Magazine Project: 243

Dec. 2018

Teacher’s

Cosmopolitan

Latest Technology
Trends in in the 21st
the Century
classroom! Classroom!

Articles by Revered
Authors:
Courtney Coates
Morgan Heywood
Savannah Jenkins
Caragain Potts
Rebecca Tanner

What will you find?

Table of Contents

Interviews with Education Stake Holders

2 Unexpected Courses in a Promising Direction
4 Fourteen Years of Hard Rewarding Work
5 Differences Between Teaching College and Public School with Mr.

Matt Webb
6 Ideas and Thoughts of a 30 year Teacher
8 From Statistician to Elementary Education College Professor

Technology in the Classroom

10 Smart Boards in the Classroom
13 Classroom Technology in an Ever-Developing World

Current Trends in the Classroom

15 Constructivism: An Effective Method to Help Students Learn
18 Interactive Notebooks: Getting Students Involved in Learning
21 Centers Make the World Go Round

About the Authors

24 Courtney Coates
25 Savannah Jenkins
26 Rebecca Tanner
27 Caragain Potts
28 Morgan Heywood

Unexpected Courses in a Promising

Direction

An Interview with Ryan Gardner

Interviewed by Caragain Potts

About Ryan Gardner continues to be a challenge throughout a teacher’s
career. He belief is that teaching is hard and if a
Ryan Gardner is a husband and father to six teacher really cares, it is exhausting.
children. He attended Brigham Young University in
Provo, Utah and graduated with a bachelors degree in
Curriculum and Instruction. He started his teaching
career as a high school seminary teacher in Utah and
eventually became the Seminary President at the high
school. Currently, he is a Religious Educator at
Brigham Young University—Idaho.

When did you decide you wanted to teach?

It was not always his intention to be a teacher

until he reached high school. Ryan contributes part of

his desire to teach to the teachers he had as a high

school student. One of the most influential moments

he can recall was watching the movie Dead Poet

Society, starring Robin Williams, in one of his classes

in high school. His goal in teaching is to make “an

impact on the lives of others.” When Ryan first decid-

ed he wanted to teach, he intended to teach high What characteristics do you feel make a successful
school English and Seminary as well as be a basket- teacher?
ball coach. He did become a high school Seminary

teacher but being an English teacher and basketball Ryan believes that there are “three R’s” to

coach fell to the side. teaching: reflective, responsive, and receptive. He

What is something that surprised you about being expounds on the “three R’s” that a teacher reflects on
a teacher? the curriculum, responsive to students needs, and
respective to the Spirit. Quoting Barbara Walvoord, a
Ryan said, “I was not prepared for how often teaching should be “conversational, clear, and caring.”
you get sick in the first year of teaching.” He A good teacher cares about their students, but a great
counseled to take lots of Vitamin C as a first year teacher builds a relationship with their students.
teacher. Another challenge that Ryan found was how Along with these characteristics, a teacher is
difficult it was to prepare lessons. A colleague once dedicated and devoted to their students. Ryan believes
said the teachers always followed by “the shadow” that if a teacher builds and applies these attributes,
that is preparing the next lesson. Preparing lessons that they will be teaching their students the right way.

2

What has been a significant moment in your thing that Ryan struggled with at first as a teacher was

teaching career? not knowing the answers, “I came to know that it’s

Ryan said, “The first thing that comes to mind okay not to know the answers all the time.” He has
was when I was teaching Seminary and one freshman become less defensive; firm but compassionate with
girl just seemed to be angry every day. One day she those he teaches. “Be patient with the process.”

started leaving these notes on her desk with a song Conclusion of teaching

title and the band. As this continued, I got the feeling Ryan feels that some people go into teaching

that she was trying to reach out to me in her own way. thinking that it will be an easy profession. “Some
I looked up some of the songs in effort to understand teachers went into this [teaching] thinking either it
and every one of them was this harsh screamo type was going to be fun or easy. When they get into it
music with intense lyrics. Asked her to see me in my [teaching] and figure out how hard it is, they just get
office after class and addressed the notes she had been frustrated and give up. They are still in the classroom
leaving. She opened up to me and after that she started but they are not engaging in their students education.”
participating in class and answering questions.” This He encourages new teachers to embrace the challenge
experience taught him to remember that students are of constantly developing with the needs of the
people and to “treat people like people.”
curriculum and the needs of the students.

What is one of the more difficult aspects of

teaching, in your opinion?

As a Religious Educator, Ryan explained to Is your cat on the
me that when students come through his class, he does verge of obesity?
not know what they may have already learned as
opposed to a math or English class. Some of his Kitty Camp
students may have multiple articles on the subject
being taught and consider themselves well versed in • First class
the topics of discussion. Other students may come into free!
his class with little to no background knowledge on
the course material. Teaching in a way that allows • Guaranteed
both ends of the spectrum has proved to be difficult at results in 10
times. Ryan strives to provide enough content to classes
engage those on the higher end while not putting off
those on the lower end with the doctrine that is taught • Exciting exercises your cat will love!
in each lesson. He says, “You have to really love it • For more information Call
[teaching].”
800-867-5309 TODAY!
How do you think you have changed as a person as
a result of being a teacher? *This offer is not valid any where in the world

Ryan has noticed that through the years of
teaching he has learned to engage with people in a
peaceful manner without becoming contentious or
upset. He has found that having patience with his
limits and the limits of others has greatly benefitted
him in both his profession and his home life. One

3

Fourteen Years of Hard
Rewarding Work

Written by Savannah Jenkins
Interviewed Josh Beattie

I had the opportunity to interview Josh Beattie

who has been working as a school psychologist in What is the most rewarding part of your job?

Idaho Falls for fourteen years and has been working at The most rewarding part of my job is being
the University, BYU-Idaho, for about three years now. able to see results with the kids I work with! One
hundred percent they make it worth it. For example,

What are your responsibilities as a school there was this one girl I was working with every single
psychologist? day. I had to do many things with her because she did
not have the desire/ability to be independent. One year

As a school psychologist in a small school dis- later and she is so much more independent. She started

trict, I have many responsibilities, but the main ones having the desire to do things on her own and be more

are to work with special education. Because I work similar to her peers. She still needs help, but she has

with special education, I do a lot of IQ, eligibility, made a tremendous amount of improvement this last

ADHD, and autism testing. I also work with children year.

who have behavior problems, and I am constantly

consulting with teachers and parents. What is your advice to those who are considering

to be a school psychologist?

