Journal of Classroom Teaching & Learning: 2009-04-12

Monday, April 13, 2009

Greetings from the editor

Dear readers,

Welcome to JOCTL—Journal of Classroom Teaching & Learning! This journal was originally created by Dr. Dengting Boyanton and her students at the University of Texas at Brownsville (UTB/TSC) in the spring of 2008. JOCTL is currently contributed by all the students who are taking the undergraduate course of EDI 15A Psychological Perspective: Teaching & Learning; EDI 17 Psychology & Development of Adolescents, and the graduate course EDI 600 Psychological Foundation of Education at the School of Education, Long Island University, C. W. Post, Brookville, New York.

JOCTL intends to publish our students’ research discoveries throughout their exploration with these three courses. It strives to provide the best platform for our university student researchers and scholars in the LIU as well as the New York community to exchange their findings and discoveries on teaching and learning. All of our students spend one whole semester investigating one research topic of their interest under Dr. Boyanton’s guidance and supervision. Most students’ research findings were or will be presented at the Conference of Elementary Secondary Teaching & Learning (CESTL), a completely student-oriented conference organized by Dr. Boyanton and all her students.

The main purposes of JOCTL is for our students 1) to discover principles, relationships, patterns, and theories of classroom learning and teaching; 2) to create a learning community for all students to discuss and exchange ideas about classroom learning and teaching; 3) to improve students’ analytical, critical thinking, problem-solving, and creative skills; 4) to enhance students’ communication skills (e.g., writing, public speaking, presenting); and 5) to help the students develop a deeper understanding on classroom teaching and learning and be better prepared as future teachers.

JOCTL seeks to explore the multitude of issues that impact and influence student learning in the classroom setting. In accord with its broad focus, the journal welcomes contributions that enhance the exchange of diverse theoretical and practical information from other educators, teachers, students, and researchers at LIU or the New York community. It is our hope that our JOCTL can provide a channel for all classroom instructors and professors to better understand students’ needs and characteristics as learners, thus to design their instructions which produce powerful classroom learning.

JOCTL has received much positive feedback and support from its wide range of audiences from from different universities (University of Texas at Brownsville, University of Texas at Austin, University of Virginia, Harvard University, Yale University, City University of New York, Willamette University, Long Island Universty). To read their feedback, click JOCTL Feedback.

We sincerely hope you will enjoy our students’ exploration on teaching and learning. If you have any comments or suggestions to improve JOCTL, please contact me directly at dengting.boyanton@liu.edu. We welcome honest feedback from you.

Thank you very much for your support!

Sincerely,

Dengting Boyanon Ph.D.
Editor, JOCTL
Assistant Professor
Educational Psychology
Curriculum & Instruction
School of Education
Long Island University, C.W.Post
720 Northern Blvd, Brookville, New York
516-299-4117 (Office)
Dengting.Boyanton@liu.edu
http://people.virginia.edu/~db6wq/

▼ 04/12 - 04/19 (19)

▼ 04/05 - 04/12 (27)

▼ 03/22 - 03/29 (27)

▼ 02/22 - 03/01 (22)

▼ 02/15 - 02/22 (26)

01/25 - 02/01 (30)

12/21 - 12/28 (6)

11/30 - 12/07 (26)

▼ 11/23 - 11/30 (14)

11/09 - 11/16 (25)

▼ 10/26 - 11/02 (30)

▼ 10/19 - 10/26 (14)

10/05 - 10/12 (22)

09/07 - 09/14 (27)

08/24 - 08/31 (3)

07/13 - 07/20 (4)

07/06 - 07/13 (6)

06/29 - 07/06 (6)

06/22 - 06/29 (9)

06/15 - 06/22 (5)

06/08 - 06/15 (10)

06/01 - 06/08 (11)

05/25 - 06/01 (4)

05/18 - 05/25 (5)

05/11 - 05/18 (4)

05/04 - 05/11 (5)

04/27 - 05/04 (2)

High Stake Test & Learning

04/06 - 04/13 (6)

03/16 - 03/23 (14)

03/09 - 03/16 (10)

03/02 - 03/09 (7)

02/24 - 03/02 (8)

02/17 - 02/24 (13)

02/10 - 02/17 (5)

02/03 - 02/10 (11)

01/27 - 02/03 (9)

01/20 - 01/27 (6)

Sex: Should it be the power of women?

Sex: Should it be the power of women?

By Vivett Hemans
EDI 17 Psychology & Development of Adolescent Students

School of Education
Long Island University, C. W. Post
April 3, 2009

As a young girl, I noticed this interesting sexual power that women had and I liked. I like it still. I'd even go so far as to say I love the power that being naturally feminine (being biologically and innately female) affords me. There is power in the curves of my body. There is power in my beautifully long eyelashes that with a mere bat of them, can move mountains. There is power in my chosen tone of voice that when gauged properly, can set the desired mood of those around me. There is life-giving power in the treasure that lies between my legs.

However, being desired sexually becomes a curse when it is the only aspect of her being that a women chooses to cultivate. Society perpetuates this ill-thinking concept. There is much more to myself as a woman, to every woman than physical beauty and sexual desirable. Our academic and emotional intellect must be properly nurtured in order to become a woman in the truest sense of the word. We must embrace ourselves, in our totality and concertedly in order for long-lasting changes in not only the way we are viewed, but more importantly, in how we, as a gender, view ourselves.

