Emotional Resilience and Instruction

 First and foremost, I have say that talking about feelings and emotions is never an easy task, if one is doing it right. However, it is indeed mighty rewarding when seen through.  "It is widely known that attitudes have a direct relationship to teacher actions in the classroom; therefore, gaining an understanding of teacher knowledge and attitudes with regard to students with disabilities is an essential step in improving the educational outcomes and school experiences of these students" Mulholland, S. et al., (2016).

Having personally suffered a partial and almost insignificant disability in my right hand and arm and my left foot due to being involved in a car accident over 25 years ago, I can only imagine what living with a real disability might be like for these children. I will not deny that this unit's readings, including shared real and hypothetical instances of different forms of student disability posted to discussion board, have made me somewhat emotional a number of times. Trying to analyze these emotions, I find them strangely mixed and unwarranted for the most part. An attempt to identify said emotions would find sympathy, remorse, pity, compassion, shame, guilt, anger, appreciation, and gratitude, among other feelings. Each of these emotions could be analyzed even further, but that would drain time and energy unnecessarily. Nevertheless, bringing said emotions on the topic to the forefront of one's awareness, acknowledging their presence, and then letting them pass in peace is a good idea, when it comes to teachers' own-preparedness.  

Teachers know that students are equated to super-sensitive sensors that pick up even the subtlest change in behavioral norms displayed by their teachers.  As captains of the classroom-ship, teachers should never become emotionally compromised in front of their students. This is why addressing these emotions early on and being through with them is a good place to start getting ready to handle similar real life situations in the future while equipped with effective tools and approaches embedded in theory.

Evidently, teachers attitudes towards disability in general,  disabled students, and the required pedagogical approach can be analysed down into three categories: teachers' cognitive beliefs, affective states, and perceived control. The first represents the sum of a teacher's evaluative thoughts and beliefs related to disability, gender, and the perceived difficulty of the process. The second represents the overall feelings and moods experienced by teachers when dealing with disabled students i.e. the amount of enjoyment or otherwise anxiety. The third refers to a teacher's own perception of self-efficacy.

Being able to analyze and understand the significance of one's own meta-data is ultimately indispensable, for it is the teacher's attitude that determines the overall effectiveness of pedagogy and thus, the learning process.

References

Educating One and All. (1997). THE NATIONAL  ACADEMIES  PRESS. doi: 10.17226/5788

Mulholland, S. et al., (2016). Investigating teacher attitudes of disability using a non-traditional theoretical framework of attitude, International Journal of Educational Research, Volume 80, Pages 93-100, ISSN 0883-0355, https://doi.org/10.1016/j.ijer.2016.10.001.

Effects of home environment on learning

 Though most of the factors that Schunk mentioned to be key influences on a child's learning and development are inherently interconnected, the home environment, in my opinion, is the first major factor a child encounters. It is the child's initial environment where he first learns. In other words, the home environment is the first school for emotional learning, as Doley, D. (2018) denoted. In the home environment, children unintentionally learn to feel good or bad about themselves, how to express these feelings, and how others react to their expressions of said feelings. 

Similarly, the home environment has a significant effect on a child's cognitive development, especially around infancy and early childhood, as Meece, (2002) explained. In other words, home environment has a significant effect on the development of intelligence in a child. For example, Hoff (2003)  mentioned that children with high socioeconomic status had better and more varied vocabulary, due to their parents speech properties, than their middle socioeconomic status counterparts. A positive home environment stimulates children's curiosity and encourages exploration, play, and learning. 

On the other hand, we find that negative home environments have an equally negative effect on a child's whole-development. The socioeconomic status of the family and poor role-modelling demonstrated by parents in the home environment is bound to reflect in the child's behavior, learning, and academic achievement. For example, a home environment marked by lawlessness, negligence, or even rejection will definitely be visible in the child's behavior, disposition, and overall efficacy in the school environment. Furthermore, most practicing teachers would agree that students of dysfunctional families or those who witness frequent disagreements between parents are more prone, or likely, to struggle academically, or become involved in all sorts of misbehavior or otherwise negative situations.   

In conclusion, I believe that the home environment is one of the most important factor that teachers should look at and take into consideration when analyzing students' behavior and academic achievement. 

References

Doley, D. (2018). The Impact of Home Environment Factors on Academic Achievement of Adolescents. Researchers World, 9(1), 137. Retrieved from https://www.questia.com/library/journal/1P4-2015382863/the-impact-of-home-environment-factors-on-academic#:~:text=Parental%20involvement%20can%20have%20a,affect%20the%20pupil's%20academic%20achievement

 Hoff, E. (2003), The Specificity of Environmental Influence: Socioeconomic Status Affects Early Vocabulary Development Via Maternal Speech. Child Development, 74: 1368-1378. doi:10.1111/1467-8624.00612

Meece,  J. L. (2002).  Child and adolescent development for ed- ucators (2nd ed.).  New York: McGraw-Hill.

