COMMENT 4

How has the growth of their personalities influence their friendship?

...And now I know I was only hating my brother

COMMENT 3

How are Gerry and Julius coming to their individual identity? Identity as friends?

Attitude reflects leadership, Captain

COMMENT 2

The coaches need respect of the team and their colleagues; how does Coach Yoast prevent Coach Boone from fulfilling his self actualization and self esteem?

Now, I may be a mean cuss, but I'm the same mean cuss with everybody out there on that football field.

COMMENT 1

Using Vygotsky's theory of cognitive development, how do Coach Boone and Coach Yoast draw attention to their players social and cultural differences?

Some of the boys just don't respond well to public criticism

How does this relate to Identity & Role Confusion?

Dulaine's questions act as reinforcers for his students to learn ballroom dancing, but what kind are they?

Dulaine offering room for creative improvisation and experimentation. He uses what's relevant to the kids to open them up to what he's trying to teach them.

This is Caitlyn taking Monster's fixed mindset and trying to alter it to a growth mindset. Monster like all these kids is struggling with identity and literally where he fits in, and obviously battles with a fixed mindset (probably as a result of his size, nickname, reputation? Who knows what he's been through to develop this...) feeling like he just "can't" do certain things or "isn't made" to do certain things.

This example of scaffolding on Dulaine's part relates to both Atkinson & Shiffrin and Piaget. How?

This has a lot to do with identity and role confusion... bouncing off of her mother forcing her to have a cotillion and behave a certain way, and then exposing herself to this new environment, she's figuring out where/how she fits into things. She's also entering a community of practice, maybe a slightly dysfunctional one at this point, but a community nonetheless.

This interaction between Dulain and his students highlights use of several theories. Knowing that these students love to street dance already with attractive members of the opposite gender, how does this exhibit Atkinson and Shiffrins' idea of Meaningful Learning in Long-Term memory?

Important. This is the "yet" these kids need. Making the students understand that while they don't yet have a skill, they completely have the capacity to develop it. This puts them in the zone of proximal development, while altering a fixed mindset that they may be exposed to on a regular basis, what they can and can't, should and shouldn't, do. With work comes results.

https://www.youtube.com/watch?v=U3ptLdpTSus&feature=youtu.be

https://www.youtube.com/watch?v=DiWV6dJFdZU

I wasn't too sure on where to put it, but in this scene I felt like I saw Industry versus Inferiority. When the book talks about Erick Erickson in chapter 4 on page 117 it states "children learn that they can win recognition by succeeding at academics, physical, and social tasks". This is where they see the town supporting them. In this point of the movie they've done so much to get to where they are and they see that from all the support that they have gotten which could be considered the recognition from their success from the meets. What's you all's input in this however?

In Noddings when we read about it, we learned that there is no one way to actually care about someone. Coach really gets to know his runners because of what they've been through together. He could have told them anything to try and push them, but he tells them what he thinks will really push them because he knows them so well. "There's no recipe for caring"

Can this section also be social imagination? I know that social imagination is when you put yourself into someone else's position. In this coach puts himself into their situation "literally" and knows what they've been through. This allowed coach to see what they're capable of doing. If anything I think social imagination is chapter 6 in the Peter Johnston book, Opening Minds.

Here you can see that Coach White has clearly made a relationship with the boys because they are joking around with him and at this point he takes them serious because he respects them as adults and not just children that need to be straightened out.

In this scene, identity versus role confusion is seen because Coach White is talking to the team and telling them that there is a possibility of them going to state. It's hard to believe at first because no one ever believed in these boys. Once they won their first race then their community believed in them but no one else did. Other teams made comments such as, "(McFarland) only runs when they have cops behind them" and such so Coach White here is telling them that they don't have to be limited to the people that others imagine them to be but if they believe in themselves and each other, they could be anyone they wanted to be and could accomplish all they wish to accomplish.

Here, Coach White is again building the relationship between him and his runners by giving them some more background information of his coaching career.

