One of the suggestions in this chapter is to take learning outside of the classroom, such as taking biology students to a park with a pond to study plants and fish.
While I think that moving outside of the classroom is beneficial, I do not know how practical it is. I know in my school, teachers were not even allowed to take a class outside to teach on a nice day. I wonder how difficult it would be for teachers to try to arrange these trips on a regular basis. I see that there may be many challenges with this, such as the class period being too short or the lack of places to go that are close to the school.
Saturday, October 18, 2014
Chapter 9: When Things Go Wrong
One student shares a story of their math teacher giving a questionnaire after almost everyone in the class failed a quiz.
I really like the idea of checking in with students after there are several failing grades and seeing if there is an issue with the class or teaching. I have had so many teachers who just curve the grades so we pass or who just tell us we need to try harder. I think in some of those cases, a questionnaire would have helped those teachers see that the issue may lie in teaching methods or classroom environment.
I really like the idea of checking in with students after there are several failing grades and seeing if there is an issue with the class or teaching. I have had so many teachers who just curve the grades so we pass or who just tell us we need to try harder. I think in some of those cases, a questionnaire would have helped those teachers see that the issue may lie in teaching methods or classroom environment.
Chapter 8: Teaching Teenagers Who Are Still Learning English
This chapter expresses that an important aspect of teaching ELL students is finding out more about them as a person, such as their home life and culture.
From both this chapter and the diversity conference, I have learned more about how to teach ELL students. One aspect of teaching these students that I have never considered is how important it is to learn more about them personally. While it is important to have a good view of all of your students, knowing the culture and family of an ELL student is even more important. Reaching out to learn more about the students will show you care and build a good relationship, as well as allow you to understand that student better.
From both this chapter and the diversity conference, I have learned more about how to teach ELL students. One aspect of teaching these students that I have never considered is how important it is to learn more about them personally. While it is important to have a good view of all of your students, knowing the culture and family of an ELL student is even more important. Reaching out to learn more about the students will show you care and build a good relationship, as well as allow you to understand that student better.
Chapter 7: Teaching Difficult Academic Material
When teaching difficult material, students want to reach understanding with that material, be asked thought-provoking questions, and have their beliefs challenged.
These desires that students have reflect what we have learned in Dr. Grace's class. We have learned that it is important for students to reach understanding rather than just being able to recall information. I like that these students enjoy having their beliefs challenged, as I think that is a very important and exciting part of teaching. I have witnessed this in my mentor teacher's humanities class, where the students had a discussion about the biases that exist in the dress code and how they can take a stand against something they do not agree with in a respectful and reasonable way.
These desires that students have reflect what we have learned in Dr. Grace's class. We have learned that it is important for students to reach understanding rather than just being able to recall information. I like that these students enjoy having their beliefs challenged, as I think that is a very important and exciting part of teaching. I have witnessed this in my mentor teacher's humanities class, where the students had a discussion about the biases that exist in the dress code and how they can take a stand against something they do not agree with in a respectful and reasonable way.
Chapter 6: Motivation and Boredom
In this chapter, one of the suggestions is to "make learning a social thing" by incorporating a lot of group work, playing games, and doing activities.
As a student, I have always hated the social approach to teaching. While I know that it is necessary in many situations, I would have hated a class that is based around constant group work. I think it is important to recognize that making all learning social will not benefit every student in the class and has the potential to cause some students anxiety or hatred for the class.
As a student, I have always hated the social approach to teaching. While I know that it is necessary in many situations, I would have hated a class that is based around constant group work. I think it is important to recognize that making all learning social will not benefit every student in the class and has the potential to cause some students anxiety or hatred for the class.
Chapter 5: Teaching to the Individual, Working with the Group
This chapter starts off with a description of the different types of students in a typical classroom. These types include the eye-roller, the wallflower, the hand-waver, the dreamer, the con artist, the goof off, and the workhorse.
This list interested me because I could identify which of the types I fall under. In high school, and even now to a certain extent, I was a wallflower because I often knew the answers to questions but was too timid or anxious to offer the answer. I can also see some of these types in my mentor teacher's classroom. These types are good to keep in mind because it is another way that students are diverse and this diversity needs to be considered.
This list interested me because I could identify which of the types I fall under. In high school, and even now to a certain extent, I was a wallflower because I often knew the answers to questions but was too timid or anxious to offer the answer. I can also see some of these types in my mentor teacher's classroom. These types are good to keep in mind because it is another way that students are diverse and this diversity needs to be considered.
Chapter 4: Creating a Culture of Success
A student makes a claim that "most students do not want to be singled out--praise and criticism feel almost the same."
I question how true this claim is. While it is clear that students do not enjoy being called out on bad behavior or a bad grade in front of the entire class, I wonder if some students would really dislike being singled out in a positive way. It is possible that being praised in front of the class would be uncomfortable or embarrassing to some students and this is a possibility that is good to keep in mind.
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