Ipads In Mathematics

Ipads in Mathematics

Going to El Camino HS was a great experience. This was probably one of the observations I was looking forward to because this is what the future is going to represent. The traditional teaching style using whiteboards and taking notes will be revolutionized in the classroom and this observation was a clear example of the first steps into doing this. At first, when I observed I thought Ipads was just a luxury in the classroom and not a necessity. Even now, I still believe this is true, but I also see the importance of Ipads. When I talked to both teachers, I got a better understanding on how the Ipads were being used. At first,  I was confused because half of the class was showing their work on a piece of paper while the other half of the class had nothing on their desk besides their Ipad. The teacher told me students can use both methods that they prefer. Once I got to see the App evernote I realized how powerful the Ipads can be. One student showed me all her work, notes, PDFs, teacher notes, worksheets, pictures they have taken on different websites. I thought this was very useful because there are a lot of visual learners in the classroom. Being able to take a mental image can be lost, however, taking an image and putting it on your Ipad will never be lost. You can write on the picture if students have any notes they wanted to add.
During the debrief was when I realized how important Ipads can be for students. The biggest challenge in the classroom is student participation due to students being scared to participate. The Ipads will now allow students to shoot their questions from their Ipad to the projector and ask teachers questions. Just like what Dr. Lawler stated on how the doc cam improved student participation because students did not have to go in front of the classroom to either present or show their work. This allowed students to focus on the more important thing: All student participation.

EDSS 531 Journal #5 - Needs of Students

Respond to the following prompts : 

· Looking back at your teaching last semester, what did you discover about the needs of students in your classes? What kinds of “needs” surfaced that surprised you?

• To what degree do you think you really understand the needs of your students? How wide is the “gap” between them and you?
• What might have surfaced in the reading or in your teaching (about the realities of students’ needs) that triggered a negative response in you? Try to identify why this response was triggered and how it relates to your biases. 

One of the biggest needs that students had that surprised me was the lack of material. Students never had paper, nor a pencil to write with. This was very surprising to me because it happened EVERY DAY. 


Another need that students had that surprised me was the lack of not using their text book. In my class homework was assigned through the book but besides that, the book was rarely used. Students even had access to classroom text books so they can leave their own textbooks at home. Yet, students did not even know how to use their textbooks.


I try to make the "gap" between myself and the students as narrow as possible. I believe the most important thing in teaching a class is communication. If the communication level from teacher to student is very high, I believe the gap for student needs are very minimal. If students are able to talk to the teacher comfortably, then I believe students are able to say anything they want to or ask anything they want to.

EDSS 531 Journal #4 - Reflection On Your Biases

What are your biases and how do you mitigate your behavior when working with students? 

I am very bias when it comes to students who try and who do not try. Being equitable to all students and leaving no child behind is probably the biggest challenge I face everyday. I tend to assist those who attempt to try in class rather than assist those who never tries in class. To me, it should be the total opposite.  
Another topic I am bias is to be more harsh on students of my own race; Asians. I guess it is because the way I was raised: typical Korean parents who cared solely on education and receiving a 4.0. Anything less would be a disappointment. When I see Asians, I tend to become stereotypical especially in a math course and expect that all Asians should be good in Math. I realized in Clinical Practice that this is not the case and I had a lot of learn. After couple weeks of struggling, I realized I need to be equitable to all students without looking at the color of their skins. If students need help, I should help and not assume. My expectations for my students should be the same for all my students and should treat all my students equally.

EDSS 530 Journal #1

EDSS 530 Journal #1: Visitor or Resident

Watching the video on "Visitors and Residents" I have realized where I stand on the continuum. I can see myself in both categories as a visitor and a resident. I am very similar to the speaker in where professionally I am very much the resident. I like to use the internet as a way to enhance my teaching and learning. However, privately non-institutionally I am more of a visitor. I do not like to put my life, my family online to where people can see it. Yes, I do have a facebook, but have been limiting it as much as possible. I do have a twitter but have been using that solely on educational purposes. We have been creating blogs on blogger which is also used for the intent of education. I agree 100% that whether I am a visitor or a resident has to do with context. I believe everyone is a little of both when it comes to being a visitor or a resident because the internet can be used for everything.

EDSS 531 Journal #1 - CP1 Reflection

Reflecting on your CPI teaching, respond to the following questions: What is it like to be a student in my class? What is it like for a student to move through classes in a day at our school? (Use your CPI school as reference)

During my CPI at RBV, students in my class knew the expectations. From the first day I arrived, I re-explained the class rules and expectations. Students knew what the rules consisted of from being inside the classroom before the second bell rang, to cheating and plagiarism. My classroom setting changed every day from having rows of students to groups of students depending on that days agenda. I did tell my students that talking is fine as long as its math related or if its bringing a positive learning environment to the classroom. Students must be able to control themselves at times when I needed their attention. Many students did not take proper notes but by encouragement and also letting students use their notes on their exams, students were taking positive notes and thus receiving better grades.

Students were given 10 minutes to go from class to class. This was enough time for students to go to their lockers, and be able to make it on time for the second bell to ring. Students were never rushed and should be able to make it to class without being tardy. Students had subject books at their home and also in the classroom so students did not have to carry a heavy backpack everywhere. This make it more convenient for students when they had to move through different classes with different subjects and books.

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Welcome To Mr. S Blogarithm!