PSYC 7020: Conditions of Learning
Examples of E-Mail Postings
Last updated: August 20, 1998
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A. Assigned Reflections on Videotape or Class Discussion
B. Posts on Topics Discussed in Class
C. Responses to Posts by Class Members
D. Responses to Postings From Other Lists or Guests
The following posts are reactions to a video on the technology revolution that I showed in class. The students are assigned to write a reaction and they may comment on others posts. This set demonstrates how a "virtual conversation" can be developed via e-mail.
Posting #1
Two days ago I saw an episode of the "Jetsons" and it reminded me of the video you showed us, "Connections" by AT&T. The handyman who lived downstairs from George was building a robot for himself. He said that the robot would do everything for him. At this point, I thought of the video we watched and realized that those people were still doing things for themselves. There weren't any robots. Everything was computerized, but the people were still in control. And it made me think of all these futuristic movies we have seen the last 10-12 years and how the directors of those movies thought that robots would take over the world or we humans would never have to lift a finger again. But if that video you showed us is any indication, those directors were way off base; not that I thought what they thought. I guess it just proves the point that you made about how we can't predict what will happen even in the next 5 years much less 30 which is when that episode of the "Jetsons" was made.
Response to Posting #1
Your idea of the video was extremely close to mine. Wouldn't it be great to have all that technology? But a major drawback is the family and home life that we now enjoy. Would having the world at your fingertips take away from life's simple, yet important, interactions with your family. Personally, I was amazed by what all can be done by a computer these days, but the idea of losing touch with those close to me because we no longer have to call each other or even visit... we can just access each other's existence by way of a screen. I think I prefer the life I have now without all the computer technology. I would much rather "see" who I am talking to than "view" them.
Posting #2
I am writing in regard to the video we saw in class a few weeks ago. Very interesting! It would be great if we could just talk to a computer and tell it to do things instead of click on this and that. I especially liked the telephones where you could see the people you were talking to. When you haven't seen or talked to a friend in a long time it would be nice to see them as well as hear their voices.
There were some things that also disturbed me about the video. As great as technology is, I'm afraid that we are going to forget the importance of people. The teacher in the video commented on the fact that the kids may spend more time with their computers than their parents. One of the guys in our class commented that sounded like a negative aspect of all this technology. I agree. Technology is great, but if it is going to take away from people spending time with their families, then, no thank you.
I do hope that some of these products make it to the world soon. It will be fun to learn about them.
First Response to Posting #2
In reply, I don't think a lot of people got the correct message about the school setting. The children in that computer class were not there for the entire day. It was just as the lady in the movie said it was, a computer CLASS (one class, not all-day classes). It would be very scary if the children were subjected to a computer all day and no social interactions occurred.
I did not like the fact that the "telephones" had an "interpret" button. I learned how to speak German as a sophomore in college. I not only had a chance to embrace a new language, I had a chance to embrace an entire culture. The button on the phone takes away all the ambiance of the cultures involved. I would have missed the culture part of the language class terribly.
I also thought the actors were very (as teenagers today would say) "CHEEZY"!
Response to First Response to Posting #2
I was the product of a computer class (all DAY computer class) and we interacted with other people in the class. We had the freedom to walk around the class as we pleased. We could look at other peoples projects and talk. I was in this class from the 2nd grade to the 8th grade. Granted we only had interactions with other classmates or the teacher in class but there was still lunch and break.
With today's computer system I can and do interact with people from all over the world. I have a mic and can talk with anyone else via the net who has the same setup.
I think the computer really helped me to more than regular classroom instruction could ever had done.
