Behaviorism is a term that can be used to discuss the behavior of an individual over a period of time. However, our behavior is the result of our automatic actions on a daily basis. Most of the things that we do are done automatically because we do these things on a regular basis.
As I watched the video on Classical Conditioning, I realized that anyone can be conditioned to have a certain response if the right conditions are met. If we reflect on Pavlov's dog, we will realize that the dog salivated when he saw food. Over time, he was conditioned to associate the bell with food even though the food was absent.
Connection to my own experience:
Each morning, when I wake up, the first place that I go is the bathroom so that I can begin getting ready for my day. I don't think about going anywhere else when I wake up because I have gone to the restroom at the beginning of each and every day. Basically, I am a creature of habit.
Connection to an experience outside of my own:
In the classroom, students are conditioned to come in and have a seat. So as students come in, they take their seats and they face forward as they prepare for the morning lecture. But in each class, Lester put his books down and he remains standing even after the teacher arrives. As time goes on, the teacher has to condition Lester so that he will know that he must sit down in class and not jump around. Over time, Lester begins to come into the classroom and he takes his seat. The teacher does not have to condition him because his behavior has improved over time.
Monday, October 31, 2011
Sunday, October 30, 2011
IAT Test Results
I. I took the IAT Test. My results are: slight association of male with competence and female with warmth compared to female with competence and male with warmth.
II. I was surprised that I got a slight rating. I thought it would be either towards men and women. It also shows that I have a biased view on some things as it relates to men and women.
III. The process of learning is a culmination of activities that we have done in the past but we are adding new concepts to it in the classroom. Association tends to pick parts of your memory so that it can associate it with new elements that you are learning. If our brains don't associate new things with old concepts, we will not be able to remember what we are learning.
IV. Passage 1: For, as teachers, it is the fact of association that practically concerns you, let its grounds be spiritual and cerebral or what they may, and let its laws be reducible, or non-reducible, to one. (James, pg.41, 1962)
Passage 2: Their education consists in the organizing within them of determinate tendencies to associate one thing with another-impressions with consequences, these with reactions, those with results, and so on, indefinitely.
II. I was surprised that I got a slight rating. I thought it would be either towards men and women. It also shows that I have a biased view on some things as it relates to men and women.
III. The process of learning is a culmination of activities that we have done in the past but we are adding new concepts to it in the classroom. Association tends to pick parts of your memory so that it can associate it with new elements that you are learning. If our brains don't associate new things with old concepts, we will not be able to remember what we are learning.
IV. Passage 1: For, as teachers, it is the fact of association that practically concerns you, let its grounds be spiritual and cerebral or what they may, and let its laws be reducible, or non-reducible, to one. (James, pg.41, 1962)
Passage 2: Their education consists in the organizing within them of determinate tendencies to associate one thing with another-impressions with consequences, these with reactions, those with results, and so on, indefinitely.
Wednesday, October 26, 2011
A video on Behaviourism
Dear Students,
Please click on the following video for a cartoon version of beginning psychology and Pavlov's Theory. Here it is: http://www.youtube.com/watch?v=MObqY_1spRM
I enjoyed this video because it used cartoon characters to describe psychology and the ways that it can be taught in the classroom. Overall, this video would be great to use in a beginning psychology classroom. It gives students and alternative to the lecture format that is often used in our classrooms.
Please click on the following video for a cartoon version of beginning psychology and Pavlov's Theory. Here it is: http://www.youtube.com/watch?v=MObqY_1spRM
I enjoyed this video because it used cartoon characters to describe psychology and the ways that it can be taught in the classroom. Overall, this video would be great to use in a beginning psychology classroom. It gives students and alternative to the lecture format that is often used in our classrooms.
Wednesday, October 19, 2011
Chapter 15 Blog Entry
The will of a person occurs because of the ideas that are in his mind and how he chooses to react in a certain situation. Even though a student has the will to pay attention in class, distractions will come to take their attention. Find ways to draw them back to the discussion without raising your voice.
