Running head: BRINGING IT ALL TOGETHER 1

Bringing It All Together

Karen M. Clinton-Earl

Northern Illinois University

BRINGING IT ALL TOGETHER 2

Sowing Seeds that Benefit Others

I as an educator believe that learning should be fun and educational. How I like to

construct learning is very similar to the theory of Cognitive Sciences. Like Cognitive Sciences, I

like to construct learning where there is an equal playing field. I present information at the same

time to a group. I also enjoy constructing learning very similarly to Dewey’s style of

constructing learning. Like Dewey I enjoy a learning environment where there is a lot of

discussion between students and the facilitator. I also appreciate constructing learning where

there is a lot of reflection for students as well as hands-on group work.

I currently work as a Graduate Hall Director so there are times where I have to do hands-

on group work to train the students I work with. An example of this is when we have to train

students on a fire-drill. For fire-drill training we keep students in multiple rooms then pull the

fire alarm and they have to crawl out of the room and head to the exit door. When our students

are crawling on the floor they are also going through “fake” smoke which is more of the

theatrical smoke or fog that the fire department uses for training. For this type of training using

hands-on training is very beneficial for the students then just talking about what to do.

My philosophy on how I want to construct education is never always the same. I love to

mix things up when building on education. I enjoy doing things outside the classroom. I do not

want students always sitting in rows on chairs with tables or desks. I like to build education in

an environment where we can have a combination of things in the classroom. I also enjoy

building on students’ foundation of education. What I mean by that is figuring out how much

students know in certain areas and working from those areas. This is when I bring in my creative

skills and form stations for the students. These stations could be levels of knowledge that

students have on a certain topic or area.

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How I like to construct myself as the authority in the learning space is very similar to

how I want my students to view me at all times. My goal is that students feel comfortable

approaching me for questions or concerns they might have on what they are learning. I do not

want to embody fear into my students to do what I say. Instead I want my students to feel that

they can trust me and know that I am not out to get them. Another goal I have for myself when

being the authority person in the room is I want my students to respect me. I know I will not be

able to please everyone but I believe if I build a strong relationship with my students they will

trust me, respect me, and feel comfortable approaching me.

What is important to me in learning spaces is that people feel safe, happy and take away

at least one thing from my teachings. As a Graduate Hall Director right now I am not necessarily

teaching students in a classroom about Math or Science. I am however having meetings with the

students I work with, whether that is on a one-on-one basis or in a large group. In these meetings

that we have, I want my students to always leave the room better than how they came in. What I

mean by that is that there are times where students are going through things personally,

professionally, spiritually, financially, and the list goes on.

When I hear a student voice a concern or when I can physically see a student feeling

down, I make it my goal to help that student into a more positive light. I do this by

complimenting them, reminding them how hard they have worked, reminding them how special

they are, and reminding them that they always have a support system with myself and other

peers. With my encouraging words I share with my students I also want to back my words up

with action. I have done this by sharing a student’s past accomplishments they have done to

remind students how great they are and the hard work they put in. I have also done this by
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actually pulling up my sleeves and physically helping my students with promoting programs they

have created.

Overall, my true feelings about being an educator is very similar to author John

Maxwell’s idea of a successful person. A lot of times people think a successful person is

someone who has a fancy title, an expensive object, a lot of money and the list goes on of the

wrong idea of what a successful person is. In my point of view, I agree with Maxwell that

successful people are people that continue to grow to reach their maximum potential. A

successful person is someone who sows seeds that benefit others. As an educator, I believe you

never stop learning until you stop breathing. I believe as we sow seeds that benefit others we

ourselves are also growing to our maximum potential.

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DEWEY’S STYLE OF TEACHING I UTILIZE

When choosing a theory one plans to implement into their teaching style and work, it is

encouraged to choose one that best fits the teacher’s personality or mindset on education. The

theory I choose for my pedagogy is Dewey’s Activity learning theory. Dewey is very focused on

learning by doing and that is also one of my big philosophies on learning too (Phillips, D. C., &

Soltis, J. F. 2009). Like Dewey, I enjoy a learning environment where there is a lot of discussion

between students and the facilitator. I also appreciate constructing learning where there is a lot

of reflection for students as well as hands-on group work.

Dewey’s style of teaching is focused on the student’s feeling and how they are learning

personally as well as what is going on personally in the student’s life. Dewey’s technique of

teaching is getting to know what is going on inside the student/learner. Dewey focuses on the

need to make sure the student is doing well personally before trying to educate that student

(Phillips, D. C., & Soltis, J. F. 2009). I plan to implement this same style into my pedagogy of

teaching students. I plan to utilize this technique through one-on-one conversations I have with

my staff. This way I can figure out if there is something personally they are going through that

they might need assistant with or just need to vent to someone.

