Session 10: E-Learning

·           Theories of Assertive Discipline (Lee Canter & Marlene Canter)

·           Theories of Democratic Teaching (Rudolf Dreikurs)

·           Theories of Discipline with Dignity (Richard Curwin and Allen Mendler)

• Theories of Inner Discipline (Barbara Colorosa)

E-Portfolio Activity for sessions 9 and 10

Consider the different discipline models you have been introduced to in both sessions. Write about what appeals to you and what you could apply in your classrooms (200 words).

Personally, I tend to gravitate towards

·           Theories of Democratic Teaching (Rudolf Dreikurs)

·           Theories of Discipline with Dignity (Richard Curwin and Allen Mendler)

I like Theories of Democratic Teaching (Rudolf Dreikurs) because it advocates treating all pupils with dignity and as individuals. I feel that when pupils lack the sense of belonging to the school/class, they act out behaviourally to gain attention, seek power, seek revenge and show inadequacy. This is a more positive spin on reasons why pupils misbehaviour. Rather than focusing on the negative aspects such as poverty and mental disabilities, I find that this theory focuses on the positive note that pupils want to belong, they want to be useful members of the school/class when given the right circumstances. Thus, as teachers, I feel that we should foster a communal environment and encourage them more than just praises.

Similarly, Theories of Discipline with Dignity (Richard Curwin and Allen Mendler) stresses positive motivation and recognises the need to tailor disciplinary approach to the specific child. In addition, it is an affirming approach to discipline that aims to promote respect for self and others. I agree with the basic principle under this model, “Responsibility is more important than obedience” as I feel that obedience is conditional. Once the IF statement is taken away, obedience falls flat. Responsibility on the other hand is internalized and the individual is more likely to self-regulate his/her own behavior based on his/her own belief rather than external factors.

In contrast, Theories of Inner Discipline (Barbara Colorosa)’s Three R’s of discipline: Restitution, Resolution, and Reconciliation seems more of the after-effect solution rather than preventive type. To amend the situation after the problem had already surfaced might be too late and I feel that the damage would have already been done. Nonetheless, this theory has its advantages such as categorising teachers into: Brickwall, Jellyfish, and Backbone teachers. I like this classification as the term is descriptive of the teacher. A brickwall teacher is the one who exercises ultimate control and power. Jellyfish teachers are inconsistent with classroom management. These two types of teachers would certainly face much difficulty when they try to implement the Inner Discipline model. A backbone teacher is one who instils structure and provides adequate support for pupils’ growth and development. By using natural or reasonable consequences, the teacher motivates students and facilitates their development of inner discipline. I like this part on imparting the value that one is worthy and capable of achieving to his best potential as it changes our mindset on what pupils can do and how we can stretch them.

Lastly, Theories of Assertive Discipline (Lee Canter & Marlene Canter) has research supporting its effectiveness in terms of reduction in inappropriate and disruptive behavior as well as positive influence on teacher’s attitudes towards discipline. However, I wonder if the basic teacher rights can be uphold in Singapore’s context. The challenge of stakeholders’ expectations and with the use of IT technology platforms to comment/complain/inform the masses, teachers may find that the scale is tipping towards meeting the needs of the child instead of as the theory suggests, to strike a balance between students’ optimal growth and the needs of the teacher. Yet, I believe that the needs of the teacher are of paramount importance. The incidence of teacher burn out is ever increasing; the consequences are dire and have severe repercussions such as resignation or venting one’s anger on the pupils. Thus, self-care skills should be taught to teachers and more support is needed from school administrators and parents to facilitate the teacher’s own learning and teaching. 

Session 10: Behavior Modification II

Summary of Theories of Assertive Discipline (Lee Canter & Marlene Canter)

Found this on facebook and thought that it was very meaningful!

