Reading Snowman

Reading Snowman

By Ashley Weinstein

EDI 600 Psychological Foundation of Education

School of Education
Long Island University, C. W. Post
January 29, 2010

Reading chapters 1 and 2 in Snowman’s text was a perfect introduction into the class. I felt even the first paragraph set the mood, expectation, and understanding of what the text is going to be about, as well as the text was written in a way for the student reading can understand in the best way possible. Usually when having to read a textbook, I count down the pages to be read but in Snowman’s text I did not feel that way at all. The information given was interesting to me along with the helpful tips of how to be a better teacher in Chapter 1. I enjoyed the part in Chapter 1 about the question of teaching being an art or a science. While reading this part, I found myself nodding and agreeing with everything being said. At the end I said to myself, teaching is a part of both, right in the middle and laughed after finding the sub-title of the topic.

Reading Chapter 2 was more on a structured informative side, but even so I did not feel confused or at all not interested. I enjoyed how Snowman gave an example after each theory he explained. For example for Erikson, he gives an example under each stage to put the theory into real life, which is more understood. Overall, I did not find many difficulties in reading the required chapters as of yet. I made sure I highlighted key terms and wrote notes if needed. Snowman also has done much work for the student in also summarizing and writing little side notes for the most important sentences within the page. Thankfully, what Snowman has done within the textbook is also helpful as a reader.