James states that "Man's conduct appears as the mere resultant of all his various impulsions and inhibitors" (pg. 86). A person's action tend to form based on the way that they view themselves. If a person is self-conscious about completing a problem in front of the class, then they will get nervous and they will not want to complete the problem. The student is in fear that the other students will laugh at him and he will allow his inhibitions to restrict him from receiving his fullest potential in the classroom. Each student has a choice on whether they will act on their inhibitions or not. But we should not allow our inhibitions to get in the way of the learning process.
Often times, it is good to come outside of your comfort zone so that you can experience things that will assist you as you learn. Anyone can learn but you have to broaden your horizons so that you can see that you can accomplish more than you thought you could.
James spoke about the will in this talk. How can we make sure that our students have the will to learn in our classrooms? What can we do to make sure that their will leads them to learning and not away from learning?
James states that "Man's conduct appears as the mere resultant of all his various impulsions and inhibitors" (pg. 86). A person's action tend to form based on the way that they view themselves. If a person is self-conscious about completing a problem in front of the class, then they will get nervous and they will not want to complete the problem. The student is in fear that the other students will laugh at him and he will allow his inhibitions to restrict him from receiving his fullest potential in the classroom. Each student has a choice on whether they will act on their inhibitions or not. But we should not allow our inhibitions to get in the way of the learning process.
Often times, it is good to come outside of your comfort zone so that you can experience things that will assist you as you learn. Anyone can learn but you have to broaden your horizons so that you can see that you can accomplish more than you thought you could.
James spoke about the will in this talk. How can we make sure that our students have the will to learn in our classrooms? What can we do to make sure that their will leads them to learning and not away from learning?
Chapter 14 Blog Entry
Apperception is the way we allow an object to enter our mind. After the object enters our mind, we associate it with other things in our mind so that we can produce a suitable reaction to the object. James states "I think you see plainly enough now that the process of apperception is what I called it a moment ago, a resultant of the association of ideas" (pg. 78).
In my education, I look at apperception as a way to look at certain concepts that I will learn in my classes. For Example: Science is an interesting subject to learn. But I used to have trouble understanding science and how it connected to my life. One day, my professor was talking about the amount of hydrogen atoms that are in water. I knew that water had 2 hydrogen atoms and 1 oxygen atom. After I made the connection of why subscripts were used in chemical substances, I was able to understand science better. But if I was told to find out how many hydrogen atoms are found in 3 test tubes of water, then I would need to use math to solve the problem (2 hydrogen atoms x 3 test tubes = 6 hydrogen atoms in all).
James spoke about apperception in this talk. Often times, we look at objects based on our previous experience with other objects. But in our classrooms, how can we assist students as they aim to apperceive objects? How can we help them to connect the new objects that they have used before?
In my education, I look at apperception as a way to look at certain concepts that I will learn in my classes. For Example: Science is an interesting subject to learn. But I used to have trouble understanding science and how it connected to my life. One day, my professor was talking about the amount of hydrogen atoms that are in water. I knew that water had 2 hydrogen atoms and 1 oxygen atom. After I made the connection of why subscripts were used in chemical substances, I was able to understand science better. But if I was told to find out how many hydrogen atoms are found in 3 test tubes of water, then I would need to use math to solve the problem (2 hydrogen atoms x 3 test tubes = 6 hydrogen atoms in all).
James spoke about apperception in this talk. Often times, we look at objects based on our previous experience with other objects. But in our classrooms, how can we assist students as they aim to apperceive objects? How can we help them to connect the new objects that they have used before?
Chapter 13 Blog Entry
As humans, we acquire ideas by going through various experiences over the lifespan. Our ideas are important because we associate our ideas with the things that mean a lot to us.
James states "So you see that the process of education, taken in a large way, may be described as nothing but the process of acquiring ideas or conceptions, the best educated mind being the mind which has the largest stock to them, ready to meet the largest possible variety of the emergencies of life" (pg. 71-72). In education, we are trained from K-12 that we should acquire lots of ideas. The ideas and concepts that are learned in the first grade are concepts that will prepare the child for the second grade. Each year builds upon another year. By the time a child reaches 12th grade, they will have acquired many ideas from all of the learning that they have received. As time goes on, the child is able to use those ideas so that they can decide whether they want to attend college or not. The more a child learns, the more they are able to connect their ideas with the things that they have learned previously.
