The best environment isn’t always the classroom, no matter how hard we try to make it so.
I have always approved field trips. I plan on taking many, many field trips with my own students. It’s not only a great way to get students out of the classroom and making real world connections, but it is good practice for teaching students how to become involved community members.
Thursday, February 26, 2009
Chapter 9: When Things Go Wrong
Students want respect first and then friendship.
My experience with Ryder was perfect for an example on how to balance a student’s friendship with the respect needed from them. He maintained control every class while still getting to know the students and letting the students get the know him. He told them stories about his life and encouraged them to share stories of their own, of course tying all of this into the curriculum. Ha.
My experience with Ryder was perfect for an example on how to balance a student’s friendship with the respect needed from them. He maintained control every class while still getting to know the students and letting the students get the know him. He told them stories about his life and encouraged them to share stories of their own, of course tying all of this into the curriculum. Ha.
Chapter 8: Teaching Teenagers Who Are Still Learning English
This chapter was enlightening because I just recently observed a class where one student was from Germany. The class was structured where one students read their writing and then was given feedback by the rest of the class and teacher. Each student received about 20 minutes of response. This particular student’s work was nothing special and upon first glance, I was almost embarrassed for the student who had to read it. When the teacher encouraged the student and mentioned that of course it’s going to be a little rough because she’s not a primary English speaker, I was surprised. I had never thought about English language learners in Farmington. It was enlightening. It’s something I will definitely be studying further and incorporating into my classroom. Just because they don’t speak English well, doesn’t mean they have a slower mental capacity to learn compared to native English speakers.
Chapter 7: Teaching Difficult Academic Material
Students need to be given the opportunity to create rough drafts and be able to revise them.
I believe that this is true even for homework. If a student cares enough about their grade to fix the mistakes they made, than I say let them! That way, there is no excuse for getting bad grades because assignments are always available for revision. Students are always learning, processing, and reaching for new better conclusions. The best students will redo the homework to not only get a better grade but to better grasp the concept being taught.
I believe that this is true even for homework. If a student cares enough about their grade to fix the mistakes they made, than I say let them! That way, there is no excuse for getting bad grades because assignments are always available for revision. Students are always learning, processing, and reaching for new better conclusions. The best students will redo the homework to not only get a better grade but to better grasp the concept being taught.
Chapter 6: Motivation and Boredom
Students learn best when they can make connections between the curriculum and their life.
Middle school and high school students are very egocentric. It makes sense to teach them in a way that will connect with their lives because that is one of the ways to make students want to learn more about the subject.
Middle school and high school students are very egocentric. It makes sense to teach them in a way that will connect with their lives because that is one of the ways to make students want to learn more about the subject.
Chapter 5: Teaching to the Individual, Working with the Group
Make sure you hear from ALL of the students.
It’s easy to just call on the kid who always knows the answer, but then you don’t really get a sense of where the whole class is at, just that student. You need to figure out who likes to talk, who hates to talk and where everyone else falls in between. Maybe, some kids just needs to work in group to feel comfortable discussing things or speaking their mind. It’s not always so easy to talk in front of 20+ kids, especially when you’re not sure you’re saying the “correct” answer.
It’s easy to just call on the kid who always knows the answer, but then you don’t really get a sense of where the whole class is at, just that student. You need to figure out who likes to talk, who hates to talk and where everyone else falls in between. Maybe, some kids just needs to work in group to feel comfortable discussing things or speaking their mind. It’s not always so easy to talk in front of 20+ kids, especially when you’re not sure you’re saying the “correct” answer.
Chapter 4: Creating a Culture of Success
Don’t compare classes to each other; it doesn’t make anyone feel better, and it doesn’t help students learn any faster.
After having the same English class three times in a row in one day, I can understand both how the teacher naturally compares each class, but I can also see how the students don’t want to feel like they’re not as smart as a class that is learning the same thing. I think it’s okay to point out how well a class is doing in comparison to another, even if you’re lying, or to just not say anything.
After having the same English class three times in a row in one day, I can understand both how the teacher naturally compares each class, but I can also see how the students don’t want to feel like they’re not as smart as a class that is learning the same thing. I think it’s okay to point out how well a class is doing in comparison to another, even if you’re lying, or to just not say anything.
Chapter 3: Classroom Behavior
This idea of demanding respect from the students makes me nervous. The book write about how if you’re intimidated by the students, than they will innately realize and play off your fears.
I know that this is true, I just wish that it didn’t have to be that way. On the teacher’s side, I wish that the student’s could just respect me no matter what, and we could have a good time and enjoy class, but on the student’s side, I remember thinking less of teachers who allowed us to fool around.
I know that this is true, I just wish that it didn’t have to be that way. On the teacher’s side, I wish that the student’s could just respect me no matter what, and we could have a good time and enjoy class, but on the student’s side, I remember thinking less of teachers who allowed us to fool around.
Sunday, January 25, 2009
Chapter 2: Respect, Liking, Trust, and Fairness
"If you're looking for respect...Be careful what you say. Don't make jkes until you know people well enough" (19).
Students are looking to be respected from a very young age. Even in middle school, they feel like little adults. As a teacher, it's not okay to be condescending or act like you know everything because you don't.
I remember situations where I've made jokes about someone that I didn't know well enough to judge their reaction and who didn't know me well enough to judge my intentions; this can make for a very sticky situation. I remember teachers who thought they were hilarious, but for me they completely missed the mark. Just like in any situation where you're meeting new people, you need to get to know the person before making assumptions and unintentionally insulting them. Not everyone has the same morals, ethics, standards or sense of humor that you do.
Students are looking to be respected from a very young age. Even in middle school, they feel like little adults. As a teacher, it's not okay to be condescending or act like you know everything because you don't.
I remember situations where I've made jokes about someone that I didn't know well enough to judge their reaction and who didn't know me well enough to judge my intentions; this can make for a very sticky situation. I remember teachers who thought they were hilarious, but for me they completely missed the mark. Just like in any situation where you're meeting new people, you need to get to know the person before making assumptions and unintentionally insulting them. Not everyone has the same morals, ethics, standards or sense of humor that you do.
Chapter 1: Knowing Students Well
The concept that stuck out the most for from the first chapter was when the students collectively said, “...don’t try too hard to be our friend” (4). The author discusses how to get to know your students without invading their privacy.
I remember teachers trying really hard to be friendly with us as students, and I know the whole time we were just thinking that they were silly for trying. They could never be our friend; they’re not supposed to be our friend; they’re supposed to be the teacher. On the flip side, I remember a couple teachers who I wished would have tried harder to get to know me.
I remember teachers trying really hard to be friendly with us as students, and I know the whole time we were just thinking that they were silly for trying. They could never be our friend; they’re not supposed to be our friend; they’re supposed to be the teacher. On the flip side, I remember a couple teachers who I wished would have tried harder to get to know me.
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