Sex education for adolescents: An urgent task

By Andrea Garcia
EDI 17 Psychology & Development of Adolescent Students

School of Education
Long Island University, C. W. Post
April 10, 2009

I really enjoyed our class discussion today. It is interesting to hear each other’s opinions. I think that teenagers believe that they are more mature than they really are and take on things that they are not mature enough to handle. As much as we try to encourage safe sex, I think it is rare that adolescents are actually practicing it EVERY TIME. Many adolescents do not use protection while performing oral sex, because they do not believe they can contract diseases. And when it comes to pregnancy, teens are not financially or mentally prepared for a life changing event like that.

Teenagers are very sexually active. Girls are becoming sexually active at younger and younger ages. I hear the craziest things from mothers at my job. Girls are now wearing different color rubber bracelets, each color represents how far they have gone with a boy. I have heard of fifth graders performing oral sex on each other. It is really getting out of hand! Parents need to talk with their children and support them with whatever decisions they make. For example, my mom showed me where Planned Parenthood was and took me to the gynecologist to get birth control.

Sex education for adolescents: An urgent task

Sex education for adolescents: An urgent task

By Eric Morris
EDI 17 Psychology & Development of Adolescent Students

School of Education
Long Island University, C. W. Post
April 10, 2009

I enjoyed our last class discussion on sex education in high school and whether or not sex education should be taught started in kindergarten like President Obama was fighting for. I personally thought that sex education should be taught at a basic level starting in kindergarten so that children are aware or of where they should and shouldn’t be touched.

I thought our class discussion on different topics such on whether or not sex education is taught properly in school and the issues that arise from people being ridiculed or made fun of for their sexual orientation is a relevant issue. I do feel that sex education should be taught at first from the parent because parents should educate their child about safe sex. Many parents don’t teach their children about sex education due to the fact that it may make them feel uncomfortable.

Children do have to be taught about sex so that they will take the proper precautions. Teen pregnancy has become a significant problem around high schools and middle schools. They do not use the proper birth control and they face the consequences of it. Young girls do not realize that having a baby can destroy their life. The expense and responsibility of having a child at a young age is extreme and can have a large impact on them.

Teen pregnancy: An increasing concern

By Thomas Brouillard
EDI 17 Psychology & Development of Adolescent Students

School of Education
Long Island University, C. W. Post
April 9, 2009

I thought today’s class provided some interesting insight to the issue of sexual education and adolescents. As I have stated in other journals I believe that sexual education should start at an early age. I liked the debate that we had about how early we should engage in this type of education. The question asked was whether kindergarten was too early or not. I think the type of sexual education that is provided at kindergarten is to make sure the children understand what is appropriate and what is not. The education at that age would not venture into actual education on sex, it would just prepare them to know how to identify a sexual predator or inappropriate behavior by another classmate. At that age they are so young they may not know what is right and wrong.

I also enjoyed the discussion on whether the class thought that adolescents who are sexually active use proper protection. Some people in the class believed that adolescents do not use protection as much as they should. There were many reasons brought up but the most common one was economic issue, where they may not have the money for it.

Personally I think that statement is nothing more than a bad excuse. If you do not have the money to protect yourself during sex, then you should not have sex, period. When I was that age I always used protection. To be honest, condoms are not that expensive that it will break your bank. So with that being said, it is important to educate our students that there are alternatives if they are really in such a terrible economic situation, that there are clinics or programs that can provide help. If they do not want to do that, well then they shouldn’t have sex.

One last point that I liked about the class was the debate of what the teachers role is in sexual education. It is a tricky situation if a child does not have a good relationship with their parents or their parents are not open enough with them to talk to them about this subject. Sometimes in those situations they child will turn to a teacher they like and trust for advise. But for the teacher that is a tricky situation because if you are not careful with what you say to them, you can get in a lot of trouble, even get fired.

The best way to dodge this situation if it comes up is to contact the student’s parents. Tell them child came to them and ask them permission if they are comfortable for you to speak with them about the subject. Also I would talk to the head of the department just in case the parents are difficult to deal with, it will show you tried to do everything you could to make the situation right. I believe that the school should provide in depth and proper sex education, but on a personal level a lot of that education should come from home. The parents should be the primary source.

Teen pregnancy: Whose fault is it?

By Elyse Capozza
EDI 17 Psychology & Development of Adolescent Students

School of Education
Long Island University, C. W. Post
April 9, 2009

There are many factors within today’s society that influence the rise of the teenage pregnancy rate. Society, in fact, is one in itself. The growing availability of certain media that portrays sexual images and influences the act of sex gives younger adolescents the ideas in their heads that it is amusing and fun, without the knowledge of the consequences. The young celebrities in today’s society also insinuate the idea to younger, high school aged children that it is alright to being pregnant at seventeen.