Second Response to Posting #2
THIS POSTING IS IN RESPONSE TO XXX’S QUESTION/STATEMENT ABOUT THE ABILITY TO HAVE VIDEO PHONES AND INTERACTIVE VOICE COMMAND COMPUTERS. THE TECHNOLOGY FOR BOTH OF THESE IS ALREADY AVAILIABLE TO THE COMPUTER CONSUMER. THERE ARE SEVERAL VIDEO CONFERENCING SOFTWARE PACKAGES ON THE MARKET JUST NOW. THE PRICES (FOR NON-COMMERICAL HOME USE) RANGE FROM FREE (THE FREEWARE VERSION OF CU-SEEME) TO ABOUT $200.00 FOR A CAMERA/SOFTWARE PACKAGE FROM ALMOST ANY COMPUTER CATALOG. AS FOR VOICE ACTIVATED COMPUTERS, THEY HAVE BEEN AROUND FOR OVER 15 YEARS AT VARIOUS UNIVERSITIES SUCH AS MIT AND UNIVERSITY OF ILLINOIS. THERE ARE NOW SEVERAL NON-COMMERICAL HOME PC APPLICATIONS ON THE MARKET RANGING FROM $99.00 (A LOW-LEVEL IBM VERSION) TO $2000.00 DOLLARS. EVEN THE BEST OF THESE APPLICATIONS HAVE TROUBLE WITH VOICES THAT HAVE THE "SOUTHERN TWANG". BUT FOR AROUND $900.00, ONE CAN PURCHASE SEVERAL APPLICATIONS THAT HAVE A WORD BANKS IN EXCESS OF 60,000. THESE PROGRAMS WILL WORK WITH ALMOST ALL PROGRAMS THAT THE GENERAL PC'ER WILL USE. FOR EXAMPLE, IF YOU WANT TO TYPE A 25-PAGE REPORT FOR DR. HUITT ON YOUR WORD PERFECT PROGRAM, THERE WILL ALMOST BE NO NEED TO TOUCH THE KEYBOARD. JUST SAY WHAT YOU WANT AND IT WILL APPEAR ON THE SCREEN. ONE CAN BOLD, HIGHLIGHT AND IMPORT IMAGES JUST AS IF YOU WERE KEYING IT ALL IN.
HOPE THAT THIS WASN'T TOO LONG OR DRY, BUT I THOUGHT YOU MIGHT LIKE TO KNOW.
FROM: THE GUY IN THE CLASS WITH THE NEGATIVE IMPRESSION
Response to Second Response to Reaction #2
Negative speaking guy speaks the truth.
If we all had mics and the cheapest little programs around we could speak to everyone at the same time and cut out all this typing.
Third Response to Posting #2
The great thing about this technology is that it is already available if you have the money and the knowledge of how to use it. As far as taking time away from families it could also bring families together across the country. I found out tonight via e-mail my brother is expecting his second baby. If you let it get in the way of the family it will become a problem. Use it as the tool it is.
The following postings were done in reaction to a video and class discussion on IQ.
Posting #1
The video on IQ was very informative. Seeing the woman with the highest IQ was awesome. I made sure that I told my 10-year old daughter about the fact that the record-holder is female. I found it interesting that not only was she smart but beautiful; smart but not a know-it-all; smart but very open with her feelings.
The inventor of the artificial heart was also very open with his thoughts about intelligence. The pair made an interesting contrast--so much in common, but so different.
The different psychologists interviewed presented very different viewpoints. Possibly because each had a different view of his own intelligence. Technology is fascinating and makes learning easier. Having a visual image of Gardner to relate to his theories makes it more relevant for me; therefore, it goes more readily into long-term memory.
The same goes for the visual of Jean Piaget on his web site. His signature gave it even more warmth. Oh! Well. Test in 30 minutes!
Posting #2
In perusing the myriad of e-mail messages packed in my "box," I could not help but note that many people believe that children should not know their IQ scores. Personal experience and reflection make me a bit undecided on this issue. Because I considered my IQ score as "high," before I learned of the 230 IQ woman, my self-concept was reinforced as my being an extremely "smart" young lady, and my self-esteem flourished as my ego swelled. However, being "smart" I soon found the truth in another statement that has been bandied about. IQ is not as important as what you do with it.