James speaks about the acquisition of ideas in his book. In education, how can we make sure that our ideas are fully formed so that we can begin to process new ideas?
James states "So you see that the process of education, taken in a large way, may be described as nothing but the process of acquiring ideas or conceptions, the best educated mind being the mind which has the largest stock to them, ready to meet the largest possible variety of the emergencies of life" (pg. 71-72). In education, we are trained from K-12 that we should acquire lots of ideas. The ideas and concepts that are learned in the first grade are concepts that will prepare the child for the second grade. Each year builds upon another year. By the time a child reaches 12th grade, they will have acquired many ideas from all of the learning that they have received. As time goes on, the child is able to use those ideas so that they can decide whether they want to attend college or not. The more a child learns, the more they are able to connect their ideas with the things that they have learned previously.
James speaks about the acquisition of ideas in his book. In education, how can we make sure that our ideas are fully formed so that we can begin to process new ideas?
Tuesday, October 18, 2011
Chapter 12 Blog Entry
Our memory is the most intricate system that we have as it relates to remembering things. The memory that we hold in our brains is there because we have found a way to associate new things with our previous experiences.
James states that "Whatever appears in the mind must be introduced; and, when introduced, it is as the associate of something already there" (pg. 59). In education, we tend to introduce new topics to our students. For example: I am teaching my students about algebra in my class. But before I can teach them algebra, I need to refresh their memory on the basic concepts of math (numbers, symbols, expressions, etc.). Once I have refreshed, then I can connect their previous learning to the new concepts that we will be learning. A great icebreaker would look something like this: In math, we tend to solve problems like 5 + 4. Basically, we are adding 5 + 4 in order to get 9. Well, in algebra, we tend to use numbers and variables in a mathematics equation. So 5x + 4x is an expression. Since both terms have the same variable, we can add 5x + 4x to get 9x. But in all things, if you do not connect new concepts with previously learned information, the student will not be able to grasp the information that you are presenting in the classroom.
James spoke about memory in this talk. Too often, teachers try to introduce new concepts and then they get upset when students are not able to retain the material that has been presented. The question is: how can we connect new learning to old learning if we do not know what the student has learned in the past?
James states that "Whatever appears in the mind must be introduced; and, when introduced, it is as the associate of something already there" (pg. 59). In education, we tend to introduce new topics to our students. For example: I am teaching my students about algebra in my class. But before I can teach them algebra, I need to refresh their memory on the basic concepts of math (numbers, symbols, expressions, etc.). Once I have refreshed, then I can connect their previous learning to the new concepts that we will be learning. A great icebreaker would look something like this: In math, we tend to solve problems like 5 + 4. Basically, we are adding 5 + 4 in order to get 9. Well, in algebra, we tend to use numbers and variables in a mathematics equation. So 5x + 4x is an expression. Since both terms have the same variable, we can add 5x + 4x to get 9x. But in all things, if you do not connect new concepts with previously learned information, the student will not be able to grasp the information that you are presenting in the classroom.
James spoke about memory in this talk. Too often, teachers try to introduce new concepts and then they get upset when students are not able to retain the material that has been presented. The question is: how can we connect new learning to old learning if we do not know what the student has learned in the past?
Chapter 11 Blog Entry
The attention of a person is captured when you connect new ideas to the ideas that a person has previously had. A person's attention will be captured when you find creative ways to liven up a classroom lecture.
