Who is to say what the most important part of a person is. Whether that be the hobbies that define them, who their friends are, or what they choose to do with their lives, everyone has their own story.
In class yesterday we talked about Erik Erikson who studied the eight stages to human development. He believed that there were eight ideal concepts that an individual must establish otherwise they will progress in life with a less desirable trait.
1. trust vs. mistrust (birth to 1 year, child will focus on love & warmth)
2. autonomy (Independence) vs. shame & doubt (1 to 2 years, a child begins to develop the idea of being their own being)
3. initiative vs. guilt (3 to 5 years, a child will begin to take ownership for himself)
4. industry vs. inferiority (elementary age, a child is extremely curious)
5. identity vs. identity confusion (adolescence)
6. intimacy vs. isolation (early adulthood, a person will search for romance & love)
7. generativity vs. stagnation (40 to 50 years, a person realizes they must leave a mark)
8. integrity vs. despair (late adulthood 60 years +, it's a time to reflect & be happy)
These concepts are cultivated through emotional and psycho-social development. Erikson focuses on the whole person, and doesn't narrow his investigation. This is what really sold me on his knowledge because it was so reasonable. His research makes sense even to the average person because you don't have to be a doctor to understand.
His concepts made me think about my priorities in life. This could consist of a broad range of things. First, my education is turning out to be my main drive lately. Once I complete this I will be able to not only work on making a difference in my life, but all my students. Secondly is my family. Since my sister is so young, only in grade two, it is difficult for me to be away from her so much because this is a really busy time in her life. There is also my boyfriend who is becoming a bigger part in my life as time goes on. All three of these priorities are really important to me so I have spent a lot of time balancing them.
This blog is for my Educational Psychology 200 (A) Class.
Tuesday, 27 September 2011
Active Learning
In class seven we discussed the true value in setting targets. Anybody could tell you that setting these goals in anything in life. When you have something to work towards, it makes the struggles and sacrifices worthwhile and rewarding. Reflecting back upon those hardships give the outcome a sweeter taste so to speed. A accomplishment gives you confidence you can't develop anyway else.
With this being said, when a person embarks on such a journey (especially a student) it's important to provide them with all the support possible. This support of course needs to be specialized for each individual. Different people, are different. They have different personalities and require different kinds of support.
Personally I believe my own inclinations and preferences for teaching would be logical and straight forward. I see myself as a flexible and open person. I think a big part in being a good teacher is focusing on what your strengths are and working with those. I pride myself on being a compassionate and understanding person, this has always helped me in teaching instances, including my time as a work experience student and the president of our local 4-H club.
Monday, 19 September 2011
The Stages of Learning
In EDPY today we were introduced to Jean Piagot's stages of development.
1. Sensorimotor: This is easily explainable, as it is a child from birth to two years. A child at this stage feels through it's senses what is going on to it's environment. There isn't a true thought process but rather, the ideas of being hot, cold or hungry. I remember as my sister grew up struggling to determine what was wrong when she cried simply because she couldn't tell me.
2. Preoperational: This is the age where children develop symbolic thinking where they place value on symbols. This stage takes place at about age two to seven. My sister is now in this stage and it really made me think when we began to talk about 'animism' a common form of intuitive thinking. When she sees something happen, she tries to make sense of it through the knowledge base she already has. For instance when the leaves begin to change color in the fall, she assumes that the trees are sick. Another example would be how a child at this age has no or little distinguished difference between herself and others. She assumes everyone is the same, and knows what she is feeling (egocentrism).
3. Concrete Operational: This is upper elementary, ages seven to eleven where they are finally develop reasoning. This age is pretty self explanatory as it's the age where children are not babies anymore and begin to learn the concepts of conservation and seriation where things have purpose and order.
4. Formal Operation: This category includes children from eleven to fifteen as well as those through adulthood. This is the final stage were the icing is put on the cake so to speak. You develop your abstract learning and deductive reasoning. You begin to think about the consequences and long term effects of any choice you make.