When creating a safe space for students to be able to come to their supervisor or teacher

when they have a problem one must first build a relationship with their student or supervisor.

My goal is to first build a relationship with my staff so that I know they will come to me for

concerns or if they have questions. How I plan to build such a relationship is by getting to know

the students on a personal level and allowing them to ask me questions that are personal to me

but I still share with them. I plan to always stay professional as far as not doing or saying

anything uncomfortable or inappropriate. However, I now and still plan to share with students
BRINGING IT ALL TOGETHER 6

my failures and triumphs to encourage them that we are all human and make mistakes. Another

strategy I plan to use to build the team relationship is by showing my staff that I trust them. I

plan to do this by not checking with my staff every time I know something is due. In order

words I will tell them what is required of them and then just trust that they do it instead of asking

for their work before the due date is due. However, some students enjoy reminders so I plan to

use those for students that need it.

Although in any job or profession there is work to be done, I enjoy Dewey’s style of

teaching where there is meaning behind his actions and teachings. Dewey knew that if students

did not find meaning in what they were learning students will then struggle to understand the

information. So, instead of students understanding what they learnt they would use what Dewey

“called “static, cold-storage” knowledge, and he reasserted that unless the student had an

opportunity to use the information in problem solving and action it was sterile (Phillips, D. C., &

Soltis, J. F. 2009. p. 39).” Or how I took Dewey’s statement is that the information learned was

a waste if the student is not able to critically use it in their daily lives.

COGNITIVE SCIENCES IS ALSO MY THING

Another theory I like to use in my teaching style is very similar to the theory of Cognitive

Sciences. Like Cognitive Sciences, I like to construct learning where there is an equal playing

field. I present information at the same time to a group. I plan to utilize this style of teaching

when I have my staff meetings or when I have to do some type of training for my staff or others.

Cognitive Sciences is very focused on making meaning through the structure of the way one

teaches. Because one of the ways I may present information is by sharing it to my staff at one

time, it is important to share why I choose this route for teaching. I plan to explain to my staff

the reason I am sharing the information and why I have to share this information in this manner.
BRINGING IT ALL TOGETHER 7

Cognitive Sciences is also focused on the process of how students learn and how students

learn individually. This process works great when looking at how an individual learns through

the process of which a supervisor or professor chooses to use to teach students. I plan to use this

theory when having to look at information or assignments that students need to learn about for

their course or job. Because I am a supervisor and have a staff that I meet on a one-on-one basis

throughout the weeks, I plan to use that to get to know my staff individually. From my learnings

with my staff is when I then focus on what process I should use when getting information to

certain staff members. Some might teach information through face-to-face interaction, text

messages, emails, and staff meetings or through group me, which is another type of social media

communicator. Just depending on what works for the person I can use all types to make sure my

staff all understand what needs to get done.

CONCLUSION

To sum it all up, I plan to use Dewey’s style of teaching by being very discussion and

reflection based. However, I also plan to use Cognitive Sciences because a lot of times in my

field of work I will have to present information all at once for a staff. Then to close it all up I

also plan to utilize the Experiential Learning Theory by focusing on an experiential learning

cycle. When using this cycle, I plan to figure out my team or on an individual basis what works

best for them as far as getting the information out to my staff. I plan to also pay attention to the

learning space when educating staff but also making sure all these theories are used in my

curriculum unit to get the best results from my students.

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REFERENCES

Kolb, A. Y., & Kolb, D. A. (2011). Experiential Learning Theory: A Dynamic, Holistic

Approach to Management Learning, Education and Development.

Phillips, D. C., & Soltis, J. F. (2009). Perspectives on learning. New York: Teachers College

Press.
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Lesson Plan 1

Presenter Name: Karen Clinton-Earl

Program Emotional Intelligence
Title/Topic:
Session Learning • Staff will be able to write one word that will portray how they
Outcome(s) want their peers, residents, and professional staff to view them
• Staff will be able to reflect on the impact they make in the work
that they do
• Staff will be able to articulate the value of their role as a CA
• Staff will be able to demonstrate how it looks to be a complainer
Directives: Group Size : Approximately 30 (Neptune and Gilbert CAs)
Presentation Style : Group Activities/Discussion
Materials used : Paper, pens, markers, and tape

Focused Topics: • Understanding the value of being a CA

(What are the • Managing personal relationships
main topics you • Realizing the impact a CA has on their residents and staff
will cover?)
Tips and Help staff see that what they do as CAs affects their residents and staff.
Suggestions Help staff understand that the decisions they make affect their future and
outcomes in their role. Teach them that they may not control things in
life but they have control in the way they think, behave and how their
attitude is towards work.