What does a typical day look like for you? Be a doctor! Just kidding, but really you need

Of course, every day is different, but on a to know this is a hard job that does not pay a lot. I am

typical busy day I will do one or two IQ tests. Then, I sure everyone who goes into this career loves kids, but

might observe a kid in class, and I will score all the you have to realize you need to know how to work

tests and write a report about it. I also normally have with adults as well. I work with just as much if not a

an IEP meeting every day. little more adults than children every day. If you are

not flexible or have a hard time working with parents

In your opinion, what is the most challenging and teacher, you need to start learning how to work

aspect of your job? with them now, because it will make all the difference

Well, there are many challenging aspects to in your future.

my job. But contrary to common belief, it is not the

kids I work with that are the hardest part. It is working

with teacher who feel incapable or are not interested

in working with challenging children. It sometimes

makes me upset when I feel like they do not care and

are being selfish, but I always work with them respect-

fully. The way I work with difficult teachers is to

continue giving them advice, always be willing to step

in and help, show empathy to the teachers admitting

that it is challenging, and lastly, help them see the

small successes with the students we are working

with.

4

Differences Between Teaching

College and Public School with

Mr. Matt Webb

Written by Courtney Coats

Interviewed Matt Webb

Mr. Matt Webb is a professor at Brigham

Young University-Idaho, and he teaches math

courses to elementary education students. His

goal is to help future teachers understand

math at a deeper level so that they can

effectively teach their future students.

What made you decide to teach college? college students are perfect, but generally better.

What do you think is a benefit of teaching a
As I became aware of how rich and wonderful specialized subject?
and positive a well taught math class could be, I want-
I think a person does get a satisfaction of
ed to participate in helping others come to know what learning themselves, and teaching a specialized
I had come to know.
subject pushes the teacher to know and therefore to

learn at some level.
How is classroom management different between

college and public school? Are there any challenges of teaching a more

Classroom management is different on the specialized subject verses a broader curriculum,

scale of intensity. All classes of students exhibit like elementary school?

similar behavior, but the degree of cooperation differs. Maybe a trade off as one who loves learning is

More specifically, the degree to which they are that you come to know a subject well, when there are

inclined to be off task and the degree to which they other things you have less time for.
are difficult to get on task differs. College students

tend to get off task less, and when they do, usually it How do you motivate students to challenge

only requires a gentle nudge to get them back on themselves and work harder to improve their

track. If I had to describe the differing degree of grades?

difficulty, I would give high school students a score of The work itself has to have some meaning and

75 and college students a 10. the student has to see this meaning and believe it for

What do you think is the biggest difference themselves. In mathematics education we have

learned that the less motivated students will engage
between teaching at college and teaching at public better in authentic tasks when some aspect of the work
school?
is interesting to them.
The biggest difference is management, and

this is closely followed by interest in learning. I

believe it is true that when you are not compelled to

learn, but have chosen to learn, the learning-teaching

experience is better. Even so, this does not mean that

5

Ideas and Thoughts of a 30 Year
Teacher

Written by Rebecca Tanner
Interviewed Shana Miller

Shana Miller is a second grade teacher at The hardest thing would be working with my

Central Elementary. She has taught at the same sped or struggling students and how to best help them.

school, in the same school district, since she began her How many different grade levels have you taught,
teaching career.
and which have you enjoyed most and why?
I have taught I first grade for 9 years and going

What is you education background? on my 21st year in second grade. I love 2nd because

I have a bachelor's degree with 60+ credits and they are just taking off with their reading and writing
skills and I get to see them really progress in those
30 years of teaching.
areas.

What is your teaching philosophy? Have there been any big changes in education
My philosophy is that your students need to while you’ve been teaching that have been hard to
adjust to?
feel loved and valued by you. It is important to know
them and their background as well. The classroom I would say the biggest changes would be with
needs to be a safe place for them, and they need to the implementation of the common core state
know that it is ok to make mistakes. standards, a more rigorous curriculum, and testing and

What has been the hardest challenge you’ve had to technology.

overcome while teaching?

6

I’ve noticed you incorporate a lot of art projects I have no desire to go anywhere else. I love

into your lessons. What is your reasoning behind teaching this age group and love the community in

this and why? which I teach! I realize I am very fortunate!

I have an art background and I do love to teach

it, but I really feel it engages the students and

enhances and excites their learning across all the

curriculum areas.

Over the years, technology has become more
prominent in the class. Do you think this has
improved or worsened students learning?

I feel the technology definitely improves their
learning because it provides more learning options and
improves creativity.

I know that you’ve taught at the same school
district and in the same school your entire career.
If given the opportunity to teach anywhere you
want, where would you go and why?

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7

From Statistician to Elementary
Education College Professor

Written by Morgan Heywood
Interview with Roxanne Klassen

Roxanne Klassen is mom of 5 kids. She has want to teach this semester. I just taught 2 classes a

adapted her career to fit being mom. Starting out as a semester whenever I felt like it. When my youngest

statistician, Roxanne decided teaching would be more was in 3rd grade they posted a job for one year only.

suitable for the mom life. She has been teaching for Full time, during the day. I tried it for a year to see if I

20 years in both Jr. High and College settings. liked it because I wouldn’t sign a contract and then

Roxanne is currently a math professor at Mesa back out of it. It was exactly what I was doing, just

Community College. more and during the day. Then I did 2 one year only

contracts and then I got hired full time. I started
Q: How did you become interested in teaching? teaching 256/7 5 years after because that person was
A: I never wanted to be a teacher. I had to take an
leaving. My boss approached me and asked if I
education class because I was an RA at college, and wanted those 2 classes and I said “oh yeah!” And I
the people in the department were so stupid. There haven’t given them up since.
was no way I would go into education. I went into

statistics and after a while, I decided to go back to Q: If I remember correctly the way you learn is

school and get my teaching certificate. I got mar- nothing like the way you teach. How did you come

ried and wanted a family, so teaching would work to teach the way you do?

out really well with having kids. A: I never wanted to sit in class. Class was boring. So

Q: What is your teaching history? as a teacher, I couldn’t be that boring teacher because

