Behavorist Lesson Plan

Instructor: Priscilla Vasquez

Date: January 16, 2010

Unit: Monster Fun: Learning the Five Senses

Objectives: Given a set of picture handouts, a student will be able to indicate when specific senses are being represented in the story, Brave Little Monster.
By the end of the lesson the student will be able to identify and explain the working knowledge of the five senses (taste, touch, smell, sight, sound). The student will also gain a working knowledge of words and their definition. The same five words that were mentioned earlier that come directly from the story “Brave Little Monster” by Ken Baker and illustrated by Geoffrey Hayes. The student will correctly identify 3 out of 5 of the senses correctly then 3 out of the 5 words correctly.

At the end of the lesson the student will be able to identify which senses are being used in the story. The student will be able to answer several different questions regarding the story as well as the definitions to the five key words listed above.


1. Knowledge: How well the student can relate to the characters and their experiences. Can the student can identify the shift in the characters wants and identify the cause for the change.
2. Comprehension: How well the student can construct a set of circumstances given the theme of the story and predict another type of ending before the actual reading of the story.
3. Application: How the student interprets the motivational components of the characters actions to solve their problems.
4. Analysis: Assisting the student in understanding the process of problem solving by looking at each part of the problem and all of the alternatives.
5. Synthesis: The student will be able to demonstrate the reasons why it was better for Alexander to remain real and change Willie instead.
6. Evaluation: The student will be able to judge the quality and quantity of ideals and values held by the characters of the story based on standards of internal and external criteria.


Standards:

Language Arts: The student uses the reading processes effectively:

LA.A.1.1.1, Predicts what a passage is about based on its title and illustrations.

LA.A.1.1.2, Identifies words and constructs meaning from text, illustrations, graphics and charts using the strategies of phonics, word structure and context clues.

LA.A.1.1.4, Increases comprehension by rereading, retelling and discussion.

Materials:
• Brave Little Monster by Ken Baker and illustrated by Geoffrey Hayes (published by HarperCollins; ISBN 0060286989)
• a kaleidoscope or interesting photograph
• whistle or musical instrument
• piece of sandpaper
• soft or furry piece of material
• perfume or sweet smelling flower
• a piece of candy or sugar cube for each child
• Monster Fun with Senses - Picture Handouts

Anticipatory Set:
(Prior to the lesson, make enough copies of the provided picture handouts for each student; cut out the individual pictures.)

Introduction to the Five Senses:
Explain that almost every person has five senses: sight, sound, touch, smell, and taste. Teach the students about each of the individual senses as follows:
• Sight - Explain what the sense of sight is in your own words. Let the students look at the photograph or kaleidoscope. Explain that everything they see with their eyes is through their sense of sight. Colors, movement, light, dark, people, animals, and places are all things that they see with their sense of sight.
• Sound - Explain what the sense of sound or hearing is in your own words. Blow the whistle or play the musical instrument. Explain that they heard that noise and that they hear all noises with their ears using their sense of sound or hearing. Shouting, whispering, singing, laughing, lions roaring, frogs croaking, all animal noises, noises in the city, noises in the country, and all noises are heard through these sense of hearing.
• Touch - Explain what the sense of touch is in your own words. Let them feel the soft material and the rough sandpaper. Explain that they use their sense of touch in their skin, fingers, and all parts of their body (inside and out), to know how something feels. Pain, cold, heat, hunger, soft textures, rough textures, etc., are different things they can feel with their sense of touch.
• Smell - Explain what the sense of smell is in your own words. Let them smell the perfume or flower. Explain that everything they smell with their nose is using their sense of smell. Flowers, perfume, skunks, and cookies in the oven are all things that they can smell.
• Taste - Explain what the sense of taste is in your own words. Let them taste and eat the candy or sugar cube. Explain that when they eat, the taste buds on their tongue let them taste all the different flavors found in food. They taste the sweet, sour, salty, and bitterness of different things with their taste buds.