I also think the rise in pregnancy rate is also due to the lack of parents’ involvement in the life of their adolescent. If more parents open up about talking about sex to their adolescents, then more precautions are able to be made in order to prevent teenage pregnancy. I don’t believe it is shameful to talk about sex with your children, but many people do or may be embarrassed to. If society, parents and the adolescent world itself come together and work to make information known to everyone about teenage pregnancy, the maybe there will be a decrease in the actual rate of teenage pregnancy. If we do nothing, then the situation will just get worse and soon most teenage will eventually become pregnant in their adolescent years.

Revolutionizing sexual education in America’s schools

By Chris Barone
EDI 17 Psychology & Development of Adolescent Students

School of Education
Long Island University, C. W. Post
April 8, 2009

There's an epidemic going on in our country. Rates of teen sex, pregnancy, and STDs aren't merely going up; they are skyrocketing. We can point fingers and blame parents, schools, the media, and anyone else we choose – but where does that get us? It does us no good to say what we COULD have done, or what we SHOULD have done. We need to focus on the present, not the past, in order to protect our children.

My views may be radical, but I feel that's precisely what we need: radical change to cure this country-wide outbreak of teen sex, pregnancy, and STD infection. I think, very plainly, if teenagers are not receiving sufficient sex ed, we need to revamp the program. What if we took away the stigma associated with sex ed by restructuring it as a human relationships class?

Starting as early as kindergarten, students could start to learn about relationships. In elementary grades, the focus would be on where it's ok to touch or be touched by friends, family, strangers, teachers, etc. The hope is that we can deter children from putting themselves in such situations while also encouraging those who have been sexually abused to come forward in a safe, caring, and private environment. Older elementary grades could focus on aggression and try to limit specifically male aggression, another epidemic this country has. Our class has already discovered how prevalent and dangerous it is.

In middle school, the human relationships class would focus on friendships and peer pressure. There could be units on peer pressure, drugs, alcohol, dating, and more. In addition to cautioning students against these actions, we can also encourage positive behavior and tell them what to do if they or anyone they know has a problem. Many instances of peer pressure, drugs, alcohol, and sex begin to arise during these years, and we can teach these students how to live 'above the influence.'

High school could be the home of what we currently see as sex ed. Topics could include sex, STDs, teen pregnancy, date rape, abusive relationships, and more. Again, this class would encourage positive behavior while also providing safe places for outreach if a student has a problem with any of the above topics. Will it be a hard class to sit through? Absolutely. But it needs to be done.

This extreme problem requires an extreme solution. It's radical, but it will serve to make sex a less taboo subject. It won't increase the rate of teen sex; teens have already shown us they know how to do it quite well — or, if not well, at least frequently. The current sex ed curriculum leaves them vulnerable and forces them to rely on untrustworthy sources like the Internet for their sexual education. This necessary program would revolutionize the curriculum and, most importantly, arm our students against unsafe sex, drugs, alcohol, STDs, pregnancy, violence, and so much more.

Sex education for adolescents: How and why?

By Thomas Brouillard
EDI 17 Psychology & Development of Adolescent Students

School of Education
Long Island University, C. W. Post
April 3, 2009

Due to my absence in class I cannot reflect on the past class that took place. But I will use this journal to comment on my views on the current state of sex education in our school systems.
Sex education is a very touchy and opinionated subject in regards to our children’s education. Everyone has their own opinion on this subject. I believe that this is a very important issue facing adolescents today. During adolescence many kids have their first experiences with sex. Therefore it is important that we arm them with the knowledge to know what’s right and wrong and how to protect themselves.

I believe sexual education should start early in adolescents. In my school district, basic education started around sixth grade. As you went higher through the grades the classes, discussions, and seminars become more informative and intense.
In our society today there are sexual images everywhere you look. You can find them on TV, magazines, commercials, and many other places. The media does have some influence on children and their views on sex.

Proper sex education needs the cooperation of many parties including administrators, teachers, and parents. It is a team effort to properly educate our students. Again this is a topic that will make people uncomfortable but with teen pregnancy rates what they are today, it is very important that it is discussed in our schools. Today sexual activity is very common among teenagers, and anyone who does not believe this is either out of touch or not willing to understand the truth. We must be able to educate students so they can steer clear of STD’s and unwanted pregnancies. In my opinion an abstinence only policy will not help this solution, instead it will only make it worse. Above all, adolescents must know that if they have questions about this topic, there is a safe person to speak to. Sometimes teachers are the only ones they feel they can reach out to.

Sex education for adolescents: How and why?

By Dana LaRose
EDI 17 Psychology & Development of Adolescent Students

School of Education
Long Island University, C. W. Post
April 3, 2009

Observing biology classes, you notice a lot about how educated today’s adolescents are about sexual education. You will notice in a biology class room that students will ask questions about sex and sexual development no matter what they are learning about. When they finally get to sexual reproduction, you would assume they had already asked everything they wanted to know but these lessons are dragged out because of the massive amounts of questions the students ask. When I observe this, I am glad to see so many students asking questions and questions I sometimes think are very strange. When I think back to this, I wonder what they are learning in their health classes. I do not understand why they have so many questions and then I realize that they do not know anything and do not know who to ask.

