Chapter 10

I feel this chapter was fairly monotonous. We have been reading the same underlying statements over 10 chapters. Don't get me wrong it is important, but we now know that students get bored, and they don't want to be in the classroom. It is our job to apply the information in a way that is applicable to their lives, and is fun. That is pretty much what this chapter was about.

Chapter 9

This chapter discussed dealing with students that are going through difficult things in their lives. We know that everyday as a teenager is a struggle and we can't tackle every problem for every student nor do we want to pry into their lives. However, we don't want the students to do anything drastic like drop out. I think to try and keep up with every student is impossible but to allow every student the chance for success is totally realistic. I also think that greeting your students at the door is a great way to make that connection with them.

Chapter 8

This chapter discussed the difficulties in teaching a student who doesn't know English. It talks about the importance of getting to know them and getting to know their culture. This allows us to better understand them and allows them to better understand that we care and that we are there to help them. Health could be hard to teach someone from a different culture because there are so many moral values that come into play with health. Personally I feel that these kids need to be taught enough English to understand their teachers before even thinking about entering public schools.

Chapter 7

This chapter connected with me because I feel that it is important to challenge your students and allow them to have some kinetic energy, not just potential. Bobby Bowden once said "Don't go to the grave with unused life." I think a student shouldn't go through a semester with unused brain. You have to keep their minds stimulated. I had my mentor teacher read to students out of a book. The students hated it and learned nothing. They zoned out completely. Why? There was no challenge presented nothing for them to even have to try and think about. We need to give students that challenge, not just busy work.

Chapter 6

Chapter 6 was pretty interesting for me to read. I have always felt that in everything you try to do you have to make people believe in it. The same goes for teaching. The majority of your students don't want to be there nor do they want to learn the material that they think they already know. Students need to be made believers. It is your job to tell them why this stuff is important, how it applies to them, and what's the big deal if they don't learn it... then you can give them the information.

Chapter 5

This chapter talked about the importance of dividing students into groups and how to make it an activity that includes the interpersonal intelligence. It is very easy for alot of students to just skip out on the work. I think assigning them roles is one of the best ways to get students to maximize their potential in their groups.

Chapter 4

This Chapter was interesting because I was able to observe this both when I was in high school and when I was observing Madison Jr. High. Students try to hide their shortcomings in any way possible. Students need to feel like they fit in somewhere in the broad spectrum of the student body so their fear of failing leads them to being apathetic towards learning. I had several students that are so smart but won't try for fear of failing.