Thank you Mr. Halle!

Posted On December 7, 2009

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Mr. Halle,

I just wanted to say thank you!

I had a lot of fun this semester

& in class learning how to blog

and have a great break!!    🙂

-Mariah Reed

portfolio= success! (..i hope)

Posted On December 2, 2009

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I was very overwhelmed this week when putting together my portfolio. I came up with a plan to make this process a lot easier, and i did work over break. I edited all of my papers and thought that it would be enough, and it was not! But after today’s class, i think i really have more of an idea of what is expected. I am putting my portfolio on a blog, and right now thats what i have left. Hopefully this all turns out well 🙂

I will be in class on Thursday to turn in the one page memo on my grade, and the sheets from the gourse guide. I also would like to get some feedback.

Portfolio=stresss!

Posted On November 19, 2009

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So far the only thing i have almost completed is the combination of projects one and two. I just get so overwhelmed thinking about everything that I need to do, and some of the project i still am unclear on.

But just because im stressed does not help, so i need ot stay focused and do a little bit each day to help. If i can stay on track then i will have time during class the week we get back from break to ask questions and perfect my portfolio!

Hopefully I am successful..

Gender vs. Authority

Posted On November 19, 2009

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I would consider this one of my best pieces of writing this year,  I was just looking for some comments on what i could maybe change to perfect it for the portfolio. Thanks!

 

A feminist pedagogy is the female teaching method; the teacher’s principles and methods of instruction.  In this, the feminist pedagogy is similar to Paulo Freire‘s “Problem Posing” education. They both incorporate the students’ input as well as the teacher’s. Schacht said, “…the instructor must take positions on issues without silencing other classroom voices.”  This gives the teacher an opportunity to share the floor with his or her students, this shows that the teacher is also open and willing to learn from his or her students.

When teacher uses a feminist pedagogy in the classroom, I think that it makes the learning experience more enjoyable for his or her students as seen in the video clip shown above. The personal experiences of students and the instructor are integrated into the course materials to create an environment where numerous, sometimes contradictory voices are heard (Orner 1992). When disagreements arise, instead of smoothing them over or simply dismissing them, the teacher take the time to explore why they exist.

The English 101 class we are in now has the environment of a class run by a teacher that, in my opinion, uses the feminist pedagogy. Our teacher does not feel the need to tell us what to do all of the time. We get instruction then are expected to complete each task accordingly. We also have group discussion, and get a chance to have a voice in how we would like to be graded on our assignments. With that, I would say that our teacher has authority, but also gives our class a chance to also have authority in our lessons. This seems to be more beneficial to most students. I think that lectures, and notes off of a power point tend to get very boring.

I would consider the “Banking-Method” from Freire‘s work, Pedagogy of the Oppressed, to be the opposing pedagogy. I would describe this method in two words, dreadfully boring. This method is a more traditional pedagogy; it is present when the teacher has total control, and does not incorporate his or her students in their learning process.

The clip from Dead Poets Society clip clearly demonstrates that, this system turns students “into ‘receptacles’ to be ‘filled’ by the teacher,” (Freire, 72) and negates the individuality of the student, including their unique styles of learning, and the opportunity to either give, or have their input heard. Students are expected to receive information, file it away, only to be regurgitated during examinations. This decreases the chance that any student will creatively use the information being ‘deposited’ by their teacher in the future.

In my opinion, the only way that gender effects authority in the classroom is by which pedagogical approach the teacher chooses to take. I believe that the most beneficial, would be the feminist pedagogy. Everything in life is more enjoyable when you get to participate and have a say in what is going on; and that also applies in the classroom. Do you really enjoy learning when the teacher is teaching out of the book and does not take the time to include you at all in the lesson? I think not.

Portfolio Plan:

Posted On November 12, 2009

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1. Combine Project one and two/edit using comments to guide me. (By nov. 21st)

– The type of student I was.

– Why I want to teach.

– How I will use this info about myself to create the classroom i

want in my room.

2. Use comments to help improve my PSA analysis and visual text to better appeal to my audience. (Over break)

3. Use my comments to improve project 4! (over  break)

4. Create first person meta-writing (over break)

5. Include other pieces of work that I believe to be well written.

6. Create a one-page memo that grades your performance in this course and on the final portfolio.

7. Complete the course survey questionnaire located on the blog.

8. Include page 119 and 120 from the course guide.

Teaching plan for tuesday

Posted On November 12, 2009

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For Tuesday’s lesson, my group and I came up with a plan to make this more successful than the last. We have an introduction and conclusion set up, and who is going to say it. Also we all have videos and a game ready for the class. I’m very excited to see how this turns out! i worked hard on writing  my portion of this project, and i hope i present it in a clear and effective way to my audience.

Portfolio!

Posted On November 12, 2009

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I need to remember to include page 119 and 120 in portfolio! Knowing me, if i don’t write this down i will turn in my portfolio without it. So i thought Hey, why not make it into a blog!

proj. 4 work reflection

Posted On November 9, 2009

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When approaching project four, I thought it would be a more difficult project than it turned out to be. My group’s topic of choice is authority. My specific area is gender, and how teaching pedagogies may change with gender in the classroom and its effect of the students.

It took me awhile to actually get a topic, but I was very happy with my choice. I thought it was very interesting and I had enjoyed learning about the feminist pedagogy and the banking concept; and their effect on the students.

I am very happy with the way my page turned out, and I hope that it is well liked by our classmates. I was thinking that since our last lesson included a scavenger hunt that was well liked we could make find a way to incorporate it again into our lesson.

Teaching Assignment Response

Posted On November 9, 2009

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As a teacher, I value incorporating fun and an enjoyable experience into my lesson. Which I think my group and I were able to successfully do with the scavenger hunt. Although the material was difficult, we taught the class in an entertaining way.

I think that the other groups did a very nice job teaching their section of the book in a way that makes sense to us, but most used power points which to me, tend to get boring. Most groups did however have us play a fun game at the end of their lesson to put out knowledge to work.

When material is lengthy or tough to absorb like Pedagogy of the Oppressed, I for sure would. I think it’s a great way to change up the schedule and give the students a chance to teach and learn.

Pedagogy of the Oppressed Summary..

Posted On October 27, 2009

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Chapter one, which my group and I were assigned to read, seemed to be another introduction to the rest of the book. It focused on the oppressors and the oppressed. It gave insight on how to get your freedom from the oppressor, and that it is not easy and you must fight for what you want.

Chapter two was about banking education, which is the teacher has total control, and does not incorporate his or her students in their learning process. The other type of education was problem-posing education. This is where the teacher involves his or her class in the learning process and the teacher learns from the students and the students learn from the teacher I would have to say that this is the type that is liked by students.

The only thing I can seem to remember from the presentation about chapter three is that they acknowledged that dialogue is a crucial part of communication. To have the appropriate dialogue, trust is a key factor.

Chapter four said that cultural action either serves for domination (total control) of the society through Anti-dialogical Action or for the freedom and liberation of the society through Dialogical Cultural Action. This was very similar to group two’s presentation because anti-dialogical action seems to be strict, boring, and the learning is fed to the students without being sure if their taking it in, as shown in the Bueller clip. Dialogical cultural action however, seems to incorporate its students or people around them to accurately teach the information.

I think that overall, yes this definitely did help to break up the reading! Hopefully I got a majority of the main points, if there are still main points I have not gotten I think that maybe  if you could go over it with the class and compare your interpretation to ours it would be helpful.

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