Emotional Intelligence: The Missing Piece
by Edutopia Staff, 2-22-2001, www.edutopia.org
Emotional Intelligence, a quality in a person evidenced by perseverance, empathy, good communication skills, the ability to make thoughtful decisions, solve problems, and work well with others. People with emotional intelligence seem to lead happier, more productive lives; they easily inspire others to be more productive. It is the ability to recognize one's feelings and express them appropriately without violence (verbal or physical). Emotional Intelligence is the "stuff" that helps us get along smoothly in life. Psychologist Daniel Goleman calls Emotional Intelligence the "missing piece" in our education system. Teaching emotional intelligence in school is not to be confused with teaching values, religious or otherwise.
With all the emphasis on technology these days, I hope that the human side of life is not ignored. It is too easy to not have to deal with others by just sitting in front of a computer. This article discusses a program to get kids to relate to others in a healthy, meaningful, non-violent way. The program teaches them how to handle strong emotions in a positive fashion. These are life-long skills that are necessary to have a successful and satisfying life. It turns out that when students are taught these skills in the classroom, there is actually more time for academics; teachers tend to have to spend less time on discipline.
1. How can emotional intelligence be incorporated into a classroom environment? Journal writing (or writing a blog) about a situation that is "given" in class after a particular skill is learned can be a great way to reinforce what is learned. If this writing is done through a blog, classmates could read and comment (in a supportive way!) on what their peers have written.
2. How can emotional intelligence be reinforced throughout a child's time in school? Some schools have "character programs" that are sketchy at best...I believe instruction in emotional intelligence should be incorporated into the curriculum. This article states that for these principles to "stick", instruction has to be ongoing--not something that is done once and then forgotten.
Wednesday, November 21, 2007
Sunday, November 11, 2007
Journal #9 (Journal 6 requirement)
The Threat of Security: Hindering Technology Integration in the Classroom
by LeAnne K. Robinson, Abbie Brown, and Tim Green (Learning & Leading with Technology, Sept/Oct 2007)
The issues surrounding security and technology within schools are very real and also very complex. On the one hand, you have the administrators who are concerned (rightfully so) with lawsuits, and thus often have many restrictions in place to safeguard against internet security problems within the schools. On the other hand, you have teachers who are feeling stifled with the increasing security measures being put in place.
This article discusses how supposed security threats are hindering or even eliminating, in some cases, the implementation of technology in schools. There must be a balance stuck between security and the right to learn. Threats must be put into perspective. While security of children's identities online is paramount, basic security education taught to students about online safety should be the first focus, not the increasing amount of filters and other blocks used to keep students safe. A vigilant teacher and an insistence that online safety rules be used constantly by students should take care of many of the concerns of administrators. However, school districts continue to implement ever tightening regulations on technology use in schools.
1. How can a teacher use technology effectively in a classroom if filters, etc., deter her from basic technological operations? This will probably have to be a grass-roots effort on the part of teachers. I did read another article that discussed the great need for administrators to be more educated about technology in education, too; where there is knowledge, there is less fear.
2. Is the comment in the article about how "teachers are forbidden to use their own resources to create a class-related site....is the equivalent of saying they cannot use their own money to buy pencils and markers, or that they cannot purchase bulletin board materials on their own" a strong argument? I think this is a poor arguement. These are the kind of arguments that will get us nowhere fast when trying to prove a point. The problem is access by the public. The world is not allowed to flow past a teacher's bulletin board as it can one's classroom website.
by LeAnne K. Robinson, Abbie Brown, and Tim Green (Learning & Leading with Technology, Sept/Oct 2007)
The issues surrounding security and technology within schools are very real and also very complex. On the one hand, you have the administrators who are concerned (rightfully so) with lawsuits, and thus often have many restrictions in place to safeguard against internet security problems within the schools. On the other hand, you have teachers who are feeling stifled with the increasing security measures being put in place.
