• The role of motivation in helping the learners to progress in their learning experience. • The different teaching styles and how does the t... ... middle of paper ... ...pport with almost every class I had for my teaching practice. There are many things to consider in order to keep improving my skills for the benefit of my learners, and these could be summarized in the following points: • To be more careful with the materials I use and check them for any printing mistakes. • To include more activities that involve moving around the class which are suitable for kinetic learners. • To not model each word, but only the ones the learners may find problems with.
This will allow my students time to understand the newly acquired concepts and skills so that overtime, they will eventually understand it on their own. Lastly, in my classroom I will also use Vygotsky’s scaffolding method. By using the strategy of scaffolding with my students, I will be able to provide temporary support when my students need it. Scaffolding will also allow each student to improve on their skills without causing them to become frustration along with being discouraged when doing so (Liston, 2016b). IV.
It will help make my teaching more efficient when I become a teacher. I am looking forward to using the skills that I have learned through this assignment to enhance my student’s learning so I can meet the instructional needs of each student in my classroom.
Through this allowing me more time to devote to making in-depth and interactive lessons for the students in my classroom. Overall, I believe this interview with Ms. Lippart went really well; I think that we are off to a great start of the year. Because Ms. Lippart and I talked about the expectations and procedures she expects me to follow in the classroom, I can now able begin to closely observing how Ms. Lippart teaches as well as develop my own skills and ideas on becoming a well rounded educator.
“Every phase of instruction must be accompanied by a means of checking for understanding” (Fisher & Frey, 2008, p. 37). I have realized that assessing students’ understanding of the concept on which the lesson is based is a critical step in determining the flow of the lesson. A quick recap in the form of questions and answers works well for me to not only correct misconceptions but also improve learning as it helps the students connect the day’s lesson with previous learning. In my experience, all assessment may not count towards a grade but there should be feedback for learners as well as us facilitators to know where they stand with respect to achieving the lesson objectives. “Students achieve more when they have a clear picture of the expectations”
We have to cover over a number of materials and if we dwell on one for the whole year, what would our students be ultimately learning? I feel like I would find solace in my classroom by incorporating the student-based teaching method but I would also find interesting ways for their comprehensive skills to improve using the more traditional teacher-based methods. I agree with his position on teaching effectively using this method and while he notes that it is impractical and nearly impossible to incorporate everything he suggested at all times, the ideas he presented lends perspective and as a future teacher, anything that will help me develop more as a teacher is something I hope I can do throughout my teaching career.
The goal is to transform teachers to become effective educators using different teaching models in the classroom. As educators, we need to understand that we never stop learning new ways on how to improve the education of our children; therefore, we need to acknowledge and implement new teaching models so we can make a difference in student learning. The similarity that I observed between the instructional and collegial model is that the coach first teach the lesson and the teacher observes the lesson and take notes. Then, the teacher teaches the lesson, and the coach observes and takes notes (Laureate Education, 2010g). Implementing Using collegial coaching, teacher can also learn from each other and provide positive feedback and reflect to make it better the next time.
This means that I could create other ways for students to communicate without disturbing the classroom. One idea that was reinforced was that as a teacher I want to use non-verbal’s to get an understanding of how my students feel about the material. With an understanding of how the students feel about the material the better you can help student who need the extra help if they feel like they don’t understand the material. Overall, I feel like I am making progress on using that standard. I say this because I feel like I was able to use non-verbal communication pretty effectively to understand how my students felt about the material but I can also improve this my possibility adding in some instructional media to communicate with the student to improve learning.
Our school is promoting the activities, allowing us to integrate collaborative codes of conduct and positive affirmations. During our training we spent time learning how to connect with each other on a personal level, emotions were difficult, but what it has given me is the permission to take time to make better connections with my students. What I have found is that class seems to work smoother, and I expect to see other changes as the year
My time observing was not only educational for me on how to become the teacher I desire to be, but as well as how to better myself as a student and improve my own learning. I observed some wonderful learning tools that I have since implemented into my own education to develop my own learning. One-way my time spent during my fieldwork has improved my own learning is how I manage the way I learn. During my fieldwork, I observed many ways the teacher adjusted her lessons to accommodate different learning styles for her students to enhance their learning. This made me think of my own cognitive learning style and how I learned and processed information.