Module 2

    The first thing that caught my eye when reading was the different learning styles (page 128). Specifically the learning preferences for different people. Reading this section made me think about the different learning preferences that we all have as students. We may need music to do work, or some of us need complete silence. I found this part very interesting as far as adjusting to each students different learning styles. What really was eye opening for me was the research that was done on college level student about their learning styles. It turned our that students tend to pick the learning style that they most like versus the learning style that helps them the most. This is something to take into consideration when teaching our students. They might all like visual learning but lets face it, they still have to be able to adapt to other learning styles that might not be preferred to them. I think its very important for students to practice their learning preferences at home when they may be studying for a test or maybe writing a paper to see what works best for them, but that may be a different story in the classroom. We cannot always trust the judgment of our students on what type of teaching style we should use in the classroom. Using a new teaching style with our students will help them to be able to develop other learning techniques that they can use for their own benefit.
     When reading chapter five the part the caught my eye was the discussion about different dialects in the classroom. For a long time I had always contemplated what I would do if I had a student who had a different dialect in my classroom. Would I correct him/her or would I just accept what they were saying. Reading this section really helped my realize what I would have to do for my students. To get a little insight I talked to my mom who came to the United States when she was 5 and did not know any English. She was in a classroom and she worked closely with teachers who would help her and she also has teachers who were mean to her about how she pronounced words. Its important for us as teachers to not accept what the student is saying in their own dialect. We also want to be careful not to make them feel embarrassed or point them out about what they are saying. This is why Heritage English and Formal English is a good way to help the students become fluent in both the dialect they may use and the Formal English. This way your are accepting what the student is saying but also teaching them Formal English at the same time.
     When I was reading chapter six the topic Prejudging is what popped out to me. This is a topic that can be very touchy but something we need to be aware of as teachers. I read in the book that Asians usually do better academically which is why they are called the model minority. As a teacher if you come into the classroom with prejudgement based off of information that doesn't matter such as their name or their race it can be a set back. This doesn't just have to be based solely on race or ethnicity it can also include gender or intellectual ability. I have seen so many teachers separate their "smart students" and their "slower learners" in separate groups. If we go into our classrooms and have this prejudgement about students and how they are going to be then it is something we will become accustomed to for the future. This is a difficult process because children and adults are bombarded with prejudice actions or stereotypes all around them. From tv shows to comments people around them make it is hard for them to block this out of their mind especially if it is encouraged or tolerated at home.