This article discusses how supposed security threats are hindering or even eliminating, in some cases, the implementation of technology in schools. There must be a balance stuck between security and the right to learn. Threats must be put into perspective. While security of children's identities online is paramount, basic security education taught to students about online safety should be the first focus, not the increasing amount of filters and other blocks used to keep students safe. A vigilant teacher and an insistence that online safety rules be used constantly by students should take care of many of the concerns of administrators. However, school districts continue to implement ever tightening regulations on technology use in schools.
1. How can a teacher use technology effectively in a classroom if filters, etc., deter her from basic technological operations? This will probably have to be a grass-roots effort on the part of teachers. I did read another article that discussed the great need for administrators to be more educated about technology in education, too; where there is knowledge, there is less fear.
2. Is the comment in the article about how "teachers are forbidden to use their own resources to create a class-related site....is the equivalent of saying they cannot use their own money to buy pencils and markers, or that they cannot purchase bulletin board materials on their own" a strong argument? I think this is a poor arguement. These are the kind of arguments that will get us nowhere fast when trying to prove a point. The problem is access by the public. The world is not allowed to flow past a teacher's bulletin board as it can one's classroom website.
Journal #8--Blogging
Blogging: A free web page one creates to record thoughts, ideas, photos, commentaries, etc, for others to see, read and/or comment on. It can be a community builder. I chose this subject because I am interested in using blogging in my elementary classroom for book reviews, journaling, and other writing projects.
There was a lot of great discussion about blogging on Classroom 2.0. Issues about the effectiveness of blogging, good places to create blogs for the classroom, manners, what blogging should and shouldn't be used for were among the many topics discussed.
Questions were raised about the effectiveness of blogging. Teachers questioned whether they were really helping their students improve their writing, or whether this was just a fancy techno- tool that was not necessary to learn how to write well. One teacher suggested having students write out their journals in a notebook first, as it was just too tempting to write 1-2 sentences on a blog and push the "publish" button so they could see their work online. She felt she got deeper, more meaningful answers from her students when they hand wrote their answers out first.
Blogging can be a great community builder. Students can be taught how to respect the work of others and learn the value of commenting positively and giving encouragement to classmates. They can also learn to critique in a constructive way. It is necessary for the teacher to teach these communication skills before the class begins posting comments on a classmate's work. One teacher put it well: The rules are similar to those on the playground.
There was a lot of great discussion about blogging on Classroom 2.0. Issues about the effectiveness of blogging, good places to create blogs for the classroom, manners, what blogging should and shouldn't be used for were among the many topics discussed.
Questions were raised about the effectiveness of blogging. Teachers questioned whether they were really helping their students improve their writing, or whether this was just a fancy techno- tool that was not necessary to learn how to write well. One teacher suggested having students write out their journals in a notebook first, as it was just too tempting to write 1-2 sentences on a blog and push the "publish" button so they could see their work online. She felt she got deeper, more meaningful answers from her students when they hand wrote their answers out first.
Blogging can be a great community builder. Students can be taught how to respect the work of others and learn the value of commenting positively and giving encouragement to classmates. They can also learn to critique in a constructive way. It is necessary for the teacher to teach these communication skills before the class begins posting comments on a classmate's work. One teacher put it well: The rules are similar to those on the playground.
Thursday, November 8, 2007
Journal #7
Developing Global Citizens: The Global Run Project
by Jody H. Kennedy and Jan Zanetis
(Learning and Leading with Technology, Nov 2007, Vol.35, No.3)
This article discusses interactive videoconferencing (ICV) and a wonderful project that has grown out of using this technological tool--The Global Run project. Started in the wake of 9-11 by teachers and students in White Plains, NY, the project gave students an opportunity to learn about cultures and students in other countries through video conferencing. Real people in real situations became powerful teachers as the students learned, for example, from a girl living with AIDS in South Africa. Through various video conferences such as this, students learned not only about diverse cultures, but also about injustice in various parts of the world. Students developed empathy and compassion as they "put a face to a name", and desired to take action. The Global Run project raises money to help change a global concern: the decreasing supply of fresh water. This article is an incredible example of how technology in the schools can not only increase awareness of global issues, but also how it can empower students to take action for positive social change.