Looking back at my academic life, I see that my "straight A's" were a result of "natural" ability and not as a result of any work on my part. I did just enough work to score the highest, to keep my A and to maintain my place on the top of the school hierarchy. I was a big fish in a little pond and I liked it that way. However, as I got older, although my self-concept stayed positive, my self-esteem dwindled. I began to believe that none of my academic successes were a result of my own will and efforts. I had never taken any risks in academia nor had I set goals to go beyond the minimum required to stay on top. So I thought as myself as having God-given intelligence, but I did not feel good about it. I did not have a sense of ownership. Similarly, the emphasis on being "pretty" and the focus on the superficial often makes attractive young people feel like their beauty is a millstone around their neck. The idea of "I like you because you are pretty" makes them either doubt their worth in other areas or become obsessively focused on their looks. Similarly, my supposed "smartness" has been a bane to me. Even now, I struggle with pulling up my self-esteem as I am trying to develop other areas of my life. Hopefully, in finding that I can shine in other areas, my idea of my positive self-concept will improve. So, to answer the question of whether children should know their IQ scores, I remain stuck on the proverbial fence. I have heard tales of the negative effects of knowing low IQ scores, and I have had experience with the negative effects of knowing high scores, also. So, who knows? As IQ is not the only measurement that society has of intelligence, surely the child will have a general idea of his/her intelligence early in his/her life, anyway.
Posting #3
Marilyn vas Savant made some interesting comments regarding IQ in her column in last Sunday's Parade Magazine to a reader about knowing her I.Q. score. The reader said that she has never known her I.Q. score after being tested. She did make high enough to be admitted into the gifted program. Marilyn commented that if your I.Q. score is very high it is nice to know it, that knowing would help you live up to your intellectual potential. If the I.Q. score was lower, it is better not to know it, so you won't limit yourself unnecessarily.
Marilyn then gave the example of a bumblebee. A bumblebee should not be able to fly because of wing size, size of body and it has hair. But it flies anyway. Is this motivation, or what? I bet its inner talk is, I think I can, I think I can.
As educators, we work diligently to prepare our students for the "real world." However, the SCANS report and other indicators on why people are unsuccessful in the workplace often indicate personal skills are painfully overlooked. Anyone who works with teenagers is aware of the lack of communication skills (both verbal and nonverbal) evident when in the presence of adults. We are also painfully aware of the unrealistic goals our students have without any plans on how they are going to achieve them (except becoming a professional athlete or winning the lottery).
I have used in my classroom a small book entitled "Teenagers -Preparing For The Real World" which emphasizes some affective and conative skills needed for success. It is written by Chad Foster, the guy who invented the spongy material used in McDonald's playgrounds. He shares personal stories and advice on goal-setting, networking, community service, and decision making. Stories about famous role models, like Michael Jordan, add to the book's appeal for pre- and early-teen readers. My students, as well as myself, especially liked expounding on the section about unusual careers. A lot of good information is presented in a way I feel would inspire young teenagers to look at their future and how they plan to get there.
I was thinking about the families I have worked with as a mental health counselor in Georgia and the Premack Principle. Everyone seems to know about this idea but so often I see families who offer the reward before the desired behavior is shown. For example, a family will offer a new Nintendo/Sega if the child stops fighting. They buy the item immediately and then wonder why the child does not stop the behavior. I have worked long and hard trying to have them see that they must wait to ensure that the behavior is well established before rewarding it, but usually to no avail.
I like contingency contracts (we call them behavioral management contracts where I work) a lot, even though I think they are very hard to effectively write. The families I serve are sometimes very chaotic, however, and it is often very difficult for them to think about doing anything consistently, nonetheless identifying one of their child's behaviors and addressing it every time and effectively. I understand that operant conditioning is supposed to work, without fail, when the right kinds of reinforcers are used (read not neutral stimuli). The children I work with though have spent their lives on variable reinforcement schedules and have almost no comprehension that A will always lead to B. I wonder if operant conditioning can really work with them?
I am interested in the methods you use to study the material for PSY col. Below is my way for organizing the material to answer an essay question. Please send me any of your ideas relating to how you organize, process and elaborate on the information Dr. Huitt is teaching.
When answering an essay question, I have found it helpful to put the questions and sub-questions into outline form. Next, I answer every question with one to three sentences. Finally, I copy the text, delete the outline questions and arrange the text into paragraphs.
Here is an example for Question #8:
I. Introduction--Why is operant conditioning so important to educators today?
A. Opening sentence
B. Define operant conditioning
C. Define classical conditioning
D. How they differ
E. Link sentence to next paragraph
II. Application of operant conditioning to the teaching-learning process
A. Opening sentence
B. Define Premack principle
C. Example
D. Determing reinforcers
III. Schedules of reinforcement
etc....
It takes some time to answer the questions but once I do, I have my essay paragraphs! Hope this helps someone.