Input:
1. The teacher will assess and reinforce students' understanding of the five senses.
2. Give each student a set of the picture handouts. Tell the class that you’re going to read them a story and that as you read the story you want the children to listen and look for times when the characters use their different senses. When they discover one of the senses being used, they should hold up the picture representing that sense as well as a picture of the item the sense is acting on or related to.
3. As the teacher reads the story, Brave Little Monster, the teacher will observe students to see if they display the correct pictures.
4. Encourage or congratulate them as they do so. The following represent the most obvious scenes in the story where the senses are used and which pictures are provided for in the handout.
5. The teacher will review the words from the word list.
6. The teacher will have the students write the words in a spelling notebook with the definition.
Modeling:
As the story is read, observe students to see if they display the correct pictures; encourage or congratulate them as they do so. The teacher reviews the correct answer by showing them which picture corresponds with to the correct sense following the reading in the story. The following represent the most obvious scenes in the story where the senses are used and which pictures are provided for in the handout:
• Albert the monster thinks he sees a girl in his closet (sight).
• The girl is eating an ice cream cone (taste).
• Albert picks up a smelly sock off the floor (smell).
• Albert hears crayons squeaking (hearing).
• Boys like to grab your feet and play piggy on your toes (touch).
• Albert sees a coloring book under his bed (sight).
• Albert sees the boy and girl dancing (sight).
• Albert sees the tree waving in the wind (sight).
• Albert feels his mom’s kiss (touch).
Guided Practice:

The teacher will have/conduct:
1. A cooperative storytelling experience full of imagery
2. Discussion that includes a question and answer section
3. New words have been introduced for cognition
4. Definitions of the words to enhance understanding of the story
5. Word journal activity to enhance comprehension
6. Student will retain spelling notebook with holds new word definitions
Check for Understanding:
The teacher will use questioning in an activity to establish how much comprehension has taken place as well and correct answers to comprehension questions will judge the level of learned knowledge. The teacher will ask at least two questions for each section. The areas to be covered will include:
• Memory skills: Can the student recall events and ideas from the story? “What smelly item does Albert pick up off the floor? Can the student define the word of the sense that Albert used in this passage of the story?”
• Translation: Can the student express key concepts of the story from alternate perspectives? “What does Albert see under his bed? “What sense is being used here? If Albert did not have sight would he still be able to see his coloring book? (comprehension)”
• Interpretation: Can the student identify values of the characters and facts of the story using definitions and generalizations? “Albert feels his mother’s kiss what sense is being used by his mother?” Ask the students what emotion do you thing Albert feels when he gets kissed by his mother in this passage?”
• Extrapolation: Can the student predict alternate outcomes for the characters and explain the change of events in the story? “Have you ever been afraid of something that later turned out to be not so scary? Why was Albert scared of what was in his closet?”
• Application: Can the student identify the available solutions that the characters chose from and can they apply the situation to a similar event? “How do you thing that Albert feels about the girl inside his closet?”What did he do about it?”
• Analysis: Can the student appreciate the importance of the relationship between the characters well enough to understand the problem they encountered? “Why do you think that Albert’s mom kiss made him feel better?




Checking through structured activities:
1. The teacher will watch the student progress throughout the activity to make sure that the student is progressing through activity; matching the correct picture to the corresponding sense. The student is defining the words correctly and is writing the definitions in their notebook.
2. The teacher will answer any concerns or questions pertaining to the assignment at this time. The meaning of the story will also be clarified so that its meaning is clear to the student.
3. If the students are using the fun picture cards correctly then the teacher can access that comprehension is taking place.
4. The student will be asked to tell the teacher about his/her favorite parts of the story and hold up their picture cards to point out these sections.
Independent Practice:
The student will be asked to review how the different senses were used throughout the story. Also discuss some of the other senses not represented in the picture handouts, such as Albert feeling goose bumps on his arms or hearing his mom telling him to go to sleep. Make any needed additional explanations about the senses to reinforce students’ understanding. The student will write a sentence that will tell the teacher about their favorite sense and why it is their favorite. The student may be allowed to work in pairs on this activity. Being creative is encouraged, so the student may draw and color an illustration pertaining to this sense. This activity will be graded.

Closure:
1. Teacher will be able to show, throughout several activities, the student has a working understanding of five senses, there definition, and there meaning in the environment.
2. This lesson plan will teach the student language arts concepts in a fun yet practical way that will also assist the student in understanding the world around them.

Asili the blogSpot.com

The Womb: To me this ink blot looks like a woman's vagina however, it could be a flower as well. I do see the problem in identifying which is which. The two are some what synonymous with each other and i think that is what you are trying to get at in your poem. The are apart of nature, they are beautiful and they are representational of life and fertility. I enjoyed that your poem made me think about art that I see like this and question its underline message.