I strongly believe that New York State needs to improve sexual education in schools. I understand they are limited because of parents, but parents need to be more acceptable about this. It is not right to just preach abstinence when it is very obvious that the main population of teenagers is not practicing abstinence. Teenagers always act as if they are older than they really are and when it comes to something like sexual education, maybe they should be treated that way. I cannot comprehend how some people believe that preaching abstinence will lead to lower teen pregnancy. I think teaching only abstinence will not only increase teen pregnancy but also the amount of teens affected with STDs. Teens are notably known to do things they are told not to, so instead of telling them not to, they need to be taught about safe sex.

Sex education for adolescents: How and why?

Sex education for adolescents: How and why?

By Ilyssa Adelman
EDI 17 Psychology & Development of Adolescent Students

School of Education
Long Island University, C. W. Post
April 8, 2009

Unfortunately I do not think that today’s adolescents are very educated when it comes to sexual education. Yes, they do receive some education throughout their schooling, but, it is not necessarily the right kind of education. In fifth grade children are first introduced to sexual education. They are separated by gender and watch two videos, one geared towards the girls and one geared towards the boys; however, most of the time these videos are from the eighties if not older. Most if not all of the material is out of date by the time these children view even view it. The next time adolescents are exposed to any type of sexual education is usually not until 8th grade when they are required to take health class. Depending on the school, this class is only half a semester long and has more information to cover than there is time for. High school health is pretty much the same thing, maybe a bit more in depth, but students do not even take health again until 11th or 12th grade.

The health education curriculum needs to be completely restructured in the public school system. Adolescents cannot afford to go 2 or 3 years without being exposed to this type of education. A lot happens between from the time an adolescent turns 11 and s/he turns 13. Even more happens by the time and adolescent turns 17 or 18. The course should be a mandatory year-long class and should be taught more then just in 8th and 11th or 12th grade. More of a focus needs to be placed on sexual education, within the health curriculum, then just a couple of weeks. The material should also be updated at least every 5 years. The information about this particular topic is constantly being altered and updated and we should not be keeping it from our students.

Sex education: Should it start in kindergarten?

By Dana LaRose
EDI 17 Psychology & Development of Adolescent Students

School of Education
Long Island University, C. W. Post
April 8, 2009

From the class’s discussion, it is obvious that sexual education is extremely different depending on the school district. In my school district, sexual education was very limited in the health classes and was more talked about in the biology classes. I believe the driving factor of this was curiosity. The health classes taught students about STDs while in biology classes, students felt comfortable to ask questions they were truly curious about, questions which would be of more use to them. Like Sean mentioned, this is something that they will use so it is important that they are aware.

The main problem is the inconsistency. Schools go about sexual education in different ways and one can never know what is going on at home. I do believe that it is ultimately the parent’s responsibility but I also think that the school should be allowed to play a role. Just as Dr. Boyanton had suggested, teachers should have limitations on what they can and cannot say about sexual education. It is wrong that we have to fear the consequences of helping a student but at the same time, I know these consequences cannot be eliminated.

It seems that individuals have different ideas about sexual education. I disagree that it is prevalent in schools to the point that the health curriculum is saturated with it. I believe more time has to be made to address this issue. Adolescents are very curious about everything and it would help them if they had a little insight to some of those things they are curious about. I think the world needs to be more open-minded and not make sex into such a taboo. It is something that happens and something that needs to happen to sustain life. What’s the point of sweeping it under the covers until one is old enough to see it for what it really is?

Motivation: A difficult concept to define

By Cindy Sexton
EDI 600 Psychological Foundation of Education

School of Education
Long Island University, C. W. Post
April 8, 2009

What is motivation? Such an interesting question and one I never really gave much thought. I didn’t realize how hard it would be to explain it. We all know it’s something we have or don’t have but to put an actual definition on it is so difficult. I found it interesting how some students are motivated by negative consequences rather then positive ones. The thought of something bad happening or getting in trouble is what drives their motivation.

For me, I’m more motivated by positive outcomes. I feel the fire within when the result is something I want bad enough. This is exactly what is happening with my self- management project. My goal was to eat healthy and remember to eat in general. The added motivation for me was by eating better; I would possibly be in better shape. Usually when I eat better it makes me want to exercise as well. This is all positive motivation based upon something I want.

Each class I’m amazed how thought provoking it is. The topics are almost always issues that really cause me to think. We all know about motivation, but when asked to describe it, we all had such a hard time.

Motivation: Why are some students not motivated to learn?

By Louiza Mark
EDI 600 Psychological Foundation of Education

School of Education
Long Island University, C. W. Post
April 8, 2009

It is interesting when teachers react to students who are not participating and who are not engaged. The initial reaction is to consider them to be lazy and not inspired to learn. The truth is that the majority of the students who are not engaged are actually dealing with issues more important than school.

This in effect, means that their schooling is not a top priority in their lives. Many students have emotional, familial, social, financial, and health issues that are taking over their lives. Because of these phenomena that they are dealing with they seem to be not motivated. But the reality of their situation is that they are preoccupied with other more important situations in their lives.
There is of course the reality that there are students who genuinely do not care for school and therefore are not motivated. But for the most part, students who are not motivated have some underlying issues that need attention first, and then they can adjust and focus on school.