I read with interest the information on Piaget's stages of cognitive development, particularly the formal operations stage. I was amazed that such a small percentage of adults were assessed as functioning within this realm. Recently, I came across information which suggested that there might be a post-formal operation stage. Several researchers (Merrian and Caffarella, 1991, Taranto, 1987, Arlin, 1975, and Neimark, 1987) have suggested that because adults, in real life situations, often must solve vaguely-defined problems which don't have clear cut answers; a higher though process than formal operations must exist. Abstract concepts must be not only be formulated and judged but reprocessed and adjusted for a multitude of variables in many adult tasks.
Some may define this as wisdom. As I mature person, I tend seek answers from those who have significant experience in addition to "textbook" knowledge. However, I choose to believe that wisdom is a sign of a well-balanced individual whose experiences are integrated with sought-after knowledge in working toward a cause greater than one's self.
The following are reactions and responses to a class lecture on goals and goal setting.
Posting #1
This is a short note on goal setting. For those of you who still have or even bought a senior high school memory book, look back at what you wrote down as goals back then. I recently looked back at mine and found it quite humorous. I am proud to admit that I did marry the man I said I would, have the degree I said I would, and live in the house I dreamed I would.
Sad to say, I have yet to obtain the bank account I said I would or see a lot of the places that I said I would. YET! A lot of the goals I set for myself back then mean nothing to me now.
Our discussion on goal setting has made me realize how long it has been since I really sat down and thought about my future.
Posting #2
Ah...I am now wondering if it is possible I've spent my life without goals. Of course I did not have Dr. Huitt as a teacher. I think, however, that I had goals. For example, I always wanted to be a teacher of French in England and I am teaching Spanish in Georgia. My other goal was to be independent, and this, I am. I feel now that I need to sit down with paper and pencil to set new goals. I don't want the environment to control me and I think it is what is going to happen if I don't react quickly. In our classes of 12th graders, during the year we have many occasions to discuss in the foreign language chosen, what they plan to do with their life. I can now, when we reach this chapter, make them write their goals and how they are going to try to reach them, with very specific steps. I love to teach Foreign Language because we can discuss so many personal issues and this 'goal setting' can be incorporated in our lesson.
Response #1 to Posting #2
I agree with XXX that I am now questioning the fact that maybe I grew up without goals in my life. I always knew I would go to college, it was expected. It was expected that I would always make good grades (a little harder goal for me in this class). I just figured all of the things I wanted would fall into place. I really don't think I ever sat down and created a list of the things that I wanted to do in life. I'm not real sure that my life would be any different than now if I had but it would have given me a little more direction. I feel that I was born to teach, growing up in a family of educators I know what to expect and I still love the work. I believe that we need to work with our students and our own children on their goals in life. Whether they are short term or long term, as long as there is something that they want to work toward.
First Response to Response #2.1
I agree with YYY about establishing goals. My personal beliefs though are that we all have goals, we just aren't aware. I feel that many of the goals we establish are subconscious goals. We strive to a certain level in all that we do, and through this standard for excellence, we are unaware of innate goals. Whether these goals are taught to us from early experiences or through inheritance, that's another issue. What your opinion? Inherit or learned?
Second Response to Response #2.1
It is important to set goals, both long-term and short-term. Short-term goals are small goals or steps that help you achieve long-term goals. A person needs to have initiative in order to get started and achieve his/her goals. But before getting started an action plan needs to developed in order to obtain the set goals.
It is important as educators that we help our students set both types of goals. They need to see the big picture as well as the small steps needed to achieve this larger goal. Without direction, it is difficult for a student to be motivated. Goals will help students become productive citizens.
Response #2 to Posting #2
At my school for three years we had an administrator that led the entire student and faculty body, Kindergarten through eighth grade, to set goals each six weeks grading period. Each six weeks the students and faculty would write our goals on a 3x5 card . These were placed in individual envelopes and placed in the school vault until the six weeks was up. On a given day and time the entire school stopped and opened their goals. If the individual chose to discuss the results they could but it was not a requirement. Then we each wrote another goal or re-wrote the same goal and again placed them in the vault. We even wrote a goal for the summer days and read them when school reopened.
