Jaramillo,+Catalina

Module #1 Write a brief - 2- page (500 word+ or -) report describing the influences you observed and discussed. Put you first reflection on your individual wiki page. Here is my essay on American History X

“We are not enemies, but friends. We must not be enemies. Though passion may have strained it must not break our bonds of affection. The mystic chords of memory will swell when again touched, as surely they will be by the better angels of our nature.” Abraham Lincoln. This is how the movie ends and it tells us that by nature, we are all born the same; we are tight by the same chords. Nurture is what tears us apart. How we behave, how we act and what we believe in is highly influenced by our upbringing. Myths, religions and even the clothes we wear depend mostly on what society shows us to be adequate or acceptable. Although since babies are born, they start showing signs of their own personality and character, families and the society start shaping and modeling those little brains according to what has been consider traditional in each place (be it a country, a city, a town or even home). In the movie American History X there are some characters that managed to influence people’s thoughts and opinions in a very negative way. For instance, while Derek’s history teacher, Dr. Bob Sweeney, started showing him interesting books that had been written by black people, Derek’s father gave him a different version, and insisted on the importance of identifying what he considered was the ‘real information’ about the blacks and immigrants. The strong persuasion ability of his father, added to his spontaneous assassination developed in Derek the same latent racism that his father had. Derek’s violent actions showed the hate and anger that he was feeling. Being Derek a teenager was another situation that made him vulnerable because at that age, young people tend to believe in everything they hear. That was probably why Cameron Alexander took advantage of Derek’s position and found the best environment to encourage his anger and to manipulate him in order to make him follow his thoughts. His mother’s passive role was also very relevant. Even though she did not seem to agree with her son’s Nazi’s ideas, her speech was not strong enough to make him change his mind. Had she been louder and more persistent on refusing and punishing her son’s attitude, she might have been able to minimize the consequences. On the other hand, school’s principal Sweeney never gave up. He trusted Derek and he didn’t abandon him. He made Derek realize that nothing he had done in the past had made him happy. Sweeney, together with another teacher from school, noticed that Danny was following his brother’s steps. The assignment that was given to him was a great opportunity for him to find out information about his brother and all what he had to go through while he was in prison. Danny had also become a neo-Nazi because of almost the same reasons that Derek had and also because he idolized his brother and put him on a pedestal. Danny wanted to be like Derek, which also proves that it is nurture what makes us become who we are. One important fact to keep in mind is that Derek had to face the injustice that his co-worker (Lamont) was going through: he had to spend 6 years in prison for stealing a T.V. from a store while Derek only had to pay for a 3 year condemn after killing 2 people.

Module #2 Violence - Prediction, Prevention and Intervention - Myth vs Reality - Write 5 Sentences about your reaction to the statistical data showing the trend below. (Remember your initial estimate on violence in the last 30 Years.)

1. I had always thought that violence and crime were constantly increasing around the world. I suppose it is because of what I hear in the news, which also makes me think that the media can manipulate information in order to make people believe whatever they want. 2. I was thinking that violence was increasing because of the population growth. If population duplicates, I expected violence to duplicate as well. Besides, if there is an increase in population, there is also a tendency to have less job offers, more homeless people, less education and some other factor that might as well help to make people turn violent. 3. After seeing the data on the graph and watching the video about plasticity, a question came to my mind: Can society teach people to be either more or less violent? meaning: Is violent a skill that can be learned? and if so, can we teach kids how to react when they are feeling attacked without having to use violence? The answer is absolutely: YES, we can. So countries that are going through violent situations (for instance, Colombia) need to increase working on non violent programs for young people. And we as teachers have to teach them strategies that help them solve conflicts. 4. From the graph, I can also conclude that crime has reduced because the police has been able to record more crimes. When people are aware that the police can probably be watching, they tend to be more careful. 5. As education is one of the factors that is helping reduce crime, I will start teaching little kids to find the way to solve their problems and to be more aware of their own feelings, their reactions to uncomfortable situations and the options they can think of when they are in a difficult situation.

Module #3 Hearts and Minds Describe three things you plan to do in your teaching practice to reduce stress and win the Hearts and Minds of your students and co workers.

1. In my high school English class I will plan activities in which I can find out how my students are feeling, and I will do these type of activities constantly. That will help me learn more from their personalities so that I can work with what I know from them. 2. I will propose more activities that can generate debate. That way, students will have to talk about their opinions. As they do it, I will highlight the importance of accepting other people's opinions, even when they disagree with what the others think. This activity not only teaches them how to tolerate other people's opinion, but also helps to better up the active listening skills of each of them by encouraging to listen. 3. As I work in a musical school, they enjoy activities in which they have to act, sing, dance or perform different roles. I will design more role plays and theather plays but always allowing the same students to choose their roles and to pass in case they really don't want to feel exposed.

Module #4

Do the Personality Prototype test with another person. Discuss what the results mean. When you Teach you learn. Tell us on this site what you learned by sharing PP Results with another person.