By this scene, the boys' moral development has increased because in the beginning of the movie, had Coach White told Thomas "you're the captain," one can assume that he would have just called the chant and the boys would have gone to start the race but we see that Thomas instead calls Coach back to the group to call the chant. I believe he did this because he, along with the rest of the team, knows that without Coach, they wouldn't be where they are and he deserves just as much credit for their accomplishments as they do.

The coach's development of the athletes psychosocial developmental stages from an adolescence, being focus on their own identity instead of being a community, into the early adulthood stage, where they become caring and intimate with one another where they reciprocate it to their partners. What if Mr. White had kept them focused on the Adolescences stage? Would the athletes have created such a tight bond?

In this part of the scene, Piaget's Theory of Cognitive Development is used because the coach is reminding the team that they do things that the other kids cannot do. They handle pain in ways that the others can't and somehow they still continue to push through it. Coach White is reminding them of the knowledge they already have of not giving up so that when they are running and they feel that they cannot do it anymore, they just have to think of all that they continue to do day after day and because they can go through all that hard work, they can get through this race as well.

Coach White is speaking about the work that he did out in the field with his athletes. Every time a coach or teacher is with their students outside of the school arena then a relationship can be created that will bond the students to their teacher. How do you think it affected the relationship between the athletes and coach white?

I feel like this part is a metacognition moment that Coach White is having the boys do because he's asking them to think about what they do on a daily basis and how these activities make them stronger or different than any of the runners from the other schools that are there.

This group of individuals have created or become enveloped in a cultural mediation system because they take the actions of each other and internalize what each one other have become to believe. Prior to their team formation, how much of their lives were internalized by each other?

When you read this section you find that the coach is putting them into a discomforting position by making the competition appear almost intimidating, but he continues by stating that this team deserves to be here at the state meet too. The students were in discomforted and were seeking to understand but the coaches response gave them that equilibrium they were trying to conceive.

In these scene Billy is asked about the Industrial Revolution. Here cognitive development is used because he remembers the story he read in first grade and tries to tie the Industrial Revolution in with that story. Although at the end he still does not answer the question, he remembers the story about the dog and tries to explain that the revolution is just like the dog. He says that the puppy was like the industry. Hes trying to connect what he learned before to answer the question. He made a decision to use this example even though it was not right.

Here Ms. Vaughn visits Billy at his house and tells him to go back to school and claim his company. Billy doesn't want o but Ms. Vaughn convinces him to go back. Here Billy has a since of stability and the meaning of error because Ms. Vaughn will be there to help him. Even though some people do not believe in him anymore she does. But was is right or professional of Ms. Vaughn to show up at Billy's house unannounced? Is is right to have a relationship with him?

In these scene Billy is asked to write some words in cursive on the board. Ms. Vaughn is challenging him by giving him hard words and making him write on his own. Although he does end up spelling the words correctly, he cannot write z's in cursive which makes him angry. This makes Billy really angry and the teacher does nothing about it. This kind of task should be done with the help of a teacher in order for him to develop.

In this scene, Billy is in a class spelling bee against another student. As the student is spelling her word, she gets a letter wrong, and Billy interjects letting her know she is wrong. As we have learned, students learn through social constructivism. In our future classroom, we will have students who, like Billy, interrupt class and even make comments that can hurt another student's learning environment. How would you cater to both students in a case like this, where you know you have a student who constantly makes inappropriate remarks? Yes, there should be discipline for that student, but also like we've talked about in class, if you discipline a student so much then it can turn them away from learning. How can you manage a classroom to make it an optimal environment that encourages learning for those who make outbursts and those who comply with rules and routines?

In this scene, Miss Vaughn admits that she likes Billy. Although Bill is no longer her student, is it appropriate for Miss Vaughn to engage in a relationship with him? There have been many instances where a student graduates and then marries one of his or her teachers, as what happened at a Catholic high school I attended. Is it right to engage in a relationship with your student once he or she is has graduated?

Billy is older than the rest of the students he is in class with, therefore his sense of humor is intended for an older audience. Thinking about the comments Billy makes and how the students around him do not understand it, it made me think of my own school experience. Sometimes peers would make comments that I wouldn't understand, and I would go home and ask my parents about it. Majority of the time, it would be something inappropriate that my parents did not want me knowing until I was older, yet it was ruined because of the comments students made at school. Some of the inappropriate comments peers would make would be in front of the teacher, and the teacher wouldn't say anything. As a future teacher, how can we try our best to keep the innocence of our children? How would you handle a situation if parents came to you telling you that their child was exposed to something inappropriate in your class?

