Reflections+(SS12)+by+Matt+Malburg

**Reflection #9**
__//Consider and reflect on your micro-teaching, even critiquing it. Give a "+", "delta", and "-" in 3 paragraphs.//__

To begin, there were many things that I’d say were positive about my Simon Bolivar micro-teaching experience. Not only did I get the chance to learn and teach about an important person I had never heard of, but I was also able to practice selecting a primary document for students to analyze. Additionally, I’d never used Prezi before, so it was cool to explore some of the features of this new/trendy presentation tool. Some of the specific things I believe I did well include: creating an opening activity (i.e., with a partner, list the top 5 most influential in history), offering clear instructions for the primary document activity, and being prepared with an example of what I was looking for in the activity in case a student asked for an example.

However, there were also many things I’d say I didn’t do well. I didn’t know as much about the events surrounding the life of Simon Bolivar as someone teaching about him probably ought to. Additionally, being nervous caused me to fumble with some words and say “um...” a bunch of times. I’d definitely say my teacher voice and presence could have used some work.

For these reasons, there are definitely several areas I’ve identified for improvement/change. For example, until I’ve developed more of a skill at presentation, I ought to practice my lessons more before delivering them to a class. While practicing, I’d like to work on sounding more excited about what I’m teaching, and also on using more movement; I think these things would make it easier for students to pay attention to, and learn from, what I say to them. Finally (and regarding this lesson specifically), I think it’d also be good if I had worked in an activity that would allow students to compare Simon Bolivar to a similar, more well-known historical figure. Some sources compared him to revolutionaries in American history, and I think that encouraging students to access/employ their prior knowledge in that way would make the information about Simon Bolivar more relatable/memorable.

**Reflection #8**
__//Write 4 paragraphs in response to the question, "How will you handle 'Teaching the Terrible' in your placement/practice/curriculum?//__

Though I know there is still much for me to learn about teaching the terrible, there are a few approaches/strategies that I plan to implement in my practice as a teacher. One of these is beginning the first “terrible” unit with a classroom discussion about morality. The age group/maturity of my classroom will largely dictate how I will go about this (Will we read and discuss and article? Will we watch and discuss a brief video? Will I develop some other means?), but my rationale for doing this will probably remain rather constant: I think it’d be worthwhile to identify the fact that people almost unanimously agree that there is “right” and “wrong” (or “good” and “evil”), and the reason that certain things strike us as “terrible” is because they fall into the bad/evil category. I anticipate this leading into a fruitful discussion, allowing for much opportunity for me to encourage students to humbly listen and effectively speak to one another.

Additionally, I plan to assign some sort of simple and open-ended reflection assignments about the “terrible” topic(s) being discussed. Though the classroom discussion of the “terrible” has great potential to get students thinking, I think it can be immeasurably valuable to give students the opportunity mull something over on their own. After all, it could allow students the chance to let the thoughts/feelings (that the “terrible topic has brought out) really sink in, or could allow students the chance to consider/question their apathy.

As it’s very possible these types of issues could bring out buried emotions, or emotions not frequently expressed in public, I hope also to adequately set up a comfortable classroom atmosphere/community BEFORE addressing these issues. After all, it can be very difficult to share one’s anger, sadness, frustration, or any other type of emotional pain with people you don’t know, trust, or generally feel comfortable with.

I also hope to adopt a policy of FULLY exploring the issues that the “terrible” raises. I believe this is imperative because many important issues don’t find their way into everyday conversation (whether because of ignorance or active avoidance), and it seems to be the case that discussion of these issues often draws out previously unseen/unrecognized prejudices, beliefs, or other worthwhile topics of discussion/reflection. Therefore, to not discuss such issues would be to rob students of the chance to learn from the discussion/reflection that could follow, and/or to encourage the tendency to live in ignorance (or avoidance) of reality, both of which are HIGHLY undesirable outcomes.