The other major reason why I feel that students are not motivated is the teacher. Many teachers do not take the necessary interest in their lessons and merely put together the basic knowledge that students need into a “lesson plan”. We have all encountered a class that was totally boring and even though we were great students, we were not motivated because the teacher made the course boring. Teachers need to take the blame sometimes for their students’ not being motivated. The reality is that teaching and learning is a two-way street and both parties involved in the process should share the burden of maintaining motivation at high levels.

Motivation: Why are some students not motivated to learn?

Motivation: Why are some students not motivated to learn?

By Alyssa Katz
EDI 600 Psychological Foundation of Education

School of Education
Long Island University, C. W. Post
April 7, 2009

In all of my schooling, I have gone through periods where I was just not motivated. I didn’t care if I did well in school, I only did my work to get it done, and I barely paid attention in class. All of this came down to the fact that I felt this material was useless. I remember being in middle school and high school science classes thinking “When is the next time I am going to need to memorize the parts of a microscope?” or sitting in a math class thinking “When am I ever going to need to figure out how many degrees are in a triangle?” This information was not presented to me in a fun way. I did not find it useful and had no desire or motivation to learn about it. This all seems so ironic to me because everyday my students ask me “Why do we need to know this?” Students are not motivated to learn if they find the material boring and if it is not applicable to their lives.

Another reason why students are not motivated is because they feel they can’t do it and do not feel like trying it will benefit them. These are all reasons why we as future educators need to build student’s confidence and persistently praise them. Recognition could motivate them. In addition, there are many ways to present information in creative ways. Today’s technology makes anything possible. Media is something that students use in their everyday lives. It might motivate them greatly.

Motivation: What motivates me to learn?

By Angela Ford
EDI 600 Psychological Foundation of Education

School of Education
Long Island University, C. W. Post
April 8, 2009

It’s always interesting to see how others perceive things and the Motivation exercise was a great example. You always make the class interesting and I love the fact that you build exercises into the lesson that allows us to interact in groups and as a class in whole. Today’s lesson got me thinking of what “Motivates” me. First of all I think motivation is a desire to achieve some sort of goal. I know for me personally, there are a lot of things that motivate me. I’d say one of the first things is my husband. He’s passionate about what he does and he always strives for the best. Seeing what he’s accomplished, I feel motivated to do the same for myself therefore that’s why I went back to school.

Now that I’m back in school, I’m more motivated than ever to actually learn. I see so many great teachers out there and they’re my source of motivation for wanting to gain as much knowledge as I can out of my classes. Of course it’s motivating when I get A’s because I then want to study more to make sure I keep getting the same grades. As motivating as it is to get good grades, it’s even more motivating to understand and retain the information that’s being taught. I set a goal for myself to become a teacher and that in its self is my motivation.

CESTL: Are you ready for it yet?

CESTL: Are you ready for it yet?

By Scott Fialkoff
EDI 15A Psychological Perspective: Teaching & Learning

School of Education
Long Island University, C. W. Post
April 8, 2009

I am excited for the CESTL conference because I will get to read my paper in front of a group of people. As a future teacher, I have to be able to deal with the pressure of public speaking. This conference will provide me with the needed experience.

I am also looking forward to presenting my research data to the group of educated and intellectual people. The teachers there should listen to my points regarding nutritional and parental factors regarding children’s behaviors. This could help them with their behavior management ideas. I feel that I will be very prepared for the conference because I will want to do a good job.

Also I am happy that I will be able to receive bonus points for attending this intellectual conference. This conference will also be something that I can put on my resume. Overall I feel that this conference will provide positive effects for everyone in the class. It will also help people break certain fears that they have regarding public speaking. It will be interesting to hear my classmates’ papers because I am sure that they all did great work.

Useful links

The following links are provided by the generous readers of JOCTL! We sincerely thank them for sharing!

You make some good points above.
However, I also think that this can be helpful to you:
The book and Training Video: PREVENTING Classroom Discipline Problems

If you can get this book and video: [they are in many libraries, so you don't have to buy them] email me and I can refer you to the sections of the book and video [that demonstrates the effective vs. the ineffective teacher] that can help you.

If your library does not have them, you can get them at:

http://www.panix.com/~pro-ed/

that are also used at this online course:
www.ClassroomManagementOnline.com

See: Reviews at: http://classroommanagementonline.com/comteach.html

If you cannot get the book or video, email me anyway, and I will try to help.

Best regards,

Howard

Howard Seeman, Ph.D.
Professor Emeritus,
City Univ. of New York

Prof. Seeman
Hokaja@aol.com
================

Judy Armes said...: I agree that "intrinsic" motivation is probably the factor that will most impact a kid's involvement and success in school. The trick is to find ways in which the student can feel good about his/her accomplishment. This would be a good forum topic to find out what high school teachers do that works.
Thanks for bringing it up, again.
Judy Armes "TheHomeworkCoach"
http://www.homeworksuccessnetwork.com
-----------------

Hi,; I think you and your readers might love this new mnemonics creation site:
http://www.joglab.com
I'm looking for some volunteers to help out at the moment- if any of your readers has a particular interest in mnemonics and a couple of spare hours to help please email me (danofweaver@googlemail.com).; Dan Weaver
Nottingham, United Kingdom
Dan, a life- loving bloke, is a research associate at Nottingham Uni, holds degrees from Leeds, Coventry & Nottingham and has particular love for: sustainable development, disaster management, neural-networks, efficient learning, human memory & geographical information science (GIS).
-------------------: Hello -

I write for our blog and I hear readers referring to a post of yours from time to time - which is what brought me to contacting you.We are headed to Seattle to blog at the NSBA's T+L Conference. Would you be interested in mentioning our posts in your blog?

