Recently in What am I doing now?? Category

Block One: Educational Psychology

| No Comments
James E. Zull is who we turn to for advice on the brain. His words from The Art of Changing the Brain are rather helpful. In essence this book helps teachers understand that in order to teach we must change the brain and in order to do that we must interest our students and motivate them to learn. It is the whole...If you give a mouse a cookie bit...

In chapter 5 he discuses the push and pull between reason and feeling. He states, "knowing is a feeling." Meaning we are more apt to know, want to know or remember something that can be associate to memory. In one's memory there are two types of memories explicit, which are concious memories and  implict, which are unconscious memories. As teachers we must be aware that students do both. So if we associate teaching with a good feeling they will remember the teaching based on explicit memory and they will remember the good feeling as well as the information through implicit memory.

Chapter 12 is mainly tells us that teaching is about students not the subjects. I liked Zull's quote, "What do you teach?" "I teach students." He further explains that teaching should be based off an emotional foundation. We need to provide an emotional connection from subject to students in order for them to learn. Zull says we must provide experiences for the students to  see the importance of what they are learning. We must stress that learning is life. And we can relate life stories into our teaching.

What does this make you think of in terms of your role as a teacher?

We cannot reach all of our students t at the same level. This is why a pyramid is the basic structure for valuable information and goals. We can all achieve (as a teacher) to get our students to the bottom block. That should be our initial goal to give the proper information to our students to process it. As some move to the next block they are able to respond their opinions about the given topic. This can be down through class discussions. We can reach even more by providing time and motivate students for personal reflection. This is when some can value what is being said. Further we can guide some students to take what they have internally and organize it based on values and priority, and hopefully we will strive to get those few students to put the thoughts into action and incorporate it to their lifestyles.