Source: http://www.facebook.com/thinkpositivegen

Session 5: Responding to Diversity: Adapting and Differentiating Curriculum and Instruction (I)

E-learning/Self-directed Activity Instruction Sheet

Session 5: Responding to Diversity: Adapting and Differentiating Curriculum and Instruction (I)

Task A: A perspective of intelligence, diversity and education

1.    Listen to an excerpt of Sir Ken Robinson’s talk on youtube: http://www.youtube.com/watch?v=KLi-vJSNP6U&feature=related (8:42)

2.    Write about your thoughts and/or feelings of his talk in your e-portfolio.

In the video, Sir Ken Robinson brought up the notion of multiple intelligences through the clever use of anecdote, examples and humor. He challenges the education system and calls for the cultivation of creative thinking and the recognition of multiple intelligence.

Source:  http://www.best-career-match.com/multiple-intelligences.html

What struck me was the point about “kids will take a chance. If they don’t know, they’ll have a go… They’re not frightened of being wrong… if you’re not prepared to be wrong, you’ll never come up with anything original.” 


Indeed, I often recount my days as a child where fear was never in my dictionary. 
I would climb trees, jump off my double-decker bed, touch spiders and ask numerous questions. As I embark on my education journey, where I was supposed to gain more knowledge and become a more confident person, I seem to have lost a bit of my fearlessness along the way. 
I am now equipped with the knowledge that according to social norms, girls should behave themselves, act feminine and climbing trees is a big NO NO. I acquired the knowledge that jumping off from a height is dangerous and irresponsible as I would worry my parents or bring inconvenience to others who have to watch over me or tend to my injuries. I discover that spiders are not insects but arthropods and the possible symptoms of a spider bite include muscular weakness and wheezing. As I enter adolescence, I grew more self-conscious and worried about asking the ‘wrong’ question or appear ‘dumb’ in front of my teachers and peers. 


Yes, I realized that I learned and gained knowledge as I grew older; but at the same time, I also lost some of my capacity to acquire more. Like what Sir Ken Robinson mentioned, it could be that I was educated out of my creative capacities. That is not to say that the Singapore education system is off tangent or wrong, but rather, I believe that living in this globalized era and a highly cosmopolitan society like Singapore, we need to broaden our perspective on intelligence and creativity- beyond traditional academic abilities to include a diverse range of intelligences.  

This would certainly have implication on teaching and learning as such a perspective implies that everyone has a potential; the crux is to find the optimal pathway to learning for the particular individual. For example, a student who is stronger in terms of linguistic intelligence may prefer words to another student who tends more towards logical-mathematical intelligence and learn best through numbers or logic. 


Personally, I feel that I am more of a spatial person as I like to associate pictures/images to the concepts and see the connection in my brain. Having such awareness prompted me to be aware of my teaching strategies. Just because I prefer pictures and learn best with them does not necessarily translate that my students are likewise. I need to be aware that some people might be bodily-kinesthetic inclined and require physical experiences such as concrete manipulatives or learning journeys while others might be able to grasp concepts more easily through the use of music (e.g., multiplication songs).

In the video, Sir Ken Robinson mentioned a famed British ballerina and choreographer, noted for her iconic musicals Cats and The Phamtom of the Opera. Intrigued by her life story, I did some online research and found the following:

Lynne's gift for dancing was discovered by a doctor. Lynne had been underperforming at school, so her mother took her to the doctor and explained about her fidgeting and lack of focus. After hearing everything her mother said, the doctor told Lynne that he needed to talk to her mother privately for a moment. He turned on the radio and walked out. He then encouraged her mother to look at Lynne, who was dancing to the radio. The doctor noted that she was a dancer, and encouraged Lynne's mother to take her to dance school.

Source: http://en.wikipedia.org/wiki/Gillian_Lynne

Her story reminded me of the importance of a more knowledgeable other such as the doctor or even a teacher. While her teacher suspected a learning disorder, the doctor had another take on the issue and encourage Lynne’s mother to nurture her talent for dancing. Thus, it is essential as an educator not to dismiss the “others” in our classroom. 

Source: http://wik.ed.uiuc.edu/index.php/Intelligence(s)

As my teaching philosophy is that everyone has the potential to live up to his full potential and teachers are there to as bridges to support students, bridging their gaps in knowledge and bringing them closer to their potential, I aspire to be the talent-scout and see each child holistically- both his/her strengths and weaknesses, working on their weaknesses while emphasizing and tapping onto their strengths and never put a child down. 