I did the Personality Prototype test to my husband. Before doing it, I wrote on a piece of paper that he was a Creative person (because that is what I though he was), but the results showed that he is a Practical Manager, with a high score on Cretative Problem Solving. At the begining I though it was a mistake and I denied trusting the results, but I started observing him more over a couple of weeks and now I am starting to believe he really is a Practical Manager. As I am a Creative Problem Solver, I usually plan my day on the previous night, and I make lots of suggestion about what we both should do on the following day. He usually gets really upset about it. Before, I didn't understand why he couldn't change the logistics from one day to the other, but now it is more clear to me. Although we have a beautiful relationship and being different has never been an issue for us, I think that knowing more information about his personality, will definetely help us grow as a couple.

Module #5

Moral Dilemma - Develop a MD for use in your teaching practice. Outline it here. Use any lesson plan style or outline that you might have for your class / subject / or grade level. Describe your audience, age, demographic and what you will do.

Audience: 16 adolescent students, 8 boys and 8 girls. All of them are Colombian. Ages: 14-16 School: Instituto Musical Diego Echavarria

__LESSON PLAN:__ || ||  ||  ** PROGRAM: **  ||||  Adult  ||   ||||   ||  Adolescent  ||  X  ||   |||| Children ||   ||||||  ** LANGUAGE: **  ||||||||||||  **___English__**  ||   || The main way to assure that the work done in the classroom (learning, practice, assessment) is as authentic and real life as possible is to work with well-planned, thought-out **TASKS.** A **__PEDAGOGICAL TASK__** is defined by Breen (1987:23) as “//the structured language learning endeavor which has a particular objective, appropriate content, a specified working procedure, and a range of outcomes for those who undertake it”.// ||  || ** ANTICPATORY SET: ** A **HOOK** task to grab the students’ attention and put them into a receptive frame of mind. (Teacher starts /Students perform) |||||||||||||||||||||||||||||||||||||||||||||||| Warm up: ‘Worst party ever’ In this activity the teacher arranges the class in pairs. Student A will ask student B different questions about parties: After this exercise, we clarify possible doubts the students may have about vocabulary, use of language or structure. ||  ||||   ||   ||  ** INPUT ** (the teacher provides the information needed for students to gain the new knowledge or skill.) |||||||||||||||||||||||||||||||||||||||||||||||| ² ** EXPLANATION – (SAY) TEACH new material. ** ² ** MODELING/ DEMONSTRATION (SEE / HEAR ** ). The teacher shows students examples of what is expected as an end product of their work. ² ** STRUCTURED PRACTICE (DO) ** through well designed performance __tasks__ (highly contextualized and structured). **RECYCLE to** make performance automatic. How extrovert are you? The teacher asks questions (page 65, exercise 2) to the students about what they would do in different situations while they have the books closed. The students write down the answers in their notebooks using the scale 1, 2, 3, 4: 1-no, not at all; 2-sometimes; 3-often; 4-yes, definitely. Having the numbers after this quiz, the students go to page 107 to compare their scores and results. We discuss about what the students think are their personality adjectives. The teacher encourages them to use the new vocabulary. We now look at the teenagers on the page 65 and try to predict their personality traits. We discuss again whether we could predict someone’s personality at first sight. We check their predictions with the audio file. Is it good to be…? I will ask the question: Is it good to be + __feeling?__ The students answer what they think, YES or NO, and explain why they think that way. Exercise 1, page 66. We will discuss about typical problems teenagers have and the situations where they feel that way. ||  ||||^   ||   ||  Solidify learning into long-term memory Achieve **AUTOMATICITY** |||||||||||||||||||||||||||||||||||||||||||||||| ² ** GUIDED PRACTICE ** through well designed oral & written __tasks__**:** It is an opportunity to demonstrate grasp of new learned material by working through an activity or exercise under the teacher’s direct supervision. Because errors slip in and may be learned, feedback from the teacher is required to maintain correct performance. ² ** INDEPENDENT PRACTICE **// Once the content or skill has been mastered //, provision of reinforcement practice is needed. It may be homework or individual or group work in class. There should be no teacher supervision or intervention. The student is to do the work on his/her own since they are their own coaches; they monitor, discriminate and correct their own errors.
 * ** DATE: ** ||||
 * |||| m  ||  d  ||  y  ||||||||||||||||||||||||||||||||||||||||||   ||   ||
 * ** TEACHER: ** |||||||||||||||| ** __Jaramillo___ ** |||||||||||||||| ** __Catalina__ ** |||||||||||||||| ** Course ** : **_11_** ||  ||
 * |||||||||| Last Name  ||||||||||||||||||||||  First Name  ||||||||||||||||   ||   ||
 * ** TEXT: ** |||||||||||||| ** __Challenges 3__ ** ||||||||||||||||  ||||||||  ** Type Lesson: **  ||||  Regular  ||  X  ||||||  Substitution  ||||   ||
 * Class Duration: __2 hours__
 * ** PHASE I: SETTING THE STAGE **
 * How often do you go to parties?
 * Where are the parties that you go to usually held?
 * Do most of your friend celebrate their birthdays with a party?
 * And so on…
 * ** PHASE II: ACQUISITION **
 * ** PHASE II: ACQUISITION **
 * PHASE III CONSOLIDATION / CLOSURE
 * PHASE III CONSOLIDATION / CLOSURE