1. Could this be expanded to include more than just students who are privileged enough to have access to technology in their schools? This remains to be seen. I hope that as I become increasingly familiar with technology for the classroom, that I might have an answer to this. The article did mention one class in Japan who didn't have access to videoconferencing (very surprising to me), but the White Plains class was able to connect with them through Skype--something I hope to learn more about.
2. Could students use videoconferencing in other ways? I wonder if what is discussed during the conferences could be taped and used to create films that explore world issues, culture, and diversity.
by Jody H. Kennedy and Jan Zanetis
(Learning and Leading with Technology, Nov 2007, Vol.35, No.3)
This article discusses interactive videoconferencing (ICV) and a wonderful project that has grown out of using this technological tool--The Global Run project. Started in the wake of 9-11 by teachers and students in White Plains, NY, the project gave students an opportunity to learn about cultures and students in other countries through video conferencing. Real people in real situations became powerful teachers as the students learned, for example, from a girl living with AIDS in South Africa. Through various video conferences such as this, students learned not only about diverse cultures, but also about injustice in various parts of the world. Students developed empathy and compassion as they "put a face to a name", and desired to take action. The Global Run project raises money to help change a global concern: the decreasing supply of fresh water. This article is an incredible example of how technology in the schools can not only increase awareness of global issues, but also how it can empower students to take action for positive social change.
1. Could this be expanded to include more than just students who are privileged enough to have access to technology in their schools? This remains to be seen. I hope that as I become increasingly familiar with technology for the classroom, that I might have an answer to this. The article did mention one class in Japan who didn't have access to videoconferencing (very surprising to me), but the White Plains class was able to connect with them through Skype--something I hope to learn more about.
2. Could students use videoconferencing in other ways? I wonder if what is discussed during the conferences could be taped and used to create films that explore world issues, culture, and diversity.
Thursday, October 18, 2007
Journal #6
Blog On: Building Communication and Collaboration among Staff and Students
by Catherine Poling (Learning and Leading with Technology Vol. 32 No. 6)
This article focuses on various ways to use blogs in the educational setting. According to Ms. Poling, individual blogs at the elementary level are not effective. However, classroom blogs can encourage deeper learning, and can promote good expression and community among classmates. I find this to be an exciting avenue to possibly look into for my own future classes. In this article, even third graders were critiquing and making suggestions about others' work. The writing examples were impressive! Blogging is definitely worth using as part of a total writing package. Ms. Poling also discusses how useful blogs can be among teachers at a school. Teachers can try various projects out at a workshop and then share/discuss in the school blog how the new information they learned worked for them in the class. In a profession where one spends most days isolated from colleagues, blogs can be especially useful to share information and ideas on a regular basis, instead of waiting for the next scheduled meeting.
1. How can educators ensure security for students who are keeping blogs? Security must be stressed before any online projects begin. Students should use initials for identifying eachother. Teachers must be constantly reviewing the projects.
2. How can I be instrumental in creating a blogging environment among my colleagues? Opportunity knocks when there is a workshop or project scheduled! Prepare a brief presentation and have the blog already set up for a quick start. Keep the momentum going by offering support to those new to blogging and comment on others' blogs.
by Catherine Poling (Learning and Leading with Technology Vol. 32 No. 6)
This article focuses on various ways to use blogs in the educational setting. According to Ms. Poling, individual blogs at the elementary level are not effective. However, classroom blogs can encourage deeper learning, and can promote good expression and community among classmates. I find this to be an exciting avenue to possibly look into for my own future classes. In this article, even third graders were critiquing and making suggestions about others' work. The writing examples were impressive! Blogging is definitely worth using as part of a total writing package. Ms. Poling also discusses how useful blogs can be among teachers at a school. Teachers can try various projects out at a workshop and then share/discuss in the school blog how the new information they learned worked for them in the class. In a profession where one spends most days isolated from colleagues, blogs can be especially useful to share information and ideas on a regular basis, instead of waiting for the next scheduled meeting.
