There is no algorithm for good teaching. I believe that students look to their philosophy teachers to challenge and inspire them. I think that learning philosophy is a process that involves wonder and awe, a process that evokes an emotional response as well as an intellectual one, and one that invites laughter as well as awakening a serious commitment to reasonable and responsible behavior in the world. I think that I serve my students by welcoming challenges and honestly pondering and engaging difficult questions in the classroom, rather than dodging confrontation and evading the tangle of discussion. Teaching, clearly, is not about demonstrating one's own knowledge or simply disseminating information.
It was not enough that it was our first time in a junior high school, but we also needed to cope with a totally different approach and expectations of our new pedagogical advisor Dorit. Furthermore, I felt that all the things that I learned the year before were not relevant anymore and that I should stick to a certain format of lesson planning, which made me feel like a machine. However, throughout the year after I planned various lessons in this way and implemented my plans, my perception had changed. Finally, I understood that it was like two different aid kits, with tools that you can make them your own. Nevertheless, I needed to master the various tools and skills in order for me to start and do it my own way while using what I learned.
Topic and Problem Topic Many students in middle school have difficulty comprehending material they read from the science textbook. The students are unfamiliar with the text features in the science textbook and do not know how to use them appropriately. The students also lack expository reading strategies to comprehend expository text. It is vital for students to be able to read and comprehend the science textbook independently to be successful throughout their academic career. Topic choice.
I adapt my lesson plans to incorporate feedback and praise and address any areas for learners to improve upon. Petty states, ‘motivation in the behaviourist world is extrinsic in nature. Learning is encouraged by a reward of some description’ (2012: 17). The majority of my learners attend my courses through their employment advisors and come with a positive attitude keen to be on the course. Giving rewards to learners increases their confidence and desire to learn to further keep them engaged and enthusiastic.
I feel like my strengths are in lesson planning and assessments. While making lesson plans, I try to make everything perfect. I have always been told, while making a lesson plan, write it as someone else is going to teach it. I make all my lesson plans very detailed. I also try to make my lesson plans engaging and fun for students, but also make sure the students are learning at the same time.
Being an idealistic person, I want to be so much for my students; a teacher that shows caring, compassion, a helper with their problems, and a positive role model. After my students leave my classroom, I want them to know more than just a few vocabulary words that they memorized for a test. I want to provide my students with a solid foundation that they can continue to build upon long after they have left my classroom. I never want my students to later struggle to fill in the gaps of their education because I was an inadequate teacher. Above all else, I want to pass on to my students my love and joy for learning, and help them to see that education is the key to their future endeavors.
Once students learn there will be consequences for misbehavior, they usually come around (Foley).” I feel and have learned that students succeed better knowing what their expectations are in the classroom. During classroom discussions we’ve all shared classroom technique ideas we’ve seen or used. “Holding one hand in the air, and making eye contact with students is a great way to quite the class and get their attention on you (Alber).” I’ve seen teachers also shut the lights off. Waiting for students to give you their attention is more appropriate and important than raising your voice. Students will mirror your voice level.
I believe this failure stemmed from me confusing my passion for chemistry with ability, which resulted in me not working very hard in the course. I did not pay attention to lectures, do the homework or attend office hours when I needed extra assistance. I made the mistake of underestimating my college courses and believing they would be as lenient high school classes. The unexpected failing grades I received in these classes forced me to stop and really think about my behavior this semester and where I had gone
Dyslexia makes it harder for me to read, spell, comprehend, and remember information. Growing up, the public school system marked me as a student who would not succeed in college life and had no reason to be prepared for college. I had an IEP for almost all of my schooling, which meant I was able to get extra help on classes and more time on testing. The school system never really followed through with my IEP and told me that I was just fine without it. Since the school felt I was performing so well on my own in academic classes, they talked my mom and me into doing away with my IEP.