The Jaw Bone:Firstly a pious man should show some of that same loyal reverance towards his wife and take her word at face value. Does it matter that she is barron? Does that mean that she is less of a woman or untrustworthy in some shape or form? If however, this "pious" man have doubt in his wife he should have thought about that before she came to be in fact his wife. More over if he is living his life piously then he should trust in his god that he worships so deeply that he will give him an honorable mate. Not an heifer who plows around town. This reminds me of when I was a teen and would watch my mother give money to homless people (possible drug adicts), she would reply to me that the blessing in not in what they do with the money but rather your gift given from the heart. The sin is not the husbands if the wife plays him a fool, for his blessing is there for his god see's his devotion is purely true.

The Jeweled Frog:The totem of a virgin is a wart covered frog, wow, who knew. It is wonderious that an animal that is the source of hatred is really a sacred creature. The reason that the frog's lover doesent want him to be prince charming is that prince charming is beneth Mr.Frog. Whom is a represenative from the goddess, his form is just as she (the goddess)created him to be thus he is perfection in motion.

Reflection 1: What is a lesson Plan

A lesson plan is a precisely detailed layout of what will be taught to a class. The instructor will use this lesson plan to direct their course of instruction. It will include the specific goals in areas such as academics, student performance, learning materials, and evaluating student comprehension. The three lesson plan formats are Constructivist, Behaviorist, and Transpersonal lesson plan. The constructivist lesson plan has changed a multiple times over the years, however, now the key elements of this plan is Groupings, Bridge, Situation, Questions, Exhibit, and Reflections. The main points are meant to provoke planning and reflection in teachers regarding how students process information or learn. Instructors develop the element (situation) for students to deifier information. They then select a way to (grouping) student information and materials together. By building a (bridge) between what is already know to a student and what an instructor wants to teach them. This moves the lesson plan towards (questions) that the instructor will see coming thus knowing what to ask, what to answer, and what to explain without giving the away the answer. This encourages students to think or (exhibit) by cooperating with others while (reflecting) on what they have learned. Behaviorist lesson plan was first introduced by educator Madeline Hunter who found that no matter a teacher background if they had a methodical lesson plan it would enhance and maximize the amount of learning in the classroom. There are eight parts to the behaviorist lesson plan. They are Purpose, Anticipatory Set, Input, Modeling , Guided Practice, Checking for Understanding , Independent Practice, and Closure. Transpersonal is another lesson plan that is meant to increase student’s perception of the content of their course of activity as being “real” and important in a way that life is on its own terms and relevant to self satisfying what is perceived and felt needs. The important skills that are emphasized in this lesson plan is to learn about one’s identity, power, connectedness, values of clarification, community skills, group work, role play, co-counseling/peer counseling, assertive training, and achievement in motivation.

Review of Another Perspective on Cultural Competence: Preparing Students for an Increasingly Diverse Society