This scene is another reinforcement of how fast Billy is going through the grades in order to graduate. Having only two weeks per grade, Billy has to pass every grade before June 15th. Billy is following what Albert Bandura calls self-efficiancy. In order to make the deadline, Billy has to organize and set goals in order to accomplish the task of graduating on the time set. Billy had to be persistent in order to learn all he did in the few short weeks he had. For example, he went from having recess and having story time, to two weeks later having to take exams and no recess. A student should be eased into each new environment, but Billy had to set goals and be persistent about sticking to them.

In this scene, Ernie calls Miss Vaughn for Billy to find out if she would ever consider dating one of her students. Johnston talks about building relationships with students, but to what extent? You want your children to be comfortable with you, but where do you draw the line? How would you respond if you were in this type of situation, as many times students do have crushes on their teachers.

In this scene, Miss Vaughn seems as if she is trying to help Billy to pass the third grade in the two weeks he is there. While it seems that she tries to challenge him to master his cursive skills, she actually used what could have been a learning experience to instead tear Billy down. As Johnston says to do, Miss Vaughn did ask Billy if he wanted to write on the board--this allowed Billy to have a choice. Miss Vaughn did also tap into Billy's ZPD, as discovered by Lev Vygotsky, however she did it in a wrong manner. Billy spelt the first word, "dugout" correctly, and Miss Vaughn then challenged him with another word, "bunt." This word Billy also was able to spell on his own without any assistance. Miss Vaughn then told Billy to spell "Rizzuto," a challenging word for Billy as he did not know how to write a 'z' in cursive. Miss Vaughn could tell that Billy did not know how to write his z's on his own, yet she still made him perform a task he was incapable of without her help, thus causing him to get so frustrated that he never wanted to go back. Spelling the word, "Rizzuto" should have been done with the help of the teacher--the middle part of the ZPD, because it was a task that Billy could have completed with the help of Miss Vaughn showing him how to write a 'z' in cursive.

I am highlighting this as the set up scene to one that will follow below on Mr. Chipping's handling of the boys misbehavior in his classroom.

This is the scene that followed Mr. Chips telling the other staff member that the boys would not misbehave on his watch again.

This scene, Mr. Chips has to own up to the headmaster that the school would be severely depleted of Cricket players because he took away their outdoor play rights because of their behavior.

As teachers (and parents too), we have to hold ground when dishing out punishment in order to enforce and reinforce proper behaviors that we want our students (kids) to follow.

In the Theories textbook, B.F. Skinner talks a lot about theories revolving around shaping, reinforcement, extinction, etc. But what exact theory directly links to what Mr. Chips did to and for the boys' development?

The scene where the boys are giving Mr. Chips a rough time on the first day is very powerful, if not one of the most significant scenes of the movie as a whole in terms of the school setting at least. But what took place afterwards really ties into what we have learned throughout the semester in many ways.

When Mr. Chips is receiving his "verbal reprimand" from the headmaster, he was really being molded himself on how to effectively establish classroom management, routines, and discipline procedures. Each of these come in the EFC textbook, and in particular to the case of the movie, chapter 7: Addressing Discipline Issues.

Along with Ch 7 in the EFC, this scene really relates to our Opening Minds textbook, also chapter 7. The scene directly speaks towards taking moral development seriously, and the power it has within school walls that will no doubt lead to better citizens. How do we as teachers play a vital part in the role of moral development by showing courage in the face of our students when things are not going so great, such as a student misbehaving? How can we set norms and create a fair environment in the classroom? What might be some long term effects of this on the students that receive these ever important lessons?

This scene also leads directly into Lawrence Kohlberg's theory on moral development. What the headmaster is telling Mr. Chips almost seems to come right out of our book on page 139 of the Theories textbook, "moral development has considerable implications for students' overall development into well-functioning adults as well as impact on the classroom learning environment.

