I connected to the idea within this chapter that talked about getting kids into that habit of free writing. It suggested that teachers find time in their lesson plans to fit in a regular space of free writing, when kids can respond to a relevant prompt in any way they'd like. If kids are given this time, they can write about something that pertains to what they're learning, but in a completely pressure free way.
I especially related to this as I am aspiring to be an English teacher, I have always believed that journal writing, and free writes are awesome ways to get kids a little bit more into writing. As a student, I found these opportunities the most fun because I didn't have to worry about being graded on it, I could just express myself. Eventually I learned to translate those feelings into an appreciation for all writing assignments, even ones which were less relevant and graded. I hope that I can get my students to want to write in journals and that they see that it;s a great way to become a better writer and a more independent thinker.
Sunday, October 28, 2007
Fires in the Bathroom Chapter 10
I really liked chapter 10 in general because it talked about teachers finding ways to connect their subject material to the outside world. It mentioned designing projects that involve experts, finding a learning experience outside of the school, and arranging internships for students. All of the student comments showed how exciting these opportunities are for kids and how devoted they become to a project that was obviously designed with care by a teacher who clearly wants to expand the minds of his or her students.
I would really like to be able to create great outside learning experiences for my students. Especially because I know English can become a really mundane subject, I want to try to find ways to get my students to see the value of English outside of the classroom. I think that they will appreciate my efforts to get outside of the school that they are locked in for at least 6 hours a day. It's my hope that I can use my resources as a teacher to better the education of my students and to bring them out into the world that I am supposedly preparing them to enter one day.
I would really like to be able to create great outside learning experiences for my students. Especially because I know English can become a really mundane subject, I want to try to find ways to get my students to see the value of English outside of the classroom. I think that they will appreciate my efforts to get outside of the school that they are locked in for at least 6 hours a day. It's my hope that I can use my resources as a teacher to better the education of my students and to bring them out into the world that I am supposedly preparing them to enter one day.
Fires in the Bathroom Chapter 9
The thing that I automatically picked out from chapter nine was the part that stated, "Don't judge your success by whether students like you" (171). A student commented on this sentiment and said that, in general, kids appreciate a teacher who does his or her job everyday, without becoming overly concerned about being liked. Students respect that they will learn more if problems are dealt with instead of ignored and if their teacher acts as an authority figure instead of a friend all the time. In the long run, students will need and be grateful for these aspects of a teacher whether they show it or not.
I already know that I'm going to have a hard time letting go of what students think about me because I do have a constant desire to be liked by those who I'm around. However, I also feel that I will be a pretty strong and fair disciplinarian because a part of me is really devoted to my subject and the process of learning. I hope that these two sides of my personality can merge and work together so that I can stay in tune to my students and be liked and respected enough to know what punishments are appropriate and how to deal with situations in a satisfactory way for everyone involved.
I already know that I'm going to have a hard time letting go of what students think about me because I do have a constant desire to be liked by those who I'm around. However, I also feel that I will be a pretty strong and fair disciplinarian because a part of me is really devoted to my subject and the process of learning. I hope that these two sides of my personality can merge and work together so that I can stay in tune to my students and be liked and respected enough to know what punishments are appropriate and how to deal with situations in a satisfactory way for everyone involved.
Fires in the Bathroom Chapter 8
I really liked the part of chapter eight that stated, "focus on the important thinking we do, not just language mistakes" (151). This, paired with the idea that directly follows it, which talks about having a shared goal with these students to help them excel academically, are two very important ideas to me. Students who don't primarily speak English face so many difficulties coming into an English speaking school. If teachers can do everything in their power to ease and support that transition, as the book points out, than those students will have one less thing to struggle with.
I really want to be able to support all of my students equally. I have confidence that I can do this with many different types of learners, but the one thing I had never considered before was the fact that I'll have students who don't speak English at home, or who have just moved here from another country. I am now a lot more interested in starting to gather the tools I would need to make that experience a lot more enjoyable for those students. If I can do as the book suggests and make a point to pick out all of the really good things that my ESL kids do, than it would show both them and my other students that concepts and strong thinking can become more important than perfect grammar or speech.