James states that "Whoever treats of interest inevitably treats of attention, for to say that an object is interesting is only another way of saying that it excites attention" (pg. 51). In my educational experience, I have found that the objects that I look at are colorful and I am able to think of many ways that I can manipulate the objects based on my interest. But to me, an object is just an object until I find a way to apply it to my life. A new object will grab my attention when a professor is able to connect the new object to things that I have previously learned. For Example: A plus sign (+) is just an object because there is nothing in front of it or behind it. But if my professor puts 3 + 4 on the chalkboard, I will place my attention on the problem because I will want to solve the problem. A plus sign is a boring subject until numbers are placed before and after the sign. If teachers find a way to liven the attention of their students, then they will be able to keep their student's attention on the object that they are discussing.
James speaks about attention in his talk. We have all had scatter brained students in our classes and it is hard to capture their attention even for a small period of time. How can we make sure that we are able to create lessons that will captivate their attention?
James states that "Whoever treats of interest inevitably treats of attention, for to say that an object is interesting is only another way of saying that it excites attention" (pg. 51). In my educational experience, I have found that the objects that I look at are colorful and I am able to think of many ways that I can manipulate the objects based on my interest. But to me, an object is just an object until I find a way to apply it to my life. A new object will grab my attention when a professor is able to connect the new object to things that I have previously learned. For Example: A plus sign (+) is just an object because there is nothing in front of it or behind it. But if my professor puts 3 + 4 on the chalkboard, I will place my attention on the problem because I will want to solve the problem. A plus sign is a boring subject until numbers are placed before and after the sign. If teachers find a way to liven the attention of their students, then they will be able to keep their student's attention on the object that they are discussing.
James speaks about attention in his talk. We have all had scatter brained students in our classes and it is hard to capture their attention even for a small period of time. How can we make sure that we are able to create lessons that will captivate their attention?
Chapter 10 Blog Entry
To capture the interest of a student, you must connect it to a native interest that they already have. A common lecture will capture a student's attention but a violent explosion will keep their attention in the classroom.
James states that "Novel things to look at or novel sounds to hear, especially when they involve the spectacle of action of a violent sort, will always divert the attention from abstract conceptions of objects verbally taken in" (pg. 46). In my classroom experience, I have found that explosive things attract a student's attention. At the University of Kentucky, The College of Education is located across the street from a Fire Station. I have been in class many times listening to my professor's lectures. But as soon as I hear a fire siren, my attention is directed towards the window so that I can see where the fire truck is going. After the sirens get lower, my attention is directed back to my professor. But if there was a fire truck without a siren, my attention would not divert from my professor. Lectures are nice but not many people want to be talked to all the time. Hands-on experiments are the best way to bring a lecture into the real-world perspective for the students in the course.
James speaks about interest in this talk. Sometimes, there are teachers who believe that lecturing will capture a student's attention for the entire class period. What are some tools that you could suggest to this teacher so that they can liven up their lectures in the classroom?
James states that "Novel things to look at or novel sounds to hear, especially when they involve the spectacle of action of a violent sort, will always divert the attention from abstract conceptions of objects verbally taken in" (pg. 46). In my classroom experience, I have found that explosive things attract a student's attention. At the University of Kentucky, The College of Education is located across the street from a Fire Station. I have been in class many times listening to my professor's lectures. But as soon as I hear a fire siren, my attention is directed towards the window so that I can see where the fire truck is going. After the sirens get lower, my attention is directed back to my professor. But if there was a fire truck without a siren, my attention would not divert from my professor. Lectures are nice but not many people want to be talked to all the time. Hands-on experiments are the best way to bring a lecture into the real-world perspective for the students in the course.
James speaks about interest in this talk. Sometimes, there are teachers who believe that lecturing will capture a student's attention for the entire class period. What are some tools that you could suggest to this teacher so that they can liven up their lectures in the classroom?
Chapter 9 Blog Entry
All of the ideas that we think about come from an association with ideas that we have previously thought about. Our ideas come from thoughts that we have had over the course of our lives.
James states that "In dry and prosaic minds, almost all the mental sequences flow along these lines of habitual routine repetition and suggestion" (pg. 41). In my area of math, I tend to think about formulas so that I can solve a problem. But as I do more problems, I will either use the same formula or I will use a different formula in order to complete the problem. Every now and then, I will have a conversation with other people. If that conversation involves math, I will begin to think about math problems and formulas that I have previously worked with. Overall, our minds are built on words, expressions, and experiences that we have repeated over a period of time.
