1. In the case of Penelope and Rosetta~ I do not think that this is a form of cyber bullying. I honestly thought this was the ONLY case that was not a case of cyber bullying. The reason I don't think that it is is because there were no threats made. There was not public humiliation or harassment taking place. People have disagreements and people react emotionally~ especially teen girls! Although, it would have been more mature for them to communicate verbally and face to face~ they chose to use text messaging, which is not uncommon these days. She simply stated that she was upset and wanted to be left alone. I think that that is pretty normal behavior for teen girls and boys and although immature, it did not scream bullying to me. There should be no consequences to this action. The other girl should respect her and leave her alone till she is ready to talk.
2. In the case of Marla and William, I do feel that this is an example of cyber bullying. This is a form of bullying on many levels. It was mean, rude and insulting to treat a new student like that publicly. I am certain that the messages about this poor girl were untrue and caused gossiping and dislike of her for no good reason at all. It's embarrassing to her and made her feel unsafe emotionally and maybe even physically to the point that she stayed home in fear. This is definitely a case of cyber bullying and there should be severe consequences to the students who set it up-William- as well as those who participated. The school should stand behind their policy of intolerance and take disciplinary action. I am not above saying that expulsion should happen for William being that he instigated this. An example MUST be set for our youth or this will continue to happen. Expulsion speaks volumes to students as they try to apply for colleges and jobs in their future. I feel like this is a necessary action at times.
Tuesday, April 29, 2014
Saturday, April 26, 2014
Reflecting on What I Know~ Chapter 12
What can I do to "get ready" for a lesson in which my students use computers?
First, you need to come up with your objective. What is the problem and lesson that you are teaching your students? What computer software is available for you to use that your students can learn from? Next, you need to reserve the computers that you need and for the allotted time that your students will need to complete the activity. There needs to be organization before you implement a lesson. For instance, if your students need a printer or digital projector, then you need to make sure that these things are available. You also need to use planning periods to find proper websites and or resources that the students will need for the lesson. Next making sure that the process you are creating works is essential. If you can not complete it yourself, then expecting your students to complete it is useless. You must fully understand how the software works before you give it to a student to use. Spreadsheets, copies, and presentations of the objective must be complete to present the project to the students.
Where does the "computer part" come when I am teaching a lesson?
The NTeQ model that we learned about at the beginning of this course allows for during, before, and after computer usage time. If you follow this model, you will ensure that all these components are in your lesson. However, when the students actually "use the computer" is really up to the teacher and how it fits into the lesson you are teaching. Do you want the student to use the computer to look up information to write a paper? Then it might be used at the beginning of the project. If you are wanting the students to use graphic organizers then the computer usage might come in the middle after they have already done research in books. If you are wanting them to explore with PowerPoint to present the information that they have acquired, then obviously computer usage might come at the end. It really is up to the teacher and how she wants it to be used in problem solving.
How do you ensure equal access for all students with only three computers?
If you have limited computers to use, then this requires the teacher to plan accordingly beforehand like stated above. Limited computers may require small group situations to happen. It may require time slots available for students to work individually or in their groups. It all boils down to planning and allowing time for computer usage.
First, you need to come up with your objective. What is the problem and lesson that you are teaching your students? What computer software is available for you to use that your students can learn from? Next, you need to reserve the computers that you need and for the allotted time that your students will need to complete the activity. There needs to be organization before you implement a lesson. For instance, if your students need a printer or digital projector, then you need to make sure that these things are available. You also need to use planning periods to find proper websites and or resources that the students will need for the lesson. Next making sure that the process you are creating works is essential. If you can not complete it yourself, then expecting your students to complete it is useless. You must fully understand how the software works before you give it to a student to use. Spreadsheets, copies, and presentations of the objective must be complete to present the project to the students.
Where does the "computer part" come when I am teaching a lesson?
The NTeQ model that we learned about at the beginning of this course allows for during, before, and after computer usage time. If you follow this model, you will ensure that all these components are in your lesson. However, when the students actually "use the computer" is really up to the teacher and how it fits into the lesson you are teaching. Do you want the student to use the computer to look up information to write a paper? Then it might be used at the beginning of the project. If you are wanting the students to use graphic organizers then the computer usage might come in the middle after they have already done research in books. If you are wanting them to explore with PowerPoint to present the information that they have acquired, then obviously computer usage might come at the end. It really is up to the teacher and how she wants it to be used in problem solving.