I really want to be able to support all of my students equally. I have confidence that I can do this with many different types of learners, but the one thing I had never considered before was the fact that I'll have students who don't speak English at home, or who have just moved here from another country. I am now a lot more interested in starting to gather the tools I would need to make that experience a lot more enjoyable for those students. If I can do as the book suggests and make a point to pick out all of the really good things that my ESL kids do, than it would show both them and my other students that concepts and strong thinking can become more important than perfect grammar or speech.
Saturday, October 27, 2007
Fires in the Bathroom Chapter 7
I appreciated the part of chapter seven that talked about how students prefer teachers who don't stick to textbooks, but who can supplement their curricula with relevant and interesting resources. Whether it's an article, a short story, a movie, or whatever else, students generally appreciate the efforts of a teacher to go above and beyond the standard textbook information. Students do notice teachers who feel bound by textbooks and standards, and what they really want is someone who can steer away from those boundaries.
I related to this idea a lot because I personally hate textbooks. I feel that more times than not, textbooks are really dry and boring for students to read. In my high school, we learned almost exclusively out of textbooks and I want to try my best not to fall into that trap in my classroom. It was interesting to read the opinions of actual students who feel the same way I do about expanding classroom material beyond textbooks.
I related to this idea a lot because I personally hate textbooks. I feel that more times than not, textbooks are really dry and boring for students to read. In my high school, we learned almost exclusively out of textbooks and I want to try my best not to fall into that trap in my classroom. It was interesting to read the opinions of actual students who feel the same way I do about expanding classroom material beyond textbooks.
Friday, October 26, 2007
Fires in the Bathroom Chapter 6
I liked the piece of chapter six that talked about encouraging students to get into a habit of free writing. It suggests that teachers should make an effort to build time into their plans for students to write a response to some relevant prompt. This way, they have a chance to use writing as a means of voicing their opinions about things that matter to them, and can start appreciating writing as an important skill in life beyond school.
As an English teacher this will come into play for me all the time. My passion is writing, and I want so badly to share that passion with my students and show them how much more it is is than some boring five paragraph essay to complete for a class. I want to find many different ways to get my students excited about writing, and having them keep journals is just one of the ways I think I will start. I consider it one of the best things I could do for my students if I can get them to write in their own spare time and enjoy all that it has to offer.
As an English teacher this will come into play for me all the time. My passion is writing, and I want so badly to share that passion with my students and show them how much more it is is than some boring five paragraph essay to complete for a class. I want to find many different ways to get my students excited about writing, and having them keep journals is just one of the ways I think I will start. I consider it one of the best things I could do for my students if I can get them to write in their own spare time and enjoy all that it has to offer.
Fires in the Bathroom Chapter 5
I was most interested in the part of chapter 5 that spoke about group work and how teachers have to take the time to assure that each student is participating equally. It points out that groups often lend themselves to allowing one or two students to do all the work for the "benefit" of all of the members, and how important it is that teachers work against this tendency. It suggests assigning clear roles based on student's strengths as one potential solution to this problem.
Again, I believe that the reason I related to this idea is based on my experiences as a student. I was usually the person in a group who ended up doing all of the work and earning a good grade that four other people got without doing a thing. Because of this, I have an innate desire to combat this problem as a teacher by requiring evidence that every group member has participated. It's my hope that my students will see that group projects become that much more dynamic when every member works equally together.
Again, I believe that the reason I related to this idea is based on my experiences as a student. I was usually the person in a group who ended up doing all of the work and earning a good grade that four other people got without doing a thing. Because of this, I have an innate desire to combat this problem as a teacher by requiring evidence that every group member has participated. It's my hope that my students will see that group projects become that much more dynamic when every member works equally together.
