Literacy 1

Traditional phonics based learning stems from a behaviorism approach to learning, often associated with B.F. Skinner's work. The basic idea is that students learn how to break down and sound out words in order to learn how to read. The pros of phonics include better spelling, pronunciation, and recognition (as some studies have even shown), as well as providing a concrete method for students to use any time they encounter a complex, difficult word. Once a child learns the basics and how to put words together, they can virtually read just about anything. Cons, however, include some children having difficulty understanding the meaning behind what they are reading. What good is it if they can read but cannot understand? Also, consider that almost half the words in the English language are not pronounced how they would be if strictly using phonetic rules.

A more constructivism based approach, based on the ideas of Lev Vygotsky, points toward whole language literacy learning as the way to go. This method emphasizes meaning rather than correct spelling or pronunciation. Students learn words by connecting them to previous knowledge, other words they already know, and to their own personal lives and backgrounds. Some pros to this method include better understanding of language, and a more meaningful approach to learning to read. The cons include a lack of structure (more so dependent upon the teacher), and a decline in accuracy when reading and spelling.

Overall, I believe the best way to teach is to use a bit of both theories. There really is no black or white in the education world. Students learn in an infinitely diverse number of ways, and therefore it is important not to get stuck on one specific method of instruction. As mentioned in the second article I read, visual learners may do better with the whole language approach, where as auditory learners may feel more comfortable with phonics. I think this is a very valid point, illustrating the importance of combining both methods. Personally, I think the best method would be to use phonics in the very first steps of learning to read, and then slowly integrate whole language concepts.

___________________________

Reyhner, Jon. 2008, December 13. "Phonics Versus Whole Language." The Reading Wars. Northern Arizona University. Retrieved 26, 2009.

This website provides background information on the controversy over phonics based and whole language literacy. It includes references to studies that have been done and many other references on the topic. The information seems to be unbiased and gives the pros and cons of each viewpoint. Also, it was written in 2008, so the material should be more current than most other websites.
_____________________

Curtis, Jenny. 1997. "Phonics vs. Whole Language: Which is better?" SuperKids. Knowledge Share LLC. Retrieved October 26, 2009.

This website provides a brief overview of the two arguments. Very easy, understandable, and quick read that gives a good understanding of both points of view. The website, however, is outdated and does not provide any references fro the information presented on the page.

Visit 4

Today I had a wonderful experience at my placement. It was my first day with the teacher I will now be observing during the mornings. Some of the highlights of the morning were....

- The students have about a half hour of playtime before the school day starts. I think this is a good way to allow the students to interact with eachother and get comfortable before the work part of the day begins. It gets the non-morning kids active and awake, and gives the high-energy kids a release. It also allows the teacher to get things ready for the start of the first lesson.

-A helper for the day was chosen to lead the class when walking through the hallways and such. The student was chosen at random, and every child would have a day before repeating any kids. I think it was very fairly done and the students seemed really excited about it.

-Reading Treasure Island with the students was fun. The teacher only called on students who volunteer to read, so students who have trouble reading do not feel embarrassed in front of the whole class. He made it entertaining for the children by bringing props to illustrate the story. Every once in a while he would break out the pirate voice which was great... even sang a pirate song or two which really got the kids involved. They then broke up into two smaller groups where everyone in the group took turns reading. There were a couple children who left during reading. I am assuming they are part of the special education program.

-Fire safety day... the students went to a short presentation on fire safety given by the local fire department. During the presentation I went down to the computer lab to see the finished results of the child labor presentation they had been putting together. They did an AMAZING job. Then I returned to my class and followed them outside to see the trucks. The kids loved it... and luckily we got done just before it started raining again!

Art was shortened for the day, so they just put some finishing details on their projects. Overall a very good day at my placement.

Brain-Based Learning

http://www.uwsp.edu/education/celtProject/innovations/Brain-Based%20Learning/brain-based_learning.htm

All the brain-based learning information we have been discussing has had a lot of value to us as teachers. The link above offers a lot of great information. I agree that it is important to understand the brain and how it works in order to teach. I also believe it is imperative to remember that people learn in an infinite amount of ways, each brain as unique as the body it belongs to.

I like a lot of the brain-based learning suggestions for how to teach effectively, but I also believe that certain traditional methods of teaching should still be used as well. Throughout my school years, I dreaded group work and class discussion. I personally learn better on my own. So even though the majority of the class may learn better from a lot of activity, it is important to remember that there will be kids who will not be enjoying themselves. For me, it was because I have suffered with anxiety for most of my life. The more commotion in a classroom, the more my brain responds with anxiety, the less I can concentrate, and the less I can learn.

IF however, there is a way to help children who have issues like I did at a young age, perhaps they can be broken of that fear. But until then, there should always be a variety of methods used ranging from traditional to progressive ways of teaching. The key is to never assume, and always remember that each one of the students in your class has unique needs. And while they cannot always be met every single day for every single lesson taught, they need to always be remembered.

TrackStar

My track number is:

Track #394419: Detecting, Understanding the Special Needs of, and Helping Students with Depression and Anxiety

This track will provide numerous websites and research articles in order to promote a better awareness and understanding of depression and anxiety and it's impact on students. The more we know, the better we can help.

Placement Visit #3

The school I have been at for the last few weeks has been a great experience so far. The first two weeks I was placed with the art teacher, who unfortunately only had one third grade class all morning, BUT it was great to discuss aspects of teaching with her and to see how she prepared for her classes. Because she only gets to meet with them once a week for 40 minutes, she has to be very organized and get everything all laid out for them so as to maximize the amount they can get done in one class period. It was also great to see all the ideas and lessons she had done over the years. It got me very excited about having my own class one day and creating lessons of my own.

This past week, I was assigned to a different teacher, but the same group of students, in order to fill my morning up rather than just helping out with the art teacher's prep. Unfortunately they were busy with testing, so the school had me go to the computer lab to see one of the projects that class was working on. It was a project dealing with child labor, and I thought it was absolutely a great way to introduce such a heavy topic. The students had dressed up as old fashioned workers and took pictures outside on the school grounds (the school has a garden and other areas that made for great pictures). The computer teacher, along with the third grade teacher, then edited the pictures to make them look old (sepia). Meanwhile the students wrote a script to go along with whatever child labor job they were assigned, and recorded it on the computer with the help of the teacher. The students were coming down to the computer room the day I was there to record their scripts. I was very impressed with what they had written and how well they were able to put themselves in the shoes of children from the old days. Eventually they will create a slide-show type movie with the students voices playing, and I believe they are going to present it somewhere or at a meeting or something. I look forward to seeing the finished project.

I then went to the art class to observe and hep out. Afterward I met with the principal. Talking with her was great. We discussed her recent trip to India, and how the art class has been doing projects to incorporate Indian culture and art ito their own work. I think it is great that the school promotes different cultures and strives to teach the students about those other cultures around the world. Especially as the world we live in grows smaller and more connected to eachother, understanding other cultures is extremely important. She also told me she believes the art teacher at that school is one of the best she has seen in her entire career, which got me even more looking forward to my placement at that school for the coming months.