Ch13 Blog 9/17

Andrew Hogan
8/17

Since I made my decision to pursue education almost every professional teacher I have met has told me that

the problem they have is not with undisciplined students, but with unruly parents. This weeks readings,

particularly the sections entitled "Taking Individual and Group Differences Into Account," and "Working With

Parents," were interesting to me, as it showed new ways to interpret not only the misbehavior of students,

but also the apathy or aggression of parents as well, and the way in which the teacher can address and

possibly curve this behavior.

Understanding people has always been a challenge for me, and it was beneficial to study not just the

developmental differences between children, but also how their race, gender and economic standings can

effect the way they learn and their success in the class room. similarly, it was great to read about why parents

may be over bearing in the classroom or non present in their child's education. I was unaware of the cultural

and economic differences that are at play in peoples everyday lives, and I certainly was unaware of how to

handle it as a teacher.

The "Dealing with Misbehavior" section of the chapter was enlightening, but confusing as well. While I agreed

 with the majority of the methods that were put fourth by the text, it seemed to me that the most obvious way

 to curve intrusive behavior is to remain organized and to keep the class moving at a steady pace. If the

students are engaged, perhaps there will be lass incidences of acting out. I understand my solution is

simplified, and perhaps idealistic, but I think if the text spent a bit more time discussing ways to deter these

interactions, perhaps we would have to spend less time dealing with them.

Ch11 Blog 9/10

Ch 11 Blog, 9/10

One of the truly gripping topics from early on in this chapter was the concept of motivation as defined by the text. The reading described motivation as not just reasons for students success, but also a cause for the students to be more withdrawn and avoid classwork. The chapter then goes on to explain different basic human needs that a student will have, such as mental stimulation and a desire to feel competent, and implies that the teacher needs to do their part in providing an environment that is conducive to these needs. However, the suggestions that the textbook gives on page 367 are incredibly vague. It seems to me that there is no way of improving a child’s work ethic or whether they are intrinsically or externally motivated other than being an enthusiastic teacher. I remember in my high school years, I was so torn down by the idea of extrinsic motivation, the idea that this information and work that seemed irrelevant to me would have such an overbearing and all consuming effect on the rest of my life that it almost completely destroyed my intrinsic motivation to learn as well.

Another concept that seemed vague and elusive to me was the idea of bolstering students self determination with individual classwork. This concept seems contradictory to the lessons we've had in the past, and even later in the chapter on page 372, that discussed keeping the kids in small groups, and though the chapter did attempt to give an example on page 369, it actually failed to illustrate a concrete way in which a teacher could provide an structure or order for the work to be done in while still granting the children autonomy to do the work on their own.

I enjoyed this chapters look into the factors of motivation, and the needs that all humans 
require to be successful at a task, but at the end of the day I still find myself confused as to what exactly the best way to attack these concepts in the classroom would be. Wouldn't any attempt to be all inclusive ultimately leave a few stragglers left out? and if the answer is in individual work, how would you be able to help the children who are falling behind without singling them out? I feel these are incredibly important questions that I need answered before I work in a classroom of my own.