**Reflection #7**
//Reflect aloud about Monday's teacher panel. Respond thoughtfully to 4 of the 6 following options://


 * (A)** //__On an EMOTIONAL level, what especially comforted, troubled, excited, frustrated, or (other emotion)...you?__//

One of our fellow TE 408-ers wrote the question, “(When) will ever I feel comfortable in front of a class?”, or some form of that question, on one of the note cards that were given to the panel. Mr. Minus (whose name I've probably misspelled) saw that card, and approached this student after class. He confessed that, when he began teaching, he had the same question, and said something along the lines of, “I wondered the same thing, and I found out that it comes with time.” Though I didn’t actually hear Mr. Minus say this (I just talked to the student he said this to after class), it was very comforting and encouraging to hear that Mr. Minus - the kind, confident, and funny guy who was just up front talking to our class and who appeared to have the teacher thing figured out - had experienced the same doubt/question that I (and the student who was brave and honest enough to ask) currently have, and that he has seen an end to that problem.


 * (B)** //__On a PROFESSIONAL level, what insights especially stood out to you?__//

There were many tips given by the panelists that I thought would be fantastic to try out during the internship year and beyond. I don’t know who said what because I only wrote down what was said, but here were a few of those tips:

1. Do some form of preassessment that involves writing. This can be useful in at least a couple of ways. One is that it gives you (the teacher) a writing sample from each student to gauge their ability coming into your class. Additionally, you can have the prompt be something personal (like “Write the worst thing that’s ever happened to you”), allowing you to: (a) put experiences to faces/names and (b) remember that (like yourself) students are people with experience that will affect their behavior/performance/etc in your classroom.

2. Talk with other teachers to help with classroom management. Other teachers may have had trouble with the same students who you are having trouble with, and may be able to share what has/hasn’t worked in their own classroom for that student.

3. Say what you want to say, then let it hang. Silence can be very GOOD at times. Allows time for thinking/processing.

4. Call parents/students for good reasons. Encouragement is a powerful tool that we should not shy away from using.

5. E-mail parents before and after their children have tests. This can help keep communication lines up between students and their parents, and can help prevent report card surprises for parents.


 * (C)** //__Making OBSERVATIONS, what traits did the panelists appear to have in common and/or differ on?__//

Some of the traits that the panelists appeared to have in common include:

1. Confidence. They seemed comfortable in their skin, and were not fazed by the request to share their experiences (even embarrassing ones) in front of an audience of young teachers.

2. Interesting paths to where they’ve gotten. There doesn’t seem to be just one way/age/etc to become a teacher.

3. Passion about teaching students. Much was mentioned about the teacher/student relationship.

4. Education beyond a Bachelor’s Degree. This was repeatedly talked about as a good (necessary?) thing to consider.


 * (D)** //__MORE PLEASE: Because our time was limited, much was left unsaid. SO, what questions, requests for stories, tips, or issues still remain either unexplored or find you wishing they'd been explored more?__//

A few questions that I would have loved to explore more (especially in a one-on-one setting because it would be easier to ask follow-up questions) include:

1. What kind of strains (if any) has teaching placed on your relationships with family (especially wife and kids, if applicable) and friends? What ways have you found to work through those strains?

2. Have you found yourself ever doubting your ability/desire to teach? If so, what motivated you to continue?

3. Have you ever considered teaching out of the country? Why or why not? Do you know anything about teaching overseas? If so, please share.


 * (E)** //__RELATING: Who did you most identify with/relate to or aspire to be like and WHY?__//


 * (F)** //__VISION CASTING: How did this panel help you think about your future "legacy" or teacher identity?__//

**Reflection #6**
= =


 * (A)** __//What is the difference between cultural relativism and ethical relativism? Give an example of each.//__

As described by Brandt (1961) and Kohlberg (1981), cultural relativism encompasses a description of the world as lacking moral uniformity; in other worlds, cultural relativists recognize that there is an assortment of different moral principles that exist in our world. Ethical relativism, on the other hand, accepts the description of the world offered by cultural relativism, and goes on to conclude that there is no way to reconcile the differing moral principles in the world. Further, ethical relativists hold that because of the inability to reconcile differing moral principles, people should live by whatever moral principles they hold.


