I.Q. for U

http://www.funeducation.com/products/iqtest

Taking the test I was focused on choosing the correct answer so I suppose I that's the feeling I had. Taking an I.Q. test isn't as feeling inducing as the results are. I felt a bit of trepidation clicking on the results screen followed by both a feeling of relief and disappointment. I got an average score which is good, but I'm not a genius which is always a little disappointing for me at least. I.Q. tests are popular and even a bit fun because friends and family tend to do them at the same time in a sort of playful competition to see who can get the highest score, never mind the many stories of geniuses around the world making life changing discoveries. Everyone wants to be the next Einstein.

I did feel as though this test was accurate for my abilities.I scored perfect in the English section and got lower scores in the math. I am not very skilled when it comes to math and I have come to terms with that fact a long time ago. I also know that I am quite proficient at the English language, both written and spoken and I know to play to my strengths when choosing classes and career goals. That's not to say that while I am in school I won't take some ridiculously hard math and science classes for the fun of the challenge though!

For developing I.Q. tests for my own students. I would rely heavily on the education standards for my state. I would test my students on the expected level they should be at in a variety of ways and evaluate their over all knowledge off of several tests and not just one. Many students excel at writing, while others prefer to discuss what they know, and others still prefer to use a mixture of images and words to convey their acquisition of knowledge.

Snapshot Assignment

A) I hope to teach Graphic Design at both the high school and college level. The typical age of a college student has many of the same development challenges as a high school student does. Students who are returning to college after time away tend to be a bit more advanced and mature than their counterparts.

B) Erikson would place students at the high school and early college level somewhere between his Identity vs. Role Confusion stage and his Intimacy vs. Isolation stage (Woolfolk 100). Relationships amongst friends and love interests are the central development point for students at this age. Anyone that still remembers these school years knows that this is true. My friends and love interests most definitely helped shape who I became today. A student’s adult identity and self-concept are defined in these years and who students are surrounded by, both in and out of school, are vital to their development.

Marcia expanded on Erikson’s idea of identity formation by focusing on two essential processes in achieving a mature identity, exploration and commitment. Exploration is trying out different beliefs, values and behaviors until the individual finds one that suits them. Commitment is when an individual has made a decision in regards to politics or religious beliefs, etc (Woolfolk 103). When students get to high school they have the opportunity to meet a whole new group of people with varying beliefs and behaviors, this is repeated and exemplified when students get to college as there is an even broader range of people attending from all over the world at times. This melting pot of differing ideas allows teenagers and young adults to experience and learn from different cultures to decide for themselves what best suits their desired lifestyle. They take this time to decide that they either agree with their parents beliefs or choose their own set of values and ideals from their peers.

C. Students at the high school and early college age are all over the spectrum of morality in regards to Kohlberg’s stages. People mature and advance at different times and there can be a freshman in high school at the Obedience Orientation stage and even after going through high school and college still be at the Preconventional Level (Woolfolk 113). There are also students who mature very quickly and can go from the 1^st stage to the 6^th stage within a years’ time depending on individual circumstances. Circumstances involve individual experiences, family life and peer pressure. Everything teenagers and young adults experience is another notch in their maturing belt, whether it be a class or party they are invited to. A student’s home life is a major factor in how and when they mature emotionally (Woolfolk 87). If a student has a happy and safe home life, they are more likely to feel free to express themselves and be able to mature at a healthy rate. Similarly students are susceptible to the influence of their peers, if they are friends with someone who is more mature, they in turn will be more mature to fit in better with their friends.

Works Cited

Woolfolk, Anita. Educational Psychology: Active Learning Edition. Boston: Pearson, 2014. Print.

Teasing Vs. Bullying

There is a very real and important difference between teasing and bullying. Teasing is done between friends where both children are involved in the teasing of each and there is no ill intent on either side. It is often short lived, an inside joke or one just made a silly mistake. Teasing is something my friends and I do without hesitation and we all know that it is in fun and love. The fact that we know is what makes it teasing and not bullying. Bullying is when a child or (more often than it ever should be) an adult teases or physically harms another child or adult with ill intent. When something is done or said with the strict purpose of inflicting some kind of harm that is bullying.

If a teacher sees two students who are relaxed and laughing it should be obvious they are friends and getting along fine. If there is tension in their shoulders or one or both are frowning or most obvious if one is crying the teacher should investigate what is happening. Simply separating the children can provide a safe haven for the child to admit if he/she is being bullied or not.

The first instance of bullying should be brought to the attention of the child only. He or she may not know they are bullying and should be given a chance to learn and make the change themselves. If they continue to behave in the same way, especially towards the same child the parents should be told immediately and every effort should be taken to help the child and not just punish them as that rarely ever solves problems.