The opportunity to set and work toward goals was a rewarding experience for me as a teacher and I noted many student successes through this activity. However, I regret to say that we now have a new administrator that did not chose to continue this activity and therefore as a school we stopped it. As a result of our class discussions I have determined that next year this will again be an activity that I have in my class and I hope to encourage the school to continue this.
Response #3 to Posting #2
This past week-end I attended my son's graduation from college. It was such an exciting time for me. The address was given by Linda Wertheimer the host of the NPR program "All things Considered". She said some things that perked my attention. The one that my son repeated to me later was "Mom wasn't it interesting that she said, "Don't be in a hurry to settle into a job for life. Find something that will excite you each day as you get up to go to work." My son replied,"I bet you parents were saying, "NO, get a job now." I explained to him that I had recently been considering the importance of goal setting and working towards reaching and achieving your dreams. He has always had a goal and he worked until it was accomplished, many times at the expense of others' feelings. I often said to him, " You are either planning a plan or working a plan." I gave him a copy of Dr. Suess' book "Oh The Places You'll Go." It's a great graduation gift to encourage dreamers.
Response #4 to Posting #2
I feel that XXX's entry on self-esteem explains the concept perfectly. Everyone wants to instill a good sense of self-concept and self-esteem in their children, students, and clients. However, many times, even with the best intentions, we fail to do this. Sometimes, I think we want to set up children for success so much. We forget the importance inherent in the learning experience of failure.
In order to bolster children's self-esteem, we tend to focus on what children are good at and praise only those endeavors. However, when parents, educators, and other child care professionals do this, they can inadvertently hinder a child's self-esteem and limit their goals. In response to this type of treatment, children learn to do only the things that they are good at and/or the goal is only performance-based. As we discussed in class last night, performance based goals lose meaning and lack other related goals after their accomplishment.
This brings me to another point the importance of dreams even when they don't seem realistic. The child in XXX's entry had big goals and did not let failure discourage him. Children need to have dreams even if they seem unrealistic. You do not want to limit a child's goals, dreams, or aspirations. Who knows, they be may able to achieve them. As an example, take "Jerry McGuire," if he didn't write his mission statement and take a huge risk for his dream, he would have been miserable in his job for many years. By having the courage to follow his dreams, he achieved a point of self-efficacy and self-actualization. We need to help encourage our students to take risks to fulfill their dreams,.
On another note, I would like to thank ZZZ for her e-mail. I didn't realize the potential for learning that these messages had either.
I read an article in Educational Leadership (Sept. 1995, pg.13-16) by Ron Brandt. Mr. Brandt had a conversation with Alfie Kohn, the author of "Punished by Rewards." Mr. Kohn's opinion is basically that we should not reward our students for doing good work or behaving nicely. By rewards he means everything from praise to something more tangible like a toy. He believes that rewards are ways of manipulating behavior, and "none of us enjoys having the very things we desire used as levers to control our behavior." He believes that by rewarding children that we are treating them as pets by giving them "doggie biscuits for doing what we tell them."
Mr. Kohn believes you can't motivate a person to learn. He thinks that "what kids deserve is an engaging curriculum and a caring atmosphere so they can act on their natural desire to find out about stuff."
I agree with much of what Mr. Kohn said. However, I also think it is somewhat unrealistic. There are just too many individual differences among students and teachers. We are also dealing with time restraints, here. You have 180 days to reach certain goals. I feel that some teachers would go crazy without some sort of rewards system. I think what's important is that students learn. If you use rewards to help you or some other system, the goal is the same. That's what's important.
Response #1
Any person that advocates the willful removal of praise to students or children in general is a first class fool. More can be accomplished with simple words of praise and a pat on the back than can ever be accomplished with m&m's or some temporary token economy. Seeking praise is part of the human experience. Praise is a prime motivator for students and children doing their best. Being a special education instructor/teacher, I have read many reports on the positive affects on both positive and negative reinforcement on students. How anyone can put forth such an asinine opinion is beyond my comprehension. There is a good chance that Mr. Kohn is anal/retentive as defined by Freud in his stage theory. My paternal grandmother use to use this adage, "You catch more flies using sugar than vinegar."
Response to Response #1
I think when XXX was agreeing with the article she read, she didn't take such as "the world is going to h-ll in a hand basket" approach as you did! I just think, that she thought (because we discussed it together) that the article was entertaining. The article was unrealistic. Mr. Kohn was apparently a researcher and NOT an educator. CHILL-OUT!! (also, don't base your opinion on someone else's response. Read the article first, K?)