James talks about the association of ideas in this talk. If all of our ideas are associated with each other, then what will happen if a good idea is associated with a bad idea from your past?
James states that "In dry and prosaic minds, almost all the mental sequences flow along these lines of habitual routine repetition and suggestion" (pg. 41). In my area of math, I tend to think about formulas so that I can solve a problem. But as I do more problems, I will either use the same formula or I will use a different formula in order to complete the problem. Every now and then, I will have a conversation with other people. If that conversation involves math, I will begin to think about math problems and formulas that I have previously worked with. Overall, our minds are built on words, expressions, and experiences that we have repeated over a period of time.
James talks about the association of ideas in this talk. If all of our ideas are associated with each other, then what will happen if a good idea is associated with a bad idea from your past?
Chapter 8 Blog Entry
As humans, we are creatures of the habits that we repeat on a daily basis. Good and bad habits are formed as we grow throughout the lifespan.
James states that "All of our life, so far as it has definite forms, is but a mass of habits, practical, emotional, and intellectual, -systematically organized for our weal or woe, and bearing us irresistibly to ward our destiny, whatever the latter may be" (pg. 33). Each morning that I wake up, I say my prayers and then I go to the bathroom so that I can begin getting dressed for the day. I repeat this routine each day because of my habits. When you do something everyday, it starts to be a part of your daily routine. Every morning, I think about everything that needs to be completed for the day. Because I think about this everyday, I have a mental habit. Overall, the things that we do are a reflection of the habits that have formed over many years. Good habits that are cultivated will eventually form other good habits. Bad habits over time will remain bad habits until the person chooses to change their behavior to form good habits.
James speaks about good and bad habits in this talk. But how can we cultivate good habits in our classroom so that those habits become a part of our student's daily practices?
James states that "All of our life, so far as it has definite forms, is but a mass of habits, practical, emotional, and intellectual, -systematically organized for our weal or woe, and bearing us irresistibly to ward our destiny, whatever the latter may be" (pg. 33). Each morning that I wake up, I say my prayers and then I go to the bathroom so that I can begin getting dressed for the day. I repeat this routine each day because of my habits. When you do something everyday, it starts to be a part of your daily routine. Every morning, I think about everything that needs to be completed for the day. Because I think about this everyday, I have a mental habit. Overall, the things that we do are a reflection of the habits that have formed over many years. Good habits that are cultivated will eventually form other good habits. Bad habits over time will remain bad habits until the person chooses to change their behavior to form good habits.
James speaks about good and bad habits in this talk. But how can we cultivate good habits in our classroom so that those habits become a part of our student's daily practices?
Monday, October 17, 2011
Chapter 7 Blog Entry
Native reactions are an important component of a student's behavior. If a teacher can capture a student's native reactions, he/she will be able to teach students in a way that it will excite their curiousity for learning.
James states that "The teacher who succeeds in getting herself loved by the pupils will obtain results which one of a more for bidding temperature finds it impossible to secure" (pg. 24). In my high school years, I had a teacher named Mr. Smith. He taught my accounting class for two semesters. I enjoyed his class because he lectured for no more than 15 minutes and then he gave us the rest of the class period to complete our work. But the best part of his class was that he set up our tables like we were in an actual work environment. He made me feel like I was at work when I was in his class. He was loved by his students because he was patient, understanding, and he gave us animal crackers in each class. But a teacher that is not loved by his students will not be able to awaken their intellect to the possibilities that can be found in their class.
James spoke about maintaining a pupil's attention in the course. In your class, what are some teaching techniques that can be used in your course to awaken the attention of the students in your course?