At first when I saw this small part, I knew that I felt it had connections to our lessons, but I thought I might have been reaching a bit. However, after watching this small segment of the movie repeatedly, I couldn't help but notice the effect Mr. Chips had on little Dorset. This is because Mr. Chips stops speaking and softly sings the school song along with the rest of the school in the background. It was at this moment that Dorset lowered his brow and realized he was now part of something much bigger at Brookfield (in itself a community of practice). What was Mr. Chops displaying according to Chapter 8 in our Theories in Educational Psychology book? There are specific moments during this brief moment in the movie that have significance towards Albert Bandura and a few of his theories.

When studying Lev Vygotsky's Zone of Proximal Development, it is easy for us to forget that the ZPD never stops. How in the scene highlighted here can we relate the ZPD to both Mr. Chips as previous Master, and can you see the translation from just this brief encounter to Mr. Jackson? Even as teachers we must remember that even we are still be taught, and teaching others as students, no matter what age they might be. This to me was a perfect scene that shows the transition from one teacher to another. This same care and modeling will most certainly trickle down into Mr. Jackson's classrooms.

"But if you... If you believe in yourselves and maybe more importantly, you find a way to believe in each other, in your teammates, it won't matter what anyone else thinks."

The coach's development of the athletes psycho-social developmental stages from an adolescence, being focus on their own identity instead of being a community, into the early adulthood stage, where they become caring and intimate with one another where they reciprocate it to their partners. What if Mr. White had kept them focused on the Adolescences stage? Would the athletes have created such a tight bond.

"When I went out in the field that day with you Diaz kids, I'll be honest with you, it was a... It was the worst day's work I ever had to do in my life. And I said to myself, "Whatever kind of crappy job I end up in, "it'll never be as tough as that."

Coach White is speaking about the work that he did out in the field with his athletes. Every time a coach or teacher is with their students outside of the school arena then a relationship can be created that will bond the students to their teacher. How do you think it affected the relationship between the athletes and coach white?

"They don't get up at dawn like you and go to work in the fields. Right? They don't go to school all day and then go back to those same fields. That's what you do. And then you come out with me and you run 8 miles, 1 0 miles, and you take on... You take on even more pain. These kids don't do what you do. They can't even imagine it."

This was not a scaffolding of their training for working but it was building up their understanding of how they became the hard working group of individuals that the state is about to see.

"They don't get up at dawn like you and go to work in the fields. Right? They don't go to school all day and then go back to those same fields. That's what you do."

This group of individuals have created or become enveloped in a cultural mediation system because they take the actions of each other and internalize what each one other are becoming to believe. Prior to their team formation, how much of their lives were internalized by each other?

"Best in the state, right? Every team that's here deserves to be, including you."

When you read this section you find that the coach is putting them into a discomforting position by making the competition appear almost intimidating, but he continues by stating that this team deserves to be here at the state meet too. The students were in discomforted and were seeking to understand but the coaches response gave them that equilibrium they were trying to conceive.

I don't know of any term or theory that would relate to this scene but I appreciated the fact that Mr. Chips decided to choose his battles and not punish the students for staying up late.

Clip Even though the clip is in french I have highlighted the scene so you can read along. With this scene Mr. Chips does not yell and is shocked and visibly hurt when the headmaster says he will cane the students.

Trailer for the Film Link Text

In this scene there is a new student on the train to school and he is crying. At this point Mr. Chips is also new too and tries to comfort the boy to new avail. Mr.Chips trying to meet the safety needs of the new student who is alone and missing his family. By making the connection that the boy is not the only one who is new, Mr. Chips is trying to meet the need for belonging that Maslow states must be met.

Again unlike the other teacher who did not greet the students, Mr. Chips greets every student that he sees and makes connections with them that prove how much he cares and wonders about their lives. Even the ones that he does not remember he still tries to make a connection with them.

In this scene the new student is seen nervous and worried that he was missed the first day assembly but with noticing the student's anxiousness the teacher Mr. Chips smiles kindly at the boy and sets him at ease. Maslow's theory about deficiency needs is displayed in this scene with Mr. Chips trying to meet the safety and belonging need that felt by the new student.