Fires in the Bathroom Chapter 4
The part of chapter four which stood out to me the most was the piece about all of the other pressures, besides those in the classroom, that students feel all the time. It talks about the pressure that students put on themselves, that they feel from their parents, their friends, their social circles, their cultures, and a number of other sources. All of these things can take a number of different forms, but no matter how they appear, they all contribute to the overall achievement, or lack thereof, of students.
I think the reason that I liked this idea so much was that I experienced this kind of pressure as a student all throughout high school. I constantly felt that my teachers didn't realize that their class was not the only thing I had going on in my life. They would assign so much homework that it felt like they thought that I went home and had the rest of the night to spend diligently working on an essay. In actuality, I had a family, a job, friends, and responsibilities to take care of and homework was not always at the top of my priorities list. I would think to myself that I had just spent over six hours of my day in school, and now they expect me to spend all night on school too? And now, as I move towards becoming a teacher, I want so desperately to remember that feeling, and to treat my students as adults who have many other things in their lives besides my class. I would hate to think that I'll end up just like those teachers who I hated for complicating my after school life even more.
I think the reason that I liked this idea so much was that I experienced this kind of pressure as a student all throughout high school. I constantly felt that my teachers didn't realize that their class was not the only thing I had going on in my life. They would assign so much homework that it felt like they thought that I went home and had the rest of the night to spend diligently working on an essay. In actuality, I had a family, a job, friends, and responsibilities to take care of and homework was not always at the top of my priorities list. I would think to myself that I had just spent over six hours of my day in school, and now they expect me to spend all night on school too? And now, as I move towards becoming a teacher, I want so desperately to remember that feeling, and to treat my students as adults who have many other things in their lives besides my class. I would hate to think that I'll end up just like those teachers who I hated for complicating my after school life even more.
Fires in the Bathroom Chapter 3
The part of this chapter that stood out to me the most was the idea that teachers should involve their students in a discussion about behavioral expectations. It points out that if teachers take the time to make their rules clear from the beginning, than it becomes a lot more fair to use this as a part of assessments. It's also a lot easier to enforce these rules if every student has been made aware of them. It also suggests that putting these expectations in writing is a really good way to make them permanent and to have a resource to refer to when a rule is broken.
This idea struck me because discipline is one of the facets of teaching that worries me the most. The teachers that I had who I disliked the most were those that had unfair or inconsistent methods of disciplining. Because of this I take a lot of what was said by the student authors to heart. One boy stated, "Students don't want only the principals and teachers to be in control, they want the students to be more involved" (39). I really want to be the kind of teacher who allows the students to be involved in the disciplinary decision making, because that way they are more likely to want to follow the rules that they have had a part in making.
This idea struck me because discipline is one of the facets of teaching that worries me the most. The teachers that I had who I disliked the most were those that had unfair or inconsistent methods of disciplining. Because of this I take a lot of what was said by the student authors to heart. One boy stated, "Students don't want only the principals and teachers to be in control, they want the students to be more involved" (39). I really want to be the kind of teacher who allows the students to be involved in the disciplinary decision making, because that way they are more likely to want to follow the rules that they have had a part in making.
Friday, September 21, 2007
How to Help Somone use a Computer
If it's not obvious to them, it's not obvious.
Never do something for someone that they are capable of doing for themselves.
I think that, especially when concerning computers and technology, it is important to teach every detail, even if it seems obvious. I personally know how easy it is for students to get lost if they miss one point. Also, having students explore first for themselves and allowing them to use the skills they already have, instead of handicapping them is beneficial. There is no point in teaching them what they already know, or doing for them what they can already do, that's just frustrating and debilitating.
This applies to our presentation, because we are planning on explaining every new aspect of wiki's that we haven't already covered in class. Then we are going to have them explore for themselves and combine those new skills with the ones they already had in an interactive activity.
Never do something for someone that they are capable of doing for themselves.
