List 8:
1. Constructivist Approach to Teaching (p.526): A constructivist approach is more centered around the students and their ability to construct knowledge by exploring the world under the guidance of the teacher. The teacher in this classroom is not standing at the front of the room spouting information at them to memorize. The teacher is going around, watching and guiding students as they learn and help each other learn. I think this is an interesting view because I grew up in a classroom that was very lecture oriented.
2. Project Head Start (p.529): I think this idea is great and important for low-income families. These programs give pre-k education opportunities those families who do not have much. These programs can help these young …show more content…
I met people who also liked school and pushed me to be a better, well-rounded student. I saw their competitiveness and their drive as a challenge of my own. I knew that if I could put in the time and effort that I could be as smart or even smarter than them. In my development, my friends led me to be hard-working, responsible, and determined. When I was put into these classes, I was developing more extrinsic motivation than in previous years. I was not longer learning to learn, but learning in order to make a statement to someone else that I too was good enough to be labeled a “smart” kid. I was motivated by the thought of good grades, which was exacerbated by my parents who were trying to get my brother motivated in academics. When my older brother reached middle school, he struggled in school and performed poorly on standardized testing. He was one who simply did not like to learn in a school setting. My parents tried to combat his anti-school mindset by promising to pay him for his good grades. He would get a certain amount for A’s, B’s, and C’s. They were trying to extrinsically motivate him by introducing and external incentive, payment, to get him to do his school work. Being the younger sibling, I found it unfair that my brother should get rewarded and not myself, so my parents also paid me for my good grades. Psychologists believe that purely extrinsic …show more content…
When I first started sports in the 5th grade, I thought that the goal was to win and if my team and I were not winning, we were bad players. At this point in my development I only saw winning and losing as options. My outlook was very black and white. I did not think that a team could win when they lost the game. Now, I see that a team may have lost, but they may have won by playing better than the last game and improving their skills. I used to look at the sports I was in, such as soccer, as a means to an end, or a win in this case. I was only motivated to play by the thought of winning and not by playing for the sake of playing. Again, this changed when I reached high school. I saw that other players were becoming better than me. Instead of quitting or giving up, I stayed in it even though I was on the lower team and did not make the varsity team. I continued playing because I loved to play and winning or losing did not mean as much anymore. In my development, this helped me see that finding activities that you are passionate about is difficult and to keep those activities in your life for as long as possible. Your passions can give your life meaning, which is needed later on in
1. Constructivist Approach to Teaching (p.526): A constructivist approach is more centered around the students and their ability to construct knowledge by exploring the world under the guidance of the teacher. The teacher in this classroom is not standing at the front of the room spouting information at them to memorize. The teacher is going around, watching and guiding students as they learn and help each other learn. I think this is an interesting view because I grew up in a classroom that was very lecture oriented.
2. Project Head Start (p.529): I think this idea is great and important for low-income families. These programs give pre-k education opportunities those families who do not have much. These programs can help these young …show more content…
I met people who also liked school and pushed me to be a better, well-rounded student. I saw their competitiveness and their drive as a challenge of my own. I knew that if I could put in the time and effort that I could be as smart or even smarter than them. In my development, my friends led me to be hard-working, responsible, and determined. When I was put into these classes, I was developing more extrinsic motivation than in previous years. I was not longer learning to learn, but learning in order to make a statement to someone else that I too was good enough to be labeled a “smart” kid. I was motivated by the thought of good grades, which was exacerbated by my parents who were trying to get my brother motivated in academics. When my older brother reached middle school, he struggled in school and performed poorly on standardized testing. He was one who simply did not like to learn in a school setting. My parents tried to combat his anti-school mindset by promising to pay him for his good grades. He would get a certain amount for A’s, B’s, and C’s. They were trying to extrinsically motivate him by introducing and external incentive, payment, to get him to do his school work. Being the younger sibling, I found it unfair that my brother should get rewarded and not myself, so my parents also paid me for my good grades. Psychologists believe that purely extrinsic …show more content…
When I first started sports in the 5th grade, I thought that the goal was to win and if my team and I were not winning, we were bad players. At this point in my development I only saw winning and losing as options. My outlook was very black and white. I did not think that a team could win when they lost the game. Now, I see that a team may have lost, but they may have won by playing better than the last game and improving their skills. I used to look at the sports I was in, such as soccer, as a means to an end, or a win in this case. I was only motivated to play by the thought of winning and not by playing for the sake of playing. Again, this changed when I reached high school. I saw that other players were becoming better than me. Instead of quitting or giving up, I stayed in it even though I was on the lower team and did not make the varsity team. I continued playing because I loved to play and winning or losing did not mean as much anymore. In my development, this helped me see that finding activities that you are passionate about is difficult and to keep those activities in your life for as long as possible. Your passions can give your life meaning, which is needed later on in