Source: http://www.frogview.com/show10.php?file=14750

Task B: Learning about learning styles

1.    Read the article: Dunn, R. (1990). Understanding the Dunn and Dunn learning styles model and the need for individual diagnosis and prescription. Reading & Writing Quarterly, 6(3), 223 - 247. URL: http://dx.doi.org/10.1080/0748763900060303

2.    Based on the article, tell us what you think your learning profile might be. Submit this short write-up of your learning profile to your tutor in Session 6.

According to Dunn (1990), learning style is defined as” the way each learner begins to concentrate on, process, and retain new and difficult information” (p.224). The Dunn and Dunn learning styles model consists of five learning style stimuli, within each stimulus there are several elements (Hawk & Shah, 2007). The five stimuli and their respective elements are:

(1)   Environmental (sound, light, temperature, and furniture/seating designs)

(2)   Emotional (motivation, persistence, responsibility, and structure)

(3)   Sociological (learning alone, in a pair, in a small group, as part of a team, with authoritative or collegial adult, and wanting variety vs rountines)

(4)   Physiological characterisitics (perceptual strengths, chronological energy pattern/time-of-day energy levels, and need for intake or mobility while learning)

(5)   Psychological processing (global vs analytic, right vs left, and impulsive vs reflective)

My learning profile

(1)   Environmental:

a.     Sound (quiet, low/no distractions)

b.    Light (well-illuminated setting)

c.     Temperature (cool)

d.    Seating (soft seats with back support, rolling chairs distract me)

(2)   Emotional:

a.     Motivation (Need encouragement and see short term results/improvements)

b.    Task persistence (require short breaks, begin a task, stay with it for a short amount of time, stop, do something else, return to original task)

c.     Responsibility (Conformity)

d.    Structure (prefer structured tasks with clear directives but allow to self-organize and direct the pace and procedure)

(3)   Sociological:

a.     Prefer learning alone to understand the concept before moving on to group discussion

b.    Prefer routines that have a predictable structure yet at the same time need some variety to arouse my interest

(4)   Physiological:

a.     Perceptual strengths (visual and emotional)

b.    Time of day energy level (morning person)

c.     Intake (snack in between)

d.    Mobility (occasional)

(5)   Psychological:

a.     Analytic (learn better when information is presented step by step in cumulative sequential, logical pattern; learn in a quiet, well-illuminated setting)

b.    Global (learn with some form of intake, take short breaks, work on several tasks simultaneously, need encouragement and short, varied tasks that are interesting)

c.     Impulsive

Hawk, T. F., & Shah, A. J. (2007). Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education, 5, 1-19. 

Session 3: Creating Safe and Inclusive Environment

Reflect on our PM’s vision of an “inclusive society”. What does this vision of an inclusive society mean for you as a teacher?

•          “Government will be open and inclusive in its approach towards all Singaporeans, young and old, disabled and able- bodied…” by PM Lee Hsien Loong

An important aspect of an inclusive society is the integration of people with various physical and mental abilities into the mainstream. To build an inclusive society, I believe that education is the key spring board to which this vision may be realized through. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2003), inclusive education is where schools accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions.

Building an inclusive school community is an effective way of promoting acceptance towards diversity as well as minimizes discriminatory attitudes and prejudices, thereby moving Singapore towards an inclusive society.

Increasingly, our education system is recognising the importance of a holistic and flexible approach that respond to the diverse needs of learners. For instance, learner-centred pedagogies are advocated, quality and effectiveness of teacher is enhanced, developmentally appropriate curriculum and learning materials/resources are implemented to places the child at the centre of the education system. Beyond all these, I feel that teachers function as an important if not the most influential role models for children; given the amount of time students spend in school and interacting with teachers. As such, teachers should develop personal philosophies and cultivate a positive attitude towards classroom environments that are inclusive, supportive and responsive to the diversity of learners.

