Module 3

Summary: 
In chapter 7, Woolfolk discusses the phenomenon of understanding learning. On page 262, Woolfolk states, "In the Broadest sense, learning occurs when experience (including practice) causes a relatively permanent change in an individual's knowledge, behavior, or potential for behavior. The change may be deliberate or unintentional, for better or worse, correct or incorrect, and conscious or unconscious". This example shows that learning is not always intentional. In other words, we do not endeavor new ways of learning and disapprove of old ones; everything just seems to happen that way. 
Reflection: 
As a professional educator, it is important to note that learning is not always what it seems. Learning can be interpreted in different ways. For example, as a student, I might think that I have learned how to do a specific math problem, but in reality that might not be the case if I got the problem incorrectly. In this scenario, I might think that I have learned how to solve the problem, however, I might not know that the problem is incorrect, until I receive feedback from someone. When I receive feedback I will hopefully have a better sense of how to this problem. Learning can be a complicated phenomenon to deal with especially at a younger age, but the end of all of this learning comes without knowing how it happened to begin with. In other words, I personally think that people learn through experiences, trials and errors, and continuous practice. 
Summary:
In chapter 7,  Woolfolk discussed the concept of effective instruction delivery. On page 2, Woolfolk stated, "Research on effective instruction delivery (EID) has found instructions that are concise, clear, and specific, and that communicate an expected respected result are more effective than vague directions". I think the concept of effective instruction delivery is undoubtedly important because as a teacher you want to make sure that each student understands the material. 
Reflection: 
In my personal experience and opinion. effective instruction delivery is one of the most important things a teacher can implement in his/her classroom. Often times, teachers are unsuccessful in delivering effective instruction. For example, I remember having a math teacher in middle school that did not do well when explaining a material.  It was always hard for me to understand math material and it did not help that his instructions were not clear. He would always make instructions very long and vague. Sometimes students get lost if the instructions are too long because they can not process all the information that quick. That being said, teachers need to reflect on how they are delivering instruction. The best way to do it is to make instructions clear and brief, especially when presenting new material, so the students fully comprehend and know exactly what is expected. 
Summary: 
In chapter 13, Woolfolk deliberated on teacher connections. On page 524, Woolfolk stated, "Students respect teachers who main their authority without being rigid or harsh, are fair and honest with them, demonstrate emotional support and caring, make sure students understand the material, ask if something is wrong when they seem upset, and use creative instructional practice to "make learning fun". In the simplest form, the connection will determine the quality of a relationship between a teacher and a student.
Reflection: 
From my personal schooling experience, I have noticed that teachers who care and try to build connections with their students are most successful and more appreciated by their students. I believe students can benefit from good connections with their teachers for various reasons. For instance, some students can be struggling at home and possibly need someone to talk to. When teachers are able to take time and build stronger relationships with their students, it is possible to create a stronger understanding of what an individual students need to achieve higher levels of growth. By doing this, teachers can adapt their classroom activities to better meet the needs of students. 


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