How do you ensure equal access for all students with only three computers?
If you have limited computers to use, then this requires the teacher to plan accordingly beforehand like stated above. Limited computers may require small group situations to happen. It may require time slots available for students to work individually or in their groups. It all boils down to planning and allowing time for computer usage.
Reflecting on What I Know~ Chapter 10
How do you know that students understand a concept?
There are several ways that you can assess if your students understand the concepts that you are teaching. You can use teaching and learning activities. You can test them. You can also use thinking sheets and graphic organizers to assess their knowledge and skill level. The cutting edge way to assess your students is to use graphic organizers and other digital tools. Graphic organizers provede your students with tools that allow them to visually see and display the relationship among and between various elements. These come in many forms like concept maps, advance organizers, and mental models. Allowing students to use these tools gives the teacher a window into what the student truly understands. It also is a window for the students themselves to see what they understand because it is graphically put together by them. It encourages them to do more research and find answers for themselves in order to complete the graphic to show their peers and teachers.
How can you depict student misconceptions of key information?
Through the use of graphic organizers teachers can easily monitor if the students have misconceptions of key information. The teacher must plan out the objective of the lesson. Including ways for the student to show that they truly understand the problem being given to them. Picking the right organizer is crucial. Many organizers allow the student to write short entries straight into the organizer. Some allow graphics, audio/video, text, links, brainstorming ideas with peers, outlines, etc. Properly using these tools to complete the teachers objective allows the teacher to depict if the students fully understand.
How can students capture and transfer brainstorming ideas into written thoughts?
I recently used the OWL system for distant learners, which is a program that allows you to give your written paper to another students at ECU online. They are able to read your document and brainstorm ideas with you. They can easily type in notes or thoughts about what you have written right onto your paper. It is then simply returned to you and you can make the changes that you need. I think that this is similar to how students can transfer brainstorming ideas into written thoughts. Many graphic organizers allow you to do the same thing. It allows the recorder to type in any idea and then create a link and new icon for the next idea by pressing Enter. This captures students thoughts and ideas as they are expressed and encourages students to add their ideas to those of others. After everyone has given their ideas, the writer can modify and rearrange their thoughts with the new information from their peers, (Morrison and Lowther, 260).
There are several ways that you can assess if your students understand the concepts that you are teaching. You can use teaching and learning activities. You can test them. You can also use thinking sheets and graphic organizers to assess their knowledge and skill level. The cutting edge way to assess your students is to use graphic organizers and other digital tools. Graphic organizers provede your students with tools that allow them to visually see and display the relationship among and between various elements. These come in many forms like concept maps, advance organizers, and mental models. Allowing students to use these tools gives the teacher a window into what the student truly understands. It also is a window for the students themselves to see what they understand because it is graphically put together by them. It encourages them to do more research and find answers for themselves in order to complete the graphic to show their peers and teachers.
How can you depict student misconceptions of key information?
Through the use of graphic organizers teachers can easily monitor if the students have misconceptions of key information. The teacher must plan out the objective of the lesson. Including ways for the student to show that they truly understand the problem being given to them. Picking the right organizer is crucial. Many organizers allow the student to write short entries straight into the organizer. Some allow graphics, audio/video, text, links, brainstorming ideas with peers, outlines, etc. Properly using these tools to complete the teachers objective allows the teacher to depict if the students fully understand.
How can students capture and transfer brainstorming ideas into written thoughts?
I recently used the OWL system for distant learners, which is a program that allows you to give your written paper to another students at ECU online. They are able to read your document and brainstorm ideas with you. They can easily type in notes or thoughts about what you have written right onto your paper. It is then simply returned to you and you can make the changes that you need. I think that this is similar to how students can transfer brainstorming ideas into written thoughts. Many graphic organizers allow you to do the same thing. It allows the recorder to type in any idea and then create a link and new icon for the next idea by pressing Enter. This captures students thoughts and ideas as they are expressed and encourages students to add their ideas to those of others. After everyone has given their ideas, the writer can modify and rearrange their thoughts with the new information from their peers, (Morrison and Lowther, 260).
Subscribe to:
Posts (Atom)