I think that, especially when concerning computers and technology, it is important to teach every detail, even if it seems obvious. I personally know how easy it is for students to get lost if they miss one point. Also, having students explore first for themselves and allowing them to use the skills they already have, instead of handicapping them is beneficial. There is no point in teaching them what they already know, or doing for them what they can already do, that's just frustrating and debilitating.
This applies to our presentation, because we are planning on explaining every new aspect of wiki's that we haven't already covered in class. Then we are going to have them explore for themselves and combine those new skills with the ones they already had in an interactive activity.
Sunday, September 16, 2007
Type I and Type II Technologies
In this article, the authors first present this dichotomy as it appeared back in the 80's when they first conceived the idea of different types of technology usage in the classroom. This was a basic separation of a usage, labeled Type I, which acted to help us continue to teach in the same manner we always have, and a usage, labeled type II, which enabled the applications of technology which promote new and better ways of teaching. As technology evolved, so did the exact definition of this distinction between Type I and Type II. The article ends with the new, refined way of explaining this difference. Now, the authors refer to Type I technology use as that which makes traditional teaching methods easier or more efficient. This is characterized by passive user involvement and an emphasis on basic skills. Type II however is now classified by a usage of computers which makes available new and better ways of teaching. In this type, the user is proactive with the computer and controls the action on the screen. Computers become tools in the capable hands of teachers who use them to further students' cognitive processes.
Type I Examples:
1. One of my teachers in High School posted his syllabus online for his students, but it was a simple Word Document that would offer the same benefits as a printed version. Within it there would be assignments for a reading that would say "will be handed out." I always thought it would be a lot more advantageous if he had linked the readings to the page and used an interactive syllabus throughout the year, like we do here at UMF. That way he would have A. used this online syllabus to its full potential, B. given motivated students a chance to get ahead, and C. saved paper!
2. In a similar manner, one of my teachers started using PowerPoint to backup her lectures. It was a really good idea, but she ended up just copy and pasting her notes to a blank PowerPoint presentation and using it like an overhead projector. She neglected to explore how to use this program to make her lectures more visually appealing and to have the ability to incorporate online sources and examples.
3. I actually took a keyboarding class much like the one mentioned in the article. It was similar in its downfalls, in that the teacher had us sitting in front of these awesome new Macs our school had purchased simply following the instructions of a program that had been used on the previous machines as well. It was disappointing for me as a learner that I was not given a chance to explore the computer more.
Type II Examples:
1. One really good example of this is the Wiki use in Practicum. I think that allows for much more learning and active computer use for students. It's really cool how everything is linked to the class Wiki, including our own Blogs or Wikis, and that we have access to a syllabus with links, class activities, assignments, and other students' pages. To me, this exemplifies using technology to further education.
2. Blogs are a really smart idea for this technology driven generation of learners. It allows for students to keep all of their work online, perhaps avoiding the loss of homework, and may inspire some students who like computers to actually do their assignments. It also enhances teacher/student interaction, in that teachers can keep an eye on each student's progress and comment accordingly. It can make a student feel really accomplished to have a web page devoted to his or her own work for school.
3. In the class I mentored in High School, the teacher used a program like OneNote to promote the organization of his learning disabled students who were for the most part completely disorganized. I really liked seeing how it helped the kids learn, in that it allowed them to find what they needed for class that day without having to shuffle through a binder. I feel that it removed a lot of the hassle for students who can become overwhelmed and frustrated by even the simple task of referring to the notes from last class.
Type I Examples:
1. One of my teachers in High School posted his syllabus online for his students, but it was a simple Word Document that would offer the same benefits as a printed version. Within it there would be assignments for a reading that would say "will be handed out." I always thought it would be a lot more advantageous if he had linked the readings to the page and used an interactive syllabus throughout the year, like we do here at UMF. That way he would have A. used this online syllabus to its full potential, B. given motivated students a chance to get ahead, and C. saved paper!
