This is a poem based on a woman who judges people based on what she believes. Allowing her ego and strong power of mind to set in, she makes consumptions on what she thinks she knows is true;which is everyone coming into Arizona who doesn't belong there are drug mules. Somewhat being compared as a psycho letting her mind escape into a world of disbelief and non-truth. Only seeing the world in rose colored lens glasses. Yet her eyesight is not clear,focused as to what reality really is. Yes, racism is still such a huge problem that we as people face in this world. Judging people first by the color of their skin and their racial background instead of who they really are. People are not really giving others a chance and allowing themselves to see others for who they are. We as people are one world,and although our skin may be different colors,we cannot allow ignorance and stupidity blind our judgment.
Tuesday, June 29, 2010
Thursday, June 24, 2010
I loved this poem but yet it also saddened me. Sadden me because there are some things that we as people cannot control.Sometimes we choose not to come together and make things better which only makes things worst then what they are. War and sexual abuse on our women are starting to corrupt our world and in many places such as the one mention in the poem, there is nothing that can be done. But I am one who strongly believes in faith and I know that in due time justice will soon be shown.
Reflection Two
The behaviorist lesson plan and the constructivist lesson plan are just one of the many different lesson plans known in the world today. Yet these two formats differ in various ways. A behaviorist lesson plan format is created with eight certain steps while a constructivist lesson plan has only six steps .I will be discussing a few of them. The first thing that starts off a behaviorist lesson plan is an objective. The objective is the main key to this lesson plan which basically explains what it is that the child would do and what it is that the child will know by the end of the lesson itself. On the other hand constructivist lesson plan format starts off with situation. With the situation section you are basically creating a section that leaves the lesson open for children to ask questions and to put forth their ideas. The next part on the behaviorist lesson plan is the anticipatory set. That part is used to gather the student’s attention. Which prepares the children for the next activity that the teacher has prepared, it’s like going in a sequence form. For example, you bake a loaf of bread for some children. When the bread is finished you take it out of the oven to let it cool. In the mean time while the bread is baking, you take the children in the bathroom to wash up. This is to prepare them for the freshly baked bread that is awaiting them. The next part of the constructivist lesson plan format is grouping. Grouping is done with grouping children and grouping materials. With grouping materials it goes back to the situation of answering the student’s questions. Input is the next section in the behaviorist format. With input, the teacher is inputting information into a child by using the daily activities in the classroom. This such as math, reading, vocabulary, etc. these are things that are helpful to the student’s. That tends to be a very good thing because children could use that hidden information later on down the line. Another part of the constructivist lesson plan is the bridge. A bridge can never be complete without the whole bridge. You can not cross a bridge that is halfway completed. That is exactly how it goes in the bridge section of a lesson plan. A teacher must meet a student half way with what the student knows. Like bringing the students halfway with what she wants them to know. In conclusion, either method of the lesson plans are a good approach to the goal that the teacher wants to reach.
The behaviorist lesson plan and the constructivist lesson plan are just one of the many different lesson plans known in the world today. Yet these two formats differ in various ways. A behaviorist lesson plan format is created with eight certain steps while a constructivist lesson plan has only six steps .I will be discussing a few of them. The first thing that starts off a behaviorist lesson plan is an objective. The objective is the main key to this lesson plan which basically explains what it is that the child would do and what it is that the child will know by the end of the lesson itself. On the other hand constructivist lesson plan format starts off with situation. With the situation section you are basically creating a section that leaves the lesson open for children to ask questions and to put forth their ideas. The next part on the behaviorist lesson plan is the anticipatory set. That part is used to gather the student’s attention. Which prepares the children for the next activity that the teacher has prepared, it’s like going in a sequence form. For example, you bake a loaf of bread for some children. When the bread is finished you take it out of the oven to let it cool. In the mean time while the bread is baking, you take the children in the bathroom to wash up. This is to prepare them for the freshly baked bread that is awaiting them. The next part of the constructivist lesson plan format is grouping. Grouping is done with grouping children and grouping materials. With grouping materials it goes back to the situation of answering the student’s questions. Input is the next section in the behaviorist format. With input, the teacher is inputting information into a child by using the daily activities in the classroom. This such as math, reading, vocabulary, etc. these are things that are helpful to the student’s. That tends to be a very good thing because children could use that hidden information later on down the line. Another part of the constructivist lesson plan is the bridge. A bridge can never be complete without the whole bridge. You can not cross a bridge that is halfway completed. That is exactly how it goes in the bridge section of a lesson plan. A teacher must meet a student half way with what the student knows. Like bringing the students halfway with what she wants them to know. In conclusion, either method of the lesson plans are a good approach to the goal that the teacher wants to reach.
