Statement Summary And Analysis

I find reflective practice useful both personally and professionally. When I step back, observe and reflect helps me become more self-aware and understand my own and others’ emotions. I would be able to see things from different angles. When working with families, it will help to learn how to empathize and develop a better understanding of other people. I learn to better communicate through a better understanding of behavior which will help me build better relationships with families. To support children's continuous learning, I begin to ponder and question about children’s engagement in learning and what/how we can do to improve our teaching methods to meet the needs of all the children. In the see/think/wonder thinking has changed the way

Metacognition is the driving force for Children to succeed by encouraging cognition self-reflection also known as effective discipline techniques. The result in cognition self-reflection helps children understand their mistake also learn from their mistake by keeping their emotion in check. Tough empathizes, "You go over the mistake you made –or the mistakes you keep making – and get to the bottom of why you made them."(115). This idea is significant because children can look over what they did wrong continuously furthermore by analyzing the situation of what went wrong until they figuring out what they did wrong, therefore, to avoid that same mistake yet again. Tough illustrate "take responsibility for their mistakes and learn from them without obsessing over them or beating themselves up for them."(115). The point is children overcome from their mistake moreover learn from it without being upset or giving themselves a difficult time for doing the wrong fixation. Children who can look deeply at their own mistake and reflect on that mistake by analyzing what they could have done differently to avoid making the same mistake. Self-reflection is the motivating force of metacognition.

Metacognition refers to becoming aware of one’s own thinking and one’s own reflecting - an awareness of the process itself, which leads to a “mindfulness” about life. The more effort you put into this the more you are likely to get out of it. This is a chance to take some time for yourself - time to ponder questions of importance about yourself, your world, and your future.

Barnes was Mrs. Clements fifth grade class. This was an unusual day since it was STEM day, so part of the observation included walking around the gymnasium and looking at science projects. Once back in the classroom, Mrs. Clements lectured on how they were going to make their own bottle rockets. She used several methods of instruction, including verbal, use of videos, and asking questions to get her students thinking about their own designs. This demonstrates Mrs. Clement’s knowledge of IPT (Santrock, 2011). When implementing Bandura’s theory, she positively reinforces a student’s critical thinking, and in return, increased his self-efficacy (Santrock, 2011). This also encompasses behaviorism since Mrs. Clements uses positive reinforcement when her student critically thinks, and will most likely encourage the student to do it again (Santrock, 2011). This is a good way to implement operant conditioning(Santrock, 2011). Overall, Mrs. Clements adhered to Piaget’s theory, discussing their developmental stages and trying to get students to dig deeper and think more critically verses blindly going through the motions (Santrock,

I strive to develop the skills of being awake in my life, but also in my future classroom. As individuals investigate and become intrigued in the world around them, they can start to be aware. Becoming more reflective will aide me in this process to becoming more involved.

Rehearsing good thinking enables those that have PUT to focus on the skills and also successes, which often boosts contentment and also inspiration. That, consequently, allows us to spend more

This results in errors in her work. Alejandra also gets off-task easily. During instructional times when the teacher is teaching, Alejandra would begin to draw on her paper or play with fingernails. When asked a question about the lesson, she would not respond and put her head down. She needs frequent reminders to help her stay focused on the instructions. During the learning segment, Alejandra was highly motivated by verbal praise and the extra time drawing time (5- 10 min) provided at the end of each learning segment. The motivational strategies helped Alejandra to stay more focused and increased her academic performance. This reflected in her results that were collected using the informal checklist (above), for objectives 3 and 4 collected for solving word problems with 100%

Ben’s teachers also believe that his slow progress is due to a lack of attention, (Kane et al, 2007) proposed that when crucial information is lost when performing demanding cognitive tasks “zoning out” takes place, and it is that mind wander aspect which distracts the completion of activities. One reason children may display difficulties in certain curricular subjects would not only be due to a general loss of crucial information from their working memories, yet through a perspective called working memory overload hypothesis. Constructed from two theoretical working memory model perspectives: the working memory model (Baddeley & Hitch, 1974) and the mental capacity model (Pascual-Leone, 1970). The working memory overload hypothesis has been amongst recent theoretical debate wether or not it is both perspectives that constitute a possible unification in the sufficient understanding of the capacity influences of working memory (Baddeley & Hitch, 2000; Kemps, De Rammelaere & Desmet,

The change that I made to my thesis statement is that I revolved my paper around the reflecting side of writing a paper. In my first paper my thesis statement was more of the writing process and issues that struck me when I was a kid to now. The problem with my first paper was that it had the same points multiple times but reworded differently that I never recognized it until I got my final paper back. I also had a problem with the structure of my paper because I was getting lost sometimes in my own work trying to conjure up ideas.

I do agree with your point of view of being self-disclosed with your husband. He is someone with whom you should be transparent, but I do believe that it always depend on who the other person is. For instance, if the other person is someone you just met and he or she starts being self-disclosed, you should evaluate the situation before being reciprocal. As I stated, it is important to analyze to whom you will

To obtain direct measures of ROM, I would perform the goniometer test and based on her findings, I believe that indirect methods would be useful to assess the flexibility of her lower back and hamstrings. The Sit- and - Reach Test is useful to assess the “static flexibility of lower back and hamstring muscles” (Heyward, p. 273, 2010). The Standard Sit-and -Reach test evaluates lower back and hamstring flexibility. I would perform the Back Saver Sit-and –Reach test because it relieves some of the discomfort when measuring flexibility of the hamstring muscles. Also, the skin distraction test is useful in assessing low back flexibility. Furthermore, based on the results of the flexibility tests, I will design a flexibility program for her and

This literature review endeavors to draw connections between several studies regarding thinking aloud and mathematical reasoning in mathematics classrooms. This review investigates the question: do think alouds in middle school improve mathematical reasoning? Mathematical reasoning involves formulating conjectures, sense-making with mathematical concepts and making reasonable judgements, which may serve to support inquiry and exploration. From group collaboration to individual work, students were prompted to vocalize their thinking and understanding in various settings in an attempt to

Education has evolved in so many ways. As a teacher I have often wondered about my current problem solving skills in relation to my students and how these skills develop through growth. Does problem solving develop as a result of maturation or development based on ages? Problem solving is an aspect of cognitive development, therefore one can assume it develops as children develop. It is evident that teachers and other adults may think of problem solving in mathematics when they hear the words problem solving. I was one of these individuals. I thought of problem solving as understanding and analyzing math word problems, however, it entails so much more. Having well developed problem solving skills or the lack of these skills can impact all areas of life, from in the work place, within yourself, or in a math class. In order to fully understand the development of problem solving skills in adults, researchers have completed several studies on the young children and cognitive development affects their problems solving ability. The research in this paper seeks to understand what problem solving is, how problem solving skills are developed, and the diseases or disorders that may affect problem solving.

Teachers seem to rarely identify students with memory problems, (Gathercole, & Alloway, 2007.) although the student may have difficulty consolidating learning into their long-term memory if they can’t first use their working memory to practice the skills taught.

As we know it is highly believed that Metacognition plays an important role in the process of teaching and learning, therefore, the obstacle of research on teacher metacognition is the lack of appropriate measurements (Perfect & Schwartz, 2002; Prytula, 2008, 2012). In order to measure metacognition Many instruments have generated (Table