What is Thinking?

The ultimate question of what thinking in yields to different perspectives. It is indicated that there is no definite way that an individual should think. It is however clear that some methods of thinking were more effective than others. Among the methods of thinking analyzed in the book is reflective thinking. Reflective thinking is referred as method of thinking that involved turning a subject over in the mind and giving the thought a consecutive consideration. The thought process even occurs when an individual is asleep, which sums up to a stream of consciousness. 

Reflective thought is noted to take place in a chain, comprised of random coursing of things happening through the mind and made up of a succession of things thought of. Reflection does not just represent a sequence of ideas but rather a consecutive ordering in a way the each influences the next as its ideal outcome, and is connected to the its predecessors. Reflective thinking provides a mental picture of things that are actually not presenting but thinking in a succession of their existence. 

Reflective thinking is indicated to have an aim of leading to a conclusion. The thought process does not merely take place for the sake but rather intended to achieve a certain outcome. Thinking is indicated to be similar as the believing. This implies that just like a belief, thinking entails holding onto something of which we have no sure knowledge of but yet have sufficient confidence on the truth of such matters. Reflective thinking entails a process of inquiry, seeking to carry out an investigation to reach out a conclusion.

Among the main factor considered in thinking is that it entails a suggestion of something not observed. The sight of an object triggers the thought of another. In such a case, the observed item becomes a foundation of belief since it can be regarded as quality of evidence. It is then that reflective thinking follows to ascertain the belief on the evidence. 

Getting Started 

This article identifies the ultimate need of teachers to gain a complete understanding of their students. Records are noted to play a critical role in making this judgment. However, the usefulness of records is not in itself foolproof, thereby forcing teachers to sometimes use intuitions as a basis for making the judgement. The process of the teachers observing and recording the actions of their people corresponds to the role of teachers on doing and reflecting. These roles help the teachers in understanding more about the needs, interests, uniqueness, and diversity of the children that they teach. Teachers dealing with young children are advised to use the on-the-spot record as the best technique of gathering evidence to help them better understand their student. This process involves recording of the details that talk about the action as well as revealing the feelings and perception of the child on what they are engaging in. 

It is indicated that teaches serve a similar role as scientist due to their nature of collecting data through observing and recording just like it done in the process of scientific research. However, unlike the scientist, teachers are unable to achieve absolute objectivity since this would take from the warmth that the children deserve. Even among the teachers it is noted that biases in observation exists. 

Teachers tend to form ideas about how they expect the children to behave. These conceptions are sometimes made up of biased feelings with regard to children of different gender, ethnicity, racial, or cultural group. These biased conception among the teachers have been noted to be a major cause of wrong decisions about the capabilities and potential of the children in running. It is indicated that each behavior that a kid exhibits, there is a unique cause. It is for this reason that teachers are called upon to gather relevant clues that will assist them in gaining a deeper understanding into the behavior of the children. Among the recommended method of gathering these clues is recording them as they happen, on-the-spot running record.

No More “Waiting”

Among the most recognized strides in the education of students with disability is the Education of All Handicapped Children Act of 1975. This reflected the country’s urge to accommodate for the need of all children in an era where students with learning disability had increased. An approach that has seen the improved inclusion of students with learning students is the Response to Intervention (RTI). This approach did away with the traditional method of identifying pupils with learning disabilities but advocated for the use of evidence of student’s failure to respond to instructional failure (Brown-Chidsey, 2007). 

The journey to adoption of the RTI in special education as been observed to mainly be comprised of prevention-based practices. The prevention model is made up of three activities; primary prevention that aims at stopping an outcome from occurring; secondary prevention which seeks to deal with a problem in the first stages of occurrence; and tertiary prevention that involves the action after the issue had occurred (Brown-Chidsey, 2007). 

Response to Intervention (RTI) refers to a systematic method for instruction and assessment of students. RTI is comprises of three tiers of interventions to offer support to students with different learning needs. Tier 1 entails universal instructional and assessment of all students. Tier 2 entail the methods applicable for students who have not attained the expected results from tier 1. In tier 3, the school acts to establish whether the student has a disability. The adoption of RTI assists the students to attain equal educational opportunity. This occurs by providing a means by which students get supplementary instruction without stigmatization of the disability label (Brown-Chidsey, 2007).

RTI is a data-based, systematic procedure that seeks to support equitable educational access to al students. It provides the school staff with a means of understanding the methods to used know the students at risk and highlight whether the effort to assist such students are working. RTI is considered as a bridge between the general and special education services.

References

Brown-Chidsey, R. (2007). No More” Waiting. Educational Leadership.

Responding to Cultural and Linguistic Differences in the Beliefs and Practices of Families

with Young Children

The article highlights that as at 1995, 60% of the young children, below five years, who were not yet enrolled in formal school, would be place for some time in early childhood education and care programs (Okagaki, & Diamond, 2000). These children were comprised of different racial, ethnic, and cultural diversity in the families. The article sought to identify the ways in which cultural differences among the parent’s beliefs and practices affected the manner in which the children adjusted to early childhood settings. Cultural values are translated into parents’ expectations for their children’s through; goals and expectations, beliefs and development, parental roles, and language.

In terms of goals and expectations, it has been indicated that parents regard different characteristics to be important to their children’s development. These differences are influenced by the cultural orientations on individuals and relationships (Okagaki, & Diamond, 2000). Parents have been noted to have goals and expectations for their children. There are other culturally oriented beliefs on child development that affects the parenting adopted by a parent. These differences prompt the teachers to appreciate the different expectations by the parents and adjust accordingly. Teachers need to understand the perspectives of the parents as this affects the foundation of the collaborative efforts geared towards the development of each child. 

Different cultural groups hold varied views on their understanding of the parental roles and responsibilities. Culture may hold high the value of different behaviors such as cooperation, independence, individualism, and assertiveness (Okagaki, & Diamond, 2000). Among different cultural groups, these values cause development of different talents and abilities among the children. It is thereby essential for teachers to comprehend the manner in which parents view their roles and responsibility in relation to the children’s behavior. Understanding this helps teachers understand how to interact with the teachers. 

ReferencesOkagaki, L., & Diamond, K. E. (2000). Responding to Cultural and Linguistic Differences in the Beliefs and Practices of Families with Young Children. Young Children, 55(3), 74-80