Response to Response to Response #1
First off, notice the lack of all upper case letters. So I am not SHOUTING. Every day of my life and yours, we base our opinions on credence in the media. When you read about a plane crash in Poland that kills 200 people, do you fly over to Poland to see if in fact it is based on truth? Or do you, like the rest of us, believe the source of the information. As XXX is a colleague in arms, as you are, she is given the benefit of the doubt on what she says or writes. This is a common habit among professionals in all fields. As the above example shows, no one has the time to investigate every scrape of information that the brain processes in one day. The executive function of my brain gives credence to articles or information that it has reason to believe are true. The rest is FLUSHED. WHOOSH. There went your opinion.
p.s. I do not believe that the world is going to **** in a hand basket. I believe in being actively involved in my surroundings, not just in complaining.
Response #2
I think that a healthy reward does us all good from time to time. A good grade is a reward that motivates me to continue to work hard. I mean the promise of exempting a final is reward enough to study hard the first time. Rewards must be used as tools to shape behavior to the point that a reward is no longer needed then you can slowly move away from the rewards.
To measure the values nursing as a profession believe to be important, nursing educators have developed a "Clinical performance checklist" that identifies skills and behaviors necessary for students to achieve in order to pass. These skills and behaviors are to be demonstrated by the students in the clinical setting. Some valued behaviors are: how well they communicate with patients and other professionals, how responsible, how autonomous, etc. The students are given this checklist in their syllabus at the beginning and are instructed from the first day to be responsible for demonstrating these behaviors and will at the end have a conference with the instructor to evaluate whether they met these objectives. The idea here is to practice these values and to adopt them as your own. I think children should be given a behavior checklist just like this one and should evaluate with the teacher whether they met these objectives. This would build self-efficacy, self-determination, and self-regulation. What do you think?
Another note. I just need to express my feelings on class yesterday. I was ready to "flush" that load last night and when we were informed that we could not, the anxiety set in. What, I need to remember and to elaborate on this stuff still!!!! Not a typical post-midterm feeling and one that I think is perpetuated throughout. Congratulations Dr. Huitt on a very effective teaching strategy to cause permanent change of behavior.
Response #1
I liked the idea of making students accountable for certain behaviors by using a behavior checklist. The students would know what is expected of them. And because, certain behaviors are expected the students would probably live up to the expectations of their teachers. This idea is a viable way to teach students values. Behavior checklists, behavior assessments and upholding standards of behavior in the classroom can possibly be a good solution to a difficult problem .
The only problem I see with measuring values in the classroom is that not every student or their family has the same values. This happens particularly in diverse classrooms. I feel that an understanding , tolerance and acceptance of different values is necessary in the classroom. Educators may want to make sure they are not forcing their own values on students.
Response #2
This is in response to XXX's note regarding the use of behavioral checklists for school children. I agree that children need to be informed of the accepted behaviors that they must exhibit. Knowing what's expected of you makes it a lot easier to do what's expected of you. (It's like a teacher's need to cover material that the student will be tested on... the student will more than likely succeed if accepted behavior is "covered" or modeled).
I must also comment on the use of Kohlberg's moral development theory. Because he used male only subjects in his studies, I feel his findings are somewhat flawed. If women measure themselves by what Kohlberg found were moral traits, they would find themselves morally inferior to men. I have read "In a Different Voice" by Carol Gilligan, and I have found that it was very insightful on the differences between men and women. I would recommend that everyone read this book (I know everyone has so much extra reading time-HA HA).
In the book Gilligan repeats the Kohlberg study of men and women's responses to the dilemma of "Heinz." In short, Heinz needs medication to save his dying wife. He has no money to purchase the drug. Should he steal the drug? Men, on the average, would say yes. Men would say comments like, "the judge would probably think that it was alright" and women, would comment on "who would care for the wife is the Heinz got caught and went to jail" and "he could borrow the money or talk to the druggist." Women thought more along the lines of communication, care, and trying to work it out, while men focused on the fairness and justice side of the issue.
This is a response to the posting done on another list as shown in the PSY 310 e-mail examples under the title "Commenting on a Post From Another Discussion List."