This reminded me of Erikson's stages of Psychosocial Development and his stage of Identity versus role confusion. At this point in the film a new kid is tricked by the older students to go and visit a teacher at his home. Hoping that the teacher would get mad and chase the student away which does not happen. The new student wants to feel a part of something and does what the other children wanted.

In our classroom management book there was a question of how we as teachers would greet our students when they first arrive. I noticed that when the students attend assembly they must check in with a teacher but the teacher never greets them.

First appearance of Chips' main teaching method. He values social interaction most, but is quite shy.

Katherine pushes Chips to befriend his students. She stated that he is shy in a previous scene, and, in Chip's first teaching scene, he is saddened that he believes he does not have their friendship. She helps him achieve the social goal that his shyness prevents. Anyone have ideas on terminology we could apply this to? I feel that it's important, but I don't know how to best relate it.

Erikson's psychosocial stages: Intimacy vs Isolation He is somewhat isolated before Katherine due to his shyness

Found a script!

Erikson, Generativity vs stagnation in middle adulthood. Rather than guiding the next generation, generativity, Chips has to backtrack to Intimacy vs Isolation, because he has been somewhat isolated until he meets Katherine.

Chipping's shyness leads to his isolation for some time, (Intimacy vs Isolation, Erikson) before Katherine breaks him from his shell. She inspires the social side of his teaching in later scenes.

We could tie this in to unit two, the sections on social and moral development. Chips moves through the psychosocial stages of development throughout the film. In this scene, Chips is in the "Integrity vs Despair" stage of development. The headmaster believes him outdated and suggests he retire. Chips stands by what he values most in his teaching method, despite what his superiors say. He stands by his decision not to retire, but also understands that it is out of his control, he can be fired if the headmaster really wants him removed.

This is a very important document that will update us throughout the semester. Reply below and tell me if you saw this ;)

He is laughing because it is funny, even though he denies it here

hey Jen respond back!

finally got this.....

YAY! FRIENDSHIP! :D

Top 10 things to not do in a horror movie

If we tell students to go to school and then don't help them to pursue their education by providing the resources they need, then how can we expect these student's to thrive? When we don't believe in our student's then why should they even try? So we should do all we possibly can to help them in school and in their own personal struggles.

When it says that they are her family, even though she is already third generation into the gang from her own actual biological family, it makes it clear that when she is need of anything or has to approach someone first then she will be going to her gang family before she approaches her biological family

I thought this was good because as teachers we are trying to help students, no matter how difficult it may be, to better themselves. If we are able to find a way to connect with them then they will be willing to be more cooperative with us and be willing to learn.

When we become teachers it gives us meaning. It gives us a reason to wake up everyday. For some people teaching is just not enough and there is something missing. Being a teacher is hard, but it can be such an enjoyable experience if you want it to.

test

Gives some background on the character and her family. Reading this makes me think that her family is proud of her being in a gang but they probably feel this way because they know that if anything happens to her or to her family, she will have a whole "family" behind her and to stand by her side especially with all the "wars" going on during the time. It's more of a way of protection of her.

As a future teacher, I understand that I will also be a student; I'll be a student because I will learn from my children just as they learn from me. My future students will teach me how to become a better teacher as I interact with them on a daily basis. They will teach me how to form relationships, and what it means to form a true and wholesome relationship with my students. I will learn how to think through the perspective of someone other than myself by learning through my students. Not only will I learn from my students, but I will also be learning from my colleagues. They will serve as models for me in my classroom, or even in some cases, models of how I do not want to manage my classroom. Everyday is a learning experience, and just because I will have the future title of being a teacher in the classroom, it does not mean that I stop learning like a student as well.

Getting started... There were dozens of police on the streets of LA.

Like 12 or 24, heck it could even be 36 or 48!?

Interesting...

Testing this out.

When talking about cooperative learning, Ronald E. Riggio states that "teams are assembled as if they are made up of interchangeable parts." When selecting groups, it's important to make note of which students can be grouped together so that they can each support one another's strengths and weaknesses to work for the success of the group.

LA "riots" of 1992?

This is totally a test/proof of concept.