James states that "The teacher who succeeds in getting herself loved by the pupils will obtain results which one of a more for bidding temperature finds it impossible to secure" (pg. 24). In my high school years, I had a teacher named Mr. Smith. He taught my accounting class for two semesters. I enjoyed his class because he lectured for no more than 15 minutes and then he gave us the rest of the class period to complete our work. But the best part of his class was that he set up our tables like we were in an actual work environment. He made me feel like I was at work when I was in his class. He was loved by his students because he was patient, understanding, and he gave us animal crackers in each class. But a teacher that is not loved by his students will not be able to awaken their intellect to the possibilities that can be found in their class.
James spoke about maintaining a pupil's attention in the course. In your class, what are some teaching techniques that can be used in your course to awaken the attention of the students in your course?
Chapter 6 Blog Entry
Every person is born with native reactions in their brain. But there are times when native reactions are transformed into acquired reactions over time.
James states that "Our education means, in short, little more than a mass of possibilities of reaction, acquired at home, at school, or in the training of affairs" (pg. 20). In my educational experience, I have found that my reactions are formed as I respond to my teachers and classmates at school. My experiences at school helped to reinforce my education as I moved from grade to grade. At home, my parents were able to work with me on my homework so that I could understand it for future assessments in school. Learning in school and learning at home made my education experience more exciting. In other trainings throughout my life, I am able to expand my education by using my native and acquired reactions as it relates to my everyday life.
James speaks about native and acquired reactions in the talk. Can we build a classroom based only on a student's native reactions? If so, why? If not, why?
James states that "Our education means, in short, little more than a mass of possibilities of reaction, acquired at home, at school, or in the training of affairs" (pg. 20). In my educational experience, I have found that my reactions are formed as I respond to my teachers and classmates at school. My experiences at school helped to reinforce my education as I moved from grade to grade. At home, my parents were able to work with me on my homework so that I could understand it for future assessments in school. Learning in school and learning at home made my education experience more exciting. In other trainings throughout my life, I am able to expand my education by using my native and acquired reactions as it relates to my everyday life.
James speaks about native and acquired reactions in the talk. Can we build a classroom based only on a student's native reactions? If so, why? If not, why?
Chapter 5 Blog Entry
Life is full of reactions and we tend to react to the things that are around us. Manual training school placed the independence on the students so that they could use their creativity for the common good.
James states that "An impression which simply flows in at the pupil's eyes or ears, and in no way modifies his active life, is an impression gone to waste" (pg. 17). In education, I have found that the professors who teach without a passion for their subject tend to make me bored. They don't love the subject so how can they convince me to enjoy it? Because they teach with no passion, it makes my learning experience substandard. At the end of their course, I will find ways to erase the fact that I even took the course. When a course is interesting, students are more likely to have a good impression at the end of the course. If the course is taught in a boring way, students will dismiss the information and they choose not to learn the material.
James spoke about the reactions of pupils in the classroom. But is it fair for teachers to make students do work just because work should be done in the classroom? If there is no reward, will a student have the initiative to complete the work that they are given?
James states that "An impression which simply flows in at the pupil's eyes or ears, and in no way modifies his active life, is an impression gone to waste" (pg. 17). In education, I have found that the professors who teach without a passion for their subject tend to make me bored. They don't love the subject so how can they convince me to enjoy it? Because they teach with no passion, it makes my learning experience substandard. At the end of their course, I will find ways to erase the fact that I even took the course. When a course is interesting, students are more likely to have a good impression at the end of the course. If the course is taught in a boring way, students will dismiss the information and they choose not to learn the material.
James spoke about the reactions of pupils in the classroom. But is it fair for teachers to make students do work just because work should be done in the classroom? If there is no reward, will a student have the initiative to complete the work that they are given?
Chapter 4 Blog Entry
In our classrooms, we need to pay more attention to the behavior of our students and how they respond to us in the classroom. A student's behavior will determine if they will acquire the knowledge needed to succeed in the course.
James states that "Education, in short, cannot be better described than by calling it the organization of acquired habits of conduct and tendencies to behavior" (pg. 15). In my own education, I believe that my knowledge is a compilation of my habits and tendencies. The way that I approach my students in my course is based on the way that I have seen my previous teachers approach their students. But the education that we have is based on everything that we have learned over the course of our lives. Each course that we take adds to our education. The more courses that we take, the more we will be able to increase our education. But our habits will help us to understand education because we will repeat our past actions so that we can learn new material.