Here are the questions originally asked in Exercising Judgement -- These answers are based on my opinions; I hope I don't offend anyone too much with some of my responses. These questions are tough toward the end; they become more of how you see the world (paradigms, etc.). If you don't agree feel free to flame --
> 2) 'three times a number diminished by 6' is represented by 3x-6 and not by 3(x-6), even >though the former is ambiguous in English and could be read either as (three times a number) >diminished by six, or as three times (a number diminished by 6).
My guess is the teacher never examined the worksheet close enough; if he/she had they would have thrown out the problem, made it optional, or explained the interpretation they thought correct. Really, though, if that is how the problem is worded I would have changed it altogether because the importance of teaching students to carefully read and understand how algebra-type word-problems are written is critical (as in critical thinking too). This is true not only in algebra, but as a matter of reading comprehension. Have them take it to their English teacher and ask her/him to interpret the question.
> In a language arts class (of another teacher), one of the questions on a true/false test was: >Lois Lowery is the author of _The Giver_. A number of students put "false" because that is not >how the author's last name is spelled. The teacher marked those answers as incorrect and said it >would remain incorrect even though the students explained and vehemently argued WHY they >said "false" when the answers were "gone over" as the tests were returned.
Did anyone get up and ask the teacher if that was a typo? Because I would have -- still it wouldn't cause the teacher to lose face if the question was just tossed out.
> Finally, in an honors geometry course, one of the exams was something like four >double-sided pages long, and when the teacher photocopied all the pages to make up the test, >she got some of them upside down to each other and some of them out of order. One kid (not >mine) inadvertently missed seeing one of the pages, and the teacher counted all the problems on >that page wrong, giving the kid a 67, which gets averaged into his final grade.
>I'll tell you something about my own experience with this; I have done this before. Who hasn't >missed a part of a test carelessly? But I don't do that anymore -- because I know I have to be >responsible even when other people aren't that isn't an excuse for the teacher's mistake just a >way to overcome an obstacle. So, I am sorry for the student, but I know they will remember it >and not let it happen again (better they learn now on something minor than later on something >really important).
>Whatever else any of you might want to say about the above cases, my questions are these:
>1) Are these teachers doing the right, or reasonable, things in these instances?
Not always, but are the students treating the teachers like humans and questioning them when it is appropriate or after the fact making more work and frustration for the teacher who is then less likely to do something about it.
>2) Are these teachers exercising judgment about what they are doing?
Not really, they are acting on the basis of pride and other emotions; they seem like they are afraid to admit mistakes or differ in their interpretations of the answer sheets.
>3) Is judgment called for in cases of this sort?
Sure, and if the teachers were more sure of themselves and their classroom management they would see that.
>4) Is judgment appropriate in teaching ever, or should teaching be a mechanical or scientific >matter?
C'mon -- who wants a teacher who acts like a robot? Even Data would admit this.
>5) Does repeated exposure to such teachers cause students, who are the sort who argue that a >grading error was made or that a certain practice is unfair/unjustified, to quit arguing for things >evidentually or are the "argumentative" students who seek better justifications the people who >will always be wanting and expecting things to make sense?
I think that poor teaching is not a new thing; the secret is to be a defensive learner. I know teachers get tired of students asking, "Are we going to be responsible for this information?" Well, too bad, I am glad students ask these kinds of questions. It is about time they realize (and some teachers too) that in order to survive in this world you have to be responsible for yourself. This includes academics; students need to question teachers about test content when they are taking the test not later. If the student is intimidated by the teacher then they better overcome it; they have to learn to speak up for themselves. The teacher is just a teacher not a demi-god c'mon get a grip. Those who do it while they are taking the test are the ones who see the problem before it blows up. And we all know others will jump on the bandwagon later on after the fact.
>6) Do some students and/or some adults not expect things to make sense or not care whether >they do or not? If so, are these the same people, or does something happen that makes >reflective students lose their enthusiasm for making sense out of things, even if it is not >somewhat minor cases of the sort above?