2. In a similar manner, one of my teachers started using PowerPoint to backup her lectures. It was a really good idea, but she ended up just copy and pasting her notes to a blank PowerPoint presentation and using it like an overhead projector. She neglected to explore how to use this program to make her lectures more visually appealing and to have the ability to incorporate online sources and examples.
3. I actually took a keyboarding class much like the one mentioned in the article. It was similar in its downfalls, in that the teacher had us sitting in front of these awesome new Macs our school had purchased simply following the instructions of a program that had been used on the previous machines as well. It was disappointing for me as a learner that I was not given a chance to explore the computer more.
Type II Examples:
1. One really good example of this is the Wiki use in Practicum. I think that allows for much more learning and active computer use for students. It's really cool how everything is linked to the class Wiki, including our own Blogs or Wikis, and that we have access to a syllabus with links, class activities, assignments, and other students' pages. To me, this exemplifies using technology to further education.
2. Blogs are a really smart idea for this technology driven generation of learners. It allows for students to keep all of their work online, perhaps avoiding the loss of homework, and may inspire some students who like computers to actually do their assignments. It also enhances teacher/student interaction, in that teachers can keep an eye on each student's progress and comment accordingly. It can make a student feel really accomplished to have a web page devoted to his or her own work for school.
3. In the class I mentored in High School, the teacher used a program like OneNote to promote the organization of his learning disabled students who were for the most part completely disorganized. I really liked seeing how it helped the kids learn, in that it allowed them to find what they needed for class that day without having to shuffle through a binder. I feel that it removed a lot of the hassle for students who can become overwhelmed and frustrated by even the simple task of referring to the notes from last class.
Tuesday, September 11, 2007
Fires in the Bathroom Chapter 2
In this chapter of Fires in the Bathroom, the part that struck me the most was whether or not a teacher actually has to like his or her students. The author, along with her student co-authors, points out that it does matter if a teacher dislikes her students, and also that they can in fact tell. Not only can they tell that they or their peers are not liked, but it affects how they learn in that classroom. It is also important for teachers not to favor the students that they happen to like the most, because that can be debilitating to those students, and their peers who feel insufficient as a result. I have thought a lot about this and agreed with how the co-authors explained their viewpoints on the subject.
The reason this was important to me is actually because of how I've observed my feelings about my peers and how I've seen my teachers deal with their difficult students. I have been able to tell before which students are really challenging for teachers to accept as well as which students they would love to call on all the time. Personally, I am not sure how I will deal with the difficult students because, as a peer, I can just ignore them. However as a teacher I will have to learn to treat everyone equally and respect my students no matter how much they may annoy me. This is what I perceive will be a big challenge for me as I haven't really practiced this skill as a student. I hope that I can find a balance and just learn to exhibit patience and tolerance for all kinds of students no matter how much they may personally annoy me.
The reason this was important to me is actually because of how I've observed my feelings about my peers and how I've seen my teachers deal with their difficult students. I have been able to tell before which students are really challenging for teachers to accept as well as which students they would love to call on all the time. Personally, I am not sure how I will deal with the difficult students because, as a peer, I can just ignore them. However as a teacher I will have to learn to treat everyone equally and respect my students no matter how much they may annoy me. This is what I perceive will be a big challenge for me as I haven't really practiced this skill as a student. I hope that I can find a balance and just learn to exhibit patience and tolerance for all kinds of students no matter how much they may personally annoy me.
Fires in the Bathroom Chapter 1
The part of this chapter that struck me the most was the exemplary questionnaire for teachers to hand out to their students on the first day of classes. It suggested a simple survey of the students basic information (name, age, family info) as well some questions about their activities and the way they feel they learn best. The author recommends this as a useful tool for breaking the ice and beginning to know your students in order to better plan how to reach them, and I whole heartedly agree with this approach.