The vision of an inclusive society also means for me as a teacher to adopt a flexible teaching style by being aware the students have a range of learning styles and are constantly interacting with their environment. Thus, each individual is different, facing and dealing with different stresses and situational contexts. Therefore, I may need to provide extra time (e.g., reading, homework, tests) so that pupils are not hampered by their disability in realizing their full potential. In addition, teaching methods need to be tailored to the various learning styles and pace of pupils (e.g., prepare more challenging questions for the higher ability pupils while freeing-up time to facilitate learning of the lower ability ones). As our group project case study is on hearing impairment, this has set me thinking about how teachers should help such pupils (as most of the time, the term pupils with disability would be associated with ADHD, autism, behavioural problems, this group project has broaden my perspective on what “other” kinds of learners would I possibly face in the future). One strategy would be to relook the teaching materials and adjust their delivery mode (e.g., the use of flash cards, visual aids, FM systems, SMS, laptops). 

Another important element would be to talk to the pupil, ask them about their preferences and requirements and come up with teaching practices through a team effort.

Having a positive teacher-student relationship and a strong rapport with students is also essential such that pupils can trust us. The learning environment should be safe and non-judgemental, where pupils can feel safe to voice their opinions and seek help when needed. The support from the whole class is also vital to promote inclusion and prevent bullying/teasing which has sever repercussions. The class needs to be aware and tolerant of differences, exercise sensitivity and treat each other with respect. Nonetheless, all these take time and effort, therefore I believe that as teachers, we need to be the starter, the role model and encourager who sees value in an inclusive education and strive towards an inclusive society. 

"Inclusion is not just a matter of putting in wheelchair ramps and accommodating disabled kids in public schools. Real inclusion must occur in all aspects of daily life."

Shannon Flora

I was very touched when I read this quote because it speaks beyond the superficial of facilities such as wheelchair-friendly ramps and accommodation. It sets me thinking about the term accommodation vs integration. By accommodating it may feel like we are merely adjusting, habituating ourselves to people who are different from us. On the other hand, integration may have a more positive connotation whereby we incorporate and assimilate people who may be dissimilar to ourselves and welcome/include them into our ‘world’. Inclusion should scratch beyond the surface of adjustment but instead, integrate and seep into our daily life.

“If society could start thinking about the inclusion of people with disabilities in terms of equal opportunity and as a matter of social justice and not just as accommodating people with disabilities then you begin to start removing that stigma that comes with the label of a “disability.” 

Belinda Guthrie, Vassar

Source: http://www.christian-inspirational-quotes.com/inspirational-teacher-quotes.html

Session 4: Creating Safe and Inclusive Environment

(19/01/2012)

Useful strategies to help pupils build self-esteem

• ·         Create opportunity for students to express themselves

o   One way could be to pose relatively easy question to students who have low self-esteem so that they can have experiences of success before throwing them more challenging questions.

o   Wait time is also very important. Too short may be insufficient for students to think and answer the question; too long might be embarrassing for the student. Therefore, I feel that this shows that TEACHING IS BOTH A SCIENCE AND ART. Teachers need to know the pedagogical principles of teaching and the content knowledge but also be flexible and twist the “science” part to accommodate the situation and student like an “artist”. Once again, I feel strongly for the notion that teachers can never be replaced by robotsJ. There can be the best computer program that delivers the best knowledge information but there can never be a program that gives teaching the personal touch.

• ·         Treat each person as an unique individual
• ·         Don’t dumb talk or talk down to pupils (each person has his/her own strengths and weaknesses)

·         In my own opinion, I feel that as teachers, we should be aware of our student’s profile, get to know them as an individual. I remember the tutor mentioning an instance where a teacher calls her pupils by register number. I was really shocked by that because it seems no different as treating your pupils as prisoners, identified only by serial numbers and not their personality etc. While it is not easy to memorize every student’s name, it would certainly indicate to the child that you value them and want to know them if you make the effort to match their face to their names. One suggestion would be to acknowledge to the class that you do not have a super-sonic memory and thus, unable to immediately remember their names, BUT emphasize to them that you will try your best to familiarize yourself with their names and faces and display the confidence that each and every student will be able to contribute and achieve his/her goals if they are willing to work hand-in-hand with you.

