Piagetian Structures and Psychological Constructivism

Soltis, J.F. & Philips, D.C. (2009). Perspectives on Learning. Piagetian structures and psychological constructivism. Chapter 5, p. 41-51.

This reading discusses Piaget idea of learning through the function of thinking and learning in terms of structure. He did not study chimpanzees but humans, his children. He believed that the growing child was always busy creating cognitive structures. The child passes through different stages and creates a schema for each of the complex activities until finally its mental structure is close to that of an adult. Despite the criticism, Piaget's theory provided a new approach to understanding learners in the classroom.

According to Piaget structures are real and unobservable schemas of collected and organized information. Functions are carried out through different structures like the heart and lungs, so learning is carried out in the same way, through cognitive structures. Piaget's theory is related to learning because he describes three stages that children go through and it is important as educators to know what stage students are at to make expectations that will best fit their capabilities. His theory made educators aware of stages of development, importance of experience, important role of principles and the significance of organization.

Behaviorism

Soltis, J. F., & Philips, D. C. (2009). Perspectives on Learning. Chapter 3, Behaviorism, p. 21-32.

Ullucci, K. (2005). Picking battles, finding joy: Creating community in the "uncontrolled" classroom. Multicultural Education, 12(3), 41-44.

When reading Skinner's behaviorist teaching practices I realized that this is the method most teachers live by. Praising a student for good work, or giving a gold star or some such reward, is very effective. Teachers are well aware of this and I saw it going on all the time when I was working in my classroom for service learning. I think it is an okay thing to do but then again I think sometimes that is the only thing the students are working for is that reward and not the information they are actually learning. If I was a teacher right now I would probably have some kind of reward system because this is how I always have known a classroom to be. Also all of my teachers had reward systems and they told me it is the only way to get the students to do the work. Form a behaviorist perspective I would treat the students like with respect and treat them like I wold treat my own child. If I was a parent I would not want to be sending my child off to a school where the teacher does not even care about them. As a teacher I will care for my students like they are my own and hopefully gain their trust and respect by doing so, which in the long run will help everyone in the class out because we will get along and be able to take care of problems without causing battles.

Perspectives on Learning and Educational Psychology

Soltis, J.F., & Philips, D.C. (2009). Perspectives on leaning. Chapter 1 Introducion. New York: Teachers College Press. p. 1-8.

Santrock, J.W. (2009). educational Psychology. Chapter 1, Educational Psychology: A tool for effective teaching, p. 1-27.


These readings were introduction into different perspectives of learning and educational psychology. The frist reading by Soltis and Philips discussed how there are mant different ideas on how students learn and researcher, educators and psychologist differ greatly in their views on learning. Some feel that learning happens when a person takes all of the information and reviews it until it all comes together in their head, this theory is sometimes called the "Aha!" theory. Another theory suggest that the brain is like a computer views learning in more technilogical terms. What seems to be evident among all of these different theories is they all seem to focus on individuals and do not take into account the effects that parents, siblings, teachers, friends, movie characters and the enviornment have on how students learn and what they learn. The second reading provided interesting background information about educational psychology. It discussed the people who had large impacts on the development of the educational psychology field and how each of thier ideas and beliefs shaped the course of action of the field throughout the twenty first society and the contributions their work has made for educators and students. This introduction breifly describes insturctional strategies, teaching practices, and the importance for teachers to remain committed and motivated.

Inner city African-Americann parental involvement in elementary schools and Invisible Inequality.

Abul-Alil, J.K. & Farmer, A.D. Inner city African American parental involvement in elementary schools: Getting beyond urban legends of apathy. School Psychology Quarterly, 21, 1-12.

Laureau, A. (2002). Invisible inequality: Social class and childrearing in black families and white families. American Sociological Review, 67, 747=776.

This first reading discussed the myth that inner city African American parents were hostile and apathetic to their child's academic success. In actuality the lack of school involvement and participation amongst inner city African American parents is because these parents often do not have the time to attend in school meeting because of long work hours, some lack English proficiency and have younger children to take care of. Three strategies were identified that proved to increase parental involvement and interest in school and the success of children, these were empowerment of parents through training parents for school readiness and providing integrated school-based mental health services that support family needs, outreach that related at home activities with classroom activities, and lastly indigenous resources that allow parents to meet in more comfortable setting outside of classrooms that are accessible through transportation and free. When these three strategies are emphasized inner city African American parent involvement increases.

The second reading was on Invisible Inequity across social class and childrearing in Black and White families. The study compared an African American boy from a middle class family with an African American boy from a poor family. The middle class child has many adult ran activities that focused on developing his personal interest and talents, he was offered many opportunities to speak his opinion and did not spend much time with relatives or neighborhood children. The working class child had much more free time playing outside and watching t.v. with children in the neighborhood of different ages, cousins and relatives often spend the night and communication with parents was short and direct. Working class parents were less trustful of school administrators and less comfortable with professionals, such as doctors. The overall result of this study emphasized that class played a more significant role in childrearing then race.

