Module 1

MODULE 1

CONCEPT 1: Adolescent Minds

Summary:

Throughout chapter 2, Woolfolk focused on discussing the brain and cognitive developments that children go through and how these can connect to educating these children. Given the focus of my major and the fact that I want to teach high school, I focused in on the adolescent mind. Woolfolk described the general processes of brain development and then how children cognitively develop. In this section, she specifically looked at the uniqueness that an adolescent mind holds. For example, she explains that an adolescent mind is beginning to mature and grow towards being able to increase “abilities to control their behavior in both low-stress and high-stress situations, to be more purposeful and organized, and to inhibit impulsive behavior” (42). However, she explains further, their brains are not yet at the full maturity and potential, so the “power” of the brain has increased by the control of it has not yet. Due to this type of potential and risk, she explains that teachers can harness this intensity and passion into amazing work. Kids have the potential to be invested strongly in groups, assignments, classes, and relationships.

Reflection:

            This portion in the book struck me with its accuracy and I was actually filled with a lot of hope at these paragraphs and their information about the type of students I may be teaching someday. To begin, I thought about how when kids in middle and high school buy into situations and material, they go all in. This may be partially due to the fact that they do not have many other obligations besides school and home at that part in their lives but keeping in line with Woolfolk’s writing also points to the fact that the developmental stage of these students is prime time to tap into the passions of these people.

            Another interesting point that she brought up was the emphasis on the still immature cognitive habits that these students have. She put an emphasis that although the students are beginning to process like adults, they are still very immature in doing so. High-stress situations especially can serve as a trigger to them as they do not yet have the best handle on their emotions and cognitive abilities. I think that this important to keep in mind as a future educator. First, I believe that we must acknowledge the growing maturity of our students in the high school setting. These students are only years away from stepping into the world of adulthood, and although some are further along that path than others, they are all working towards that reality. Therefore, we need to treat them and their opinions, ideas and dreams as valid and respected. Along with that, we must also recognize that in the face of this maturing process there is still a great deal of immaturity. It needs to be recognized and understood that these students are not yet at the level of maturity that is (more) common in adulthood. They still must be treated with respect, but not necessarily expected to act and function as full-fledged adults.

            One final part of this section that stuck with me was the thought about students being sleep-deprived and how that can greatly impact both their cognitive development and cognitive function (43). Students in high school do not get enough sleep each night, which Woolfolk described as a big issue for learning in the classroom. She talked about how varied instruction may help keep these tired minds engaged, but it made me begin to think. Shouldn’t there be a balance between rest and work in the classroom? Why have we not figured out a way to make there be a balance? I began to think about classes that I have been in where each class has been a drag to get through due to unvarying instruction patterns, but it also made me wonder what sort of impact an adjustment to the workload would hold. Maybe there is something to be said about there being adjustments and variance in the workload that students take with them in homework each night so that there can be more room for personal care and rest. I believe there needs to be a change here.

CONCEPT 2: Emotions, Learning, and the Brain

Summary:

Again, in chapter 2, there was a portion about emotions and how their development can greatly influence the learning of a student. Woolfolk states that “another clear connection between the brain and classroom learning is the area of emotions and stress” (48). She states that there is a great deal of impacts that emotional state can have on a student’s willingness and ability to learn and perform in a classroom setting. This can range from safety and the lack thereof to the degree to which a student is challenged. Often these seemingly “outside” details can have an incredible impact on how the students learn.

Reflection:

            When considering the evidence and points that Woolfolk puts forward, I find myself agreeing with a great deal of it. To begin with, I agree that if a student feels anxious in a classroom, they will not be able to function in a way that would allow them to learn well. Additionally, if they are focused on their anxiety or fear, they will be less likely to step into the community of the classroom as well, which is detrimental to both themselves and the classroom as a whole. That being said, one of my focuses in my future classroom needs to be aimed at creating an environment where students can feel loved and secure.

            Another piece that I agree with it the fact that if students are not challenged, they may tend to be less engaged in learning. If the subject matter is too easy, they will tend to check out mentally and not glean anything from the course. However, I also believe that the other extreme also hurts learning. If a class is overly challenging, to the point of near “impossibility” for the students, they may feel that effort is futile and proceed to check out in class as well. I have experience both throughout my career as a student and that makes me believe that finding the correct balance of difficulty and accessibility in assignments, tests, and content is essential.

            One final piece that I appreciate was this quote on page 43 where Woolfolk states, “learning will be more effective ‘if educators help to minimize stress and fear at school, teach students emotional regulation strategies, and provide a positive learning environment that is motivating to students.’” Students must be encouraged, be made to feel safe and accept, and to be challenged appropriately for the classroom to be the best place it can be. As teachers, we need to be conscious of our students’ mental and emotional states as we progress through days, weeks, and years in these settings.

CONCEPT 3: Teacher Support to Students

Summary:

            In chapter 3, one of the most essential topics that Woolfolk covered to me was the role that teachers need to playing student support. Woolfolk begins by stating that teachers often are the “main adults in students’ lives for many hours each week.” (101) This large sum of time that teachers have in students’ lives gives a perfect opportunity for teachers to play large roles in not only student learning, but also student social and relational development, as well as personal development. There needs to be support for these students for them to freely and successfully grow into the emotional and social states that they need to be in. Students need this type of influence in their life at such a critical time as well, given the fact that there is an incredibly large amount of personal development that occurs during high school. Woolfolk discusses the fact that teachers have the opportunity to speak into the personal lives of their students, to be an open door for these students to come and discuss issues in their lives. One final piece she shared was the fact that students defined caring in two distinct categories: academic caring and personal caring. Both of these were important to students.

Reflection:

            This section spoke to my heart for my future students greatly. Much of what this section talked about is something that I aspire to be in my classroom. To begin with, I loved the fact that an educational psychology book focused on a teacher’s opportunity to speak into the lives of their students for personal and social growth. This type of idea speaks almost Christian ideals into the classroom, which was very encouraging to see. Students need to be the focus of our careers rather than just the content we will be teaching. I believe that a teacher’s passion needs to come from a will and a hope to positively impact the lives of students outside of the classroom, to assist them in becoming the best they can be.

            One way a teacher can do that is to keep an open line of communication to their students. Students need to know that their teachers want to help them become the best person they can be. This can be through challenge and encouragement, but I believe something needs to be said for just listening to students’ lives and hear about their problems and struggles as well as the positives. I want to be the type of teacher that students feel safe coming to with issues and asking for prayer from. I want to be able to be a teacher who lifts up my students emotionally as well as one who challenges them academically. This is beautifully explained by Woolfolk in her two modes of caring. I believe that teachers can be the most effective they can be when they focus on supplying aid to both types of caring for their students.