I’d get bored. I just can’t handle that. I think it started
A: I got my teaching certificate and did my student out to be for me, not the students. I had to figure out
teaching. My mentor teacher
how I could cover the
taught math and science and
material without lecturing
was retiring after that year.
because I can’t. They would
So basically, day one I just
be bored, which would bore
took over. They were hiring
me. I decided to try things
and hired me. So I worked
that I thought would be fun. It
for them for 2 years as an 8th
just so happened that my
grade general math, algebra,
students thought it was fun
and science. I got pregnant
too. Once that started a little
with my oldest son and took
bit, I started researching
a year’s leave of absence
different learning styles and
knowing I was never going
how to reach them. What I
back.
found really important was
I started teaching when my oldest was one. I decided I student engagement. What I found is that I would do
needed something outside the house, so I taught
the math because it was fun, but nobody else would
adjunct 2 nights a week at MCC when my husband do that. I had to really engage them in the math be-
could be home with the kids. I would get pregnant cause if I was the only one doing the math they were
with the next child and just take the next semester off learning nothing. So I had to flip that onto them and
and then they would call me and say what do you
make them struggle, but engage in the math because

8

then they would learn. So it really started because of week 2 in school and they had a review packet in

me. It developed more when I had my own kids and math. She came down to me with a question. I was
saw what they were doing in class. busy making dinner and told her I’d help in a minute.
I told her “You know, you’ve learned all that math

Q: Your classroom management is pretty on point. before if it’s review. Think about it and see what you

What are some things you do to make your class- remember. She disappeared and never came back. I

room run smoothly? went up and asked if she still needed help or had

A: Having activities to do to learn the material is figured it out. She said “I found my 5th grade

helpful. Also, just setting the expectation that we are notebook.” It had a table of concepts that she used to

all different and have different ways to think about figure out where to find what she needed.

things. Embracing differences and having a Now I know my students are different, but if my kid

comfortable environment where students are willing remembered that the notebook existed, pulled it out

to try even when they make mistakes is the key. We and used it, and didn’t need help, this is a tool I should

are all learning. Nobody is going to get ridiculed or probably use. Especially in my teacher education

looked down on. Just having that sort of classroom classes where then they can use it in their own classes.

environment makes it so everyone is comfortable I found that it wasn’t working for just my teacher ed

learning and we are all respectful of each other’s students but also for my really low math learners in

learning time. the beginning math classes.

Q: How do you teach elementary concepts to Q: How is using interactive notebooks beneficial to

college students without making them feel stupid? your students and your lesson delivery?

A: That is hard! Especially when you’ve said A: Most community college students don’t have the

something 4 times and they are still giving you the skills to filter through information to decide what’s

blank stare like you’ve never even said it. Questioning valuable. I was giving them more and more and more

techniques are really important for this. It helps you and they ended up not looking at any of it.

know what they already know. The 4-step problem When I moved to an interactive notebook, anything I

method was really useful because it outlined what gave them had to be really important. It made me trim

they knew and what they were looking for. Breaking it back and decide what really was going to help my

down and really scaffolding it is really important students learn the material. It was good for me

because even though the concepts are elementary they because my learning style and my teaching style are

only got the procedural end of it and don’t really un- so different that I needed to make sure I wasn’t just

derstand why it works. Your language is also im- giving them stuff to give them stuff. I use it in all my

portant. Saying to them “I know you can add frac- classes, even intermediate algebra.

tions, but why do we need a common denominator?” I’ve done some workshops for other teachers on

Having them explain the reasons behind it really helps interactive notebooks and a lady just sent me a picture

them in the long run. of her notebook she’s using. The students love it, it’s

I never had to try to make mistakes. I made mistakes so helpful and I’ve had students who have used it

on my own and I’m not embarrassed by mistakes – from one class to the next.

it’s part of being a human being. That kind of attitude

really helps in my classroom because it helps my

students feel better about trying, even when they make

mistakes. Creating a comfortable environment in the

classroom helps my students learn as a community

together. My students will always bring up something

I hadn’t thought about before and it’s because we are

all different and unique and have a different way of

thinking about things.

Q: When did you start using interactive
notebooks?
A: My notebooks came from my daughters teacher. In
5th grade, she had this notebook. In 6th grade it was

9

Smart Boards in the
Classroom

Written by Savannah Jenkins

What are smart boards, and why are they so let. They can add to the notes, answer questions on it,

expensive? Smart boards for education have been and it will show up on the smart board for the whole

around for about twenty-five years, but many people class to see. Also, if one wanted them to sort different

are just starting to hear about

smart boards and/or see them in

their classrooms. Smart boards

can be an effective tool in

classrooms to increase learning

and have more interactive

learning in the classroom when

used right. However, if they are

not used right, then they basically

become just an expensive

electronic whiteboard.

Children today are

significantly more advanced with

using technology than children

fifteen or twenty years ago. They

know how to use smart phones,

tablets, and other computerized

technologies. Since students do

not learn effectively by being lectured to or having to words, or put different ideas they had as well, the app

take notes, technologies allow for a more rich learning would allow them to do that.

experience. Access to modern interactive technologies The smart board also allows an educator to

allows teachers to create lessons that children can easily make interactive lessons. All they have to do is

relate to and involve interactive activities. They need add different information that they want the students

lessons that they can relate to, do interactive activities, to learn, and there are many different game templates

and speak their language by using technology. In the and note templates they are able to make. The tem-

Journal of the Australian Science Teachers plate will also automatically make lessons after the

Association, it says, “The SMART board engages the wanted information is put in. In this way, students can

child with what they are learning about and make it learn in a very fun and collaborative way. Teachers

both a personal and shared learning experience for can have students come up to the board to take turns

them” (Preston & Mowbray, 2008). The way that the and play the game together, or they can have them

smart board engages the child is through the many connect to their smart app, and each student can play a

features it has. game. This also helps the teacher, because they will

One of the many features that the smart board has get the information of how the student answered, so

is a smart app that the kids can use to participate that they can see what their students know and don’t

interactively. For example, if a teacher was using the know.

smart boards to write notes they could have the stu-

dents use the app on a computer, smart phone, or tab-

10

There are also a variety of different assess- ogy plays in students’ lives these days (Martin, Shaw,

ments that can be made with the smart board. As pre- & Daughenbaugh, 2014). One teacher said, “They are

viously mentioned, the teacher can get all of the infor- phenomenal and powerful instruction tools. They pro-

mation of the students and how they answered with the vide ways to show my students anything which can be

new assessment feature. They have many different presented on a computer desktop-educational software

templates of tests that they can take, and there is a fea- -websites and others. It involved my students in learn-

ture that shows all of their scores on an excel sheet. ing with technology and accommodates different