If behavior affects a student's education, what can we do to make sure that a student's behavior is under control so that they can learn in our course?
James states that "Education, in short, cannot be better described than by calling it the organization of acquired habits of conduct and tendencies to behavior" (pg. 15). In my own education, I believe that my knowledge is a compilation of my habits and tendencies. The way that I approach my students in my course is based on the way that I have seen my previous teachers approach their students. But the education that we have is based on everything that we have learned over the course of our lives. Each course that we take adds to our education. The more courses that we take, the more we will be able to increase our education. But our habits will help us to understand education because we will repeat our past actions so that we can learn new material.
If behavior affects a student's education, what can we do to make sure that a student's behavior is under control so that they can learn in our course?
Chapter 3 Blog Entry
Our brain is the most intricate and complex organ that we have. The brain holds lots of information and it determines the way that we respond to others that live in our environment.
James states "In the latter case, abstraction from the emotions and passions and withdrawal from the strife of human affairs would be not only pardonable, but praiseworthy; and all that makes for quiet and contemplation should be regarded as conducive to the highest human perfection" (p. 11). Often times, I tend to look at education based on my feelings for certain classes. My feelings tend to determine if I will enjoy a certain course. Perhaps if I eliminated my feelings, I would be able to form my opinion of a course over a considerable amount of time. In my coursework, it is beneficial for me to learn when it is quiet. Learning in a chaotic environment can impede the learning of a person.
James spoke about "that man, whatever else he may be, is primarily a practical being, whose mind is given him to aid in adapting him to this world's life" (pg. 12). Do you feel like man's brain will help him as he attempts to adapt in the world that he lives in? If so, how?
James states "In the latter case, abstraction from the emotions and passions and withdrawal from the strife of human affairs would be not only pardonable, but praiseworthy; and all that makes for quiet and contemplation should be regarded as conducive to the highest human perfection" (p. 11). Often times, I tend to look at education based on my feelings for certain classes. My feelings tend to determine if I will enjoy a certain course. Perhaps if I eliminated my feelings, I would be able to form my opinion of a course over a considerable amount of time. In my coursework, it is beneficial for me to learn when it is quiet. Learning in a chaotic environment can impede the learning of a person.
James spoke about "that man, whatever else he may be, is primarily a practical being, whose mind is given him to aid in adapting him to this world's life" (pg. 12). Do you feel like man's brain will help him as he attempts to adapt in the world that he lives in? If so, how?
Chapter 2 Blog Entry
Our consciousness has a lot to do with the way that we respond to other people or situations. Our life experiences have a strong indication on how we will handle future situations.
James states, "They certainly follow or accompany our brain states, and of course their special forms are determined by our past experiences and education" (pg.7). Our past experiences will determine how we handle other parts of our lives.In my education, I tend to enjoy math because my third grade teacher, Mrs. Bass, spent time explaining math problems to me and my classmates. She loved math and it showed in the ways that she presented her lessons each day. My love for math extends from my past experience with a great math teacher.
We all tend to look at our future to see if our past has an effect on how we handle our present situations. How would you respond to education if most of your teachers hated the subject and they did not make you feel like you could learn in their course. How would you respond (consciously) if you were in a environment where you felt that you could not learn the material?
James states, "They certainly follow or accompany our brain states, and of course their special forms are determined by our past experiences and education" (pg.7). Our past experiences will determine how we handle other parts of our lives.In my education, I tend to enjoy math because my third grade teacher, Mrs. Bass, spent time explaining math problems to me and my classmates. She loved math and it showed in the ways that she presented her lessons each day. My love for math extends from my past experience with a great math teacher.
We all tend to look at our future to see if our past has an effect on how we handle our present situations. How would you respond to education if most of your teachers hated the subject and they did not make you feel like you could learn in their course. How would you respond (consciously) if you were in a environment where you felt that you could not learn the material?