 * (B)** //__In a pluralistic society such as ours, why or why not is ethical relativism a desirable way to think about ethical issues?__//

In a pluralistic society, ethical relativism is probably the most desirable way to think about ethical issues. This is because a pluralistic society recognizes the existence of a variety of differing worldviews, and refuses to acknowledge one view as better than another. For one who lives in a pluralistic society, it’s easy to see the appeal of this approach; it seems that one is sensibly acknowledging the existence of multiple views, accepting that each view brings something valuable to the table, and humbly making an effort not to judge one view as better than another.

However, beneath both pluralism and ethical relativism seems to be the claim that what is most important, what should be acknowledged by all people regardless of the views they hold, is tolerance. Though tolerance is normally quite admirable, it can, like most virtues, come at a high cost it is elevated to the position of Most Important.

According to ethical relativism, tolerance is elevated to such a level that one person cannot judge another. After all, if two people possess equally valid (though entirely different) sets of moral principles, who's to say which set is better? From this, it appears that the cost of tolerance is objective truth. This seems incredibly counterintuitive and impractical, and therefore renders ethical relativism (as described here) an undesirable way to think about ethical issues.


 * (C)** __//Specifically thinking about “teaching the terrible” in social studies classrooms, how might ethical relativism prevent (or enable, if you can make the argument) a meaningful analysis of events such as the war crimes of the Nazi regime?//__

As can be seen from what I’ve written in (B) above, ethical relativism (if accepted as true) would prevent a meaningful analysis of the war crimes of the Nazi regime, as well as any other event that we would categorize under the umbrella of “teaching the terrible.” This is because of what the conversation of ethical relativism is and is not capable of. What it is capable of is describing events, of describing what did and did not happen. Could one say that people were killed? Yeah. Could one talk of the many ways in which people were tortured? Yep. Could one acknowledge the existence of the killers and torturers? Definitely.

But could one say that those deaths were “unjust,” that the killers and torturers were “criminals,” and that what happened during the Holocaust was “terrible”? No. This is because embedded in the words “unjust”, “criminal”, and “terrible” is the idea that there exists a set of moral truths that encompass what is right and wrong, and the idea that people should be held accountable to these truths. However, as ethical relativism does not allow for such objective truth in the area of moral principles, any meaningful analysis of such “terrible” events in the classroom (beyond simple description of people, events, and beliefs) is rendered impossible.

= **Reflection #5** =

//__Write an assessment (like the open-ended 'SIRS' form format you fill out about your instructors) from the perspective of one of your students. What would you hope for this fictional student to say about you on your SIRS form? This is your chance to cast vision and consider the outcomes and reception of your craft.__//

Mr. Malburg is one of the most energetic, passionate, and challenging teachers I’ve ever had. From the moment I first stepped into his classroom, I could tell this wasn’t a class where I could sit down and check out. If he wasn’t having us break into small groups for a discussion, simulation, or competition, he was playing a music video, showing a movie clip, or having us look at a recent news article. And when he was lecturing, he made sure to keep you on the edge of your seat with questions, frequently calling on those of us who had a tendency to drift off in class.

One day really sticks out when I think of Mr. Malburg. He was turning back our research papers on Christopher Columbus, and he looked sad and disappointed as he handed back mine with a big blue “A” in the corner, and a note that said, “You’re not here to get a grade. You’re here to become a man.” This made several things clear to me: 1) Mr. Malburg hadn’t forgotten my sister’s paper, which I’d made several changes to and turned in as my own; 2) Mr. Malburg was going to let me keep a grade I hadn’t earned; 3) I would never cheat again.