This will make it easier for teachers so they don’t have learning styles. They are interactive but more im-

to spend hours grading tests and then putting it into a portantly a KID MAGNET!” (Martin, Shaw, &

score sheet. There is also a way to collaborate with Daughenbaugh, 2014). The article continued to talk

the teacher’s computer so that they can make their les- about the many different positive experiences they had

son plans anywhere. They can easily find it on their in the classroom. Many children became more excited

smart board as well when needed. When a teacher is to learn, did better on tests, and gained new interests

making a lesson with PowerPoint or notes, there is a and curiosity in many subjects. When educators teach

way that they can add YouTube videos, pictures, and to their specific students’ needs in the way that will

look things up with the internet. This is all done with a help them best, then they will learn how to learn, and

kid friendly search bar that only allows PG things to gain an education that will help them all their lives.

appear and be added. There are some people who are still a little

A final feature that is often enjoyed is the way skeptical of using smart boards and other technology

that the smart board can hook up with a teacher’s iPad in the classroom because of the price, and they think

so that they can write notes on the iPad or show Pow- that it will distract the students. There are many people

erPoints, and everything seen on the iPad will pop up who sneak their electronic devices to be able to go on-

on the smart board. This will allow the teacher to to social media and to text their friends. However,

move around the classroom while teaching and not when a teacher knows how to effectively use technolo-

have to stop the class at any time. gy in the classroom, many students will not even be

In the journal of TechTrends: Linking Research & tempted to go onto their electronic devices for person-

Practice to Improve Learning, they interviewed 183 al use. In the journal of American Medical Associa-

teachers to see if they used smart boards to introduce tion, or The Star, there is an article that talks about

a new topic in their classrooms. More than half of the need to adapt to fit to the learning style of the

them responded positively that they used smart boards twenty-first century learners. Tim Wease, the CCS Di-

and loved it because of the immense role that technol- rector of technology said, “I view technology as a tool

11

to enhance instruction. It gives teachers the ability to important to go to school and get an education.

free themselves up to be mobile and not be stuck to the References

front of the classroom…the smart boards perform a  Francoefranco, shelbystar. com. E. (2016). Educators adapting
classrooms to fit 21st century learners. Star, The (Shelby, NC). Re-
lot of different functions and get students engaged in trieved from http://search.ebscohost.com.

learning with the ability to interact with tech in the byui.idm.oclc.org/login.aspx?drect=true&db
front of the room” (Francoefranco, 2016). It may be =nfh&AN=2W64216693107&site =ehost-live

hard for some teachers to change their ways after  Kealey, R. (2010). Some initial thoughts on using a smart board in

teaching a certain way for thirty years. It may also be the media classroom. Screen Education, (57), 78-81. Retrieved from
http://web.b.ebscohost.com.byui.idm.oclc.org/ehost/detail/detail?

hard to learn how to use new technology and apply it vid=0&sid=0a6c490f-83f4-4d54-a136-a9f4788367de%
to their lessons. However, it is worth it. 40sessionmgr101&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d

Using smart boards in the classroom will  Martin, S. ferguson@southalabama. ed., Shaw, E., & Daughen-
change the way students learn. Instead of students baugh, L. (2014). Using Smart Boards and Manipulatives in the
being passive learners who just listen, do what they
Elementary Science Classroom. TechTrends: Linking Research &
Practice to Improve Learning, 58(3), 90–96. Retrieved from https://
doi-org.byui.idm.oclc.org/10.1007/s11528-014-0756-3

are told, fill out hundreds and hundreds of worksheets,  Preston, C., & Mowbray, L. (2008). Use of SMART Boards for
and end up dreading going to school, educators will teaching, learning and assessment in kindergarten science. Teach-
see children and students who are excited to go to ing Science: The Journal of the Australian Science Teachers Asso-
class. They will want to learn new things, and they ciation, 54(2), 50–53. Retrieved from http://
will be able to see the bigger picture of why it is search.ebscohost.com.byui.idm.oclc.org/login.aspx?
direct=true&db=tfh&AN=32699193&site=ehost-live

12

Classroom Technology in an
Ever-Developing World

Written by Caragain Potts

“School districts in the United States are teaching students to use technology, “aggressive

increasingly adopting educational goals to promote integration of technology” (Varier et al., 2017). There
21st century skills of enhanced collaboration,
has been much success in implementing one-to-one

communication, creativity, digital literacy and approach with technology so that each student has

self-directed learning” (Varier, Dumke, Abrams, access to a computer or tablet in the learning

Conklin, Barnes, & Hoover, 2017). The classroom environment.

environment has morphed and changed dramatically More and more schools are turning to the use

over the past 40 years. There seems to be a constant of one-to-one as it eases communication from student

need to adapt teaching to the new technologies to teacher through the use of messaging questions

during independent practice in the classroom or after

school hours to assist with homework. The traditional

classroom has seen trouble with engaging students in

learning. Varier et al. (2017) states, “Engagement

occurs when students take responsibility for their

learning, feel invested in learning tasks, and see the

value of school learning in the real world.”
Classrooms focused on 21st century learning work

toward developing complex, higher-order critical

thinking, and creating digital literacy. Some schools in

the United Kingdom found that video games aimed at

teaching mathematics has greatly increased student

achievement. A study that included twelve primary

available. Before technology, the classroom focus was and secondary schools in the UK found that students

on a teacher-lead lecture followed by student showed “significantly higher scores in both accuracy

assessment through tests. As technology became more and speed in mentalmaths for students using the HGCs

advanced, schools were encouraged to use the

technology in their instruction. The change presented

many challenges for teachers as they worked to

expand their knowledge on the technology while also

implementing it into their lesson plans. With the

development of the technologies of today, teachers

need to prepare their students for a workplace that uses

those same advanced technologies. Teachers have

expressed many concerns in their ability to teach using

technology due to factors such as ease of use,

flexibility, reliability, and technical support

(O’Rourke, Main, & Hill, 2017). [video game] than those in comparison classes using

Students rely on teachers to assist them in the non-digital methods” (O’Rourke et al., 2017).

transition from student to workforce. Part of that Technology is an effective tool in teaching if it

transition is learning and knowing how to use the most is used in an appropriate manner while teaching a

recent technology. In order to achieve a goal of lesson. Teachers should use technology to enforce

13

what is being taught in the lesson to keep students

engaged in the learning process (Liu et al., 2016). In a

society that is developing new technologies at a rapid

pace, teachers will only benefit the students if they use

technology and teach to use it themselves.

Teacher’s attitude and willingness to

use technology can greatly impact how successful the

integration of technology into the classroom. One

study suggests that teacher characteristics play a role

into technology use in lessons such as “gender, level

of education, number of years teaching experience,

and number of years teaching experience with tech-

nology” (Liu, Ritzhaupt, Dawson, & Barron, 2016).