Our blog is at:http://www.iqinnovations.org/educational-technology/

Keep up the good work on the blog and we'll keep reading it!

Sincerely,
Teresa Berry
IQity
Seattle Real Estate Agent

´´´´´´´´´´´´´´´´´´´´´´´´´´´´´´´´´´´´´´´´´´´´´´´´
You make some good links here.
However, I also think that this can be helpful to you:
Go to: http://www.panix.com/~pro-ed/

If you get this book and video: PREVENTING Classroom Discipline Problems, [they are in many libraries, so you don't have to buy them] email me and I can refer you to the sections of the book and the video [that demonstrates the effective vs. the ineffective teacher] that can help you.

[I also teach an online course on these issues that may be helpful to you at:
http://www.blogger.com/www.ClassroomManagementOnline.com ]

If you cannot get the book or video, email me and I will try to help.
Best regards,

Howard

Howard Seeman, Ph.D.
Professor Emeritus,
City Univ. of New York

Prof. Seeman
Hokaja@aol.com
http://www.blogger.com/www.ClassroomManagementOnline.com
------------------------------------------------
A collection of remotely-accessible, online library resources provided by Dr. Red Owl

This is web page with a menu of library links related to education, teaching and learning, educational psychology, counseling and development, educational technology, educational policy, education law, educational leadership and educational research (including testing and measurement). It includes links to major periodicals search engines; selected academic journals and professional periodicals for browsing; scholarly and general textbooks (via ebrary); selected yearbooks, encyclopedias and annuals; citation indexes; periodicals' directories (such as Cabell's); and APA citation style guidelines and examples. The menu page also includes instructions (and a web form) for creating persistent links to LIU's online library resources.

* Links to almost 500 selected browsable scholarly journals and professional periodicals related to education: http://journals.edlibrary.net

* Link to a service to find whether specific journals are available at LIU:

* Link to Ebrary (an electronic library offering access to more than 25,000 books from such major publishers as John Wiley & Sons, McGraw-Hill, Prentice Hall, Random House, Taylor & Francis, Yale University Press, Greenwood, etc.).

* Link to more than 30 education-related encyclopedias, yearbooks and annuals:

* Link to check the status of one's library account

* Link to APA citation style guidelines and examples

* Link to a web form for creating persistent links to online articles and books

The above links are provided by Dr. Red Owl
Red Owl
R. H. Red Owl, Ph.D., Professor of Education
Department of Educational Leadership & Administration
and Department of Educational Technology
School of Education
Long Island University, C. W. Post Campus

------------------------------------------------
A classroom observation software: eCOVE Software Provided by Dr. John Tenny
eCOVE was created by Dr. John Tenny. It is a software program that collects objective data during an observation. If it would be of use to students who are doing classroom observations. The students can download a trial version (the full version that runs for 30 days). With it, they can do objective research at no cost (just limit the data collection to a 30 day period). I hope it adds to the experience of your students.

Peace, John
Professor Emeritus of Education
Willamette University
Pacific City,Oregon
United States
------------------------------------------------
Discipline management link: http://www.panix.com/~pro-ed/ provided by Dr. Seeman

If you get this book and video: PREVENTING Classroom Discipline Problems, [they are in many libraries, so you don't have to buy them] email me and I can refer you to the sections of the book and the video [that demonstrates the effective vs. the ineffective teacher] that can help you.

[I also teach an online course on these issues that may be helpful to you at:
http://www.classroommanagementonline.com/

If you cannot get the book or video, email me and I will try to help.
Best regards,

Howard

Howard Seeman, Ph.D.
Professor Emeritus,
City University of New York
------------------------------------------------
Parenting link: http://www.alankazdin.com/ Provided by Dr. Alan Kazdin

By the way, in case you know individuals parenting young children--evidence-based parenting for normal challenges of everyday life. Please peek at http://www.alankazdin.com/. Thanks.
-
Best wishes,
-
Alan
-
Alan E. Kazdin
John M. Musser Professor of Psychology at Yale University
Director of Yale's Parenting Center and Child Conduct Clinic
President of the American Psychological Association (APA)
------------------------------------------------
All kinds of fun games/activities: Provided by Ms. Mary Couzin

It is true that many of the traditional games are static as you say, but the new/modern and the eurostyle games are quite different. I think you will find them interesting, fun and fresh play every time as in many cases the board is ever-changing.

Have fun!

Mary Couzin
Founder of the Chicago Toy and Game Fair
Inventor of Hollywood's Reel Schpeel
mary@discovergames.com

JOCTL Feedback

Your approach to education is exciting. I wish I had young children for you to teach. Good luck in your graduate studies.