Mr. Malburg also made it clear to me and the rest of the class that it was never his goal to waste our time together, so he made an effort during every lesson to let us know why it mattered for us to know that person, study this event, or complete that assignment. Through doing so, he showed me the value of seeking information outside myself, of looking out for bias and lies, and of communicating with others, strongly emphasizing humbly listening to others.

Finally, Mr. Malburg isn’t a different person when you see him after class or outside of school. Some of my teachers seem incapable of communicating with us students outside of the setting of their classroom, but not Mr. Malburg. He doesn’t miss a chance to say hello and shake the hand of the family member you’re with at the store, asking how your team is doing or where you’ll be heading for break. Sure, he’s a teacher, and I'd say a pretty good one. But he’s also just a guy, and I think it’s cool that he doesn’t try to pretend otherwise.

= **Reflection #4** =

Referring back to the pedagogy of Cuong's lesson on Vietnam ... In a few thoughtful paragraphs, and perhaps referring to TE readings:


 * (1)** __//Highlight 2 specific teaching strategies/techniques that were used to teach content.//__

Cuong made use of many teaching stratgies that we've learned about over the past several months. First and foremost, he made use of cooperative learning through the implementing a form of the jigsaw technique. He did this through breaking us into groups of three to research the name a person important to the history of the Vietnam War, and then allowing us each time to share what we were able to find out with the class.

Cuong also made use of role-play near the end of the class. Once again, this part of his lesson was focused upon people important to the history of the Vietnam War. However, instead of reporting information about people, we actually interacted with one another as those people we'd learned about through research and through the video we watched.


 * (2)** __//What do you think was effective about the teaching methods and activities?//__

It is very clear to me that, through making use of the jigsaw activity, Cuong made each group accountable for a completing a particular task. As this strategy allowed each student work closely together with just a couple of other students, it also worked to foster interpersonal/small group skills and positive interdependence, both of which I believe to be among the most important abilities a student can learn in a classroom.

I thought the role play was effective in that it allowed the students involved to remember that the people we were studying were real humans with real problems before them and real desires/motivations for acting as they did. The strangeness/foreigness of the activity was also intriguing, and I believe it kept the class' attention quite well.


 * (3)** __//What adaptations could have been made if this lesson is taught to different groups of students (college students, middle school students, etc)?//__

One adaptation that could be made to this lesson were it to be taught to middle school students is the provision of particular websites that students could go to in order to research the people they were assigned to research in small groups. I say this because, even as a college student, I wasn't sure which site would provide the most well-rounded/accurate information, so just found myself perusing Wikipedia.

Another adaptation that could be made were it to be taught to middle school students is the provision of more time for preparation for the role-play activity at the end of class. I say, once again, because I thought it was difficult for us college students to execute this activity with the limited amount of time we had to learn about the people we'd be role-playing and to plan what points would be best to make sure we brought up during class.

= **Reflection #3** =

//In their article, Responding to Globalization, authors Kasai and Merryfield explain that, “the goal of global education is to prepare students to be effective and responsible citizens in a global society (p. 355).”//


 * (1)** //__What do the authors have in mind for education to be responsive to prepare students for a globalized world?__//

The authors hold that, in order “to prepare students to be effective and responsible citizens in a global society,” students must “practice real-life skills, gain knowledge of the world, and develop expertise in viewing events and issues from diverse global perspectives.” These authors point to research, which they say points to the use of four strategies: multiple perspectives, global interconnectedness, global issues, and cross-cultural experiences.

To carry out the “multiple perspectives” strategy, the authors prescribe introducing global perspectives in the classroom through the presentation of multiple, conflicting perspectives through the use of role-plays, simulations, and work in the community.

To carry out the “global interconnectedness” strategy, the authors prescribe using global resources (such as multi-regional timelines and histories) and dynamics webbing to demonstrate how people in one place in time are affected by people in (an)other place(s) and time(s).