One of the largest contributors to the success or failure room. The benefits far outweigh the drawbacks in

for teacher to integrate technology in the classroom is student achievement and learning. Liu et al. (2016)

a teacher’s experience with technology. The more makes a bold statement: “If used appropriately, these

prior experience a teacher has with technology, the technologies can enhance teaching and learning in a

more successfully technology is used in the classroom. formal school setting.” It is up to each individual

The support available to teachers from the school can teacher how they choose to integrate technology in

determine much of the confidence and comfort a their classroom. Many teachers choose to use Power-

teacher has when integrating technology into the Point to present material while others use online

classroom. In three studies it is suggested that “school resources such as YouTube or Prezi to present

support is the most important predictor of technology information. The limits are endless once the doors to

integration with access being closely related to online resources are available to teachers in lesson

technology integration” (Liu et al., 2016). According planning. The success seen in the classroom with

to Vongkulluksn, Xie, and Bowman’s 2018 study, technology will follow students in every aspect of

lack of school support would be considered a “first- their lives. Schools are teaching their students about

order barrier” because it is out of the teacher’s control internet safety, which is vital in a technologically

over the situation, and “second-order barriers” are driven world. “And while it is hard to dispute that

directly related to the teacher’s own beliefs in the area today’s students are spending alarming amounts of

of the importance of technology in the learning of the time on screens in their homes, it is also clear that

students. A teacher must believe that the technology there is more going on when students use digital

they have available can help accomplish the goals and games than mindless entertainment” (O’Rourke,

standards they must meet in instruction. “Second- 2017).

order barrier” teachers’ concerns may include: not

having the knowledge to operate the necessary References

programs, not knowing which programs would be  Liu, F., Ritzhaupt, A. D., Dawson, K., & Barron, A. E. 5 October
effective in teaching the standards, not having the 2016. Explaining technologyintegration in K-12 classrooms: a mul-
ability to manage what students are doing on their tilevel path analysis model. Education TechResearch Dev.
devices, and having difficulty incorporating
technology into the lesson. Some of these issues and  O’Rourke, J., Main, S., & Hill, S. H. 2017. Commercially available
barriers can be removed, “When classrooms are Digital Game Technology inthe Classroom: Improving Automatici-
sufficiently equipped and teachers are given adequate ty in Mental-maths in Primary-aged Students.Australian Journal of
training, first-order barriers may no longer exert a
Teacher Education, Volume 42, Issue 10.

 Varier, D., Dumke, E. K., Abrams, L. M., Conklin, S. B., Barnes, J.
S., & Hoover, N. R. 31January 2017. Potential of one-to-one tech-
nologies in the classroom: teachers andstudents weigh in. Educa-

sizable influence on teachers’ technology tion Tech Research Dev.
use” (Vongkulluksn et al., 2018). Once the doubt is
eliminated from teachers’ minds through a support  Vongkulluksn, V. W., Xie, K., & Bowman, M. A. 22 November
system from their school in teaching students to use 2017. The role of value onteachers’ internalization of external barri-
ers and externalization of personal beliefs forclassroom technology
integration. Elsevier, 118.

technology properly, there will be a greater increase in

teacher success in integrating technology.

Technology is a must in the 21st century class-

14

Constructivism: An Effective
Method to Help Students Learn

Written by Courtney Coates

Keeping students engaged in course content meaning that was constructed on their own.” This can

and having students retain the information is often a help the classroom flourish as students become active-

challenge for teachers. Passive learning often leads to ly involved in what they are learning, rather than pas-

rote memorization where students learn what is sively trying to retain all of the information that a

needed to pass a test, but they often cannot connect the teacher gives them in a lecture. “It is important that

information to different situations, and they easily teachers and learners develop trust and openness in the

forget the information soon after the test or class. classroom for all students to become engaged and at-

Meaningful learning happens when students are tentive.” This means that the teacher should work to

engaged and involved in the material. make sure the students feel comfortable sharing in

Constructivism is a way to do this. front of each other. This will then allow more ideas to

Constructivism is a current teaching trend where stu- be shared and students will have a chance of hearing

dents are actively part of the lesson. They are not just something in the conversation that will help them un-

passive learners. Iran-Nejad (1995) gave a definition derstand the material.

of constructivism as, “‘Meaning is not given to us in Constructivism also involves having students

our encounters, but it is given by us, constructed by build off of their past knowledge. “Students establish

us, each in our own way, according to how our a connection between new information and prior un-

understanding is currently.’” This means that instead derstanding” (Vermette, Foote, Bird, Mesibov, Harris-

having a teacher lecture the entire time during class, Ewing, & Battaglia, 2001). This means that when pos-

the students discussing the material and doing sible, the teacher should work to connect the new ma-

activities and assignments to help them connect the terial to material that has previously been taught. This

material to bigger ideas and previously learned can help the students retain this new information and

content. connect it in a meaningful way.

Constructivism also involves making the mate-

rial meaningful for the students. Making the task

meaningful can help students stay engaged in the ma-

terial. The journal of Education claims that when stu-

dents, “are convinced of the importance of the material

they are learning and view the tasks they are complet-

ing as useful and relevant,” they will be more motivat-

ed to learn (Vermette et al., 2001). Teachers can do

this by involving real world problems into their math

or by placing real world situations into their social

studies. Teachers can also have students write about

real life problems that they see. Problems occur when

Teachers can also incorporate the constructiv- the students are not engaged. Project Innovation states

ist trend into their classroom by creating a classroom that, “When students are not engaged, an ineffective

where conversations flourish. Powell and Kalina classroom can be subject to disruptive students, and

(2009) claim that, “Teachers can use the verbal energy learning will not occur” (Powell & Kalina, 2009). This

that students have to their advantage. Teachers should proves the importance of making sure the students are

promote dialogue of the material so that students can interested in the material. If they are interested in the

critically think about what they are learning. If they material, they will be paying attention more and retain

think critically, they will walk away with personal more of the information that is being taught.

15

teacher because it will help them grade a variety of

assignments.