Presentation/Activity Outline
Time Frame Outline

30 minutes First Activity-Wear and share how you feel about your position as a
CA

CAs will be given a small sheet of paper and pen to write about how they
feel about the CA position they are in. CAs will know in advance that
they will be wearing how they feel on their chest. CAs will be asked that
the words they write on the sheet be 10 or less.

Examples could be: I hate my job because it is hard.

I love my job because Loreal is my HD.
I hate my job because my residents are mean.
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CAs will then be told to tape (using blue tape) the sheet of paper onto
their chest. CAs will then walk around the room introducing themselves
as the statement they wrote on their piece of paper.

Examples could be: *CA walks up to another CA and sticks out their
hand for a handshake* “Hey! I hate my job because it is hard.” And the
same thing would happen with other CAs talking to each other.

After everyone has walked around the room and introduced themselves.
We will then reflect on the statements made.

How did it feel to walk around and introduce yourself with that
statement?
What if there was no warning beforehand that statements were going to
be taped to your chest? Would your statement have been different?
Why do you think it is important to feel this way?
What did you learn?

30 minutes Second Activity: Wear and share how you want to be viewed

CAs will be given a small sheet of paper and pen to write about how they
want others (CAs, residents, and professional staff) to view them as.
CAs will be asked that the words they write on the sheet be 10 or less.

Examples could be: I am respected by my boss and peers.

I am always on time to meetings and 1:1s.
I am dependable and kind to others.

CAs will then be told to tape (using blue tape) the sheet of paper onto
their chest. CAs will then walk around the room introducing themselves
as the statement they wrote on their piece of paper.

Examples could be: *CA walks up to another CA and stick out their
hand for a handshake* “Hey! I am dependable and kind to others.” And
the same thing would happen with other CAs talking to each other.

After everyone has walked around the room and introduced themselves.
We will then reflect on the statements made.

How did it feel to walk around and introduce yourself with that
statement?
Why do you think it is important to feel this way?
What did you learn?
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30 minutes Affirmations (Learning Outcomes)

After the 2 activities from this session, staff will be able to reflect on the
thoughts and feelings they had throughout the activities and after.

Staff will be asked to write out affirmations that they can choose to hang
in their room or outside their door. The affirmations will include 3
sections:

1st Section: A quick description of who the staff member is (Who they
are)

2nd Section: Another quick description of what their role is as a CA

3rd Section: One word how it will look for the semester (How who they
are and their role is as a CA will look for the semester)

Staff will have all 3 sections on a piece of paper and will be able to keep
it and continue to reflect on the decisions they make and remembering
the impact they make on their staff and residents.
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Lesson Plan 2

Presenter Name: Karen Clinton-Earl

Program Actively contribute to creating an inclusive climate within the
Title/Topic: community.

Learning • Participants will engage in an activity and be able to reflect on the

Objectives: importance of diversity in a residence hall setting
• Participants will be able to identify ways to get involved on
campus
• Participants will be able to identify diversity resources on campus
• Participants will be able to identify areas of diversity where they
may have limited knowledge
• Students will be able to identify 2-3 strategies that they could
implement on their floors.

Directives: Group Size- 30

Presentation Style- Roundtable Discussion
Materials used- Flip chart paper (5 pieces)
Markers (1/student)
Focused Topics Actively contribute to creating an inclusive climate within the
community.
• Become actively engaged in a positive manner in the
communities in which they are a member.
• Engage in opportunities to interact with individuals different from
themselves
• Develop an understanding, appreciation and acceptance of
diversity

Presentation/Activity Outline

Time Frame Activity

5 mins Discuss the importance of diversity in a residence hall setting.

5 mins Discuss ways that students can get involved on campus.

10 mins Provide information about each of the diversity resource centers on

campus.
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5 mins Discuss various diversity related topics and have student access their
comfort level with topic.

20 mins Activity - Racial Stereotypes

Materials: Flip chart paper (5 pieces)

Markers (1/student)

Facilitator Directions: Prepare five large sheets of paper (flip chart

paper). At the top of each sheet, write the name of a specific human
population (i.e. Black, White, Gay, Jew, etc.) Divide the class into groups
and supply each participant in the class with a marker. Give each group
one of the five sheets of paper. Ask them to list as many stereotypes that
are commonly used to describe the category of people written at the top
of paper. Give students three minutes to complete the exercise.
Emphasize that students should list stereotypes that they have heard, not
ones that they believe to be true. When finished, rotate the sheets of paper
between groups so that each group works on a new sheet. Have them add
any unlisted stereotype adjectives. Rotate every three minutes until every
group has worked on every sheet. Post the sheets in class where everyone
can see them and give students five minutes to read the sheets. Conclude
the lesson with a discussion on the exercise, asking students the
following:
a. How do the stereotypes recorded by the class make you
feel?
b. What do you notice about the stereotypes listed? Be aware
that the students may have listed good and bad adjectives,
many stereotypes for different groups, or the same
stereotypes for different groups.
c. Where have you seen these stereotypes portrayed?
Television programs, movies, magazines, books?
d. How do you think a stereotype might cause someone to
act unfairly toward another person?

