Saturday, August 29, 2009

Reflection # 2 - Claudia Cardenas

Reflection Paper#2: Read in "Frames, Paradigms and Paradigm Shifts" the section on paradigms and paradigm shifts. Discuss the article's position on how man's various inventions have changed the way he thinks, learns and sees the world. What do you think? 
 
Throughout the history of mans evolution is a record of paradigm shifts. A paradigm is a type of belief or understanding about something that shapes the way you see and act toward things. For instance, the old conviction that the earth was flat was a paradigm. People would not sail too far out to sea because they thought that they would fall off the edge of the earth. People continued to live in fear until scientists and explorers changed their paradigm and proved that the earth was round. Many changes in paradigms, or paradigm shifts have occurred in the history of human evolution. 
 
Human development was greatly influenced by the use of tools. The first tools created and used by Homo Habilis were the hammer stone, the flake scrapper, flake and the heavy duty scrapper. Man was not at the top of the food chain, man saw the world as scavengers, traveling about, feeding form the land. The point of view of a scavenger changed for man when he was able to create more sophisticated tools. Homo Habilus now saw the world through the paradigm of a hunter. Man now viewed animals as prey and took the role as predator. Man could now grow stronger with the new protein in his diet, and he could stay warmer by wearing clothes made from the skins of his hunt.

The next step in the evolution of man came with Homo Erectus. Man could now create even more sophisticated tools, like the hand axe and sharp edged flakes that allowed man to hunt larger game. As the Homo Erectus's brains became larger their babies developed more slowly, requiring up to five years of close parental care. Also, the women began having mostly only one child at a time, leaving more time for special attention from the mother. Homo Erectus was also the first to create or manipulate natural fires. Man could now see at night, survive colder climates and eat cooked meals. The men would hunt and protect the family while the women cooked and took care of the children. Man was now seeing and living life from a more domesticated point of view.
 
In time, Homo Erectus evolved into Genus Homo. Genus Homo improved communication past simple grunts and gestures with the help of a better memory. The enriched memory of man also led to the ability to process thoughts, ideas, and goals. In addition, man had now learned how to farm, making the establishment of cities possible. Consequently, man  invented writing, a fortified form of communication. Writing preserved and spread culture over a large amount of people. Writing allowed man to become smarter by reading the lessons of others. Writing recorded life and all of its successes. The capability of  higher communication, abstract thinking and farming gave way to yet another paradigm shift. The perspective of a farmer, Man now experienced deeper thoughts, became smarter through the invention of writing and shared and spoke with fellow man.
 
Mans various inventions and achievements have shaped the way he sees and functions in the world. Man went from seeing the world as a scavenger, as a hunter, as a farmer , to finally as a civilized person. I believe that mans creations have sculpted his paradigms and caused every shift along the way. The past of mans evolution is filled with many paradigm shifts.



Tuesday, August 25, 2009

Reflection Paper # 1 - Claudia Cardenas

*Reflection Paper#1: Describe the evolution of teacher preparation programs from colonial times to the present day. Be sure to discuss the reform efforts of the 1980s and the controversial role of Teach for America in the preparation of teachers.*

Everybody has the inherent ability to teach; but today, not just anyone can be a teacher. During colonial times there was no conventional training for individuals wanting to teach. Elementary teachers needed only to have completed elementary school themselves. A smaller group of professors teaching at the secondary level generally had attained a college education. Knowledge of the subject was the only necessity, no teaching proclivity or skills were required. In colonial times, most of the people that taught were teenagers or adults of questionable character. Early on the act of teaching was poorly executed, received no respect, and demanded no training.

An improvement arrived in 1823, when the Reverend Samuel Hall opened the first normal school. This school was the first to teach elementary school graduates how to pass their knowledge on. Normal schools' teacher training offered a two year program containing basic subjects and teaching methodology. In the twentieth century, professional teacher training became more accepted. Many state teachers' colleges grew to become state colleges. The rise in demand for more and better teachers expanded the programs that normal schools, colleges and universities provided.


As a result, in the 1980s began a new effort to reform education. Many reports like Tomorrow's Teachers (1986), and A Nation Prepared (1986) by the Carnegie forum, complained about low standards and the lack of professionalism of teachers. The latter also suggested an end to the undergraduate teaching major, so that master's level teaching degrees can take its' place. After the reports, some universities added master's level teaching programs.Lack of support for the teaching vocation has hindered a rapid development.

More over, the Carnegie Forum influenced the creation of the National Board for Professional Teaching Standards (NBPTS). The NBPTS aimed to recognize successful and talented teachers with skills and knowledge that indicated their elevated level of achievement. That was an important marker in the evolution of teacher preparation. After the NBPTS, the educator profession strayed away from licensing anyone who had completed the minimum requirements. At this point, teachers had to have a standard teaching license and those professors deemed extraordinary would receive board certification. Reforming teacher preparation is a long and difficult endeavor, but milestones have been reached.

Today exists two main methods of teacher preparation.One method being the traditional path of studying the science of teaching, the subject matter and then doing an internship before actually practicing. The second method gives the students a teaching license after they complete a structured apprenticeship.Also, the latter assumes that the new teachers already know their subjects and believe that with practice they can tune their teaching skills. Although great teachers can come from both methods of preparation, I believe that it is not fair for the students education to suffer because teachers licensed by the second method are not well prepared.

Similarly, a small but growing program Teach for America has critics raving. Teach for America is a program that recruits graduates and professionals to teach throughout the United States. Members of Teach for America do not have to be certified to become an educator. They take a month long course that grants them alternate certification. Many educators believe that these alternate certifications are irresponsible and do not help to establish teaching as a well respected profession. Teach for America critics argue that to be successful in today's classrooms teachers need more thorough preparation and that standards must be maintained. Alternate methods of certification are controversial and deterring to the success and respect of teaching careers.

In colonial times, almost anyone willing could become a teacher, teacher preparation began to improve in the1980s and principles were being set to better success; but, today teaching certification programs seem to be taking teacher preparation development full circle.








Monday, August 24, 2009

Introduction- Claudia Cardenas

Hello,
my name is Claudia Cardenas and I'm twenty years old. I was born in Queens, New York into a Colombian family. On my free time I enjoy reading, watching movies and playing sports. My favorite book is of poetry by Charles Bukowski called "Notes on a dirty old man". My favorite movie is American Beauty. My favorite sport is soccer. I also played for my high school soccer team. When I am not busy with school work or hobbies, I enjoy spending time with my young neices and nephews.

I am interested in teaching because I enjoy helping, guiding and caring for children. At the elementary stage, I believe that it is essential for the kids to receive proper guidance and a strong foundation for the rest of their education. Also, it has always been easy for me to understand and relate to children. I am not only interested in teaching, I'm determined to learn how to become a successful teacher.

Growing up it was always teachers that changed the way I viewed the world. Great teachers ignited a hunger for learning that has influenced my path in life. If it wasn't for my elementary experience, I would be illiterate and incapable of functioning in this day. I want to expose children to all the possibilities a proper education can offer. Help them become independent by giving them the skills and tools needed to succeed. In interacting with kids, I've realized that not only do I like them, but they seem to like me as well. I would stipulate that it is because I am a kid at heart.

I understand that teaching children is hard and inspiring them to learn can seem impossible but, I feel destined for this vocation.