Teachers need to make sure that their students

know that they are there to support them. They need to

provide scaffolding in the classroom. “Children learn

more effectively when they have others to support

them” (Powell & Kalina, 2009). While constructivism

is based on students building their knowledge, it is

important that the teacher is there to guide the student

to the right answers. If no one is there to guide the stu-

dent, then they may come to the wrong answer and

Students also need to have freedom in a con- believe that as a truth. When a student is asked to do

structivist classroom. “Students can demonstrate their something, “with assistance, will complete it. While

learning in a variety of ways” (Vermette et al., 2001). this task may be difficult to perform, there is a support

Allowing students to have freedom in the way they do system available from the teacher. This support sys-

their projects or assignments allows the students to tem will ultimately allow the student to solve the prob-

learn in a way that makes sense to them. This will help lem” (Powell & Kalina, 2009). When students know

them retain the information they are learning. One that they are being supported along the way, they are

way teachers can use freedom of choice in a classroom more likely to try new things because they know they

is to give students a menu of options where each as- are not going to fail.

signment covers the needed material, but students are Teachers need to know how to lead a class-

able to show what they have learned in a way that room conversation to help their students think and re-

makes sense to them. Brewer and Daane (2002) shared flect. It is important for the teacher to know that she

what the environment was like where freedom of does not just let a conversation occur in her classroom

choice was used in the classroom to help students without directing it. One article suggests that teachers

learn math. They stated, “Evidence of autonomy was should ask questions to stimulate student learning. The

also strong in the classrooms. Students were encour- article stated, “Teachers were asking questions such

aged to make decisions about many things such as, as: ‘How did you solve the problem?’ ‘Why did you

which math games to play and with whom, which choose that strategy?’ ‘Why does that make sense?’ to

strategies to use for problem solving, and whether to encourage students to reflect out loud on their own

work with a partner, small group, or alone” (Brewer & thinking” (Brewer & Daane, 2002). By having stu-

Daane, 2002). By doing this, the teacher is effectively dents explain their reasoning, it helps the teacher see

using classroom time to hone in on the students’ dif- what the students comprehend. This also helps the stu-

ferent areas of interest and needs are to help them en- dent because they are able to see what they understand

gage in the material. and what they don’t understand yet.

While constructivism can help students learn Teachers need to have their classrooms orga-

the material better, it is important for a teacher to un- nized in a manner that can help their students learn

derstand how constructivism works and how they and to help them use the resources that they have.

should apply it. It is important to understand that Teachers, “need to intentionally organize materials

though constructivism is not the “standard” way of and resources to promote student research and in-

running a classroom, there are still rubrics involved. quiry” (Vermette et al., 2001). Simple methods to help

Students still need to understand what is expected of students do this include making sure they have access

them in classroom discussions, in projects, and in oth- to technology. Many classrooms have computers

er assignments. Through rubrics, “Students gain a available in the classroom now so that the students can

deep understanding of what is expected of them and easily research the material they are asked to learn. If

what counts as quality in the products they cre- the teacher chooses to have projects, then she should

ate” (Vermette et al., 2001). By having a rubric, stu- make sure that her materials are displayed in a manner

dents will know what they need to include in their as- that students know what the teacher has available, and

signments and projects. This will lead them to re- where they can find them. Labeled cabinets or bins

search and understand the material that is in objective can help students do just this.

and state requirements. Rubrics are also helpful for the The teaching methods of rote memorization

16

and passive learning are not always effective. Where- parents and school board members. Education, 122(1), 87+. Re-
as, the current trend of constructivism is proving to be trieved from http://link.galegroup.com.byui.idm.oclc.org/apps/doc/
a new way to engage students in the material to help A80856259/OVIC?u=byuidaho&sid=OVIC&xid=be5f9a0b
them understand it at a deeper level and connect it to
past knowledge. This allows them to retain the infor- Need a new Perspective?
mation longer because it is connected to different ide-
as. Constructivism has proven to be an excellent meth- Come to our New Outlook on Life
od to help teachers accomplish this goal by making meetings every Wednesday at night
the material meaningful and helping students learn in at Diagon Alley right across from
the way that best suits them. Olivander’s!
Free butterbeer for the first 5and a
References half people!
Don’t let OWLs get you down!
 Brewer, J., & Daane, C. J. (2002). Translating constructivist theory The Wizarding World needs you!
into practice in primary-grade mathematics. Education, 123(2),
416+. Retrieved from http://link.galegroup.com.byui.idm.oclc.org/
apps/doc/A98248746/OVIC?
u=byuidaho&sid=OVIC&xid=115491cc

 Iran-Nejad, A. (1995). Constructivism as substitute for memoriza-
tion in learning: meaning is created by learner. Education, 116(1),
16+. Retrieved from http://link.galegroup.com.byui.idm.oclc.org/
apps/doc/A17855126/OVIC?
u=byuidaho&sid=OVIC&xid=54bea51f

 Powell, K. C., & Kalina, C. J. (2009). Cognitive and social con-
structivism: developing tools for an effective classroom. Education,
130(2), 241+. Retrieved from http://
link.galegroup.com.byui.idm.oclc.org/apps/doc/A216181184/
OVIC?u=byuidaho&sid=OVIC&xid=8dde5d3b

 Vermette, P., Foote, C., Bird, C., Mesibov, D., Harris-Ewing, S., &
Battaglia, C. (2001). Understanding constructivism(s): a primer for

17

Interactive Notebooks: Getting
Students Involved in Learning

Written by Morgan Heywood

As math lesson begins and notes about the new Bloom’s Taxonomy and be used as a way of

vocabulary are handed out to the students, each assessment.

student glues them or re-writes them onto the left side Key Components of Interactive Notebooks

of their notebook. After exploring, discussing, and Interactive notebooks have been in use for a while, but

gaining an understanding of the new concepts, the they are becoming more popular as time goes on.

students use the vocabulary to create something When looking at Pinterest for ideas on interactive

meaningful to them on the left side of the notebook - a notebooks, it may seem daunting and unrealistic.

picture, an explanation in their own words, or a chart. However, they are adaptable to the needs of students

The options vary, but allow for students to express, at every level.

and deepen, their understanding of the material.
This scenario is a reality in classrooms around Table of Concepts
the country and among all grade levels and subjects: A key to a successful interactive notebook is a table of
math, science, language arts, etc. While most teaching concepts. This is critical because it allows for easy
trends today are related to including more technology, navigation to a particular concept in the notebook.
Rather than taking time to thumb through the
“interactive notebooks are organizational tools for
notebook when a student needs to reference a
teachers and students alike” (Wist, 2006).
previously learned concept, they already have a quick

guide to find it.

Input
Many teachers have decided that the left side

of the notebook is for input from lectures, videos,
given notes, foldables, graphic organizers, etc. This is
a more structured note taking method and generally
uniform among the students.

