Chapter 10: My Reflection!

I took this opportunity to highlight which section of the book I really thought to be important. The topic that most interested me was the section on Expert Teachers. Expert teachers know the structure of the knowledge in their disciplines. (242)
· Teachers need expertise in both subject mater content and in teaching.
· Teachers need to develop understanding of the theories of knowledge (epistemologies) that guide the subject-matter disciplines in which they work.
· Teachers need to develop an understanding of pedagogy as an intellectual discipline that reflects theories of learning, including knowledge of how cultural beliefs and the personal characteristics of learners influence learning.
· Teachers are learners and the principles of learning and transfer for students learners apply to teachers.
· Teachers need opportunities to learn about children’s cognitive development and children’s development of though (children’s epistemologies) in order to know how teaching practices build on learner’s prior knowledge.
· Teachers need to develop models of their own professional development that are based on lifelong learning, rather than on an “updating” model of learning, in order to have frameworks to guide their career planning.


A TEACHER'S SURVIVAL KITFOR EVERYDAY LIVING.
TOOTHPICK-reminds us to look for the good qualities in our students. You may be the only teacher who says something positive to them that day.
RUBBER BAND-reminds the teacher that they have to be flexible. Things don't always go the way we plan, But flexibility will help to work it out.
BAND AID-reminds the teacher that sometimes we do more than teach, That we help heal hurt feelings, broken dreams, And lend an ear to a problem.
PENCIL-reminds us to be thankful and we should list our blessings daily, But also encourage our students to list their blessings And to be proud of their accomplishments.
ERASER-reminds us to allow students to know we are human And make mistakes just like they do, and it's ok. We must all be able to learn from our mistakes.
CHEWING GUM-reminds us to stick with it And encourage our students to do like wise. Even the impossible task or assignment can be accomplished By sticking to it.
MINT-reminds us and our students we are worth a mint. (We may not be paid a mint, but are worth one.)
CANDY KISS-reminds us that everyone needs a hug, Kiss, or warm fuzzy everyday. (All teachers, students, parents, and even administrators)
TEA BAG-reminds us we need time to relax, Go over our blessing, and take time for others. Family, husbands, wives, friends, children need quality time together.
A teacher must be willing to show their students how much they care!!!

Chapter 11: Educating the future policy makers of Guam!

While reading Chapter 11, I came to a research which talked about “Develop Tools for Effective Communication of the Principles in This Volume to Policy Makers” this part was of course very intriguing because of our islands whole state of political chaos. The research mentioned numerous positive avenues that we teachers can take to shape the future policy makers of Guam. It is recommended that research be conducted to : Assess preconception of education policy makers regarding the goals of K-12 education and the strategies for achieving those goals. Are they consistent with the principles of learning in this volume? Identify examples that engage the preconceptions of policy makers (if those preconceptions diverge from research findings on how people learn). Identify methods of communication that are most likely to reach, and teach, policy makers. Compare the effectiveness of alternative approaches, including concisely written materials, personal contact, and briefings of seminars.

I think this research topic is very beneficial to Guam because some of our policy makers are not doing very well in the political arena. If we can incorporate some of these methods in regards to policy making in our social studies classrooms, I believe we can defiantly reshape Guam’s political government.