I understand that you have asked students to help you improve teaching at ECC by sharing with you examples of good learning experiences. I would like to share mine with you.
My senior year of high school I took ap psychology. I took this class with no interest in the subject whatsoever , but I came out of the class being in love with the subject. I found psychology to be so interesting, but what I loved even more was the teaching style. We would be assigned to read chapters for homework and do notecards( the notecards were optional but very beneficial to do). Then in class we would review what we read in the chapter. The review wasn 't the teacher standing up in the front and lecturing us, but rather making us do activities that were so wacky that it made it stick. One activity that I recall was when we were learning how messages get sent to our brain my teacher compared it to a toilet. SHe physically took the whole class to the girls bathroom and explained how messages are sent
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If you don 't relate things to what you already know you are more likely to forget. Our teaching at ECC should emphasize putting meaning to what we are learning. Relating the topic to something that others understand so when they think of that topic they can relate it to what they already know.
Classes could be so much more beneficial if we teachers gave examples or did activities that allow us to remember the information.Doing something that gets us up and moving and getting us to try and figure it out in a new and different way would be more essential than reading from powerpoint or slides. I think that we should have to read the textbook or slides on own time, and use class time to understand the concepts in an activity or in a way that 's more effective than just taking notes. Notes should be done at home, and class should be more for fully understanding.
Thank you!
-Amani
'Making cognitive connections, within subjects and between subjects...' ( Piaget 1977, Cockburn and Haylock 2008,Rose 2009) is an aspect of cross-curricular learning. Generally speaking, cross-curricular learning is when skills, knowledge and attitudes of a number of disciplines which are applied to a single experience, problem, question, theme or idea. In simple terms, it's also known as a thematic approach. From this point, I'd be exploring the reasons why a thematic approach should be adopted in the classroom and this approach could deliver the four core subjects in the National Curriculum in Key Stage 1. On top of that I'd be exploring the issues raised of adopting a cross-curricular approach and the implications of using a theme-based unit of integrating various subjects within a theme.
Over the past year I have grown as both a person and a writer. My writing has improved
Ever since I started talking this class, English 1301, with Dr. Piercy, I have been able to expand my writing and thinking skills. Not only was I able to make more better essays but I also learned important topics such as how education creates an impact in the world. In this essay I will be talking about three writings and how they are related to this course semester. The three writings are “On Bullshit” by Harry Frankfurt, “Why I Write Bad” by Milo Beckman,and “Statement of Teaching Philosophy” by Stephen Booth. How are these 3 writings related to this semester’s course work?
The field experience report identifies some of the strategies learned, some observations that were made, and also includes research-based information studied in this course. In this report, the research-based information is used to explain about the observed lessons, and some of the perspectives. I feel that this field experience innovative, highly informational, and it taught many strategies. Over the past six weeks observing and teaching in this fifth grade class were motivational and educational, therefore, I was able to reflect on my teaching strategies within my own classroom.
The key aspect of teaching is engaging the students. I can testify that I learn best when the teacher is involving me, as well as others, in the assignment. Making the material personal is a useful skill and helps the students learn at a faster rate.
As the instructor in my classroom, I am responsible for making sure that my students reach the highest possible level of understanding in the subject area that I teach.
Over the course of this class I have pieced together many things about my own life that before went unnoticed. I am now able to see things in a bit of a different light. Now that I have been introduced to the realm of psychology I understand some of the reasons for behavior around me. I have learned that there is a reason for most everything and a lot of our behaviors and mental processes can be explained through psychology. Studies have been conducted for many years to try and pinpoint the source of our behavior and it is not something that most people think about every day. Having a better understanding of why we operate the way we do will help me to better understand myself and the others around me.
In the beginning of my junior year of high school, one of my close friends told me she was getting confirmed at church next Sunday, completely clueless I only nodded in agreement and said that was great! When we arrived home I asked my mom what confirmation was, and she explained to me that it was the next step, or Sacrament, in a Catholic’s life where you confirm the relationship you have and want with God.
As a teacher, I have numerous personal goals. Mainly, my goal is to provide students with the opportunity and encouragement to succeed in life and to develop as free-thinking individuals in society. I consider myself a progressive and an essentialist, according to theory. I feel that students need to be given multiple opportunities to explore many different life skills that sometimes are overlooked in the education system. Testing, rote memorization, and lecture, in my opinion, do not promote students' own inquiry and does not give students opportunities to tap into their own source of knowledge that they each bring with them to the classroom. As a teacher, I hope to leave my students able to set and accomplish goals through the use of these life skills. Some teachers I have had while in hi...
...in more than one way, why the problems are important and how we can use similar steps and strategies in our future classroom.
I believe that it is important to students to teach them how to learn such as test taking skills to reinforce success, not failure. I think we as teachers should make it relevant and give them the knowledge that will help them survive and thrive in the world outside of the education setting. I believe that teachers should work with others and integrate the curriculum across the domains. Students must have access to the use of technology, as this is the world the lay before them. Let students teach students, they love to be in charge even if it just for a little while. This will help create the hunger and curiosity to help motivate and move your classroom forward into proactive learning.
As I reflect on my experiences observing in three different classrooms over the last three months, I cannot express how much I have learned by being in the classroom. I began the Master of Science in Education last fall and previous to the practicum experience I had taken 8 classes. I read books, listened to the experiences of my classmates and instructors, reflected on my own education, and tried to imagine how this information was going to prepare me to face a classroom of elementary school students. While I learned theories and skills that should be known by any educator, these classes could not teach me what I most desired to know: what tangible steps could I take to correctly implement all of the correct ways of teaching.
My views on whether people are born good, evil, or neutral have not changed. I still believe that there is continuum that ranges from good to evil with neutral in the center. I think most people fall somewhere in the middle of this continuum though there may be some genetic traits that predispose them one way or the other slightly. For most people what causes us to fall into either the good or evil ranges are specific moments in time and the actions or behaviors we choose. Most people are neither fully good nor fully evil, but in a given situation can be either. However, I believe that good or evil actions can be reinforced for individuals, making the person more likely to act or behave in a similar manner again even if it is against the individual’s core beliefs about himself or herself.
The clock reads 5:15 p.m. as I walk out the Ruston residence hall doors. I head towards the David L. Rice library, which is about a ten-minute walk from my dorm. As the sliding doors open, the strong aroma of coffee fills the air. I walk past the line at Starbucks and descend down the first flight of stairs. I turn left down the second hallway and enter room 0021. The pale, cream walls and clean whiteboard make the room appear brighter than it really is. Lovely, smiling faces welcome me as I sit down at the desk closest to the door. The clock now reads 5:30 p.m. It’s time to rebuild my faith and connect on a personal level with my fellow small group members.
It is also significant for students to be taught that knowledge is greatly important to the human race. Lecturing is crucial when teaching, students not only need to be thinkers but objective thinkers. In order for students to be objective thinkers they must be given instruction to obtain the knowledge needed. All core areas of learning are equally important in building an objective individual that has can function well in society; such as science, math, reading, writing and humanities. There must be a balance.