Output

The right side is for output from the student

(drawing, writing prompts, personalized notes, making

connections,

“In fact, a study from Psychological Science (and etc.). This
other sources) concluded that although tech-savvy approach allows
approaches are a great way to bring resources into the a structured
classroom, students learn best when they have to write organization and
things down. Not writing down the information gives students
decreases learning drastically. Simply writing notes more charge in
does not mean you has learned the information. You how they are
must actively do something with the information learning the
before you can really understand it”(Sternquist). Not content by
only can the use of interactive notebooks deepen giving them
understanding for students, it also can implement multiple options

18

for how to make sense of their input. As interactive for analyzing, evaluating, and creating. Generally, the

notebooks are implemented with a table of concepts, left side (input) will be used for lower order of

input, and output, “students will become more thinking skills (L.O.T.S.) such as remembering,

involved in the learning process, retain more understanding, and applying while the right side

information and be more satisfied…Educational allows for H.O.T.S to be implemented. Analyzing can

research has shown that students who are actively take the form of a Venn Diagram, evaluating the

involved in the learning activity will learn more than information can be accomplished by asking questions

students who are passive recipients of or making hypotheses and then checking for the

knowledge” (Steinert & Snell, 1999). answer, and reaching the level of creating can be

implemented by combining ideas from multiple
Understanding Bloom’s Taxonomy in Teaching lessons and producing original thoughts or creating a
An important component of creating
picture to depict the information.
meaningful objectives is knowing the action students

need to take in order to meet a targeted standard. Most Assessing with Interactive Notebooks

teachers who write objectives use Bloom’s Not only are interactive notebooks a great way

Taxonomy, originally published by Benjamin Bloom to implement Bloom’s and help students deepen their

in 1956. It encompassed a classification of learning understanding, they can also be used for assessment

outcomes and objectives that is useful especially for purposes. As Jocelyn Young put it, interactive

teachers. After decades of the implementation of notebooks, “help students organize their learning and,

Bloom’s, it was revised in 2001 to have creation as the by the end of the unit, realize how much they have

pinnacle point and synthesis was removed. Along with learned. For teachers, the interactive notebook is a

the description of each of the 6 parts to Bloom’s, there unique means of assessing student learning and

are also verbs attached to help teachers know what organization” (Young, 2002).

kind of things students need to do in order to achieve Traditional assessments can be monotonous,

the desired level of Bloom’s Taxonomy. In short, the tiring, and an ineffective way to gauge what students

levels of Bloom’s are now as follows: remember, actually know and understand. Some students have

understand, apply, analyze, evaluate, and create. test anxiety and it reduces their ability to perform

well. Others just can’t demonstrate their knowledge on
In efforts to implement higher order of thinking skills a standard assessment. When teachers have ways of
(H.O.T.S.), many teachers refer to Bloom’s with an seeing student thinking in action, or assessing their
understanding that analyzing, evaluating, and creating understanding based on ways they do perform well (as
verbs will help achieve those skills. The verbs are
recorded on the output part of their notebook), it takes
used in objectives to guide teachers and students to a the stress and anxiety out of the assessment because
goal of achieving H.O.T.S. (Heick, 2018).
it’s no longer a big, scary test. Rather it is going

through a notebook that they have created to be

meaningful to them. In turn, it shows concepts they

understand thoroughly and ones that need to be

readdressed.

When each child has their own notebook, it

can show the progress made on an individual

basis. As Wist noted in her master’s thesis, interactive

notebooks can “serve as a student portfolio of work

which can show improvement throughout the year” or

even just one or two units (2006). Assessing students

with a standard test is not always an accurate measure

of their understanding, however, using interactive
Integrating Bloom’s with Interactive Notebooks notebooks might give a better impression of their
Why not kill two birds with one stone and
understanding.
integrate Bloom’s Taxonomy with interactive
Challenges of Interactive Notebooks
notebooks? As the idea of Bloom’s is combined with
Some teachers feel that interactive notebooks
interactive notebooks, it allows not only for
take up valuable time. Sure it takes time to get
remembering and understanding, but it can also allow

19

to get students used to it, and there needs to be students will have an organized portfolio of just how
adequate time given to students to have a meaningful far they have come in the course of the school year.
input and especially output; but, like any procedure in Helping students take charge of their learning and
the classroom, the use of interactive notebooks needs assessing their understanding can both be accom-
to be taught, rehearsed, and reinforced. When plished with the implementation of interactive note-
implemented consistently, students come to realize books.
their importance and are able to be more efficient in
using them. Will it take time to pass out foldables, References:
notes, or other materials they will glue into their
notebook? Of course! But those materials will greatly  Heick, T. (2018). What is Bloom’s Taxonomy? A definition for
enhance their ability to recall information as they can teachers. Retrieved from https://www.teachthought.com/learning/
refer back to them within seconds. what-is-blooms-taxonomy-a-definition-for-teachers/

Conclusion  Steinert, Y., & Snell, L. S. (1999). Interactive lecturing: Strategies
Naturally, interactive notebooks come with for increasing participation in large group presentations. Medical
Teacher, 21(1), 37-42.
challenges, but when those challenges are matched
with consistency, they will become insignificant and  Sternquist, Z. (n.d.). Classroom management: using interactive
the benefits of using interactive notebooks will be notebooks. Retrieved from http://www.teachhub.com/classroom-
more prominent. Bloom’s Taxonomy will be able to management-using-interactive-notebooks
fit in with the use of interactive notebooks and
 Wist, C. (2006). Putting it all together: understanding the research
behind interactive notebooks. Master’s thesis, College of William
and Mary, Williamsburg, VA.