I liked this part of the chapter because I've had a lot of experience with it as a student and have found it really successful. It's nice to enter a classroom and see right away that a teacher cares about getting to know you both generally and specifically about your learning style. Most of my teachers utilized a survey that looked a lot like the one offered in the chapter but the ones who chose not to "break the ice" like this always stuck out to me as not caring as much about me or their other students. I think I will really take advantage of this because it is simple and a fast way to collect basic clues to my student's lives that will help understand why they function the way they do in class. I would not want to start right into my curriculum without having taken the time to let my students know that their lives are relevant and important to me.
I liked this part of the chapter because I've had a lot of experience with it as a student and have found it really successful. It's nice to enter a classroom and see right away that a teacher cares about getting to know you both generally and specifically about your learning style. Most of my teachers utilized a survey that looked a lot like the one offered in the chapter but the ones who chose not to "break the ice" like this always stuck out to me as not caring as much about me or their other students. I think I will really take advantage of this because it is simple and a fast way to collect basic clues to my student's lives that will help understand why they function the way they do in class. I would not want to start right into my curriculum without having taken the time to let my students know that their lives are relevant and important to me.
Sunday, September 9, 2007
Copyright and Fair Use
Part III, Question 14:
The reason I felt the strongest about this example is because it appears to be stating that it is against the law to show movies to groups of kids. I feel like I'm missing something here because for as long as I can remember my peers and I have been shown movies in school. I suppose I can never know whether or not the school obtained permission to do this, but I can think of at least a dozen times when a teacher has run out during their lunch break to rent a movie to show in class. I highly doubt those teachers also had time to receive official permission to show the movie. Perhaps that is permissible because it is deemed as an educational instance if it is during school hours, but I would personally label the use of a movie as entertainment for the siblings of students during their back to school night a form of educational use as well, being that it helps the parents to be capable of attending the event and being involved in their child's schooling. I guess an appropriate summation of my reaction to this is that this matter seems to be based on really subjective ideas and that it would be really hard to enforce this law.
The reason I felt the strongest about this example is because it appears to be stating that it is against the law to show movies to groups of kids. I feel like I'm missing something here because for as long as I can remember my peers and I have been shown movies in school. I suppose I can never know whether or not the school obtained permission to do this, but I can think of at least a dozen times when a teacher has run out during their lunch break to rent a movie to show in class. I highly doubt those teachers also had time to receive official permission to show the movie. Perhaps that is permissible because it is deemed as an educational instance if it is during school hours, but I would personally label the use of a movie as entertainment for the siblings of students during their back to school night a form of educational use as well, being that it helps the parents to be capable of attending the event and being involved in their child's schooling. I guess an appropriate summation of my reaction to this is that this matter seems to be based on really subjective ideas and that it would be really hard to enforce this law.
Copyright and Fair Use
Part I, Question 2:
This was one of the most ridiculous rationalizations throughout the whole quiz. The fact that there is a copyright law that states that the number of users of a program at any given time has to equal the number of copies owned by that network is completely unfair. I suppose it might apply to wealthy corporations who can afford the extra cost of buying enough copies for each of their employees to use simultaneously, but schools should not suffer this same expense. In an institution that is already so bound by budgetary restraints, it is crazy to deny students access to educational software because their school can't afford multiple copies.
Part I, Question 5:
This answer surprised me because, as a future teacher, I feel I would do the same thing for my students in order to give them all equal opportunities. It seems entirely counterproductive to debilitate students by making them take turns using CD-ROMS that could easily be copied in order save time and allow each student a better educational experience.
Part II, Question 10:
From the viewpoint of the internet, this didn't actually surprise me all that much, because there needs to be a certain amount of online security to keep the web safe for everyone. But when I gave it more thought, I started to consider how teaching is always considered such a community based profession and how I've so often been told that in order to be a successful teacher, I need to work with my peers. I feel that as long as credit is given to the original sources of the clip art and music, then this teacher should be allowed to post her individual lesson plan in order to allow other teachers to further their education and learn from her process.
Part III, Question 11:
This shocked me because, with all of the crazy copyright laws, I would have thought that there would have been one prohibiting someone from editing themselves into another persons work. I'm happily surprised though because this could be a really useful tool for students who are enthusiastic about technical projects and who have the skill and creativity to do something like that.