I can't answer the first part but here is my response for the last question. "Does something happen that makes reflective students lose their enthusiasm for making sense out of things, even if it is not somewhat minor cases of the sort above?" In our society, I can't think of one person (outside of public television science programs -- which only model scientific questioning) who actively seeks to model the process of reflective and thoughtful questioning. It almost gets to be like philosophy and matters of spirituality; do you think there is a higher purpose to this, etc. This is probably due to the fact that many people are uncomfortable or unsure in their own reflection because it leaves them with more questions and still no answers. We can't have that now can we?
>7) Do you think things should make sense in life?
Things will find an order only within the individual -- if they know what is important to them.
>8) Do you think people (including teachers) should be able to, and have to, justify their >decisions/beliefs?
What kind of justification are we talking about? I mean justify by what standard. Some kind of accepted teacher practice drawn from field research. Honestly, I have made decisions that a probably questionable -- when I was student-teaching the mother of one of my students died after suffering over a year from ovarian cancer -- he had seen terrible things that no child should be exposed to in that time. He missed a week; when he came back, he was as could be expected-- very distracted. We tried everything to get him back into the flow of the classroom. This included me faxing his homework to his grandmother to where she worked every day of the week so he would not have any excuses. We tried sending it with his younger sister but he would get it from her before they got home. He had had a problem staying on task with his work before his mom died, too.
My point is that normally I wouldn't fax homework to anyone when they should want to be responsible and write it down. However, he had many problems which he couldn't control.
To answer the question, I can't justify my decisions or my beliefs because I have to respond to each person based on what I know about their situation and how in control they are of their life (his was unbelievable - trust me).
As an education Specialist with SUNY Research Foundation, I am in position to see the results of inadequate values education. Participants in our welfare-to-work program typically (and stereo typically) are burdened with high rates of teen pregnancy, substance abuse, poor self concepts, and the list goes on.
They must enroll in computer literacy classes as a condition of their participation. By and large, these people are technophobic. I wonder what part sociopsychological factors play in creating their fears of information technologies. Most are not high school graduates, and the classes are geared accordingly ... but, there is a high incidence of either non-compliance or failure. To what extent, do these participants create their failure, and what part of the failure has to do with values?
Any comments?
Response #1
XXX, think about when these people come into contact with computers in their lives up to this point. In teen pregnancy, substance abuse, and people with police records, the computer is a negative part of their lives. The computer represents something that holds personal information about them that seems to haunt them for the rest of their lives. So why would they want to become "friends" with something that has plagued their lives?
Response #2
You ask the question to what part of the failure in your students is due to their own failure and what part their values plays in success or failure. I wonder if the failure is more of a lack of self confidence. I work with adults who have had standards imposed on them that they must complete bachelor's degree in order to maintain their positions. I was amazed at the total lack of confidence and self-helplessness displayed by my employees. They had a reasonable amount of time to start classes and prove progress. Some of these employees were employed by the Federal Government for years, if not decades and were willing to risk a retirement and employment for fear of going to school. I do not believe that it was a value issue as much as a confidence issue and fear of the unknown. I was forced to make these people get their required education. One of my best days as a supervisor was report card day-my employees who are much older than me brought me their grades. Not only did they pass their classes most ended up on the dean's list at the local community college. I was proud of each and realized that not everybody has the confidence to start college. I believe that they valued education but did not have the self confidence to take the first step. Unfortunately, some employees are no longer employed because they could not bring themselves to go to school. Is this a value issue or confidence?
Response #3
I do not think that the failures of your participants are due to values or lack of values. Their failure (speaking from experience, my mother went through a program similar to this when I was younger) is probably due to the fact that what you are teaching them is not immediately related to their lives. These people have a lot on their minds, they don't want to learn about computers, they just want you to help them get a job. and 9 times out of 10, they're not looking for the type of job that will require computer skills because those types of jobs are out of their paradigm. It is not an issue of values, when my mother went through similar programs, she failed too until she got her priorities together. she had values because she taught me values. She did not have an education, but here I am a college grad and now a grad student. So values are not the problem, I think that the problem is more or less priorities, established paradigms about where they fit into society and don't, and immediate problems of money, family, etc. You're dealing with people who have already been told numerous times that they cannot do, and because of this they will not do. A lot of your participants probably believe that they are not "smart" enough to learn about computers, therefore they don't. It's that old self fulfilling prophecy thing. They don't care about technology, they only care about making it from one day to the next. I know because I have been there!
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