 Young, J. (2002). Science interactive notebooks in the classroom.
Retrieved from https://www.nsta.org/publications/news/story.aspx?
id=47679

20

Centers Make the World Go Round

Written by Rebecca Tanner

Its 10:15 on a Monday morning. The teachers stand 1 to 1, instead of 1 to 25.What is a center one might

up from their desk and announces to their 25 students ask? Scholastic Teachers explained it quite nicely:

that’s it is time for centers. Its November, and they’ve A learning center is typically a designated area

already established all of their routines in the class- within the classroom that provides students

room. The students know what to do. They reach into with exciting and interesting experiences to

their folders and pull out all the necessary materials. practice, enrich, reteach, and enhance their

The teacher goes over the instruction for each center learning. These types of centers are filled with

and reminds the students what they will do if they run manipulatives, art materials, books, and other

out of time, or finish early. The centers starts and instructional tools. Students visit the centers to

things go smoothly, just like the teacher knew it complete an assignment or learn through

would. different activities. (“A New Approach,” 2017)

This is a reality in classrooms all over the nation. At learning centers, students get to learn, or relearn

Using centers in the classroom is a trend that has been material in different and exciting ways. Centers are

growing more and more popular as teachers see how something students should get excited about. If done

successful it can be. correctly, centers can become routine, yet still be

Centers in the classroom have many benefits to each different every day. Later in the article it states, “A

individual student. Through centers, children learn learning center is governed by rules that students are

and practice independence, time management, well aware of and requires students to be responsible

creativity, exploration, and are able to master more and accountable for their own learning. The power of

skills. It is a time efficient skill that give teachers a learning centers lies in the fact that students who

better opportunity to work with students on a ratio of "didn't get it the first time" or need information

21

presented in a different light receive a more individu- alone or with other students (Devaney 2005).

alized lesson than a whole-class lesson could ever pro- There is no one way to run centers. The activities in

vide” (“A New Approach,” 2017). Learning centers each center will vary year by year as the teacher dis-

are tools that will help students understand and expand covers what works best for his/her students and what

their knowledge of the subject the center is focused their needs are.

on. Running centers is something that may take prac-

tice, but once executed correctly, can lead to great ac-

complishment. Teacher David Ginsburg shared his

journey with centers in his article written for Educa-

tion Week Teacher. He stated:

I didn't know what students were supposed to get out

of centers. Practice and review old skills?

Learn new skills? Blow off steam and learn

through play? If nothing else, I saw centers as

a chance to divide my class into small groups,

which I believed would be easier to manage.

But each week, I scrambled to put together

center’s activities (usually involving lots of

paper), spent lots of time redirecting students,

and was unsure what, if anything, students

were learning from the experience (Ginsburg

Teacher Diane Bales wrote an article in which she 2016).

stated the pros of using centers in the classroom. In The concerns this teacher felt are ones that make

her article she wrote: many teachers hesitant to try out centers.

Learning centers capitalize on children’s natu- Later in his article Ginsburg wrote:

ral need to explore because they are given Eventually, though--after reflecting critically

the chance to gain experience by trying out on my classroom practices, asking

their own ideas in a hands-on way. Once colleagues for advice, and attending work-

established, you can write your lesson plans shops--I transformed my centers from chaos to

according to each learning center to make order, and from busy work to meaningful

sure you're offering something to enhance each learning tasks. Here are four keys to effective

subject. Then you can easily set up your learning centers that allowed me to make this

planned activities for the morning/afternoon in transformation: Create, communicate, and

each corresponding center, and children practice procedures... Group with intention...

can play in whatever center interests them Provide meaningful tasks... and Assess the

(Bales 2015). Impact (Ginsburg 2016).

Centers give students the freedom to explore In order

their own self-management. As they are sent to each for centers

center with little to no teacher instruction, they can to be

discover what kind of student they are, and what valuable,

methods work and don’t work for them. they need

Students have so many different learning to be an

styles, and learning centers are able to serve effective

the diverse needs of students quite well. A use of

learning center is an area that allows students your

to fulfill curricular goals by choosing from a student’s

variety of hands-on activities. There are no time. As

special rules about setting up learning centers; you

the way one’s centers are arranged implement each of the four keys Ginsburg addressed,

depends on student needs, teacher preferences, the use of centers will become crucial to your students

and space limitation. Students can work development and learning process.

22

With these four keys in mind, Ginsburg was  Ginsburg, D. (2016). Four keys to effective classroom learning
able to create a classroom environment where students centers. Retrieved from blogs.edweek.org/teachers/
could thrive. As a teacher, it is your responsibility to coach_gs_teaching_tips/2016/02/
help each of your students succeed. When centers are four_keys_to_effective_classroom_learning_centers.html
implemented correctly, students have the opportunity
to do just that. Students learn to rely on themselves,
and their peers for help and answers instead of always
turning to the teacher. This is not a method reserved to
any certain age group, or subject. Centers can be
utilized in classrooms with students as young as
preschool, but also be effective in college classrooms.
Centers can be used in almost any subject in school.
Create reading workshops at each center for literacy.
Centers can even be implemented in a Physical
Education class, by giving students the opportunity to
work on several sports, or different exercises. Starting
to be interested in the latest teaching trend? Afraid of
how to use it? Just remember the four keys talked
about by Ginsburg:

1. Create (and communicate)
2. Practice (procedures)
3. Provide (meaningful tasks)
4. Assess (the impact).
Exploring something new can be exciting for the
students and the teacher. As these keys are
implemented in the classroom, centers are sure to be a
success. Follow the latest teaching trend and help the
classroom succeed!

References
 (2017). A new approach to learning centers. Retrieved from

www.scholastic.com/teachers/articles/teaching-content/new-
approach-learning-centers/
 Bales, D. (2015). Using learning centers in child care. Retrieved
from articles.extension.org/pages/70567/using-learning-centers-in-
child-care
 Devany, Melinda. (2005). Why I organized learning centers in my
classroom. Teaching Music, 13(1), 44.

23

Courtney
Coates

I am a junior at Brigham Young University-
Idaho. I graduated from Camas High School in
2017, and am working on obtaining a degree in
elementary education with an emphasis in science. I
was able to gain experience in the classroom while
working as a substitute paraeducator. I have had
the opportunity to work in many behavioral
classrooms, and this has taught me the importance
of having set routines and clear rewards. I have also
seen the importance of staying calm when
interacting with students. The classrooms that I’ve
worked in where the teacher yelled a lot were less
controlled than the classrooms where the teacher
knew how to stay calm. What inspired me to go
into education were the teachers I had that were
enthusiastic about what they taught. These were the
teachers that motivated me to really learn about
what they were teaching. I hope I can show the
same enthusiasm in the classroom that those teachers
showed. This way, my students can see that it can be
exciting learn about new things.

I believe in having a classroom built around
constructivism that allows students to have as many
options as possible to learn what they want to learn
while still meeting the curricular standards of the
state/country. I also believe that a classroom should be
structured, but that students should have enough
freedom to make their own choices where they feel
that they are being treated with respect. If students are
treated with respect, then they likely reciprocate that
and respect me as their teacher. Science and math are
also important to me, and I plan on incorporating both
of these subjects as much as possible into the
classroom so that students can feel confident in these
areas. I also believe in making the material relevant
and meaningful to the students so that they will be
interested in it and have a deeper desire to learn the
material. I believe this will help them retain the
information longer over time, and that it will continue
to help them further their education.

24