September experience reflective Journal Entry one

Dr. Julie Antilla                       September 3rd, 2013 to September 27th, 2013

9:40am September 12, 2013. Class is concern about a student whose hurt

I. Students roam into the class to begin on their academics after P.E. period. Mr. Perez continued reading a chapter out of the book he’s been reading to the class since the beginning of school. A page into the chapter, he stopped to ask what had happened to Norton. Mr. Perez learned Norton had hard time breathing during P.E. so he were sent to the nurse for further assistance. In the middle of the reading period, Norton walks into the classroom teary and still breathing heavily. The class turns their heads towards him and carefully watched him as he walked to his seat. Mr. Perez continued reading even with the students being distracted by Norton. Mr. Perez asked Norton if he were okay and offered him a chance to step out of the classroom when needed without raising his hands. Reading the worried faces, Mr. Perez informed the class that Norton was okay based on what he told him and they were already taken care of by the nurse. Mr. Perez even gave the students a chance to share any concerns or questions they had regarding Nortons well-being.

II. This incident is related to E2 – Exemplify collaboration within the school. Norton being taken to the nurse, the worried faces of students when Norton walks into class and even when he stepped out of the classroom to catch his breath shows humility within the school. Mr. Perez intervening shows he care and worry about his student’s well-being. His attempt to ensure his students that Norton was okay and there was nothing to worry about shows he was providing emotional safety for his students (Martin and Loomis, 2007). Mr. Perez wanted to model an environment where students can come forward with their problems. He wanted to make sure his students felt safe and cared for while in class.

III. This incident relates to a chapter I read in my Educational psychology class. In Chapter five of Teaching with the brain in mind, emotional states are identified to be the most dominant factors of what we make of the world. The book points out, “sadness may be more instructive for the long haul.” (Eric, 2005). In other words, incidents provoking sadness or disappointment last longer and can be recalled quicker. It was important for Mr. Perez to update the class of Norton’s well-being. It shows the students it was okay to come forward with anything bothering them and even step forward when someone else is hurt. In a way, they are learning to care for each other. Students were learning to use each other as support systems for those times they might be need one (Payne, 1996).

 

Reference List

Jensen, Eric. (2005). teaching with the brain in mind 2nd ed. Virginia: Association for Supervision and Curriculum Development.

Martin, Jerner Martin. Loomis, S. Kimberly (2007). Building teachers: A constructivist approach to introducing Education. California: Cengage Learning.

Payne, K. Ruby. (1996). A framework for understanding poverty 4th. Ed. Texas: Aha press Inc.

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