Conditions for literacy learning - Alejandro Cediel
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Ecological factor: Conditions for learning
Ecological factor: Conditions for learning
- Ecological factor that support
complex of teaching
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Places where humans have
particular behaviors: behavior settings: Church, bars, corners, home, school
(classrooms, rest places, library, cafeteria, out of the school).
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Components: Humans behaving ( playing,
listening, buying). Physical objects. Routines of all participants.
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Program that control the flow
of event of each setting.
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A classroom as behavior
settings: Humans behaving (Teaching and
learning). Physical objects (room, chairs, board, multimedia material,
pedagogical material, uniforms), Routines of all participants (teaching and
learning strategies, activities, exams, metrology of teaching). For
me, these aspects are really interesting for doing an analysis on this course
because we could think also in variable aspects and fixed aspects in three dimension
of behavior setting (fixed: uniforms, classrooms , grades, activities.
Variable: subjects, number of students, spaces, materials, thinking of
students, context, and methodologies). Also, it is possible to analyze similitudes
and differences between public schools and private schools. For me, all events are different even when it
occurs in the same place and with same elements) It is possible to elaborate a
parallel of both aspects.
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Complex layers: 1.
Least description of classroom as a behavior settings stables and dynamic and
stable, three variables (Rules and routines for operating: programs teacher;
Inanimate objects: paraphernalia; Humans: inhabitants). Teachers is the
inhabitant empowered to manipulate two other variables and the other inhuman
part, when and how use other variables to create learning. It proves that that it is
difficult to produce autonomy in students when it is decide what they have to
learn. Importance of expectation: to keep good environment in class
(all the attitudes of teachers influence the response of students). 2. Opportunities to learn (episodes): basic
units of teaching behavior. A class is a lineal sequence of episodes created by
teachers. How can we analyze the other activities in our observations where
learning is not taking place?
General
conclusion:
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Learning and teaching do not occur always in classrooms. Sometimes,
most meaningful learning takes place in other spaces. For me, meaningful
learning occurs when a person, not a student, is engage with something at the
point of being almost obsessed. Personal experience. When I wanted to assemble
my bicycle because I
wanted to learn to ride my bicycle with my friends (that was my
satisfaction). When do you realize about the importance of learning subjects in
the classrooms? What is the satisfaction of students when they learn them? How
do they apply that learning for something interesting? For me, that occurs in
our context in which persons are engage with, sometimes is not taught in
classrooms.
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In some context of Medellín what is interesting for students is to
belong to social circles in which do not study is the common factor to belong
in, be irreverent makes them popular. Sometimes out of classes in other
behavior settings are more popular those persons that don’t study and who are rebels
with teachers. Why I’m trying to say is that other behavior settings influence
classroom settings.
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For our observations we can to identify and describe all this
aspects mentioned by author. On the other hand, I think that it is necessary to
recognize the other behavior setting of inhabitants in order to understand
their behavior in classes and in order to design our classes.
Cambourne’s
Model
Maybe for the
application of our classes we have to try to design an episode taking into
account the stage mentioned by author. However, it is difficult to do it in
just one day, because for me expectation is more complicated when they have the
other expectation “having another teacher” and recognizing his/her behavior or
attitudes. As a consequence they could be more engage for discovering the other
person that with the subject we will be trying to teach.
“Eleven” by Sandra Cisneros.
me when I was four. "Of course it's yours," Mrs. Price says. "I remember you wearing it once." Because she's older and the teacher, she's right and I'm not. Not mine, not mine, not mine, but Mrs. Price is already turning to page thirty-two, and math problem number four. I don't know why but all of a sudden I'm feeling sick inside, like the part of me that's three wants to come out of my eyes, only I squeeze them shut tight and bite down on my teeth real hard and try to remember today I am eleven, eleven. Mama is making a cake for me for tonight, and when Papa comes home everybody will sing Happy birthday, happy birthday to you. But when the sick feeling goes away and I open my eyes, the red sweater's still sitting there like a big red mountain. I move the red sweater to the corner of my desk with my ruler. I move my pencil and books and eraser as far from it as possible. I even move my chair a little to the right. Not mine, not mine, not mine. In my head I'm thinking how long till lunchtime, how long till I can take the red sweater and throw it over the schoolyard fence, or leave it hanging on a parking meter, or bunch it up into a little ball and toss it in the alley. Except when math period ends Mrs. Price says loud and in front of everybody, "Now, Rachel, that's enough," because she sees I've shoved the red sweater to the tippy-tip corner of my desk and it's hanging all over the edge like a waterfall, but I don't care. "Rachel," Mrs. Price says. She says it like she's getting mad. "You put that sweater on right now and no more nonsense." "But it's not—" "Now!" Mrs. Price says. This is when I wish I wasn't eleven because all the years inside of me—ten, nine, eight, seven, six, five, four, three, two, and one—are pushing at the back of my eyes when I put one arm through one sleeve of the sweater that smells like cottage cheese, and then the other arm through the other and stand there with my arms apart like if the sweater hurts me and it does, all itchy and full of germs that aren't even mine. That's when everything I've been holding in since this morning, since when Mrs. Price put the sweater on my desk, finally lets go, and all of a sudden I'm crying in front of everybody. I wish I was invisible but I'm not. I'm eleven and it's my birthday today and I'm crying like I'm three in front of everybody. I put my head down on the desk and bury my face in my stupid clown-sweater arms. My face all hot and spit coming out of my mouth because I can't stop the little animal noises from coming out of me until there aren't any more tears left in my eyes, and it's just my body shaking like when you have the hiccups, and my whole head hurts like when you drink milk too fast.