Part III, Question 13:
As angry as parts of this quiz made me, this example was really encouraging. The idea of creating something in the classroom that is entirely original and educational, and then being able to share that with the rest of the world, to me, exemplifies what education is all about. Our efforts as teachers and students should be communal and we should all be able to share ideas and learn from each others processes.
Part III, Question 15:
The reason this example stood out to me because of the countless times I can think of when my teachers or professors have in fact created compilations of movie clips to use effectively as a part of their lesson plan. I don't really understand why using creating compilations is forbidden when it is actually a truly creative and time effective way of using media in the classroom.
Part IV, Question 18:
I was really happy to see the availability of music use in the classroom. I think it is a really good tool, especially for students to use in their own projects. The only issue I had with this was the length restrictions. I don't think it's necessary to restrict how much of a song a student or teacher can use for an educational purpose.
Part IV, Question 19:
This furthers my point from question 18. If students are working hard to create a video yearbook, they should be allowed to use the songs that they can so easily access on the internet or elsewhere to further the design of their film. I can appreciate that this law encourages the strict educational use of music, but education is something that can be found in many different forms, and who's to say that this yearbook didn't take a lot of thought and careful planning?
This was one of the most ridiculous rationalizations throughout the whole quiz. The fact that there is a copyright law that states that the number of users of a program at any given time has to equal the number of copies owned by that network is completely unfair. I suppose it might apply to wealthy corporations who can afford the extra cost of buying enough copies for each of their employees to use simultaneously, but schools should not suffer this same expense. In an institution that is already so bound by budgetary restraints, it is crazy to deny students access to educational software because their school can't afford multiple copies.
Part I, Question 5:
This answer surprised me because, as a future teacher, I feel I would do the same thing for my students in order to give them all equal opportunities. It seems entirely counterproductive to debilitate students by making them take turns using CD-ROMS that could easily be copied in order save time and allow each student a better educational experience.
Part II, Question 10:
From the viewpoint of the internet, this didn't actually surprise me all that much, because there needs to be a certain amount of online security to keep the web safe for everyone. But when I gave it more thought, I started to consider how teaching is always considered such a community based profession and how I've so often been told that in order to be a successful teacher, I need to work with my peers. I feel that as long as credit is given to the original sources of the clip art and music, then this teacher should be allowed to post her individual lesson plan in order to allow other teachers to further their education and learn from her process.
Part III, Question 11:
This shocked me because, with all of the crazy copyright laws, I would have thought that there would have been one prohibiting someone from editing themselves into another persons work. I'm happily surprised though because this could be a really useful tool for students who are enthusiastic about technical projects and who have the skill and creativity to do something like that.
Part III, Question 13:
As angry as parts of this quiz made me, this example was really encouraging. The idea of creating something in the classroom that is entirely original and educational, and then being able to share that with the rest of the world, to me, exemplifies what education is all about. Our efforts as teachers and students should be communal and we should all be able to share ideas and learn from each others processes.
Part III, Question 15:
The reason this example stood out to me because of the countless times I can think of when my teachers or professors have in fact created compilations of movie clips to use effectively as a part of their lesson plan. I don't really understand why using creating compilations is forbidden when it is actually a truly creative and time effective way of using media in the classroom.
Part IV, Question 18:
I was really happy to see the availability of music use in the classroom. I think it is a really good tool, especially for students to use in their own projects. The only issue I had with this was the length restrictions. I don't think it's necessary to restrict how much of a song a student or teacher can use for an educational purpose.
Part IV, Question 19:
This furthers my point from question 18. If students are working hard to create a video yearbook, they should be allowed to use the songs that they can so easily access on the internet or elsewhere to further the design of their film. I can appreciate that this law encourages the strict educational use of music, but education is something that can be found in many different forms, and who's to say that this yearbook didn't take a lot of thought and careful planning?
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