Review Perspective Cultural Competence: Students Diverse Society

As there has been a continued growth in culturally diverse students all over the nation cultural competency is very important. In public schools growth has increased namely because of the increase of Hispanic students (National Center for Education Statistic [NCES], 2006). These statistics will continue to grow as students become more diverse. Ford and Whiting (2007) site scholars in the field of multicultural education call for special attention to the need for teachers, administrators, psychologist and counselors to become culturally competent. Students will benefit from this knowledge by becoming sensitive to and interested in social justice and equality issues on an international scale.
Cultural Competence will allow students with the skills they need to successfully function in diverse society (Cross, 19988). Incorporating the importance of various cultures into a daily route can help students to obtain cultural developmental growth (Cross, 1988; Cross et al., 1989). This competence, Ford and Whiting (2007) states, is demonstrated by having certain knowledge, dispositions and skills to work with individuals for diverse culture backgrounds. To determine where an individual ranks currently when responding to cultural differences a continuum ranging from cultural proficiency to cultural destructiveness is used (Cross, 1988).
There are a variety of possibilities based on the continuum between two extremes. The negative extreme being Cultural Destructiveness the most negative end of the continuum that represents bad attitudes, policies and practices that are destructive to cultures and individuals within the culture. Individuals that are examined on this level are involved in the purposeful destruction or elimination of a culture. The most extreme example of this orientation would be individuals and programs that actively participate in cultural genocide (Ford &Whiting, 2007).
The opposite of that continuum then is Advanced Cultural Competences (Ford &Whiting, 2007) the most positive and progressive end of the model that is represented by advanced cultural competence or proficiency. The individual whose cultural competency level places at this level holds cultural in high esteem. They often seek new educational models to develop new educational approaches based on culture. Ford and Whiting (2007) believe schools who are culturally competent hire staff members who are specialist in culturally competent practices as well as advocates to help improve culture relationships thought schools.
Between the extreme positive and extreme negative continuum levels are cultural incapacity, cultural blindness, and cultural pre-competence, Ford and Whiting (2007) describe the various levels in the continuum as applied to individuals. Each of these levels shows in site into the characteristics of individuals based on their cultural sensitivity. Some examples of this would be cultural incapacity where individuals may act as agents of oppression by enforcing racist policies and maintain stereotypes. Their decisions and actions are guided by ignorance and an unrealistic fear of diverse groups (Ford & Whiting, 2007). Then in cultural blindness, the mid-point on the continuum is where individuals express the philosophy of being unbiased. However they often fall short as members of minority communities are viewed from the cultural deprivation model (Ford & Grantham, 2003; Valencia, 1997), which asserts that problems are the result of inadequate cultural resources. In short (Ford & Whiting, 2007) culturally blind individuals, professionals and schools suffer from a deficit of information and often lack the avenues through which they can obtain needed information. Although they often view themselves as unbiased and responsive to diverse needs, their ethnocentrism is reflected in attitude, policy, and practice.
The last level on the continuum cultural pre-competence according to Cross (1988), culturally competent individuals and organizations are characterized by acceptance and respect for differences, vigilant attention to the dynamics of difference. Which is an ongoing self-assessment regarding culture, regular expansion of cultural knowledge and resources, and a variety of adaptations to delivery and instructional models in order to better meet the needs of diverse students. In essence culturally competent individuals are proactive and strive to seek out guidance from competent culturally diverse families and communities.
In summarizing their model, Cross (1988) maintained that the degree of cultural competence an organization achieves is not dependent on any one factor. In order to change the individual’s level of competency attitudes, policies and practice must be developed in order to move forward, toward cultural competency. A positive move along the continuum results from being aware visionary, and proactive. For students K-12 it has been shown that cultural responsive schools standards (Assembly of Alaska Native Educators, 1998) focus on students becoming well grounded in the cultural heritage and traditions of their community. They are able to build on the knowledge and skills of local cultural community as personal and academic success throughout life. Students are able to actively participate in various cultural environments. These students are able to engage effectively in learning activities that are based on traditional ways of knowing and learning. They are able to demonstrating an awareness and appreciation of the relationships and processes of interaction of all elements in the world around them.
Ford and Whiting (2007) believe that guiding students toward competence in their own culture and toward competence in one or more other cultures should be developed into these standards. They also state that this is just the beginning and that schools should encourage personnel and educational organizations to build upon these cultural standards. These skills will prepare students to live, grow, and thrive in other cultural situations throughout their lives. Educators are encouraged to infuse multicultural content into their lesson plans at the highest levels (Banks, 2006). An example of a social action activity that encourages cultural competency is creating opportunities for students to interact with students from other culture (e.g., pen pals). An example of a transformation activity that addresses social issues would be to challenge stereotypes that appear in curricula (e.g., books, videos, newspapers) and guide students in correcting misconceptions. Students will then examine issues and events from more than one perspective and seek to address social issues where inequities are presented (Ford & Whiting, 2007).

Reflection #19

Education has come a long way from the dame schools of early colonial education. Dame schools were often converted homes where manners, social graces, and some vocational skills were taught. After the dame schools students attended the Latin grammar schools which were a continuation of a boy’s education. This is if they could afford to attend. Girls mostly returned home to practice the “art” of housekeeping. The Latin grammar school was the first step in creating the American high school. One of the reasons that the school taught Latin and required student to read and recite works in Latin was that graduates of this school were expected to go on to college. They would then be leaders in their communities, this especially includes ministers. The Latin Grammar Schools curriculum began to include mathematics, science, and modern languages in the eighteenth century. This was a switch from the original basics of Greek works like Socrates and Homer. Most non-white males were excluded from this new educational growth in the nation. This was a time of denial of equal educational rights and a second rate education for outsiders. Horace Mann was the leading advocate for the establishment of what was called common schools or what we now call elementary schools. . These schools were open to all, poor and wealthy alike. He believed that public education should serve practical as well as idealistic goals. Elementary schools became a great success and more and more Americans were enrolled in them. However, there was a great gap between elementary schools and the university. The same place where the first tax supported elementary school and college in American, Massachusetts, was also the site of the first secondary school (English Classical School). While high schools were slow to take off like elementary schools because of public resistance to paying additional school taxes, they began to take on a uniquely American look. The high school was a continuation of elementary education and a path to high education and affirmed of our constitution.