To carry out the “global issues” strategy, the authors prescribe the encouragement of student inquiry through the integration of global issues and issues-centered questions into required content. Simulation and role-play are two of the routes the authors suggest teachers take with their students in order to accomplish this goal.

To carry out the “cross-cultural experiences” strategy, the authors prescribe that teachers use knowledge gained through first hand experience in different cultures to guide their teaching. Teachers can obtain such experience through “summer institutes, study tours, personal travel, exchanges, and living in other countries.” Also, the use of Richard Brislin’s Cultural-General Framework is advised to “improve communication skills and interaction across cultures,” which addresses emotions, knowledge, and cultural differences by having teachers “move beyond the superficiality of dress, holidays, and food or a focus on the exotic and bizarre,” and instead move toward inquiry into cultural beliefs and behaviors.


 * (2)** __//What do you find especially helpful or troubling about the claims being made?//__

I found little of what was prescribed to be especially helpful or troubling, though much of it was very helpful and challenging. One of the main things I found myself thinking was “crap”: Crap, I need to be thinking more about presenting multiple viewpoints! Crap, I don’t even know what dynamics webbing is! Crap, I still need to get better at questioning! Crap, I need to get experience in other cultural settings!

Other than “crap,” I also found myself challenged (and saddened and frustrated) by the reminders of the resistance against global education mentioned at the end of the article. Though it was obviously easy for me to identify with the lack of preparedness to teach global education that many teachers feel, many of the other objections presented (i.e., global education requires: the addition of too much content to an already stuffed curriculum, the promotion a one-world government, open-mindedness/anticipation of complexity/resistance of stereotyping, and other bad things that act in opposition to the more desirable presentation of a single American point of view in schools) caused me realize/remember how important it will be for me to always be prepared to give an answer to anyone who asks me to give the reason for the way that I teach.

= **Reflection #2** =

//Create an accountability/assessment piece for the Cooperative activity on the candidates/election we started in class. The activity should simply hold each group member responsible on some level to ensure that all students work together and see the Cooperative Learning as a valid lesson that is worth participating in and perhaps even worth a grade.//


 * (1)** //__Purposes of Activity__//

+To learn about the presidential candidate selection process. +To develop students' democratic citizenship skills through further developing their social skills, sense of responsibility, and readiness to be interdependent.


 * (2)** __//Activity: Part One//__

Students will be (roughly and randomly) broken into teams of seven. Each team member would have one of seven roles, and would have two class periods (as well as time after school) to fulfill the requirements of their role. The roles are as follows:

(a) Issues expert. This person would be required to become an expert on the key issues being discussed/debated by the potential presidential candidates. Additionally, this person would be required to know the difference between a caucus and a primary.

(b) Mitt Romney platform expert. This person would be required to research, take notes on, and turn in a one-page Mitt Romney platform summary (typed, double-spaced).

(c) Rick Perry platform expert. This person would be required to research, take notes on, and turn in a one-page Rick Perry platform summary (typed, double-spaced).

(d) Newt Gingrich platform expert. This person would be required to research, take notes on, and turn in a one-page Newt Gingrich platform summary (typed, double-spaced).

(e) Rick Santorum platform expert. This person would be required to research, take notes on, and turn in a one-page Rick Santorum platform summary (typed, double-spaced).

(f) Ron Paul platform expert. This person would be required to research, take notes on, and turn in a one-page Ron Paul platform summary (typed, double-spaced).

(e) Barack Obama/Joe Biden platform expert. This person would be required to research, take notes on, and turn in a one-page Barack Obama/Joe Biden platform summary (typed, double-spaced).

This part of the activity is meant to: +Provide a group goal (i.e., collect information to be shared during Part Two and used for the in-class competition during Part Three) +Establish individual accountability


 * (3)** //__Activity: Part Two__//

Upon completion of Part One, students will move onto Part Two, which consists of one class period. On this day, the groups will meet, and each individual will share what they've learned with their teammates. This part is prepararation for the third (and final) part of this activity: the in-class competition.

