moved by her teacher’s instructional practice. Although the text did not speak directly about Keller’s mentor, it is obvious that she used a little body thinking of her own. Thus, I if devote the time and effort she employed, I too can use body thinking, as a mean of teaching academically challenged students how to master languages, concepts of mathematics, and science.
By combining body thinking and patterns (a concept studied previously) students will be able to rely on non-analytical skills to enable them to master study skills and make them more effective in various disciplines such as reading, note taking, or test taking. And like the musicians noted, this will enable them play the piano with more than just their fingers, but with one’s mind as well.
Empathizing
Empathy is one of the major principles that govern my teaching philosophy and it is the bedrock of my success in the field. It was John C. Maxwell who insists, “People don’t care how much you know until they know how much you care.”
Recently, I met with a student who visited me during office hours. The student was in tears because she felt that her JRN 200 course made her feel, “dumb.” As a result she wanted to change her major (which she had already done three times) or transfer to another institution. After listening attentively, which I believe is an essential quality of empathy, I shared with her my academic struggles during my college years. I explained to her that it took me 12 years to obtain my 4-year degree. A connection was immediately made with the student and from that point forth I was able provide her with the advise she needed to refocus. It is my personal belief that empathy provides the teacher with an exceptional vantage point. Through empathy you momentarily lose yourself and form an intimate relationship with your student which creates community, where meaningful learning can take place.
However, I do not believe empathy is one-sided; students need to employ this skill as well and not assume the instructor will initiate empathy. Familiarizing themselves with the instructor’s worldview and pedagogical approach could provide the student with valuable insight to help them to be more effective when be instructed by the teacher.
It is important to note that in both empathizing and body thinking, the key is losing oneself in an attempt to gain new insight and a broader perspective.
In one of our assignments we were instructed to think of one word or a short phase that best summarized our topic of interest. As soon as I grasp the concept of body thinking, the name Michael Jordan popped in my head. I could not help but to reflect on his first game out of retirement against the New York Knicks. In that game Michael Jordan scored 55 points.
However, the points he scored that night is insignificant; the way in which he scored those 55 points speaks to the power of body thinking. After scoring an amazing five to six shoots in a row, Michael Jordan turns to the crowd and shrugs his shoulders as to say, “ I do not know how I scored five to six consecutive in a row.” In my opinion, that performance best describes the essence of body thinking.
Although I am not a professional athlete, I drew a great deal of insight from the chapter. I was especially moved by the author’s mention of Helen Keller and how she utilized body thinking as a means of intellectual growth and development. However, as an educator I was especially moved by her teacher’s instructional practice. Although the text did not speak directly about Keller’s mentor, it is obvious that she used a little body thinking of her own. Thus, I if devote the time and effort she employed, I too can use body thinking, as a mean of teaching academically challenged students how to master languages, concepts of mathematics, and science.
By combining body thinking and patterns (a concept studied previously) students will be able to rely on non-analytical skills to enable them to master study skills and make them more effective in various disciplines such as reading, note taking, or test taking. And like the musicians noted, this will enable them play the piano with more than just their fingers, but with one’s mind as well.
Empathizing
Empathy is one of the major principles that govern my teaching philosophy and it is the bedrock of my success in the field. It was John C. Maxwell who insists, “People don’t care how much you know until they know how much you care.”
Recently, I met with a student who visited me during office hours. The student was in tears because she felt that her JRN 200 course made her feel, “dumb.” As a result she wanted to change her major (which she had already done three times) or transfer to another institution. After listening attentively, which I believe is an essential quality of empathy, I shared with her my academic struggles during my college years. I explained to her that it took me 12 years to obtain my 4-year degree. A connection was immediately made with the student and from that point forth I was able provide her with the advise she needed to refocus. It is my personal belief that empathy provides the teacher with an exceptional vantage point. Through empathy you momentarily lose yourself and form an intimate relationship with your student which creates community, where meaningful learning can take place.
However, I do not believe empathy is one-sided; students need to employ this skill as well and not assume the instructor will initiate empathy. Familiarizing themselves with the instructor’s worldview and pedagogical approach could provide the student with valuable insight to help them to be more effective when be instructed by the teacher.
It is important to note that in both empathizing and body thinking, the key is losing oneself in an attempt to gain new insight and a broader perspective.
Monday, November 1, 2010
How I Love Thee
I chose a house cat as the animal of choice. I love house cats but has not owned one since my childhood. I have chosen four pics that best depict thier character.
1. A blue/green image of a beach ball. Unlike humans, cats cannot see red shapes. They generally see blue and green images.
2. My second pic is a of a bowl milk due to the fact that milk is a essential part of cats diet
3. The finally pic is from the ledge of my home because cats have a fetish for heights. Some say it puts them in better position to catch prey (birds, mice, etc...
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