As a teacher, I think it would be very beneficial to use online surveys. I could create a survey on any topic that I would like and then I can get feedback from my students. By doing it online, it can be faster, more efficient, and more organized. I can then use the data to create graphs or charts with the results, which I can use as a teaching reference.
This is a survey that I made that is a good example.
Friday, October 8, 2010
Sunday, October 3, 2010
Monday, September 27, 2010
Learning Style Reflection
As a student, I have different strengths and weaknesses based on my learning abilities. For me, according to my MI survey, my learning styles include some of everything. This includes kinaesthetic, linguistic, logical, interpersonal, intrapersonal, musical, visual, and naturalistic. The top ones are naturalistic, logical, musica, and interpersonal. The weakest one for me would be the visual and spatial aspect.
According to the learning style survey that I also took, I am fairly balanced on some of the dimensions of the scale. For example, I am more of an active learner than a reflective, but my results fall within being quite balanced between the two. I am more of an intuitive learner than a sensing learner. I am better at grasping concepts than I am at memorizing facts. I am much more of a visual learner than a verbal learner. I remember better what I see, rather than what I hear. I am quite balanced between being a sequential learner and a global learner, but again, it leans more towards being sequential.
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I believe that these results also occur in daily life. As a teacher, I want to be able to appeal to every different learning style and ability. I believe that every child learns in different ways, and I want to accommodate this in my classroom.
Thursday, September 23, 2010
Why I Want To Teach
Ever since I was a little girl, I always felt like I wanted to be a teacher. I remember playing "house" with the neighbor kids, and I ALWAYS wanted to play a teacher. So, I guess there was never really a time that I didn't want to be a teacher. 2 years ago, I went on a missions trip to Jamaica with my high school chorale. (The chorale was a group who went to different churches throughout the school year and sang and also went oversees over spring break for 10 days.)
While we were in Jamaica, we sang at churches, schools, and orphanages. While we were in Jamaica, we had a lot of time to interact with the kids and I loved this time! My favorite experience, as well as one of the hardest things I have ever done, was visiting West Haven Orphanage in Jamaica. West Haven is an orphanage for severely disabled children that is located in the tiny village of Copse. It was so heartbreaking to see. What the orphanage consisted of were children who were so emotionally and physically disabled that their parents didn't even want them anymore, so they dropped them off and never saw them again. Almost all of these kid's parents were still living, but they didn't have a desire to see their kids again. This was so heartbreaking to me.
Although most of the children were quite young, there was one woman who was actually 27 years old, but she had the mentality of a 8 year old. This woman was so handicapped that she couldn't even feed herself. So, I actually spoon-fed this 27 year old woman her lunch. She was so sweet to me and had the biggest smile on her face. She was so happy that we were there to spend time with them. When we had to leave, all the kids ran up to us and gave us huge hugs and started to cry. Most of them who could walk ran after out bus as we were leaving. This was so hard for me. I didn't want to leave! I wanted to show these kids love, like their families did not do in the past.
Well, 2 years later, because of the trip to Jamaica, I realized that God not only wanted me to teach, but he wanted me to teach children with disabilities. I look forward to see what God has planned for me in the future. I hope that I can someday make an impact in a child's life for good.
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| This is a picture of me feeding the woman in Jamaica at West Haven. |
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