1. How can educators ensure security for students who are keeping blogs? Security must be stressed before any online projects begin. Students should use initials for identifying eachother. Teachers must be constantly reviewing the projects.
2. How can I be instrumental in creating a blogging environment among my colleagues? Opportunity knocks when there is a workshop or project scheduled! Prepare a brief presentation and have the blog already set up for a quick start. Keep the momentum going by offering support to those new to blogging and comment on others' blogs.
Wednesday, October 17, 2007
Journal #4
Podcasting in the Classroom by Brian Flanagan and Brendan Calandra
I chose this journal article because I know nothing about this subject, and was intrigued about podcasting in the classroom after seeing it mentioned in Power of the Mashup. What an incredible tool this could be for doing certain class assignments! Written in 1995, Podcasting... mentions that "video" podcasting is in its infancy; two years later, it is fully out there! I was thinking that podcasting is great for those who are not audio-learners; one can listen to a lecture as many times over as needed. And talk about taking multi-tasking to the next level! One can work out, drive, etc., while listening to a lecture for a class.
1. How could a teacher use podcasting in her/his grade school classroom? One idea: As a Social Studies lesson, to explore the way we live around the country, students could record interesting facts specific to their part of the country and actually share it with classes in other parts of the country (or world!). They could gather the information shared from other classes and compare how things are similar and different (and therefore, very interesting) to their own experiences.
2. What are some cautions to take with podcasting? As with the world wide web, it is not regulated, and it is very important for teachers to review any broadcasts before letting students listen to them.
I chose this journal article because I know nothing about this subject, and was intrigued about podcasting in the classroom after seeing it mentioned in Power of the Mashup. What an incredible tool this could be for doing certain class assignments! Written in 1995, Podcasting... mentions that "video" podcasting is in its infancy; two years later, it is fully out there! I was thinking that podcasting is great for those who are not audio-learners; one can listen to a lecture as many times over as needed. And talk about taking multi-tasking to the next level! One can work out, drive, etc., while listening to a lecture for a class.
1. How could a teacher use podcasting in her/his grade school classroom? One idea: As a Social Studies lesson, to explore the way we live around the country, students could record interesting facts specific to their part of the country and actually share it with classes in other parts of the country (or world!). They could gather the information shared from other classes and compare how things are similar and different (and therefore, very interesting) to their own experiences.
2. What are some cautions to take with podcasting? As with the world wide web, it is not regulated, and it is very important for teachers to review any broadcasts before letting students listen to them.
Sunday, October 14, 2007
Journal #3
The New Gold Rush by Ferdi Serim
This article proposes ways to make the use of the new onslaught of online learning programs effective; it outlines important issues for both policy and teaching/learning. It suggests that the best way for online programs to be effective for students is to use a combination of classroom teachers and online teachers working together to get the most out of an online program.
To me, it only makes sense to have a highly qualified teacher in the classroom helping to guide students through online learning. It is also important to have a highly qualified online teacher who can address issues "on the other side". While policy makers, who are forever trying to save money, may wish to eliminate classroom teachers and have students educated increasingly online, research has shown that a combination of both types of teaching is best.
1. As an educator, how can I do my part to make online learning programs effective at my school? I think it is important to be vocal about the hybrid idea behind online learning. Expressing these kinds of ideas at all levels will increase awareness and help make online learning the most effective it can be.
2. What is the most exciting thing about online learning? The fact that students can be unrestrained by time and place to learn what they want at the pace they want to is very appealing. When incorporated with traditional classroom teaching, online learning is a powerful tool and supplement.
This article proposes ways to make the use of the new onslaught of online learning programs effective; it outlines important issues for both policy and teaching/learning. It suggests that the best way for online programs to be effective for students is to use a combination of classroom teachers and online teachers working together to get the most out of an online program.