This part of the activity is meant to: +Guarantee face-to-face interactions +Allow for development of interpersonal and small group skills +Foster interdependence +Create a time for group processing


 * (4)** __//Activity: Part Three//__

Upon completion of Part Two, the teams will participate in an in-class competition with one another. The instructor will have a variety of questions, true-false statements, and fill-in-the-blank statements assessing the collective knowledge of each group. These questions and statements will be posed one at a time to each group via Powerpoint. The group will then have 45 seconds to discuss and give an answer. If the group answers correctly, they will be awarded 10 points. If the group is unable to answer or answers incorrectly, then the question will be passed on to the next group for double the points. Each member of the group with the most points at the end of the competition will be granted extra credit on the written portion of the assignment.

This part of the activity is meant to further provide the essential elements of cooperative learning mentioned under Parts One and Two.

= **Reflection #1** =


 * (1)** __//How specifically does the text establish the significance of Media?//__

This is a huge question. I think it can be answered in part by saying that the text establishes the significance of media by: (I) labeling today's youths as "digital natives" immersed in Media, spending 6.5 - 8 hours per day exposed to media content (II) presenting MANY questions and statements concerning the potential adverse effects of media illiterate people in a media saturated society, including: "Can we equate access to information with the ability to successfully comprehend that information?" "Are we now...'drowning in information and starved for knowledge'?" "Do media predispose them to be active and informed citizens or spectators moving from one distraction to another?" "Classrooms that ignore the language of modern media and do not help sutdents recognize, read, and resist the powerful persuation of visual messages leave students vulnerable to manipulation, no matter how skillfully they comprehend the printed word." (III) acknowledging the possibility of using media to engage students in creative and challenging ways to help them develop "the skills needed for responsible citizenship, competent consumerism, and the increasingly technological workplace."

In other words, it seems that one of the main messages of this article is that media is (and will continue) having a big effect on the world, and it is very possible for that effect to be primarily negative if people aren't taught to observe, analyze, and interpret it correctly. However, with effort put forth to educating people in media literacy, it appears that the potential effect is incredibly hopeful and right up the alley of a Social Studies educator. The final quote of the article presents this idea quite clearly: "Media literacy can empower youth to be positive contributors to society, to challenge cynicism and apathy and to serve as agents of social change."


 * (2)** //__Develop an idea to share of a lesson you would like to teach that uses/presents a film (of any genre) to explain:__//

I believe viewing the film //V for Vendetta// as part of lesson could easily be used (through comparison to a variety of historical occurences) to present, explain, and more deeply understand many Social Studies themes, including those listed below. (Disclaimer: I've presented viewing this film for a lesson once before, but hope to further develop it here.)


 * (a)** //__a time period__//

Though set in the future, it would be easy to observe, analyze, and compare what happens in this film to more deeply understand any time period in which a people finds themselves under the authority of an oppressive, powerful government.

There are numerous cultural, social, and political points this film could be used to explain. Several such worthy-of-discussion themes flowing through this film include the concept of freedom, the power of an idea, the collective strength of a nation's people, the potential effects of hatred for those different from yourself, the use of fear, deception and violence in politics, and many more.
 * (b)** //__a cultural/social/political point__//


 * (c)** __//a biography//__

Though the story of this film is fictional, it is entirely possible to use this film to more deeply understand the life of a real person through comparing their ideals and experiences to a character in this film. For example, wherever there is a person with strong ideals fighting against an existing system of rule and/or leading an uprising and/or dying as something of a martyr, there is a person whose story can very possibly be brought to life and understood through comparison to V, the hero of this film.


 * (d)** __//an idea or concept.//__

See (b). Another idea that this film could be used to explore is that of terrorism. What is a terrorist? Who determines whether a person is to be considered a terrorist? Are terrorists people who act only on inherently bad motive?