As far as usability, I find web 2.0 to be useful and helpful. As tech-friendly as I would like to think of myself, I know I struggle in many areas. For classroom purposes I do believe that using 2.o would be very useful. Monitoring my students through process via a blog, could be very telling. I feel that it is a source where students may feel they can open up more, which is ironic considering it is on the Internet. Additionally, I feel it provides room for a lot of self expression.
While having students create their own blog would be useful for journal purposes, I additionally think a blog would be useful for an instructor to leave directions. I can see myself creating a blog and writing links to assignments and detailed directions on it. Additionally, I think it would be a great place to share a "little bit" about myself to my students (i.e. camping photos, dog photos, etc.). Several of my co-workers have used blogs to communicate with students and they found it to be incredibly successful; however, they all discuss how they waver on their posting as the end of the year approaches. If I were to use a blog I would have to make sure I am diligent at setting a posting schedule, and sticking to it.
Wednesday, June 17, 2009
Friday, June 12, 2009
Chapter 5 and "Vision of the future"
Chapter five discusses "Vision of the Future and Possible Selves" (Alderman 2004). Under this heading, the author explains three sub-categories including: How important is the vision of the future for motivation?, How are possible selves developed?, and finally Helping students develop a vision of the future. In this section, Marcus and Nurius address the idea of possible selves. Possible selves "are how we think about ourselves and the future" (Alderman 2004). Students who have a positive view and concept surrounding their future are setting themselves up for success, while students who believe they will not reach success, or are afraid of the future are less likely to reach their potential. I strongly feel this idea is something that instructors need to focus on with their students. Students not only need to be nurtured in the field of learning, but in the area of focusing on their futures and their potential.
Sub-heading number one discusses the importance of holding a vision for the future. Borkowski and Thorpe, 1994 and Marcus and Nurius, 1986 state that holding a self vision and the future, "sets planning in motion and acts as an incentive for present behavior" (Alderman 2004). I could not agree more. If we help our students set clear and attainable goals for their future it not only shows that we will be their to support their goals, but it additionally gives them something to shoot for.
Heading number two addresses how possible selves are developed. Possible selves are developed in several ways. First, interaction with social environment. How we work with others and how those individuals inspire us directly correlates with our self perception. Personally, I grew up in a community where college was the only option post high school. All of my classmates discussed where they would be in five years and all of those descriptions included a career, family, and education. Directly, I was inspired and driven by those around me. Second, self -efficacy judgment contributes to self development. In my past I struggled in school and I believed that I would not be a successful teacher; however, as my first career continued I began to realize that perhaps my struggles in school would make me a better teacher. Had I solely gone on my instinct to past experiences I would never have returned to school to pursue my passion.
The third heading discussed is how we help students develop a vision for the future. One of the best ways that I believe we can help our students with a vision is first by helping them set a vision, put it in writing, and working with them to write steps to accomplish those goals. We can begin on a small level with in the classroom, then once class accomplishments have been worked on, we can expand into large life goals. Students need to feel success along the way so that they can stay focused on their large goals.
Sub-heading number one discusses the importance of holding a vision for the future. Borkowski and Thorpe, 1994 and Marcus and Nurius, 1986 state that holding a self vision and the future, "sets planning in motion and acts as an incentive for present behavior" (Alderman 2004). I could not agree more. If we help our students set clear and attainable goals for their future it not only shows that we will be their to support their goals, but it additionally gives them something to shoot for.
Heading number two addresses how possible selves are developed. Possible selves are developed in several ways. First, interaction with social environment. How we work with others and how those individuals inspire us directly correlates with our self perception. Personally, I grew up in a community where college was the only option post high school. All of my classmates discussed where they would be in five years and all of those descriptions included a career, family, and education. Directly, I was inspired and driven by those around me. Second, self -efficacy judgment contributes to self development. In my past I struggled in school and I believed that I would not be a successful teacher; however, as my first career continued I began to realize that perhaps my struggles in school would make me a better teacher. Had I solely gone on my instinct to past experiences I would never have returned to school to pursue my passion.
The third heading discussed is how we help students develop a vision for the future. One of the best ways that I believe we can help our students with a vision is first by helping them set a vision, put it in writing, and working with them to write steps to accomplish those goals. We can begin on a small level with in the classroom, then once class accomplishments have been worked on, we can expand into large life goals. Students need to feel success along the way so that they can stay focused on their large goals.
Monday, June 8, 2009
Reflecting on last week and ability and motivation
As I look back over my reading from last week, chapter three, I am reminded of the powerful section titled "Self-Worth Theory: Self-Protection of Perceived Ability". A quote from Convington discusses that the self worth motive "is based on the premise that a central part of all classroom achievement is the need for students to maintain a positive image of their ability (Alderman, 2004). I too believe this to be true.
Through my brief experience as a teacher, I have seen that a positive attitude is the one key element needed for a student to succeed. With that being said, my students so not hold a positive attitude unless they succeed. Furthermore, Alderman addresses that there are four main components of "Self-Handicapping". These four include: procrastination, unattainable goals, underachieving, and academic wooden leg.
As I examined all four of the "Self-Handicapping" elements, the one that stands out most to me is unattainable goals. While as teachers, we can help strengthen the students perceptions of the other three, creating clear an attainable goals for all of our students is in our hands. I believe it to be important to set clear and measurable goals that our students can attain for their success. This does entail knowing your students person levels and where you would like them to go, but these steps will lead to the success a student has with an activity, thus increasing their motivation and self-perception for success.
Through my brief experience as a teacher, I have seen that a positive attitude is the one key element needed for a student to succeed. With that being said, my students so not hold a positive attitude unless they succeed. Furthermore, Alderman addresses that there are four main components of "Self-Handicapping". These four include: procrastination, unattainable goals, underachieving, and academic wooden leg.
As I examined all four of the "Self-Handicapping" elements, the one that stands out most to me is unattainable goals. While as teachers, we can help strengthen the students perceptions of the other three, creating clear an attainable goals for all of our students is in our hands. I believe it to be important to set clear and measurable goals that our students can attain for their success. This does entail knowing your students person levels and where you would like them to go, but these steps will lead to the success a student has with an activity, thus increasing their motivation and self-perception for success.
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