Extra Credit - Hispanic Heritage

I really enjoyed the Hispanic heritage performance. Even my finikey husband who does not like anything enjoyed it. As musicans both of us love to go to live showing when ever we can. This event was the first time that Ive ever seen a live Mariachi Band. There were awesome and so professional. There lyrical sound left me with chills racing up my spine. Who knew that Mariachi's had such beauticul voices. They must have practiced for a long time to get there perforce just right. KiKi and the Afro Peruvian project was great as well. They made me want to get up and dance a salsa dance that I dont quite know. It just make me want to move my body. The bongo player was very talented and was throwing "bows" on the bongos. We were transfixed under there spell moving to the swave of the rhytum that was surrounding us on all sides. I just wish that i could have stayed long enough to see the flamingo dancers.

Extra Credit- Muhammad Airport

I am left with a burgage of feeling after reading these two stories. On the one hand I have a fear for traveling to places like this because of the corruption. On the other hand I am excited as have always want to travel to the mother land and see how African live. As I know that the author of this story is well and had many wonderful adventures in many foreign in lands I have a deep since of respect for him. It takes a lot to leave your comfort zone and explore the scary unfamiliar world. Bravery is a wonderful trait to have and builds moral character. Would I have been brave enough to argue with customs over the outrageous fee? Would I have panicked when a total stranger took my passport on the pretence of helping me through customs? I am not sure of either of these answers but I would like to think that I would take a leap on faith and do whatever I could to get what I wanted. The author obviously wanted to travel the country no matter what and would not be deterred. I enjoyed both poems immensely as they made me hunger for an African adventure.

Reflection #18

In a way education in America was always view as a way to improve society. The Puritans believed that saving souls and understanding the bible was a path to heaven. Not only was it a path to heaven it was a way to be moral and upstanding citizens. In creating moral and upstanding citizens you improved society. This is why the majority of education in colonial American involved reading, writing, and moral development. It was not just to create upstanding citizens, but to create upstanding citizens who could read and understand the bible. By implementing a law that required that children were taught properly Puritans started what would become known as the Boston Grammar School. This is the first step in creating modern schools in the United States of America. This school taught students how to recite Greek works in Latin as well as incorporated math, science, and some other languages. While students were studying heavily from scripture they were also being taught to be leader of the community. These new leaders were also expected to continue their education and become ministers in order to spread their knowledge (moral excellence) on to their congregation (community). While I believe that there should be a separation of church and state in public schools the colonist dead attempt to educated their children as best as they could (in their minds) on how to be productive citizens. In doing so they exposed them to reading, reading is a powerful tool that will expand the mind of whoever possesses it. In teaching children skills like reading, math, and science you give a student the vehicle to learn and create. In today’s society children take what they have learned and run with it and create innovative ways of doing that very well may help society in the future.

Reflection #17

Colonial New England schools and schools in the U.S today are vastly different. One of the main differences would be the teachers. In the beginning of education the majority of teachers was male and it was seen as a taboo for a woman to teach. Teaching was primarily a gendered career and its gender was male. The women were seen as gender trespassers and often viewed as masculine. Also a major difference in the schools of the past is the religion. Education was seed as a path to heaven and teaching children to read and write was all revolved around the bible. While before this most children were educated in a trade and were not formally educate. They were taught how to read, manners and morals at home by parents or grandparents. Now it very rare for children to be taught at home and even rarer to have children engage in a trade rather than attend a formal school. While morals are often taught at home and religion is often taught in a place of worship the education of the past include a almost constant religious rhetoric. Another difference between the schools of the past and today’s schools would have to be discrimination. Although integration between poor and wealthy children quickly gained popularity in colonial schools integration based on race was far behind. While there were some schools that did educate blacks they were segregated and lacking far behind other schools. This is hard to grasp in the current diverse educational structure in the U.S. today. We celebrate diversity and educated many students from all walks of life. The gap between elementary and university was a wide one in colonial American and thus there was a need for secondary schools after elementary schools. This is the norm in today’s society where children are grouped by age and skill level. It is a sort of rite of passage. When a child finishes with one graduation they are celebrated and continue their education journey into adulthood.