Reflection One
A lesson plan is a detailed outline on what the teacher plans on teaching for that day or week. A lesson plan comes with many parts. One important part of the lesson plan is the learning objective. The learning objective is what the teacher expects the student to know by the time the lesson is over. There are many different types of lesson plans, such as constructivist, behaviorist and transpersonal. Each of these lesson plans have different purposes and are created to get certain kind of actions out of students. Lesson plans are designed to get some kind of student reaction, whether it is working in groups or working individually. Lesson plans can be created for different age groups, each having a main objective of what it is that the teacher would like to accomplish. Depending on the type of lesson plan and the age group, some lesson plans have a reflection section. The reflection section allows the teacher to reflect on the finished outcome. It allows a teacher to see if their learning objective had succeeded in the end. It also gives the teacher room to improve anything that may have altered the objective. A lesson plan lets a teacher become organized in the day’s events. When I was a daycare teacher, I had to create healthy and age appropriate lesson plans for toddlers. I had to make sure that the objective that I had planned for them was simple enough to bring good outcomes, so when it was time to do my reflections everything would come out fine. There were times when at the end of the lesson my objective hadn’t gotten through. Whenever that happened to me I would improve my lesson plan by keeping the same objective but switching up the activity. Maybe it was something that the children didn’t some how grasp so I would try it with something different. I would figure that maybe my concept wasn’t clear enough or maybe the children needed more time to gain control of the objective. As I moved on up in age groups I began to learn that it was then that your lesson plan had to really go in dept and become more in details as the children got older. With older children requires more response and participation. Lesson plans to me comes in different levels. Once a child masters a certain objective, teachers create lesson plans a little more difficult to challenge a child’s brain. Only testing them to see how far their cognitive skills go.
A lesson plan is a detailed outline on what the teacher plans on teaching for that day or week. A lesson plan comes with many parts. One important part of the lesson plan is the learning objective. The learning objective is what the teacher expects the student to know by the time the lesson is over. There are many different types of lesson plans, such as constructivist, behaviorist and transpersonal. Each of these lesson plans have different purposes and are created to get certain kind of actions out of students. Lesson plans are designed to get some kind of student reaction, whether it is working in groups or working individually. Lesson plans can be created for different age groups, each having a main objective of what it is that the teacher would like to accomplish. Depending on the type of lesson plan and the age group, some lesson plans have a reflection section. The reflection section allows the teacher to reflect on the finished outcome. It allows a teacher to see if their learning objective had succeeded in the end. It also gives the teacher room to improve anything that may have altered the objective. A lesson plan lets a teacher become organized in the day’s events. When I was a daycare teacher, I had to create healthy and age appropriate lesson plans for toddlers. I had to make sure that the objective that I had planned for them was simple enough to bring good outcomes, so when it was time to do my reflections everything would come out fine. There were times when at the end of the lesson my objective hadn’t gotten through. Whenever that happened to me I would improve my lesson plan by keeping the same objective but switching up the activity. Maybe it was something that the children didn’t some how grasp so I would try it with something different. I would figure that maybe my concept wasn’t clear enough or maybe the children needed more time to gain control of the objective. As I moved on up in age groups I began to learn that it was then that your lesson plan had to really go in dept and become more in details as the children got older. With older children requires more response and participation. Lesson plans to me comes in different levels. Once a child masters a certain objective, teachers create lesson plans a little more difficult to challenge a child’s brain. Only testing them to see how far their cognitive skills go.
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