Chapter 1 Blog Entry
Psychology is a major part of teaching. If we do not understand psychology as teachers, it will be hard for us to teach our classes in a way that students will understand it.
James states that "Having so favorable an organization, all we need is to impregnate it with genius, to get superior men and women working more and more abundantly in it and for it and at it, and in a generation or two, America may well lead the education of the world" (pg. 1-2). In my math courses, it is important for me to present my curriculum in a way that students will want to learn the information. As a teacher, I am preparing my students to become superior students as they go forward to take other courses. If I did not enjoy teaching math, I would not be able to convey my enthusiasm to my students. My willingness to teach will be a deciding factor in whether my students chose to learn in my class or not. If I can use creativity in order to make my class more interesting, I may be able to awaken the minds of my students to a whole new world of math.
James speaks about psychology and its importance in teaching. In order to teach, we need to understand the students that are in our classes. Do you think that psychology is a course that teachers should take in their curriculum? If so, will taking this course help them to become more effective teachers?
James states that "Having so favorable an organization, all we need is to impregnate it with genius, to get superior men and women working more and more abundantly in it and for it and at it, and in a generation or two, America may well lead the education of the world" (pg. 1-2). In my math courses, it is important for me to present my curriculum in a way that students will want to learn the information. As a teacher, I am preparing my students to become superior students as they go forward to take other courses. If I did not enjoy teaching math, I would not be able to convey my enthusiasm to my students. My willingness to teach will be a deciding factor in whether my students chose to learn in my class or not. If I can use creativity in order to make my class more interesting, I may be able to awaken the minds of my students to a whole new world of math.
James speaks about psychology and its importance in teaching. In order to teach, we need to understand the students that are in our classes. Do you think that psychology is a course that teachers should take in their curriculum? If so, will taking this course help them to become more effective teachers?
My Introduction
Hi everyone! My name is Antoinette Davis. I am a native from Benton Harbor, Michigan.
I was born and raised in Michigan and I really enjoy the 4 seasons (spring, summer, fall, and winter). Currently, I hold an Associate’s Degree in Secondary Education from Lake Michigan College. I also hold a Bachelor’s Degree in Mathematics with a minor in Accounting from Oakwood University. In 2007, I completed a Master’s Degree in Applied Mathematics from Wayne State University. (Go Wayne!)
In my graduate study, I took the time to do research on Linear Programming and Complex Analysis through Directed Study. I enjoy learning mathematics and teaching mathematics to students in traditional and virtual environments. I have taught adult learners as well as traditional students.
I enjoy teaching mathematics because I am able to show students how to learn math using a step-by-step approach. In this environment, I am able to learn from you as you learn from me.
I have worked as an instructor and a tutor at Lake Michigan College, Wayne State University, and Kaplan University. I have taught the following courses: Basic Mathematics, Elementary Algebra, College Algebra, Statistics, College Algebra B, and Math Topics for the Interdisciplinary Student. I have taught for LMC for 3 semesters. I have also taught for Kaplan for 1 year.
I enjoy teaching in the online environment because it gives me an opportunity to work from home (in Michigan). I don’t have any pets, but I have always wanted a pet fish.
I enjoy reading, movies, Sudoku puzzles, talking on the phone, and watching television. I also enjoy attending conferences that are closely related to Linear Programming. I enjoy shopping because I am able to buy dresses, tops, or skirts that have beautiful colors. Lastly, I enjoy teaching lower and upper level math courses to diverse groups of students.
I am heading towards completing my doctoral degree. Right now, I am a student at the University of Kentucky. I am a third year doctoral student in the Instruction/Administration-Mathematics Education. I am looking forward to graduating so that I can be a full-time Professor in Mathematics. I chose to take this class so that I can have a better understanding on how my students think. Also, I have never taken a Psychology class so I think that this course will help me to learn more about myself and my students.
I look forward to learning about and working with all of you as the course progresses. I am most open to answering questions about my background and look forward to getting to know you all better.
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