Reflection#16

Education in Rome was generally taught in the home with primary emphasis on being a good citizen and traditional practices. Education grew as reading in Greek became fashionable. The education of children that was taught outside of the home had three different types’ levels of teachers. The rhetor was the last level of teacher who trained their student to make speeches on various themes and how to engage in debates regarding said theme. Rhetoric was a type of sophist who specialized in making the bad case seem good and the best case seem bad. They were very popular in Roman education. This was due to both the popularity of Greek and speaking publicly about important views. There was not one language taught in Roman schools. The bilingual languages taught were roman as well as the Greek language. To speak Greek was seen as a great accomplishment because although everyone wanted to learn Greek not everyone could afford to be taught Greek. When the Romans began to speak in Greek it was done to show off there wealth of knowledge and social standing within their society. Those who taught public speaking to the wealthy were the sophist or in Roman society the Rhetoric. Rhetoric taught the youth in speech making which was key to winning an argument. They were paid to teach men of Roman how to speak publicly on important matters. Those important matters where usually revolving around politics. Unlike the philosophers of Greece who were interested in knowledge sophist were concerned more with winning the argument. Later on the rhetoric became known for their close association with written text. Not only were their students trained in speech making they were also trained in literacy. Hence they studied grammar and writing to perfect these skills. Many of these Roman scholars however were lost in the Middle Ages as Christianity began to spread.

Reflection#15

There were quite a few differences between the Athens and Roman approach to education. One difference is that in Athens girls were not taught a formal education at all. They were usually taught at home by their mothers. However in Rome wealthy men sometimes educated their daughters, however, this too was done at home. There education was vastly different from their male counterparts. The girls were taught how to sew, music, and how to be a good wife. This schooling was short as girls were allowed to marry at the age of 12. Another difference was that in Greece education was a means to have more knowledge and thus to be better and happier citizens. In Greece tuition for most schools were pretty low so that even the poorest citizen could afford to allow their children to attend, at least for a short time. In Rome however, education was for the rich people who put a lot of faith in education. This was done mostly to impress their friends and neighbors. The poor of Rome could not afford to be formally educated although they still learned to read and write. The biggest difference between the two civilizations would have to be the corporal punishment. While this may have gone on in Greece it was not a standard until Rome. When a student did not learn a particular lesson or made a mistake they were often held down by slaves and flogged. While Greek ideas were very important to the Romans they did not fully grasp the idea of reasoning that many of the Greek philosophers were trying to teach. If they did then they would have understood that punishment in this manner did not create better students.

Reflection#14 Aristotle on Happiness

We are continuing to see the impact of Aristotle’s ideas today. His ideas in the Nicomachean Ethics are the basis for happiness in most all societies. To live a good life we do not need money and things in excess. To live a good life according to Aristotle we need only contemplate our role in the universe and try to fulfill that purpose. There is so much depression among those with wealth and fame in today’s society yet are they living a good life, if so they would be happy; believed Aristotle. To continue to do things that make you a bad person will not make you happy. Aristotle believed that excellence is a habit and to do things like help an old lady down the street habitually would increase your happiness. Drug dealers in society know that they are doing wrong and want to change, why? Not because they fear getting caught but because they know that these actions do not promote happiness. Another idea on happiness from Aristotle was continued education. The person who is a life learner will age gracefully as new and stimulating knowledge guarantees that you will have interesting conversations. When we are born we are born seeking knowledge. Once we stop looking for that knowledge we slowly begin to die as there is nothing left for us to do. The key point in Aristotle’s philosophy was excellence. To pursue moral excellence we must purse wisdom while avoiding evil. This idea is represented in today’s society with the saying that “absolute evil corrupts absolutely”. Excellence in wisdom is how you continue a happy life. Exercising your knowledge by pursing it continually is a good thing. Often we agree with an idea because we were taught to believe it. This is not the reasoning thinker that Aristotle hoped we could all be; this is a type of plagiarism. To come up with new and fresh ideas is apart of exercising your knowledge. This pursuit will only make you more excellent and thus happier in life.

Reflection#13 Plato's Ideas Today

Plato had lots of ideas on how humans behave and philosophy. While some are hard to understand, some like the Allegory of the cave can be applied to today’s society. We are so use to being apart of a group that it is very hard to try to be original. If we go against the group we are often ridiculed into rejoining the group. Creative thought is chained to the wall and when someone tries to teach others they resist. Much like those in the allegory of the cave they are afraid of change. This can be directly liked to today’s society. In an ever changing world some refuse to learn because they are chained to a metaphoric wall. They see the cultural and scientific change in the world as being something they need to avoid. Keeping there wall close is key in their eyes to stay content. They would rather live a lie instead of embracing the truth. Instead of using their reasoning skills and educating themselves, most would rather keep their preconceived notions and use there opinions to form facts about the world. Many people however, have come to realize that they must break away from the wall if they want to fully experience the world. The election of President Obama is an example of many people looking outside of the cave. The idea that white men are superior to all others was not working so there was a paradigm shift and those who were clinging to the wall slowly began to step outside of the cave. If they were wrong about one aspect of their belief system maybe they were wrong about something else. Plato’s ideas are still alive and well in today’s society as is evident in the dissolution of stereotypical ideas in a history of bigotry.