MORAL DILEMA

I will tell them a story: “Sara was a 16 year old girl who was about to graduate from high school. She had always wanted to study a Major in a very prestigious and well known university. One week before this story happened, she had received the letter saying that she had been accepted to the university. As you can imagine, she could not be feeling any happier. That was the reason why her best friend, Melissa, invited her to a party that was going to be held at one of the most popular guys in school. Sara didn’t hesitate, she was so happy that she immediately started thinking about what she was going to wear that Saturday. As soon as they arrive to the party, they noticed that most of the guests were drinking beer. Although Sara didn’t feel comfortable about it, she pretended to be ok with it. Later on that night, Sara could not find Melissa. She was a little bit worried about her friend, so she went to all the rooms in the house until she found her in the basement. She was smoking marihuana. Melissa invited her to stay. Sara…”

Now, students have to make a list of the possible options that Sara has. I will brainstorm ideas on the board and I will ask them to choose one choice from all the ones listed. On a piece of paper, students will write down at least 3 reasons why they think that their choice is the most appropriate for Sara.

I will divide the class in different groups, according to their choice.

Each group will present their choice. All the other groups are allowed to ask a question or to express the reason why they disagree with the other group’s choice. There will be no space for a debate, so the group who is being asked does not have the chance to respond.

Each group has to write the end of the story according to their choice.

² ** CLOSURE - **** CONCEPT GENARALIZATION & DISCRIMINATION ** is the ** appropriation of INPUT: ** determination of whether students **"got it** (new knowledge or skill)**"** through oral individual /oral together / visual answers /written performance /task performance /group sampling etc. It is **ongoing assessment** that leads to and enhances closure **. ** It is the act of reviewing and clarifying the key points of a lesson, tying them together into a coherent whole, and ensuring their utility in application Ithappens when knowledge and/or skill becomes so practiced that it becomes “second nature”

Each group has to write the end of the story according to their choice. ||  ||   ||  ** As space for completing the form is limited, feel free to use an extra sheet / You may also complete this form on an electronic format ** )

Module #6

Post 2 "I" messages - (positive) comment on the reactions. I teach a class in High School. There are 16 students in this class, and one day 8 students didn't hand in their homework. I got really upset and (to be honest) that class was very boring because I punished them and I had them doing activities from the book and the workbook. I also talked about the importance of working a little bit extra during the afternoons in order to be in touch whit the language for at least a little bit longer. The next class, they all brought their homework, so I felt proud and I told them: 1. When you all do your homework we can identify the difficulties that you have and therefore I can explain what you still don't understand. By doing so, you can learn more and get good grades on your tests which definitely feels great.

I also coordinate one of the branches at the Laanguage Center, so I am in charge of 30 teachers. We have meetings every 1 or 2 months in order to dicuss different issues related to our job.

2. When you all show up in time for our meetings I am able to express the message thoroughly without having to repeat the information and ensuring that you all received the exact same instruction, which will allow you to feel confident that you are following the right procedure.

Post 1 "I" Message (negative or corrective)

1. When you as the teacher arrive late to class, your students see you as an example to be followed and therefore, they assume they can also do the same. That makes you feel frustrated because you won’t be able to teach all the contents covered in the course in an effective way.

Module #7 Post a copy of your mission Statement on your wiki page.

Honesty and respect are the most important values in my life, therefore, I will teach my kids to be rspectful and honest. I will take good care of my family because they are the reason why I wake up in the morning. I will be optimistic. I will enjoy what I do, no matter how hard it is.

Module #8 Select any one additional chapter to read. (Not Time Management) Describe the Chapter you read and your reaction to the chapter. Pick one activity from the book and describe how you will use this for Conflict Resolution [|InSteppPrintedVersion.pdf]

Knowing who you are and where you are going is important for conflict resolution. If you know yourself, you are concious about the situations that can cause a negative reaction on you behalf. By being aware of it, you can decide to avoid conflict. It is also important to have clear goals in your life so that you can focus on those goals. When you identify your strenghts and weaknesses, you can manage situations in a positive way, focusing on your strenghts and getting better at those weaknesses. You can also work on what you know will make you happy, which will result on a possitive environment, causing a better attitude towards everything around you. There are some personality test that can help you learn more about youself and the reasons why you the things you do. But the only way you can find out who you are is by understanding your feelings and emotions and by knowing what makes you happy.

One activity that I will do in class is Chapter Three Activity Sheet Two

Who am I?

One of the most important parts of the lessons is the meet and greet activity. It will allow them to listen to their friend's talents as well as to identify the one of their own. By learning more about themselves and others, they will be able to be more tolerant and understanding. I'll probably give them some time before the activity, so they can think about their talents, or else, the dynamic might not work because they will have to stop and think about what they are going to say, and/or they will not pay attention to what the other students are saying while they think about their response. Still, I'll give them the chance to pass, because I understand that some of them hate to be on the spot, they usually get nervous and forget what they were going to say.

Module # 9 Post two new resources for conflict resolution on our Wiki site under Video / other resources. Give your self credit.

[] [] []

Module #10

[]