Reflection # 12

Freud’s theories of the components of our personality are of three stages as the human: ID, Ego, and Super – Ego. In these components there are stages of which as we mature develops throughout our lives. Freud’s theories are important to all because it starts as an infant with ID by the factor of “I want” stage, and carries into the toddler age. ID is described as the factor of urgency in the child, and our conscious minds control this portion. Through the age of four and five we start to develop the ego which is developed by the nature of our environment; therefore, we are developing our own personality as an individual; it is controlled in the conscious of who we become as indidvuals. The super-go is the conscious within; the super- ego tells us of our rights and wrongs in pondering for the decision-making process; moreover, this process elaborates further with a statement, such as “Honor Thy mother”, as the center of the decisions to be eventually initiated. There are three areas of psychosexual stages of development, the oral, anal, and phallic stage, but it is the phallic stage is the setting for the greatest, most crucial sexual conflict in Freud's model of development. On one hand, the ego is the reaction in which takes place from the external force; the results of the ID and Super-Ego relies on the ego formation to act into a reality; In the ego it is dominated by the reality of actual events, but it has to control the Id from the immediate desire of the person. There are various stages in the development of the child, which includes: oral phase, Oedipus complex, cathexis, latency period and genital period; finally, the fixation and regression periods. These are Freud’s stages of age and personality to the human.

Reflection #11

In every classroom a teachers’ non-verbal communications allows the students to understand their body language, whereas, verbal communication can show the students how the teachers’ reaction can influence the students’ performance in the academic setting. The teacher’s beliefs, values, and attitude signify a role within the classroom. The most essential element that enforces is the teacher’s attitude, espically in the classroom and during instructional time. As the teacher, attitude allows the students’ to witness what type of environment the student will be in during their time with the teacher. The attitude domain is a strong influence within the classroom, for example the students’ are disruptive to the learning environment, and classroom management is under control to a minimum ;the teacher becomes irritable, and starts to scream at his, or her students to control themselves, or face consequences. So, the teacher enforces extra assignments to their assignments tomorrow. Attitudes may convey an aggressive or enforced on positive behavior; attitude “This image might evoke feelings of anxiety, stress and nervous tension, predisposing her to study compulsively even when her efforts yield diminishing returns”. Students are positive once the teacher, remarks that the student has done well; “We like to believe that hard work always merits reward and recognition”. The teacher’s attitude impacts the students both directly and indirectly. In the case of the teacher beliefs and values are important; however, it can conflict with personal versus the career, thus it is inappropriate to combine both. Overall, attitude is an essential element in the academic setting, thus it’s important on the teacher’s part as well, and the attitude of the teacher can progress the student in the formation of their attitudes, sometimes beliefs and values also contribute to the teacher. In changing attitudes’ the teacher must have the paradigm shift mind-frame; they are to have appositive enforcement for their students, as well as, their actions on the attitudes that one carries within the learning environment. In order to change attitudes the teacher must posse the quality of positive attitude towards his or her student even when the students are at their worst, the teacher’s attitudes reflect on the teacher in the classroom.

Reflection #10

In the role of the teacher inclusion in the classroom has evolved, from a classroom of students’ that were “regular students” to regular and special education students; however, during the earlier 90’s, this was apparent in the classrooms across America. The atmosphere of diversity involved in the classroom, which included races, gender, and religion as a major aspect of the common classroom involved in the inclusion. In the 2oth century the teacher was exposed to diversity as an entity of the students’ in his or her classroom, but shortly after the inclusion process raised questions for many parents. Therefore, inclusion ceased in the classroom, and many teachers had to shift their teaching into the regular students in their classrooms. In the 21st century the process of inclusion in the classroom has resurfaced; placing students with language barriers, learning and physical disabilities returning to the classroom. As the teacher we are faced with diversity by religion, gender, and race. In most recent years, sexual orientation has also become apart of the diversity pool. In the teacher’s role it is best to be student-centured, and inclusion focuses on the aspect of the students; moreover, in the inclusion environment teacher consciously be sensitive to different discrepancies within the classroom of inclusion, such as some students have lack of confidence, or personal issues at home. In the classroom the lessons being taught through the students learning styles, and accommodate the students who are in special education. Although there are ways the teacher can direct the lesson back into a divers teaching mode; visual aids, cultural experiences, and role playing can better the lesson for the students. For the teacher who is a first-year teacher is can be something getting used to; however, it is the teacher’s job to set ground roles, and what is tolerated in the classroom related to the teachers’ expectations for their students.