• ·         A particular point in the lecture struck me: Having a genuine interest in the children and their problems and helping them with it. Let the child know that he/she is cared for. I believe that we all have the ability to differentiate “genuine” vs “fake” concern. As teachers, we should try to remain objective and not display overly obvious favoritism (personally I feel that it is almost impossible not to have a particular student(s) that we like or find cute). I remember my maths tutor, Dr Lee sharing with us one of his strategy: He would purposely pay more attention and ask more questions to pupils whom he “dislike” so as to get to know them better and also “train” himself to “like” them. When teachers show genuine interest in the child, it would make the child feel like he is valued and worth something, thereby increasing his self-esteem.

Take-aways

• ·         How should we deal with overly-high self-esteem pupils?

o   I agree with what our tutor and class mention: Self-esteem is multi-faceted. A pupil may have high self-esteem regarding his academic-self but low on his social-self. While we need not blatantly point out to the child his weaknesses, I think that we should raise awareness that no one is perfect. We could use ourselves as examples (e.g., teacher is also not perfect, I am scared of heights), we could also bring in famous people (e.g., Walt Disney: was fired by a newspaper editor as he was deemed to be lacking in imagination. He faced many obstacles including bankruptcy and business failures but his determination eventually paid off. Source: http://www.onlinecollege.org/2010/02/16/50-famously-successful-people-who-failed-at-first/)

Session 2: Understanding and Responding to Diversity

Write a short reflection on how and what you have learnt about the concept of diversity in the Singapore classroom. Consider also the learning you have taken away from watching the ADHD video.

“We exclude because we don’t understand…

We don’t understand because of limited contact…

We lack contact because we exclude.”

To me, this quote explains much of the concept about diversity; be it in the classroom or society at large, people often leave out or reject others due to a lack of understanding which in turn arise from limited interaction to get to know the other persons and the very reason why people tend to refrain from mingling with strangers is because we exclude them. Familiarity is something that is comforting; taking the risk to move one step towards unfamiliar people or terrains requires a certain amount of courage.

Session 2 has triggered me to think deeper about diversity in the Singapore classroom. What is diversity? In what ways are students different from one another?

Some possible differences could be regarding their cognitive ability, kinaesthetic talents, cultural background, race, religion, personality, nationality, economic status, physical appearance and sexual orientation.

In the past, we often see people with similar qualities congregating together while keeping a distance from those who are different from their group. However, I feel that in today society, it is essential for us to embrace diversity as diversity is the one thing we all have in common. All of us are unique in our own ways, and that is why I really hate to label people as “retarded” or “autistic” because such developmental disabilities do not define who the person is. I feel that they simply have a condition, just like when I have flu, I would not want others to label me as the influenza-carrier because I have a name, I am a daughter, I have roles, feelings, achievements. The condition should not be used to encompass the person as a whole. Having the diagnosis of intellectual disability or autism spectrum disorder have its own advantages such as allowing communication between experts to facilitate intervention or even to raise awareness for the people interacting with that individual of certain behavioural patterns to be expected and thus, tolerance is required.

As teachers, I believe that we should value diversity and model this positive attitude to pupils. We need to recognize and respect that no two people, not even identical twins are completely the same. We all are different and unique.

One suggestion would be to remind the class how boring life would be if the people sitting next to them are mere mirror reflection of themselves. Another activity could be to get them to list down their own strengths and weaknesses so as to create awareness that they themselves are imperfect.

Source: http://www.treehugger.com/culture/quote-of-the-day-emily-enderle-on-diversity-in-the-environmental-movement.html

Another take-home message from Session 2 would be the discussion on how to tell the class about why a certain pupil is different from them or require additional assistance/attention. It was discussed that we should avoid saying that the individual is special because it may be interpreted as the others are less special or that the teacher is practising favouritism. I believe that the point to make is that EVERYONE is special in his/her own ways.

Question: However, I am rather confused on how to break the news that the particular child requires special assistance due to his condition without hurting his self-esteem. If we tell the class (e.g., John has a lot of energy running in his blood and so he needs to move about more than most of us), would this heighten the differences as perceived by the class?