It is important to remember that these stages are subjective because children develop and mature at different rates. As we discussed in class it is also deceptive because a child may exhibit aspects of more than one stage at a given time.
This concept however really got me thinking about how those around me act in regards to what stage they're in. It gives you real insight into certain aspects of people's actions.
1. Sensorimotor: This is easily explainable, as it is a child from birth to two years. A child at this stage feels through it's senses what is going on to it's environment. There isn't a true thought process but rather, the ideas of being hot, cold or hungry. I remember as my sister grew up struggling to determine what was wrong when she cried simply because she couldn't tell me.
2. Preoperational: This is the age where children develop symbolic thinking where they place value on symbols. This stage takes place at about age two to seven. My sister is now in this stage and it really made me think when we began to talk about 'animism' a common form of intuitive thinking. When she sees something happen, she tries to make sense of it through the knowledge base she already has. For instance when the leaves begin to change color in the fall, she assumes that the trees are sick. Another example would be how a child at this age has no or little distinguished difference between herself and others. She assumes everyone is the same, and knows what she is feeling (egocentrism).
3. Concrete Operational: This is upper elementary, ages seven to eleven where they are finally develop reasoning. This age is pretty self explanatory as it's the age where children are not babies anymore and begin to learn the concepts of conservation and seriation where things have purpose and order.
4. Formal Operation: This category includes children from eleven to fifteen as well as those through adulthood. This is the final stage were the icing is put on the cake so to speak. You develop your abstract learning and deductive reasoning. You begin to think about the consequences and long term effects of any choice you make.
It is important to remember that these stages are subjective because children develop and mature at different rates. As we discussed in class it is also deceptive because a child may exhibit aspects of more than one stage at a given time.
This concept however really got me thinking about how those around me act in regards to what stage they're in. It gives you real insight into certain aspects of people's actions.
Thursday, 15 September 2011
What Do You Work For?
Education is a field that brings together a lot of ideas. You are a leader, a shoulder to cry on, a role model, and many more things. With this responsibility comes the fact that there has to be a reason for teaching.
In our fourth class we watched the Ted Talk: How Great Leaders Inspire Action. Even though this "Ted Talk" did not directly involve being a teacher, it offered an interesting insight into how as a teacher, you are a leader and share characteristics with those people in other careers such as business people.
We discussed the obvious question of why we decided to become teachers once again. We were proposed with the question, what will you teach for?
Will you teach for the money? Will you teach because of the hours, summers free? Or will you teach for the dream?
This are some pretty heavy questions if you ask me, simply because that's a lot to think about. After all we are just embarking on our first year of education towards being a future educator...
For me, I want to say it's for the dream. I have always loved working with others, especially the younger generation. The event that will always stick with me is my high school graduation day in May. I had worked as an work expierence student in the grade one and two classrooms, so I promised them a visit all done up for the graduation ceremony. I will always remember walking down the hallway. I remember all the kids asking for hugs and telling me how I looked like a Princess. They all told me I couldn't leave and school wouldn't be the same without me. Just to hear that is so rewarding.
In our fourth class we watched the Ted Talk: How Great Leaders Inspire Action. Even though this "Ted Talk" did not directly involve being a teacher, it offered an interesting insight into how as a teacher, you are a leader and share characteristics with those people in other careers such as business people.
We discussed the obvious question of why we decided to become teachers once again. We were proposed with the question, what will you teach for?
Will you teach for the money? Will you teach because of the hours, summers free? Or will you teach for the dream?
This are some pretty heavy questions if you ask me, simply because that's a lot to think about. After all we are just embarking on our first year of education towards being a future educator...