To me, it only makes sense to have a highly qualified teacher in the classroom helping to guide students through online learning. It is also important to have a highly qualified online teacher who can address issues "on the other side". While policy makers, who are forever trying to save money, may wish to eliminate classroom teachers and have students educated increasingly online, research has shown that a combination of both types of teaching is best.
1. As an educator, how can I do my part to make online learning programs effective at my school? I think it is important to be vocal about the hybrid idea behind online learning. Expressing these kinds of ideas at all levels will increase awareness and help make online learning the most effective it can be.
2. What is the most exciting thing about online learning? The fact that students can be unrestrained by time and place to learn what they want at the pace they want to is very appealing. When incorporated with traditional classroom teaching, online learning is a powerful tool and supplement.
Wednesday, September 19, 2007
Journal #2
A War of Words by Jim Patterson
This was such an interesting article, and it raised many questions in my mind. First, I see how gray an area plagiarism can be. I experienced this first hand while reading the article. I printed a hard copy to make notes--my own thoughts--in the margins. Right above paragraph #20, in the margins, I wrote: threat=reduction. In paragraph #21, the exact same word was used--threat--and a more elaborate explanation of my own explanation of "reduction", when discussing how sometimes by just having plagerism programs, plagerism can be reduced. I was one step ahead of the content this article, coming up with "threat=reduction". Now, if I had used the idea of threat=reduction in a paper, with the word "threat" as it appears in the article, I wonder if might be considered plagerism, as the same thing is said in the article, especially if a plagerism program was used to check my work. However, it came straight out of my mind, before I read what the article said. We are all human, and often share similar thoughts and use similar words.
1. How can I deter plagerism in my classroom? I think by teaching students the correct way to gather information--collecting items on index cards, for example--and teaching them the correct way to give credit to those whom they have gathered information from is one of the best deterrents. I don't think everyone plagerizes on purpose. Sometimes, I believe it can simply be because one does not know how to do what I mentioned above.
2. Is plagerism software useful or necessary? It seems that if students know there is such software being used to check their work, plagerism goes down. However, as I stated above, there are gray areas of plagerism that couldn't be detected accurately by such software.
This was such an interesting article, and it raised many questions in my mind. First, I see how gray an area plagiarism can be. I experienced this first hand while reading the article. I printed a hard copy to make notes--my own thoughts--in the margins. Right above paragraph #20, in the margins, I wrote: threat=reduction. In paragraph #21, the exact same word was used--threat--and a more elaborate explanation of my own explanation of "reduction", when discussing how sometimes by just having plagerism programs, plagerism can be reduced. I was one step ahead of the content this article, coming up with "threat=reduction". Now, if I had used the idea of threat=reduction in a paper, with the word "threat" as it appears in the article, I wonder if might be considered plagerism, as the same thing is said in the article, especially if a plagerism program was used to check my work. However, it came straight out of my mind, before I read what the article said. We are all human, and often share similar thoughts and use similar words.
1. How can I deter plagerism in my classroom? I think by teaching students the correct way to gather information--collecting items on index cards, for example--and teaching them the correct way to give credit to those whom they have gathered information from is one of the best deterrents. I don't think everyone plagerizes on purpose. Sometimes, I believe it can simply be because one does not know how to do what I mentioned above.
2. Is plagerism software useful or necessary? It seems that if students know there is such software being used to check their work, plagerism goes down. However, as I stated above, there are gray areas of plagerism that couldn't be detected accurately by such software.
Monday, September 10, 2007
Journal #1
Power of the Mashup by Suzie Boss and Jane Krauss
This article was about Mashup, which is an amazing way to create entirely new learning experiences by gathering information from many different sources (mainly via the web). The article discussed various programs that have been created as a result of Mashup, such as Google Lit Trips. Mashup makes it possible for students to have a multidimensional learning experience. This was an exciting article to read. It really made me want to get out and teach literature again! I also felt very overwhelmed reading this article, as I realized just how much I need to learn and how far I still have to go to incorporate such incredible learning experiences via technology into my classroom.