1. I felt that this studied focused more on the inequities between socioeconomic status not race but inequities can include black families have to deal with stereotypes, prejudice in the work force and from school administration. Black families are generally lower income because of past discrimination and face institutional discrimination in the future. Black students have more of a chance to feel excluded in the classroom.
2. As a teacher I would personally make it my responsibility to get to know my African American students and learn their situations. I would become involved in the community I teach in and make their interest and needs my own. Hopefully this will help me see students beyond stereotypes.

3 different Preschools

My first observation was that the Chinese preschool students were sent to boarding schools during the whole week, except Wednesday and the weekends. As we watched in the video there were kids who had many issues leaving their parents, and questioned their memories as to picking them up on Wednesday. As the one child at Don-feng Preschool could no let her father leave. This lead me to question the children's current relationship with the parents, as well as what their future relationship would look like. Especially if it would suffer when reaching an older age. I also began to wonder about the children's relationship with other children. School can be a large growing ground for the expansion of social skills. Due to this environment did students have better social skills? I think as an older child a boarding school is appropriate but at such a young age children still need to be taken care of by their parents, the Chinese however feel that this is not an important factor. I really value the beginning relationship at a young age that children can begin to have while living at home with their parents.

Another observation I made was the difference in discipline within the schools. In the preschool in Japan the teacher did nothing when a student continued to act out and distract the class but in a preschool in America the teacher gave the student a warning and then puts them in a "time outs" if they continue to act out. This gives me the idea that Japanese schools focus on teaching their students self control and make the behavior of an individual the responsibility of the entire group and in America, schools focus on verbally expressing frustrations and desires and taking time to develop a plan that will best handle the situation. I feel that this is then reflected into the culture, Americans seem to be more outspoken and proud of expressing our personal beliefs. Americans are taught to work hard to stand out and be different while China and Japan promote the well being of the nation over the advancement of an individual.

Preschoolers

Leach, P. (1989). Making little citizens. Book Review of PTC in the New York Times.

I feel that this article is very valuable to all teachers. Although not all teachers will teach Chinese or Japanese students, it is likely that they will come in contact with students who are different than them. Reading this article helps future teachers begin to understand just how different the beliefs of different cultures are and they way they can effect education. In order to successfully educate students teachers must have an understanding of their students backgrounds and beliefs. Once teachers have this understanding, it will be much easier to figure out the best way possible to teach their students in a way that they can relate to.

I think the differences between U.S, China, and Japan are "bigger" because, in my opinion, they go beyond educational differences, and relate to different life beliefs due to culture. The U.S focuses on a more one-on-one setting, while the Japanese feel this is sad. Also, the Japanese feel that the way that the U.S teachers constantly talk to students about feelings is too deep and intrusive. To me this seems like a societal difference. Generally, Japanese people are less open about their feelings than Americans are, which changes the way that teachers should approach them in given situations. I feel that the differences between countries are big, but neither are wrong.

Urban Prep Academy, Lansing Charter, Holmes Foundation Academy

Urban Prep Academy, Lansing Charter Academy, Holmes Foundation Academy

Summary: These schools provided general information about the type of programs they offered and the quality of teachers. Urban Prep Academy is an African American Academy for boys in Chicago, Illinois. Their goal is to increase the graduation rate of African American boys in urban areas and overcome stereotypes. The programs at the Urban Prep Academy are specifically tailored for the boys' style of learning and the challenges present in an urban environment. Lansing Charter Academy is an elementary school in Lansing. Their programs focus on academic excellence, morals and values, parent involvement and student responsibility in the school and community. Lastly, Holmes Foundation Academy is a school in Flint that offers highly-qualified teachers, core classes, tutoring and mentoring programs like Big Brothers/Big Sisters.

Response: These programs could be responses to many problems in urban environments. Many youth, especially minority males, get into trouble and distance themselves as far as they can from school and everything associated with succeeding academically because they don't feel like they belong or that anyone believes in them. Urban Prep Academy is a place where everyone believes in the future and abilities of minority students. Urban communities are usually home to many low income families, this means the parents spend a great amount of time working and less time involved in school. When parents aren't involved in schools then they don't have a voice in the different programs and policies that effect their child's learning experience. Lansing Charter Academy is a school where parent participation is encouraged and integrated into the classrooms. Being a minority student in an urban school can mean that people of their ethnicity aren't represented in textbooks or class discussions, leaving nobody for students to model after. Holmes Foundation Academy provides mentor programs where students find someone who has been through what they are going through and can relate to their struggles. I think these schools are doing a nice job of coming up with creative ways of dealing with the same old problems.