For me, I want to say it's for the dream. I have always loved working with others, especially the younger generation. The event that will always stick with me is my high school graduation day in May. I had worked as an work expierence student in the grade one and two classrooms, so I promised them a visit all done up for the graduation ceremony. I will always remember walking down the hallway. I remember all the kids asking for hugs and telling me how I looked like a Princess. They all told me I couldn't leave and school wouldn't be the same without me. Just to hear that is so rewarding.
Monday, 12 September 2011
We All Have Our Own Story
Educational Psychology is something I have taken for granted through my own personal education. There is a lot to think about before you begin to teach someone, whether it is a single person or a group.
Primarily you have to think about the fact that you may be a lot different than a certain individual. You have to think about their own experiences, preferences, learning style, ect.
With these thoughts and knowledge it proposes some interesting questions...
Our professor today asked us, "What do people think of teachers?"
For me there three different kind of teachers. There are the good ones. These teachers are the reason that I myself got interested in the route of a Bachelor of Education. They are the reason I got up in the morning, and did my homework. They made a day go by faster, and made school a better place. There are the teachers that are simply there. You don't remember them being good or bad, you still paid attention in their classes. However they never made a real impact on you or "your story." And finally, and probably most significantly, there were the bad ones. The teachers that either just didn't want to be there, or simply shouldn't have chosen the career path of teaching. I suppose they are also a big part of why I want to be a teacher. I remember dreading certain classes for what seems forever. A bad teacher can ruin a whole subject for a person.
Because of these three kinds of teachers I have vowed to always be the best I can be. That is a life goal of mine, but now is especially important given my career path.
Today in class we were also asked to "please recall and reflect upon your own life and education."
We discussed the use of effective teaching methods. This discussion for me was maybe not as helpful as the opposite, the use of ineffective teaching methods. I can remember these methods much clearer. I myself am a very flexible learner, being able to understand many methods. However for my brothers and some of my friends, it was always difficult to grasp certain lessons and concepts. I remember how some people could just never do well in certain teachers classes simply because that teacher had a set teaching style.
This has made it clear to me the true value in connecting with others, and more importantly students to make sure their needs are met. I vow to never be one of those people who truly believes, "my way or the highway" is a logical phrase to live by.
I really am enjoying the opportunity to use reflection on my past personal experiences to connect to what I am learning in this class and look forward to future classes.
Primarily you have to think about the fact that you may be a lot different than a certain individual. You have to think about their own experiences, preferences, learning style, ect.
With these thoughts and knowledge it proposes some interesting questions...
Our professor today asked us, "What do people think of teachers?"
For me there three different kind of teachers. There are the good ones. These teachers are the reason that I myself got interested in the route of a Bachelor of Education. They are the reason I got up in the morning, and did my homework. They made a day go by faster, and made school a better place. There are the teachers that are simply there. You don't remember them being good or bad, you still paid attention in their classes. However they never made a real impact on you or "your story." And finally, and probably most significantly, there were the bad ones. The teachers that either just didn't want to be there, or simply shouldn't have chosen the career path of teaching. I suppose they are also a big part of why I want to be a teacher. I remember dreading certain classes for what seems forever. A bad teacher can ruin a whole subject for a person.
Because of these three kinds of teachers I have vowed to always be the best I can be. That is a life goal of mine, but now is especially important given my career path.
Today in class we were also asked to "please recall and reflect upon your own life and education."
We discussed the use of effective teaching methods. This discussion for me was maybe not as helpful as the opposite, the use of ineffective teaching methods. I can remember these methods much clearer. I myself am a very flexible learner, being able to understand many methods. However for my brothers and some of my friends, it was always difficult to grasp certain lessons and concepts. I remember how some people could just never do well in certain teachers classes simply because that teacher had a set teaching style.
This has made it clear to me the true value in connecting with others, and more importantly students to make sure their needs are met. I vow to never be one of those people who truly believes, "my way or the highway" is a logical phrase to live by.
I really am enjoying the opportunity to use reflection on my past personal experiences to connect to what I am learning in this class and look forward to future classes.
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