1. How can I promote deeper learning into my classroom projects? I am thinking it might be interesting for students to do their own mashup, instead of only experiencing the results of one. If kids participate in the gathering of knowledge to create something totally new, they could really gain a deep understanding of their new information.
2. How can I be certain that technology plays a secondary role to the information gathered and created? Obviously, the vehicle (technology, with all its bells and whistles) used to do the mashup is very exciting and important to learn how to use. However, I would want to stress in projects done with technology that while the process is important, the information gathered, the way it is used, and what the new knowledge has taught us is most important.
This article was about Mashup, which is an amazing way to create entirely new learning experiences by gathering information from many different sources (mainly via the web). The article discussed various programs that have been created as a result of Mashup, such as Google Lit Trips. Mashup makes it possible for students to have a multidimensional learning experience. This was an exciting article to read. It really made me want to get out and teach literature again! I also felt very overwhelmed reading this article, as I realized just how much I need to learn and how far I still have to go to incorporate such incredible learning experiences via technology into my classroom.
1. How can I promote deeper learning into my classroom projects? I am thinking it might be interesting for students to do their own mashup, instead of only experiencing the results of one. If kids participate in the gathering of knowledge to create something totally new, they could really gain a deep understanding of their new information.
2. How can I be certain that technology plays a secondary role to the information gathered and created? Obviously, the vehicle (technology, with all its bells and whistles) used to do the mashup is very exciting and important to learn how to use. However, I would want to stress in projects done with technology that while the process is important, the information gathered, the way it is used, and what the new knowledge has taught us is most important.
Thursday, August 30, 2007
Intro Letter
Greetings! My name is Therese Tinker. I grew up in the suburbs of Los Angeles, and attended schools within the Torrance Unified School District for most of my K-12 career. I taught high school English for a year and then became a flight attendant and moved to NYC, where I lived for several years. After 9-11, I became a stay at home mom, which I enjoy, but I have always missed teaching. My husband is a dentist in the Navy, and we just moved back from Japan. Living in Japan was wonderful, and it was so interesting to learn about a beautiful culture so different from the West. We have two terrific little girls, ages 3.5 and 6.
My computer experience is, perhaps, a bit on the low side. I can word process, email, and get around fine on the internet. I am a PC person, simply because of the type of computers I have always purchased. I spend about an hour a day on the computer, emailing and surfing the web. Technology has really advanced since the last time I was in the classroom, and I am looking forward to learning how to use all this new technology to advance student learning.
The first thing I noticed about the CSUSM Mission Statement is how succinct it is! To pack so much into three sentences is admirable. What speaks to me the most in this statement is the College of Education's commitment to addressing the needs of students in public education at all levels of society. Indeed, this is what public education should always be about. As educators, we need to strive to be an inclusive, not exclusive, group. I like that the statement addresses diversity. More than ever, educators need to acknowledge that with such a diverse population attending our public schools, there are many different ways to look at, do, and teach things. The mission statement was not a deciding factor to apply at CSUSM. However, to now know this mission statement, I am proud to be part of such a program.
My computer experience is, perhaps, a bit on the low side. I can word process, email, and get around fine on the internet. I am a PC person, simply because of the type of computers I have always purchased. I spend about an hour a day on the computer, emailing and surfing the web. Technology has really advanced since the last time I was in the classroom, and I am looking forward to learning how to use all this new technology to advance student learning.
The first thing I noticed about the CSUSM Mission Statement is how succinct it is! To pack so much into three sentences is admirable. What speaks to me the most in this statement is the College of Education's commitment to addressing the needs of students in public education at all levels of society. Indeed, this is what public education should always be about. As educators, we need to strive to be an inclusive, not exclusive, group. I like that the statement addresses diversity. More than ever, educators need to acknowledge that with such a diverse population attending our public schools, there are many different ways to look at, do, and teach things. The mission statement was not a deciding factor to apply at CSUSM. However, to now know this mission statement, I am proud to be part of such a program.
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