Chapter 10 discussed the importance of taking learning outside the four walls all students are used to and bored by. Just the simple fact of leaving the classroom to go outside of the school can be just the thing a student needs to be able to connect concepts that may be tough to explain in a classroom. Teachers can use all kinds of examples outside of the class to teach students and have it be fun. It's also a way teachers can connect with students whose ability is to learn by doing.
This part of the chapter jumped out to me because this is exactly how I learn best. This past summer I took a geology class with Dr. Gibson, consisting of a considerable amount of time in the field. It's just not a subject that can be taught effectively in a classroom all the time. By going out in the field we were able to see what he wanted to explain, not just sit and take notes on it. I learn better by actually doing things and seeing them, so this was a great benefit to me. I contribute the good grade I got in the class by having the ability to go out and experience what he wanted to teach us.
Sunday, October 4, 2009
Chapter 9: When Things Go Wrong
Giving students motivation to do well in class was the main focus of chapter nine. When students don't feel comfortable in class, they won't answer questions. So they won't learn. Some students would rather sit in the back of the class and just blend in so as to not be noticed by the teacher or even their peers. Under the subtitle "When Students Feel Discouraged", the co-authors thought that having the ability to assess their teachers performance is an important part of the learning process for teacher. The teacher can then take this critique and change some things they may to to better the classroom.
I think the reason this part of the chapter stuck out to me is because I agree with the part discussing students ability to "grade" their teacher. When I get to fill out my teacher evaluation I think about how important it is for both me and the teacher. I can influence how that professor will teach and that helps out future students. We are only helping ourselves as teachers by letting our students tell us what we do right and what we do wrong.
I think the reason this part of the chapter stuck out to me is because I agree with the part discussing students ability to "grade" their teacher. When I get to fill out my teacher evaluation I think about how important it is for both me and the teacher. I can influence how that professor will teach and that helps out future students. We are only helping ourselves as teachers by letting our students tell us what we do right and what we do wrong.
Chapter 8: Teaching Teenagers Who Are Still Learning English
Chapter eight dealt with the important issue of being able to adapt teaching to students with different ethnic backgrounds who may not be proficient at speaking English. It can be hard for students to do well in school if they have a language barrier. "It's difficult for us because we don't make a lot of friends. You just make ELD friends, because we be afraid about talking wrong English with other students who speak English. That makes it harder to learn to speak English, if we have no chance to speak" (Fires page 146).
This chapter connects a lot with the early chapters in the book that talk about getting to know one's students. Building that comfort level early on with your students has different benefits. However, making a student who speaks another language comfortable enough to practice English can break down a lot of barriers.
This chapter connects a lot with the early chapters in the book that talk about getting to know one's students. Building that comfort level early on with your students has different benefits. However, making a student who speaks another language comfortable enough to practice English can break down a lot of barriers.
Chapter 7: Teaching Difficult Academic Material
Having to teach a difficult curriculum can be a tough task. Finding ways to get students interested in learning the tough topics is a struggle, but that makes it so much more rewarding in the end. Under the heading "Getting Kids Going", the key concept was finding multiple ways to teach certain concepts. Every classroom will have students with multiple learning personalities, and a good teacher will be able to adjust their teaching style to adapt.
This part of chapter seven stuck out to me because so far in practicum we have spent a lot of time learning how to teach students with multiple learning styles. Not everyone learns the same way, and a good teacher needs to be able to adapt their teaching to cater to all the students. After being in the schools for three weeks it has helped me understand how important it is to teach everything different ways and see which works best.
This part of chapter seven stuck out to me because so far in practicum we have spent a lot of time learning how to teach students with multiple learning styles. Not everyone learns the same way, and a good teacher needs to be able to adapt their teaching to cater to all the students. After being in the schools for three weeks it has helped me understand how important it is to teach everything different ways and see which works best.
Saturday, October 3, 2009
Chapter 6: Motivation and Boredom
This chapter was one that discussed why students need school. It also discussed what teachers can do to motivate them to learn. Under the heading "passionate teachers", the co-authors discuss how the passion they see in a teacher is what motivates them to want to learn as well. " If they have passion for teaching kids, it's much easier for them to teach, period. I don't think most teachers have a passion, and you can tell if they do" (Fires page 104). Also, students lose motivation to learn if the teacher is apathetic and unenthusiastic about what they're teaching.