The Adolescent Brain and Neuroscience

 Cerebral cortex

Cerebral cortex, or cerebrum, is the outermost layer of the human brain and is generally associated with many, higher-order, brain functions such as perception, memory, association, and thought Cerebral Cortex | Education, Society, & the K-12 Learner. (2020). It is not only the largest part of the brain that is associated with the control of physical action, but is also considered to be the ultimate information processing center in the brain. In other words, the cerebral cortex is what determines intelligence, personality, motor function, planning and organization, language processing, and many more. 

Being an ELA teacher, I could safely say that most activities I conduct in the classroom are aimed at the student's cerebral cortex. For example, activities that aim to stimulate students memory or association capabilities are all processed in the cerebral cortex. Furthermore, instructional techniques, like scaffolding, inherently depend on the cerebral cortex to bring about necessary information from memory. Evidently, the simplest activities that require the most basic skills like reading and thinking, motor functions like speech and movement all take place in the cerebrum. 

Hippocampus

On the other hand, we find the Hippocampus to be a small, two-part, curved formation inside the temporal lobe in the human brain. Besides its association with the formation of new memories, it is also involved with learning and emotions. The hippocampus could be damaged due to disease or injury. Persons with hippocampus damage can experience loss of memory, or the ability to make new memories Thomas, D. (2020). In other words, all long term memory depends on the hippocampus. It is also involved in the detection of new events, places, and stimuli. 

In that, we see that no new learning of any type would take place without the help of the hippocampus. It consolidates new memories from short-term memory into long-term memory. God forbid, if any student would to hurt that part of their brain they would not be able to register any new events, in general. 

Researchers have found an equally important role for the hippocampus: feeding information to brain areas responsible for learning. "It is really important to think of the brain as an interconnected structure, with different parts that work together to produce our impressive mental feats" Arizona State University. (2019).

References

1. Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Boston, MA: Pearson.  
2. Cerebral Cortex | Education, Society, & the K-12 Learner. (2020). Retrieved 4 October 2020, from https://courses.lumenlearning.com/teachereducationx92x1/chapter/cerebral-cortex/
3. Thomas, D. (2020). Don't Let Your Hippocampus Stop You From Being A Successful Investor. Retrieved 4 October 2020, from https://www.forbes.com/sites/greatspeculations/2018/05/10/dont-let-your-hippocampus-stop-you-from-being-a-successful-investor/#1ba34c532694
4. Arizona State University. (2019). More than just memories: A new role for the hippocampus during learning: Study shows how the hippocampus provides information to other brain areas during learning. ScienceDaily. Retrieved October 4, 2020 from www.sciencedaily.com/releases/2019/03/190306081704.htm

Learning Domains

 Education is the process of imparting knowledge and bringing about desirable changes in the learner's behavior. Classroom instructions and activities are the gate way to the process of education. Accordingly, teachers of all subjects plan the objectives of any particular instruction, aka instructional objectives. In other words, instructional objectives refer to the goals of each instructional session. Leaning and/or teaching outcomes are usually based around instructional objectives.

The classification of Bloom's taxonomy of educational objectives includes three domains: The cognitive domain which is knowledge related, the affective domain which is feelings related, and the psycho-motor domain which is action related. All three domains are interconnected and interdependent. In other words, every educational activity is supposed to address at least one of these domains. However, for the sake of brevity, will only reflect on some of the preferred instructional activities related to the cognitive domain.

At the lowest level of the cognitive domain, we find the ability to recalling knowledge followed by understanding, applying, analyzing, evaluating, and creating is at the top level of the classification. Teachers know that they have to come up with instructional activities that address the exploration and stimulation of these domains.

One of the basic questions facing educators has always been “Where do we begin in seeking to improve human thinking?” (Houghton, 2004). Depending on the scope of the new knowledge whether it is factual, conceptual, procedural, or meta-cognitive, I try to utilize the adequate tools for formative assessment of my gr.12 students. In other words, I try to use the right prompts that correspond with both, the type of knowledge and the cognitive process dimension. For example, in order to check the student's ability to recall factual information I would use the prompt "list".However, if I wanted to test his memory of a conceptual knowledge I would use the prompt "describe". Similarly, if I wanted to test students understanding of a procedural knowledge I would use the prompt "predict", as opposed to the prompt "construct" if I wanted to test their meta-cognitive capabilities. I make point of having the activity challenge revolve around answering said prompts. In my experience, using the correct prompt is key to realizing learning and/or instructional objectives.


Refernces
1.
Forehand, M. . (2010) Emerging Perspectives on Learning, Teaching, and Technology, Global Text, Michael Orey. (Chapter 3). Retrieved from https://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf