week 5 dq teaching

As a person who has bounced through UOP, Capella, AMU/APUS, Tiffin U grad schools I have a unique position on this subject.

The first school I left because I ran into 3 teachers in a row who gave me Fs on my scientific method descriptions. A subject I know better than some people know how to ride a bicycle.

Capella I left because of criminal activities, performed upon me, not the other way around. Yes, I did consider suing for a bit, but I thought better of it. I wrote a book instead about history.

A different type of legal issue for the next.

I enjoyed my time at Tiffin until I angered all but 2 of my teachers. They were so angry with me; I was asked to leave by the head of the dept., so I have experience with these issues. Those experiences of those students present different and difficult psychological problems. My problem is I like to explore academically, I like to take ideas and play with them in an academic environment. In my first class at Tiffin I spent 8 weeks playing with the idea that Wundt was not in Prussia when he started to work on his textbook. After 8 weeks of work, I took the idea through the scientific method to produce a very solid hypothesis, which is extremely difficult to not have it be a theory.

A year later I found even more evidnece and it is close to a very, very difficult to disprove the concepts the fact he was in Tiffin, Ohio working on the notes which became psychology.

I am sure I was dominant and aggressive in my posts; I am also completely sure that some found my presence to be in a way co facilitating the class. I had no interest in said behavior, I was simply excited to explore the ideas scholastically. I do that, get lost in the idea and not notice that others are offended. In the moment I really do not care if they are offended or not, the ideas and the concept of finding things which will improve the field of psychology and/or science in general is the point. Hurting other’s feelings while that is going on is not part of the scientific method. It might sound callous but that is why feelings are not part of the scientific method, too many people with hurt feelings getting in the way of improvement for the species and the planet.

That is me, for others there could very well be some mental health issues.

The teachers I ran into at those schools were mostly only interested in maintaining power and control in their theocracy classes. Those classes had stopped being about science and about worshiping the belief system of the teacher very early. I was there for science and an education, not to be a minion or to be molded as Piaget pointed out (Exchanges of Services Based on Piaget’s theory of Social Exchanges Using a BDI-Fuzzy Agent Model. (2013). He thought psychology should be taught through an indoctrination process, I could not disagree more. When I run into Piaget power junkies, we by default have a problem. I do not stick around long.

How could the teachers have handled it better, not a single way they were interested in doing (Webster, 2008).

For Meredith, gently ask her questions which force her into introspection. to focus on her own learning and not others. Did you know about this aspect, or that aspect? ( Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010).

Sondra, some people either have little to say or do not want to talk about private things. Ask questions of this student specific to the topic. Ask questions directly about the topic and how-to professionally interact with it (Stavredes, 2011).

Deshawn for this person, if they want to pretend to be an equal, get into academic research with them. Ask harder questions, engage in intellectual chats. If they want to be a peer, introduce them to academic fight club; but gently, untill they prove they can handle the work. This person might have a power dynamic issue, and that power dynamic issue needs to be redirected safely (Svinicki, & McKeachie, 2014).

References

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.

Exchanges of Services Based on Piaget’s theory of Social Exchanges Using a BDI-Fuzzy Agent Model. (2013). 2013 BRICS Congress on Computational Intelligence and 11th Brazilian Congress on Computational Intelligence, Computational Intelligence and 11th Brazilian Congress on Computational Intelligence (BRICS-CCI & CBIC), 2013 BRICS Congress on, Computational Intelligence and Brazilian Congress on Computational Intelligence, BRICS Congress On, 653. https://doi-org.ezp.waldenulibrary.org/10.1109/BRICS-CCI-CBIC.2013.114

Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.

Svinicki, M., & McKeachie, W. J. (2014). Different students, different challenges. In McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 172–186). Belmont, CA: Wadsworth.

Webster, T. (2008). How to be successful in your first year of teaching college: Everything you need to know that they don't teach you in school. Ocala, FL: Atlantic.