10 mins Guided Questions

1. Why is it important to get everyone engaged on your floor?
2. How can you use the activity from today’s class to help with your
job a Community Advisor?
3. How do stereotypes play a role in your job as a CA?
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Lesson Plan 3

Presenter Name: Karen Clinton-Earl

Program Residential Curriculum Overview
Title/Topic:
Learning • Students will be able to identify the five learning outcomes of the
Objectives: residential curriculum, and how to build strategies to support the
needs of residential students.
• Students will be able to write out the three phases of transition of
the residential curriculum.
• Students will be able to assess their phase of transition.

Directives: Group Size- 30

Presentation Style- Roundtable Discussion
Materials used- Game Activity Sheet

Presentation/Activity Outline

Time Frame Activity

10 mins Provide an overview of the residential curriculum including philosophy
and reasons for using it.

5 mins Discuss how using the residential curriculum impacts the work that CAs
do.
- 1 on 1 conversations
- Assessment of floor needs
- Strategies
10 mins Discuss the three phases of transition for students.
- Moving in
- Moving through
- Moving on

20 mins Games of Life – Activity

Materials: Game Activity Sheet

Facilitator Directions: Give each CA an activity worksheet with
pictures of the following three games. Once each CA has an activity
worksheets ask the following question, “In relation to your personal
development and your college career, which activity most describes
you?”
Place them in small group and have them discuss why they feel their life
thus far in college match with the following games. The idea is for the
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members the group to find a correlation between the game and their
college career

1. The Mirrored Maze- This is one of the most difficult activities

known to man for several reasons. The biggest problem is that we
are so busy looking at the different images of ourselves, we miss
the goal of trying to get out on our own. Ultimately, 9 times out of
10, we end up needing major assistance from others to get out of
the maze. This will ultimately be compared to transition stage 1-
Moving in.
2. The Pinball Machine- Pinball is an interesting game. We are
launched out into the world on our own, and the ultimate goal is
to succeed with our highest score. The hard thing about this game
is that while we are out trying to succeed on our own, we are
constantly bumping into other objects that push us around. The
good thing about this is that we have people behind us (the
paddles) that continue to push us out to fight against the real
world. This will be compared to stage 2 - Moving Through
3. Football field- There is something good about being in an open
field. We can ultimately see our life goals ahead of us because
there is nothing in the way. All we have to do is cross the goal
line. We have the opportunity to look back on all the
accomplishments and struggles of the past and make better
decisions moving towards the future. The hard thing about this is
how do you know which path take. We have the options to move
to either side or go straight down the middle. How do we know if
you are planning properly for the future that we want? This will
ultimately be compared to stage 3 – Moving On

10 mins Reflection/Reaction:
1. How does knowing your transition level help you in your job as a
community advisor?
2. How can you use the activity from today in your job as community
advisor?
3. Which of the learning outcomes do you think you are the most
uncomfortable with? Why?
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Lesson Plan 1 Assessment

Step 1: Write one word. Check if staff was able to write one word that
portrayed how they wanted to be viewed
Step 2: Reflection After the first 2 activities staff reflected and
shared out feelings about statements shared
Step 3: Share out the value of a being CA Staff shared out what they learned from the
activity on the value of being a CA
Step 4: Affirmation Staff wrote a positive note to self on how the
semester will look for them

• This assessment is a yes or no assessment. The assessment will be able to see if

knowledge or lessons were learned from the activities done in the lesson plan. If staff

members did not do things in the right column the facilitator would have to relook at

assessment or check on that particular staff member.

Lesson Plan 2 Assessment

3, 2, 1 Assessment

• List 3 things that you remember from the activity.

• Share 2 examples of what you learned from the activity.

• Write one question you have or something you are confused about.
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Lesson Plan 3 Assessment

Assessment 5 3 2 0

Learning Student shares 5 Student shares at Student shares at Student does not
learning least 3 learning least 2 learning share any
Outcomes
outcomes outcomes outcomes learning
outcome
Phases of Student Student Student Student
identifies 3 identifies at least identifies at least identifies at least
Transition phases of 2 phases of 1 phases of 2 phases of
transition transition transition transition
Assessment Staff was able to Staff was able to Staff was able to Staff did not
identify their identify their identify their participate
transition phase transition phase transition phase
& 3 other & 1 other
students student