The significant moment that happened this week gave me insight on my instruction. These moments or reflections of giving instruction strikes me as significant because over the course of student teaching I felt like I couldn’t deliver a set of instructions that just flowed well. Meaning I explain what I expected and then took questions after that were relevant to what I was teaching. In this significant moment I found myself answering random questions mid-way through my instruction that were not relevant to the topic and ended up setting the class off task or distracting other students rather than aiding to what I expected the students to do. It was until this week where I realized like everything you have to plan and organize tightly when
As a result, it affected student understanding and learning which left many students unable to fully grasp some of the concepts. This is obviously an ineffective way of teaching. Mohanna, Chambers and Wall (2008) tell us that a good teacher is adaptable and reacts to lessons on the spot. Unfortunately my assumption prevented me from doing this as I was always trying to cover the material that I had for the class. This is an assumption which I definitely got thr... ... middle of paper ... ... of a teacher that you realise how difficult it is to be an effective communicator.
Because of this, some students cannot succeed in this standardized system. If a student doesn’t learn best with a lecture, then they will not learn as effectively as those that do, causing a lower grade and discouraging the student further from learning. This studen... ... middle of paper ... ...s classes. However, even when I realized what I enjoyed and what I didn’t, I still had to take the classes because they were required, leaving me without the desire to learn in those classes, I was simply there, doing what was necessary to get an “A”. These requirements causing a loss in the actual want to learn is another unintended consequence in our current educational system.
The whole chapter can be split into two main areas of discourse:- relationships and 'work' and negotiation. As there has been little research into pupils' approaches to schoolwork, the author's chief concern is that of the pupils perceptions of , and approaches to, schoolwork, and the first point s/he makes is that there are differences between teachers' and pupils' ideas of what constitutes worthwhile work. The author sets out to define 'the meaning of work' and in doing so draws our attention to differences between 'pleasurable work' and 'labour'. Workmanship, it is argued, has been replaced by unskilled labour and people now work as a means to an end seeking enjoyment through other avenues such as hobbies and recreation. Teaching methods and school ethos' in general are seen as outmoded and alien to the cultural and social influences on pupils.
Reflection was not a time for testimonials about how good or bad the experience was. Instead, reflection was the time to consider what was learned from the experience. Reflection was a time to describe what students saw in their own work that changed, needed to change, or might need to be described so another person might understand its meaning.” Even though it was hard at first for the teachers to teach their students how to reflect they wanted the students to reflect on what was learned from the experience. Reflection had to be something more dynamic than just looking at the good and bad. Therefore literacy leads to reflection and as a result can allow one to achieve their own
My external reaction was to be defensive because I thought I did a good job on the paper. I did not actively listen to the professor feedback but I focused on my own feelings and thoughts. For instance, I questioned and dismissed my professor’s feedback. Moreover, I would
And then, Dr. Mittoo told me what the right ways were to do the assignments. In this case, I admit that I had faults in the writing assignment, and I am fully convinced that my paper did not answer the professor’s questions. I now believe admitting mistakes can help me learn and improve myself, rather than it being a signal of weakness.
I would rather submit something half-assed than be brutally honest with the public at large about my flaws and problems. This leads me to what I have learned in my time in class. It’s not that an attentive and caring teacher can make a world of difference to a struggling or hurting student. That I have already known. The skill that I have learned in this class, the most important skill, is that the Social aspect of learning is vitally important.
I then had to use a judgment call for various questions, which I hope closely align to what my mentor teacher would have done. However, at this point I do not know. This was difficult due to the level of questions that I had over the project and that my mentor teacher was not there.
Role-Play: A Strategy for Teaching Social Studies One of the reasons social studies is viewed as a tough academic discipline is the result of force-fed historical dates and data. It is also one of the reasons that students think history is boring and irrelevant. Furthermore, their inability to relate to the culture and people of the past creates a what-does-this-have-to-do-with-me attitude early on in their education that directly influence their future performance. The misconception that social studies is about facts and dates is continuously supported by teachers who persist in using direct teaching and long lectures, believing that it is the most convenient way to teach students. Although lecturing is useful for presenting information, it does not provide students the opportunity to process and apply what they learn in class.