Reflection #12 How Sputnik changed education

After the launch of Sputnik, in the year 1958 during the month of August, the national defense education act was passed. This resulted in a revolutionary curriculum reform in math, science, and foreign languages. As the U.S.S.R had beaten the U.S. in the space race Eisenhower knew that education needed reform if we were going to compete on an international level in the future. Some of the features of the new education act were money and loans that the government made eligible to college students. This meant that more students could attend college, a large number of those students from social and economic backgrounds that would not have allowed them to go to college in the past. This remodeling of education also made its way into grade schools and high schools. The agenda was meant to improve math, science, and language facilities in these schools. This required teachers to become more proficient in these areas of study. The launching of Sputnik affected U.S. education because the U.S. did not have citizens qualified to work in the field of the space program. The continued success of the U.S.S.R in their space program led the national leader to question what was being taught. Eisenhower was confident in the U.S. educational system but made reforms regardless as he wanted the U.S. to grow as a society. Sputnik captured the attention of various Americans at the time. There were various commercial goods sold promoting Sputnik and many looked for Sputnik as a pass time. This led a kind of obsession which led to more questions about the universe. What was out there? This led to education on a mass scale. Not only in those who were wealthy and could afforded to be formally educated but, also those who wanted a better future for themselves and their family.

Reflection #11 Impact of reasoning

Ideas from the philosopher Socrates impacted people to reason and question. His philosophy “the elenchus” was used to show those who listened to him that they were confused about there own beliefs. Although many believe Socrates to be a very wise man, he adamantly stated that the only truth that he knew was that he in fact knew nothing. This philosophy does not define a simple truth but rather confuses people by asking them questions about there beliefs and reveling there inconsistencies. In education this can be a both a positive and a negative. Positive because it leads you to question everything and to seek knowledge and a negative as it leaves you will even more questions, some that you may never be able to answer. The examined life shows Socrates being judged by the Athenian Senate on multiple charges. Socrates becomes a martyr for the elenchus, which shows that to seek knowledge, is worth the ultimate sacrifice. The impact of this is felt in today’s society. We seek new knowledge not just by looking up information but by also questioning those ideas. New ideas can be very hard to accept and to question the old ideas can mean death. Some people want to be right and have the answers so badly that to question their knowledge is an insult. When Socrates began to question people intelligence and left many with doubt this started an epidemic of searching for knowledge among the young. In many societies’s to question what “is” fact is a sacrilege in itself. Yet without questioning what “is” there can be no growth as a society. In the ancient Greek world moral excellence was described as fostering character habits that you wanted to achieve in life. In American culture to questions someone’s morality is considered rude. However, the impact of this idea is that in order to judge others moral character you must be willing to answer questions about your own moral character. In other words, sweep around your own front door before you begin to sweep around mine. This will keep you from making the assumption that you have the right answer regarding moral issues that you may not have.

Reflection #10 --Gatekeepers

I believe this quote means that teachers are the ones who hold the metaphoric key to learning. They have the final say as to what is learned in the classroom. With all of the constraints put on them by administration, parents, as well as testing pressures it is up to the teacher to allow certain material into the classroom. To know your limitations and the possible potential of a class is vital to the success of the class as a whole. Teachers are responsible for the academic success, motivation, and accomplishments of each child in the classroom. It is imperative for the teacher to maintain authority when making decisions in order to maintain control of their classroom. As gatekeepers teachers teach with everything that they have. They are not wired to turn off once they leave the school. Teachers do not teach for praise or acclaim. They teach to enrich the educational environment. These gatekeepers protect their classrooms and the students within as a keeper of something that is precious and worth keeping sacred. Teachers also create new curriculum that is essential to support growth in their classrooms. They often innovate not because they are required to or because they are hoping for a praise and fame but because they love to teach with their whole self. Teachers have the difficult task of trying to engage their students in meaningful discussion to obtain sustainable discussion about the lesson. The is a flexibility to make decisions day to day regarding the educational growth of so many puts teachers on a pestle that they must work hard to stay on top of. Teachers can reach a number of students give the proper support from outside sources. A teacher can reach a child throughout the year as some resources that try to help children can only do so sporadically.