Anonymous reader

-------------------
Dr. Sanford Aranoff said...

A lot of stuff about learning, interactions, etc. When it comes to math or science, we must understand how students think, their pre-conceived ideas, etc., and build from there. See "Teaching and Helping Students Think and Do Better" on amazon.

Dr. Sanford Aranoff
Professor of Mathematics
Rider University
Lawrenceville, NJ
http://www.analysis-knowledge.com/

-------------------
Hi,

I think you and your readers might love this new mnemonics creation site:
http://www.joglab.com
I'm looking for some volunteers to help out at the moment- if any of your readers has a particular interest in mnemonics and a couple of spare hours to help please email me (danofweaver@googlemail.com).
Dan Weaver
Nottingham, United Kingdom
Dan, a life- loving bloke, is a research associate at Nottingham Uni, holds degrees from Leeds, Coventry & Nottingham and has particular love for: sustainable development, disaster management, neural-networks, efficient learning, human memory & geographical information science (GIS).

-------------------

Hello -

I write for our blog and I hear readers referring to a post of yours from time to time - which is what brought me to contacting you.We are headed to Seattle to blog at the NSBA's T+L Conference. Would you be interested in mentioning our posts in your blog?

Our blog is at:http://www.iqinnovations.org/educational-technology/

Keep up the good work on the blog and we'll keep reading it!

Sincerely,
Teresa Berry
President, IQity
Seattle Real Estate Agent

-----------------------------------------

Thank you for sharing your understanding of "How to be a great teacher?" Your role models: Erikson, Piaget, & Vygotsky would be proud of your discussion.

As we all can see by the Journal of Classroom Teaching & Learning blog, the computer is a great tool for us to listen, read, respond, and learn together.

Thank you for sharing your learning and enriching our knoweledge.

Roberta Levitt
Assistant Professor of Education
Curriculum & Instruction
School of Education
Long Island University, C.W.Post
-----------------------------------------
Congratulations, Dengting!
This is such a brilliant idea.
You are making research more real to your students.

Well done!

Efleda

Dr. Efleda Tolentino
Assistant Professor of Education
Curriculum & Instruction
School of Education
Long Island University, C.W.Post
------------------------------------------------
Dear Dr. Dengting Boyaton & Students,

Until I can write more, thank you for the exciting writing that you shared.

Roberta

Dr. Roberta Levitt
Assistant Professor
Department of Special Education & Literacy
School of Education
C. W. Post Campus of Long Island University
------------------------------------------------
Thanks for sharing. Very nice way of having the class interact amongst them selves.

Isaac Oddoye
Information Analyst
School of Education
Long Island University
------------------------------------------------
I love this idea. What a great way to make your course processes visible to others.

Dr. Joan Walker
Assistant Professor
Curriculum & Instruction
School of Education
Long Island University, C. W. Post Campus
------------------------------------------------

Hello Dr. Boyanton,

I love this idea and will share it with our music education students who are involved in our Rompertunes Early Childhood Music Teaching and Learning Partnership. Hopefully we can get something going.

Best,

Dr. Jennifer Miceli,
Director of Music Education
School of Education
Long Island University, C. W. Post Campus
------------------------------------------------

Dengting,

Your online Journal Classroom Teaching & Learning is a wonderful resource, and I want to congratulate you for your vision in creating this opportunity for your students and bringing it to LIU.

Welcome to LIU and the C. W. Post Campus School of Education! I'm delighted that you have joined our faculty, and I look forward to working with you.

Cheers,

Red Owl
---
R. H. Red Owl, Ph.D., Professor of Education
Department of Educational Leadership & Administration
and Department of Educational Technology
School of Education
Long Island University, C. W. Post Campus

------------------------------------------------
As an Editor of three refereed journals, the last being the Journal of Counseling & Development (2002-2008), the flagship journal of the American Counseling Association, I send you warm congratulations and much success with your SOE journal.

Dr. Scott McGowan
Professor

Dept. of Counseling and Development

School of Education

Long Island University, C. W.Post

------------------------------------------------
Your work is very inspiring and your students are having a grand experience. At the university where I was director of the School of Education until retirement we had a similar 'Leadership Experience' that brought to our students great personal awareness of their own growth and capabilities.

A side note: after retirement I wrote a software program that collects objective data during an observation. If it would be of use to your students, they can download a trial version (the full version that runs for 30 days). With it, they can do objective research at no cost (just limit the data collection to a 30 day period). I hope it adds to the experience of your students.

eCOVE Software

Peace, John
John Tenny, Ph.D.
Professor Emeritus of Education
Willamette University
Pacific City,Oregon
United States
------------------------------------------------
You make some good points above.
However, I also think that this can be helpful to you:
Go to: http://www.panix.com/~pro-ed/

If you get this book and video: PREVENTING Classroom Discipline Problems, [they are in many libraries, so you don't have to buy them] email me and I can refer you to the sections of the book and the video [that demonstrates the effective vs. the ineffective teacher] that can help you.

[I also teach an online course on these issues that may be helpful to you at:
http://www.classroommanagementonline.com/

If you cannot get the book or video, email me and I will try to help.
Best regards,

Howard

Howard Seeman, Ph.D.
Professor Emeritus,
City University of New York

------------------------------------------------

Dear Dengting,

Great to look at your web page and see wonderful accomplishments! Keep up the great work.