I believe this part of the chapter jumped out at me because I could easily relate to what the co-authors were saying about their experiences. I have had the teachers who really care about their subject and even though I might not love the subject, he/she makes me want to learn. It's all about their enthusiasm and knowledge of the subject. I have also had the apathetic teachers described in chapter six, and because of their lack of interest, I don't believe I got everything I should have out of the class. A teachers attitude makes a huge difference in how their students learn.
I believe this part of the chapter jumped out at me because I could easily relate to what the co-authors were saying about their experiences. I have had the teachers who really care about their subject and even though I might not love the subject, he/she makes me want to learn. It's all about their enthusiasm and knowledge of the subject. I have also had the apathetic teachers described in chapter six, and because of their lack of interest, I don't believe I got everything I should have out of the class. A teachers attitude makes a huge difference in how their students learn.
Chapter 5: Teaching to the Individual, Working with the Group
An interesting part of chapter five came under the heading "different levels in one class". It's important for teachers to understand that it's crucial to create a positive learning community amongst your students. Having a discussion about a certain topic is more advantageous and comfortable to students then asking multiple questions with shorts answers. "Kids learn more when teachers ask open-ended questions" (Fires page 91). Giving all students equal opportunities to take part in class discussion is equally important.
I chose this section of chapter six because it is something that has been talked about at length in Beth Evans' classes. The topic of tracking and how to encourage class discussion has been a big focus. I liked seeing how the book said to handle students struggling with questions. Saying things like "Can anyone help him/her" or things that get other students involved and keep the teacher as just a moderator are things that I have been trying to do in my class this semester in practicum. It's reassuring to me to see that the book and I are on the same page in this aspect of running a classroom.
I chose this section of chapter six because it is something that has been talked about at length in Beth Evans' classes. The topic of tracking and how to encourage class discussion has been a big focus. I liked seeing how the book said to handle students struggling with questions. Saying things like "Can anyone help him/her" or things that get other students involved and keep the teacher as just a moderator are things that I have been trying to do in my class this semester in practicum. It's reassuring to me to see that the book and I are on the same page in this aspect of running a classroom.
Chapter 4: Creating a Culture of Success
The section of chapter 4 that jumped out at me was "other pressures students feel". Teachers, friends, family, and society around them as a whole effects their schooling. Many students have the aptitude to do well in school, but because of what their reputation among their peers may be, they might not try their hardest. "I know a person that missed the last five question on the SAT just so she wouldn't get a perfect score"(Fires page 73).
The part of the chapter jumped out at me because I think it is very true. I remember being friends with some really smart kids, but they were also kind of known trouble makers. Their reputation had control over their grades. They were pressured to not do as well because of how being smart would look to their peers. It's really important for students to feel comfortable in a class setting and making learning something fun so everyone takes part.
The part of the chapter jumped out at me because I think it is very true. I remember being friends with some really smart kids, but they were also kind of known trouble makers. Their reputation had control over their grades. They were pressured to not do as well because of how being smart would look to their peers. It's really important for students to feel comfortable in a class setting and making learning something fun so everyone takes part.
Chapter 3: Classroom Behavior
The part of chapter 3 that jumped out at me was the section entitled "Follow up promptly and consistently on the agreed upon expectations". Warning a student two or three times is acceptable before punishment is placed. The key is that if a teacher says they are going to do something (call home, give detention, etc.) then they need to follow up with it. Students will take advantage of that.
The reason I chose this small section of the chapter is because I have been in too many classes and seen teachers threaten to punish a student over and over again and in the end do nothing about it. Students will pick up on the fact that a teacher wont follow through with punishment and take advantage of it. If I as a future teacher say that I'm going to do something as a consequence to a students behavior, I need to be sure and do it. It will earn my students respect.
The reason I chose this small section of the chapter is because I have been in too many classes and seen teachers threaten to punish a student over and over again and in the end do nothing about it. Students will pick up on the fact that a teacher wont follow through with punishment and take advantage of it. If I as a future teacher say that I'm going to do something as a consequence to a students behavior, I need to be sure and do it. It will earn my students respect.
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