Norma Angelica Guerrero

Ch 6 & 7
ELE351 Elementary Science Methods
Instructor – Bobbi Klein, MSEd
Spring 2010

Reflection on Teacher Voice Ch. 6

I have been observing and interacting with a classroom for the last two months. I also had
the opportunity to interview the teacher on her decisions and methods of instruction. On the first
day of school, she made it clear to her students that their main responsibility was to learn. Ms.
Sullivan made it a point for her class to understand that they all learn together. She is very aware
of the different learning styles in her class and assures to provide different methods of learning.
She does not overbear the class with different choices of learning in order to not cause
frustration, but she does allow students to use their best method in their work. After allowing
regulated learning freedom, she assesses her students and aids struggling students individually to
figure out the best way to learn the material.

As I was reading the “Teacher Voice” segment of the chapter, I could not help, but notice
that many of the qualities, school teacher Lisa A. Johnson and Ms. Sullivan possess are
important to providing a healthy learning environment. The chapter says that educators need to
assure that there is a connection between the instruction methods and the learning styles. Lisa
Johnson provides a classroom that aids students into recognizing that there are different learning
styles and that these styles should be explored for self-improvement, self-awareness, and
learning. Ms. Johnson provides a safe learning environment by advocating that her students use
their strengths for learning and provides more direction to students that need more guidance.
Both these teachers present a safe, learning atmosphere that encourages students to discover their
strengths and sponsors a class that supports each learner’s education.

Creating an atmosphere that invites different learning styles is not an easy task to
accomplish. Many times, educators allow their own preferred methods of instruction to interfere
in teaching their students in a manner that suits them best. It is important to consider every
student and their preferred method of learning. This provides a setting that encourages students
to find ways to become accountable of their own learning. Lisa A. Johnson has her students
identify their strengths and best learning methods. This then gives students a more clear direction
of how to approach their education. A more clear direction allows students to identify activities
that are related to their style of learning. All this also ties in with teaching students to become
life-long learners. Students progressively learn about themselves and also view learning as an
interest rather than a task.

The contract system Lisa Johnson has her students use is an idea that allows students to
plan their learning process. The first contract asks students to plan how they are to investigate the
same general question(s). Students are working toward the same goal, but in an individualized
manner. Students figure out the process that suits their learning style and are responsible for the
learning process and new attained knowledge. The second contact this teacher uses is one that
grants students the ability to choose what they want to inquire about in a centralized theme. This
gives students a more active role in their learning. I think that in order for this contract system to
successfully work, that it is important for an educator to be an observer and a learning catalyst.
As Ms. Johnson said, students all learn differently and at their own pace. An educator must be
well-prepared to aid struggling students, keep students on track, and to challenge those that are
high-achieving.

Overall, the experience provided by these two teachers concentrates on supporting

education and encouraging an active participation from students in their learning. This is
especially important in science education because the experience is meant to help student do
science in a manner that real scientist do.

Reflection on Teacher Voice Chapter 7

I have worked for many years with children. As the teacher, Machelle Dahl, stated it is
the responsibility of the educator to create a learning atmosphere that is non-threatening,
inspiring and inviting to a learner’s curiosity. The educator plays a vital role in the classroom.
Children respond to what educator’s model. If an educator demonstrates an interest in the
education of his/her students, the students will also reflect a similar attitude. T he same
applies to acknowledging and celebrating the diversity amongst the class. Students will gain an
appreciation of their own uniqueness and their peers’ as well.

It is an educator’s duty to be a support system for students, including those that have a
learning difference. A teacher needs to go beyond judging a learning difference and needs to
investigate how to accommodate the students. This does not mean changing the expectations or
lowering standards for a group of students. Accommodating a student involves establishing an
alternative means of achieving the same goal. This could be similar to what Machelle Dahl did
by allowing students to speak/write in their native tongue, providing translating books with
visuals to aid the student, allowing group work activity in the students’ native tongue, and
displaying posters with vocabulary or main concepts and ideas for visual support. This creates a
safe learning environment for a child with a learning difference. The actions and attitude taken
by the teacher define the experience of a child.

I have a nephew that has been diagnosed as autistic. My family was lucky to find a school
that has the resources to help him. While he has a learning difference, the professionals that
evaluated him suggested that my nephew should be in a regular classroom. My nephew’s
teachers have been nothing, but wonderful to him. Certain behavior my nephew exhibits
“suggests” that he is not at the same level as his peers, but he has come a far way. He is more
advanced in reading than his peers, he can use a computer without the aid of an adult, and his
math skills are remarkable. His teachers and the individuals that provide services for my nephew
have carefully observed his needs and find visual methods that aid in his learning. I remember, at
the beginning, my family was scared that he would not be successful in the classroom because of
his disability. Now, we are purely ecstatic that he has such great people involved in his learning
experience. The same goes for the kind of attitude his teachers demonstrated toward him.

These educators demonstrate acceptance and appreciation of my nephew and his class
also learned to care for my nephew. His class treats him very kindly. They always want to give
him hugs and help him. If they notice that my nephew gets alarmed, they try to calm him down.
They warn him if there is going to be a change in the schedule; an autistic child prefers a routine
and has a hard time coping with a change in their day. Instead of ostracizing my nephew for his
differences, his class accepts him, is sensitive to his needs, and aids the teacher in making his
educational experience better. Personally, my nephew and his experience is what have inspired
me to study education. I can only do my best to ensure that I provide a great learning experience
for all my students.

It is the duty of an educator to provide all students with a rich learning experience,
whether it involves taking a constructivist approach or not. All students deserve to be confident
in their education and deserve a classroom that promotes a safe learning environment, regardless
of a learning difference.

Additional Questions for Discussion #1 pg 334

1. Hillard (1994) has written, “When educators do not notice diversity, when they give
negative notice, or when they lose the opportunity to give positive notice of the natural
diversity that is always there, they create a bogus reality for teaching and learning.”
Discuss the implications of this statement for the elementary science classroom.

When an educator refuses to notice diversity, responds negatively toward diversity, misses
out on noting diversity, there is an illusion being created to students that diversity is nonexistent,
teaching is uniform-like, and learning is the same for every single child in the classroom. The
bogus reality for teaching and learning is being created by believing that education is a sink-or-
swim process. Different qualities must be positively noticed. From a constructivist’s point of
view, science education is meant to be taught realistically. If science educators focus on teaching
only white, male students, then there is a false representation of who can be participants in
science and which students should be interested. Groups of students that make the classroom
diverse are marginalized and incapacitated because of their unique attributes. These attributes
should not be neglected, but noted and used for creating a rich (science) education. Teachers
should consider all diverse attributes when planning for their class. The plan should mirror the
diverse classroom needs and styles. This will make educators more competent and provide a full
and realistic science education as intended for all students.