But the worst part is right before the bell rings for lunch. That stupid Phyllis Lopez, who is even dumber than Sylvia Saldivar, says she remembers the red sweater is hers! I take it off right away and give it to her, only Mrs. Price pretends like everything's okay. Today I'm eleven. There's a cake Mama's making for tonight and when Papa comes home from work we'll eat it. There'll be candles and presents and everybody will sing Happy birthday, happy birthday to you, Rachel, only it's too late. I'm eleven today. I'm eleven, ten, nine, eight, seven, six, five, four, three, two, and one, but I wish I was one hundred and two. I wish I was anything but eleven, because I want today to be far away already, far away like a runaway balloon, like a tiny o in the sky, so tiny tiny you have to close your eyes to see it.
Read ELEVEN by Sandra Cisneros. You will find the copy attached in this message. Read it. Enjoy it. Think about songs, art pieces, objects, other stories and poems, web pages, performaces of any kind, dance, drama, theater pieces that you connect with this story. Bring two or three to class.
13 Going on 30
Pink Floyd - Another Brick in the Wall HD -
Español / Inglés
There were certain teachers who would
Hurt the children any way they could
By pouring their derision
Upon anything we did
And exposing every weakness
However carefully hidden by the kids
But in the town it was well known
When they got home at night, their fat and
Psychopathic wives would thrash them
Within inches of their lives"
Participant observation:
-to focus basically on describing, an after that read what you have and write a short reflection about the experience of doing the observation and about specific issues in that class.
Tuesday,
October 2.
Hour:
16:00 – 17:30
Course:
Didactics II
Teacher:
Oscar Molina
The class has begun at 16:10 and at
this moment eleven students have arrived. The teacher asks us if we had brought
the assigned document to discuss in class. Six of us did not bring the document
and the teacher gave the opportunity to copy them. Then one of the students collected
the money and went to do the copies. After that, the teacher asks us for
sitting forming a circle in order to follow the activity that we had not finished
in the last class. It was about presenting big books; each student should
present as a teacher a big book to the other partners who were acting as
students. To continue the activity, the teacher gave the opportunity to star in
a voluntary way, as nobody took the change; he decided to assign the order of
presentations according to the contrary direction of clock’s hands. The first
person to present the big book was me. What I remember of the presentation are
the following aspects: I chose a big book called “A color of his own” at the
beginning I was a little nervous because it was my first experience working
with a big book as a teacher but soon I started to feel self-confidence and I
developed the activity without problems because the teacher, acting as a
student, started to do questions to encourage the other students’
participation. The aspects we had to take into account were introducing the
story thought questions about the cover, creating hypothesis about the tittle
and the images. Then we had to develop the story freely, proposing questions to
check comprehension, allowing reading aloud by students, between others. At the
end of the activity, teacher gave some recommendations and conclusions.
Other four presentations were done
during the class and all of them had similar a dynamic. The second one was
about a big book called “A year in Colombia” it was a story created by one of
the students. He presented his big book and received congratulations for his
good work from the teacher and students. He concluded his explanation answering
some questions: he explains that the objective of his big book was teaching all
the mounts of the years to English student beginners and for that all the book
is write in present tense. The third one was about the animals in the see. It
was a big book that we read together and it was for English students in
intermediate level. The fourth one was about seeds and their process of growing
up. The presenter did a comparison between plants and humans beings. We shared
our perceptions and reflections about humans develop. The last one presentation
was a virtual big book called “I like me” we did the lecture together aloud and
we discussed about some values mentioned or identified after the lecture.
During all presentations, the teacher
has participated as a student, calling all presenters “teacher”, doing a lot of
questions, answering the questions of each student presetting and also giving
the opportunity the interaction between students.
After presentations, it sounds two
potato-bomb explosions and the teacher decided to finish the class at 17:30.
Reflection:
It was difficult to participate in the
class and at same time doing the observation, maybe because this particular
class had a lot of interaction and one of the objectives was to participate
actively as students in the activities proposed by partners. 
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