By the way, in case you know individuals parenting young children--evidence-based parenting for normal challenges of everyday life. Please peek at http://www.alankazdin.com/. Thanks.

Best wishes,

Alan

Dr. Alan E. Kazdin

John M. Musser Professor of Psychology at Yale University

Director of Yale's Parenting Center and Child Conduct Clinic

President of the American Psychological Association (APA)

------------------------------------------------

Congratulations, Dengting!

What a creative undertaking to begin your own journal.

Best wishes for a productive spring!

Harrold Strang

Professor

Educational Psychology

Curry School of Education

University of Virginia, Charlottesville

------------------------------------------------

Dengting,

Congratulations on starting your journal.

All the best,

Kurt Fischer

Charles Warland Bigelow Professor
Cognitive Development & Learning

Harvard Graduate School of Education

Harvard University

------------------------------------------------

Hi Dengting,

From my perspective, the Journal of Classroom Teaching & Learning is truly a wonderful thing to see happen in our school of education. You have done a superb job in this regard. This effort is definitely contributing to the University community.

I wish you the best. Thank you very much for your time.

Sam

Cheng-Chang (Sam) Pan

Associate Professor

Curriculum & Instruction

School of Education

University of Texas at Brownsville

------------------------------------------------

Thaks for doing this Dengting. I know how much work it takes, but the papers give us such insight to our students and life here in B'ville.

Betsy Price

Support Office for Part Time Faculty

University of Texas Brownsville Texas Southmost College

------------------------------------------------

Dengting:

Wow!! I find your integration of technology, pedagogy and content exceptional. Your project is a great idea! I'm interested in doing something similar for educational leadership.

Dr. Chuey Abrego
Assistant Professor
Educational Leadership

University of Texas at Brownsville
------------------------------------------------
I certainly enjoy the JOCTL, Dengting!

Dr. Michael Sullivan
Associate Professor

Curriculum & Instruction
School of Education

University of Texas at Brownsville

------------------------------------------------
Dengting,

I love this. Have you thought about asking your students to do a little survey of other college students as to their perceptions related to this (motivation)? Might be interesting.

Dr. Gayle L. Brogdon
Dean
School of Education

University of Texas at Brownsville

------------------------------------------------
Dengting,

I just wanted to comment that I’m very impressed with you work regarding the electronic journal. I hope to post some comments soon!

Take care,

Dr. Manuel Zamarripa
Assistant Professor

Counseling Psychology
School of Education

University of Texas at Brownsville

------------------------------------------------
Hi Dengting!

I want to commend you on the nice journal. I clicked and found it. It looks very professional, and it will be helpful to our students. I’m sure your students learn the writing process through it, also. Congrats!

Dr. Kathy Bussert-Webb
Assistant Professor

Curriculum & Instruction
School of Education

University of Texas at Brownsville

------------------------------------------------
Thanks for your time and effort - and well done with the blog!

David Pike
TTT Tech Specialist

University of Texas at Brownsville

------------------------------------------------
Dengting,

I enjoyed reading the journals and the honest comments from the students. This is a great idea.

Dr. Sandra Murillo Sutterby
Assistant Professor

Curriculum & Instruction
School of Education

University of Texas at Brownsville

------------------------------------------------
What an excellent idea!

Dr. Terry Overton
Associate Professor

Special Education
School of Education

University of Texas at Brownsville

------------------------------------------------
I like the idea of your blog. It's a good idea and should be good for a professional journal article.

Dr. Yvonne S. Freeman
Professor

Curriculum & Instruction
School of Education

University of Texas at Brownsville

------------------------------------------------
This subject is very interesting to me since I work with the part time faculty here at UTB. Professors are just as anxious as students.

Betsy Price,
Support Office for Part Time Faculty
University of Texas Brownsville Texas Southmost College
------------------------------------------------
It is true that many of the traditional games are static as you say, but the new/modern and the eurostyle games are quite different. I think you will find them interesting, fun and fresh play every time as in many cases the board is ever-changing.

Have fun!

Mary Couzin
Founder of the Chicago Toy and Game Fair
Inventor of Hollywood's Reel Schpeel
mary@discovergames.com

Journal of Classroom Teaching & Learning

Monday, April 13, 2009

Greetings from the editor

Table of Contents

Sex: Should it be the power of women?

Sex education for adolescents: An urgent task

Sex education for adolescents: An urgent task

Teen pregnancy: An increasing concern

Teen pregnancy: Whose fault is it?

Revolutionizing sexual education in America’s schools

Sex education for adolescents: How and why?

Sex education for adolescents: How and why?

Sex education: Should it start in kindergarten?

Motivation: A difficult concept to define

Motivation: Why are some students not motivated to learn?

Motivation: Why are some students not motivated to learn?

Motivation: What motivates me to learn?

CESTL: Are you ready for it yet?

Useful links

JOCTL Feedback

4th CESTL

Copyright © Dr. Dengting Boyanton Assistant Professor of Education 2008

Blog Archive

Long Island University C.W.Post