Reflection # 9 --Teacher Effectiveness

Compared to the first schools of in Sumerian and then the education in Egypt students of today are very fortunate. As far as teach effectiveness goes, I do not believe that present day teachers have become more effective in their educational roles. If anything they have become less effective. Students would study from sun up to sun down seven days a week without rest. Some would argue that there are harsh conditions unfit for today’s children. However, with so much free idol time whatever is learned is soon forgotten in favor of the latest video game or television show. Repetition may not be the most entertaining way to remember school work but it does leave a lasting impression in the mind. Whereas children in ancient Egypt would start their education as soon as they could imitate an adult, the children of today are coddled and taught to behave as children as long as possible. Formal education was not obtainable for everyone in Sumerian and Egypt, children who were lucky enough to be educated took their lesson seriously. The penalty for not doing well in your lesson could be very stiff. Today students see education as something they don’t really need and actually hate to do most of the time. Teachers try so many different methods to reach the children so that they can learn the “standards” of education. When only the wealthy members of the society could afford to educate their children the poor would relish the chance for their child to better themselves for a brighter future. Yes there are more children being educated but are they learning at the same rate and level as these ancient civilizations? If you were to measure teacher effectiveness based on the number of students who finish formal education then yes, today’s teachers are more effective. However if you were to judge students strength of the knowledge over a period of time I believe today’s teachers would not be as high as those in ancient Sumerian and Egypt. My final argument on teacher effectiveness is ended on a quote I learned many years ago in primary school. If you give a man a fish then you have fed him for today, but if you teach a man to fish you have fed him for a lifetime.” Today’s teachers could live up to this quote given enough freedom to educate, instead of just testing students.

Comment-- Intelligence is a number?

I found this poem to be very insightful and touched me deeply. How could a few men who called them scientist believe such nonsense and then spew out there beliefs as if they were fact. These men of so called science used there "finding" to keep so many people down for so long. It make me think of how far we (people of color) have come and how far we have yet to travel in the sense that our confidence has been squelched for so long. Our pride hidden under mountains of negativity and doubt. If you call a king a dog long enough and treat that king as a dog would that king begin to walk, feel, and see as a dog? This poem examine how mans ego can cause him to be a beast to his fellowman.Garner says there are multiple intelligences where some would have you believe there is only one. How boring would this world be if we had one standard of music and one standard of beauty and one standard of love. It is so sad that some have to tear down others in order to build themselves up. I HOPE that we can learn from our past and unite as a common people and share in our rich beautiful diversity.

Reflection#8 School Reform

The text describes three waves of education reform. Top down was the first wave were tighter regulations in schools were supported. The emphasis was to transmit culture not to reconstruct it. This top down wave advocated “back to basics” education. The second wave reported by Sizer, Goodlad, Boyer, and others focused on the teacher. By strengthening the teaching profession it would strengthen education. There were many observations and studies done that supported this wave of reform. Bottom up change is what they called it as they empowered educators at the school level and then working up. The third wave of reform is student needs focus where students needs are primary to education. The school would become a comprehensive institution providing various services to children. Such services would include social, medical, and other services all provided by the school. Of these three waves the top down wave continues to be the strongest. There is an emphasis on test and standards that make schools accountable for students learning basic skills. Due to the results of “A Nation at Risk” the schools are held to a higher standard. Poor student achievement and test scores measured against worldwide scores prompted the back to basic reform. In my opinion the wave has been so strong because as Americans we want our children to be able to compete on a global scale. We have a desire to be superior to everyone and if other countries far surpass us then they are superior to us. Back to basic reform is so strong because it puts major emphasis on standard test taking. By testing the students on information that other students around the world are tested on we can judge where that child places.

Reflection #7 Egypt & Mesopotamia

In both Egypt and Mesopotamia homeschooling, apprenticeship and temple education were used to educate their children. As children would imitate the adult actions this is an early form of apprenticeship. Usually the son took over for the father, therefore the son would learn at an early age the trade of his father. Although sometimes children would be apprentices to tradesmen who they were not related to. Homeschooling was also done at an early age where parents taught children their beliefs, moral codes, and social behavior. Female children were often taught by their mothers. Mothers taught there daughter how to keep the home, sing, and dance. Temples were not schools but were one gave offerings to the gods. Children learned at an early age how to respect and fear the gods. Parents also taught children what kind of offering would please the gods while also instilling there personal beliefs regarding temple to there child. Children in Egypt and Mesopotamia were educated at an early age. Imitation of an act was actually practice in their future field of employment. The only children who were not taught by their parents were the children of the king or pharaoh. These children were often taught by temple priest and scribes who would teach them writing, language, arithmetic, and science. These great societies believed in education, just in a non tradition way.