By Laura Powell
EDI 15A: Psychological Perspective: Teaching & Learning
EDI 15A: Psychological Perspective: Teaching & Learning
School of Education
Long Island University, C. W. Post
March 2, 2010
During today’s class we watched a film about developmental problems in students. First we spoke about any type of experience we have had with learning disabled children. I told my partner that I really hadn’t had any experience with a learning disabled child. I said that my brother is a little bit more challenged in math because he doesn’t really get concepts and logic as well as theory. Sometimes when I help him do his homework it’s hard for me to relate to him because I am better with logic. I always want to be like how do you not understand this it’s so simple! But I know that I can’t because not only is that mean but it’s also embarrassing.
I felt the film was extremely enlightening because I really didn’t know what and learning disabled child was before the teacher explained it to the class. He said that being learning disabled wasn’t just that the student didn’t pay attention but it was the student’s ability to process information was slower than the rest of the classes. The first activity they did was to determine the name of the figure in their packets, and come up with a movie this figure was in. The teacher would ask the students what the animal was and quickly after ask what movie was it in then another and another. We were able to see the figures as well so when the teacher asked the questions we were able to measure our response time. I thought that the teacher was moving so quickly and it was hard to think of random films that a cat or camel were in after about 30 seconds of thinking. Another activity they did was about reading text this one was really interesting to because the words were all broken up and ran together. I never knew this is how long it takes for a learning disabled child to decode information. The teacher also made it very clear that it’s not always the case that a child doesn’t know the answer or is being a class clown it may just be that they need more time to read and understand certain questions.
The teacher also explained some characteristics of learning disabled children such as saying I don’t know or looking down in avoidance. I thought these points were very important because they can help me understand more about my students in the classroom. Another thing that I learned from the film for my future classroom is a technique of getting a learning disabled child involved in the classroom and making sure they are learning without embarrassing them. This technique was when teacher would let the student know that he wouldn’t call on them unless he was standing right in front of their desk. This way the student knew which question to focus on, process and answer without the rest of the class knowing the process just taken. I thought this was a great idea and could be very useful to me in the future. I would like to learn more about how to deal with learning disabled children and other successful ways teach them.
Long Island University, C. W. Post
March 2, 2010
During today’s class we watched a film about developmental problems in students. First we spoke about any type of experience we have had with learning disabled children. I told my partner that I really hadn’t had any experience with a learning disabled child. I said that my brother is a little bit more challenged in math because he doesn’t really get concepts and logic as well as theory. Sometimes when I help him do his homework it’s hard for me to relate to him because I am better with logic. I always want to be like how do you not understand this it’s so simple! But I know that I can’t because not only is that mean but it’s also embarrassing.
I felt the film was extremely enlightening because I really didn’t know what and learning disabled child was before the teacher explained it to the class. He said that being learning disabled wasn’t just that the student didn’t pay attention but it was the student’s ability to process information was slower than the rest of the classes. The first activity they did was to determine the name of the figure in their packets, and come up with a movie this figure was in. The teacher would ask the students what the animal was and quickly after ask what movie was it in then another and another. We were able to see the figures as well so when the teacher asked the questions we were able to measure our response time. I thought that the teacher was moving so quickly and it was hard to think of random films that a cat or camel were in after about 30 seconds of thinking. Another activity they did was about reading text this one was really interesting to because the words were all broken up and ran together. I never knew this is how long it takes for a learning disabled child to decode information. The teacher also made it very clear that it’s not always the case that a child doesn’t know the answer or is being a class clown it may just be that they need more time to read and understand certain questions.
The teacher also explained some characteristics of learning disabled children such as saying I don’t know or looking down in avoidance. I thought these points were very important because they can help me understand more about my students in the classroom. Another thing that I learned from the film for my future classroom is a technique of getting a learning disabled child involved in the classroom and making sure they are learning without embarrassing them. This technique was when teacher would let the student know that he wouldn’t call on them unless he was standing right in front of their desk. This way the student knew which question to focus on, process and answer without the rest of the class knowing the process just taken. I thought this was a great idea and could be very useful to me in the future. I would like to learn more about how to deal with learning disabled children and other successful ways teach them.
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