"Recognize and support our learning on our own. If we are doing something that interests us outside of school, it's probably teaching us something. you may be able to connect to it somehow, and in any case your acknowledgment and respect matter to us" (page 180).
This part of the reading in chapter ten made me feel good when I read it. The author is just trying to convey the fact that teachers need to be aware of what their students are doing outside of school because more often than not, they are seizing the opportunity to learn other material in ways that interest them.
This part of the reading was a great way to end this book because it reminds those who are reading that learning can take place anywhere and everywhere. For some, poetry readings may teach them extensively about English and interest them in a way that would cause them to want to write their own. Going to art shows may teach students about different styles and brushstrokes and then influence them to create their own piece. I think that students like to know that their teacher admires the work that they do and it is important to them to hear that support and praise from their teachers.
Monday, October 27, 2008
Chapter 9: When Things Go Wrong
In chapter nine, the quote that jumped out most for me was on page 168. It said, "We're just going to crush your hope and pride. Teachers need to get a harder shell. After that, students won't see that you're scared. -Mika" (page 168).
This particular section of the reading stood out to me because it kind of summarized my first few weeks out in the schools. While my time there was not 100% awful, I did quickly come to the realization that students, if they really want to, can break you down into very small pieces. In my class, I realized that if you don't give your students the respect they deserve, you won't be respected either. My mentor has been teaching for almost 10 years, and his students have been challenging him every minute of everyday since that 10 years began. Since he isn't giving them respect, they are wearing on him.
This particular section of the reading stood out to me because it kind of summarized my first few weeks out in the schools. While my time there was not 100% awful, I did quickly come to the realization that students, if they really want to, can break you down into very small pieces. In my class, I realized that if you don't give your students the respect they deserve, you won't be respected either. My mentor has been teaching for almost 10 years, and his students have been challenging him every minute of everyday since that 10 years began. Since he isn't giving them respect, they are wearing on him.
Chapter 8: Teaching Teenagers Who Are Still Learning English
One thing from chapter eight that jumped out at me was the chart on page 148 that discussed different ways for a teacher to incorporate another individuals culture and background into the material being covered in class.
This part of the reading stood out for me because I never thought that I would be teaching students who have learned English as a second language. Coming from rural Maine, it has never been something that I have had experience with, but if I become a teacher in a larger city or more populated states, this issue is something I will have to learn to deal with. I think that this chart offers some great beginning ways of integrating another culture and language into the classroom. Not only does it educate the other students in the class, but it also helps the student learning English relate it back to their own origins. One question I have is what happens when the student may not be coming from a different country and may just have extreme trouble learning the English language?
This part of the reading stood out for me because I never thought that I would be teaching students who have learned English as a second language. Coming from rural Maine, it has never been something that I have had experience with, but if I become a teacher in a larger city or more populated states, this issue is something I will have to learn to deal with. I think that this chart offers some great beginning ways of integrating another culture and language into the classroom. Not only does it educate the other students in the class, but it also helps the student learning English relate it back to their own origins. One question I have is what happens when the student may not be coming from a different country and may just have extreme trouble learning the English language?
Sunday, October 26, 2008
Chapter 7: Teaching Difficult Academic Material
"Use a lot of concrete examples. Don't start with formulas. Instead, look for everyday illustrations of math or science concepts like the angle of our shadows or the arc of a basketball" (page 134).
This section in chapter seven stuck out in the reading because it applies to what we have been discussing in terms of how to make assessments and learning material relevant to the student, as well as to the WebQuest examples we have been working on.
All through elementary and high school, being able to apply real world situations to levers and pulleys or trigonometric equations really helped me be able to completely grasp the material presented. If I decide to continue on in the education field, I want to be able to find as many real like situations possible to help my students understand the material. For example, a physics teacher could help you determine how tall a tree is given the length of the shadow on the ground. In geometry, the teacher could have an assessment where the students would have to build/find something that makes use of the different kinds of triangles or the different sizes of angles.
This section in chapter seven stuck out in the reading because it applies to what we have been discussing in terms of how to make assessments and learning material relevant to the student, as well as to the WebQuest examples we have been working on.
All through elementary and high school, being able to apply real world situations to levers and pulleys or trigonometric equations really helped me be able to completely grasp the material presented. If I decide to continue on in the education field, I want to be able to find as many real like situations possible to help my students understand the material. For example, a physics teacher could help you determine how tall a tree is given the length of the shadow on the ground. In geometry, the teacher could have an assessment where the students would have to build/find something that makes use of the different kinds of triangles or the different sizes of angles.
Chapter 6: Motivation and Boredom
In chapter six, one of the areas that stood out that we have been discussing throughout our practicum experience was whether or not to give homework, and if it's given, how much should it be worth in their final grade. On page 114, there was a chart that discussed different ways to make homework matter to the students. The most interesting point stated that teachers should still give points when the students do their homework regardless of whether the work is correct or not.
I chose this section because homework and grading policies are topics we have been discussing in great detail since the beginning of the term. In theory, I think that this is a great idea because it rewards the students for sitting down and working through the problem sets given. However, this kind of policy could make students want to not care and slack off. As long as it is apparent that the students are putting time and effort into their work, full credit for work being turned in is great.
I chose this section because homework and grading policies are topics we have been discussing in great detail since the beginning of the term. In theory, I think that this is a great idea because it rewards the students for sitting down and working through the problem sets given. However, this kind of policy could make students want to not care and slack off. As long as it is apparent that the students are putting time and effort into their work, full credit for work being turned in is great.
Chapter 5: Teaching to the Individual, Working with the Group
"I wish that a teacher would ask me, "Do you understand? If not, how can I make you? -Mahogany" (page 91).
This particular section of the reading jumped out at me because I thought it was pretty silly that this idea was included in the book. I thought that being a teacher automatically included being able to help your students grasp challenging concepts.
I think that this topic and quote from a student stood out to me because it is a problem that each and every one of us have dealt with at one point in our lives. While some teachers are actually there to help you learn, there are many who continuously say "why don't you get this?" and then continue to "reteach" the material the same way that did not help the student learn it in the first place. If I decide to continue on with education, one of my biggest goals is to have a way to teach each and every student, even if it means having 20 different methods.
This particular section of the reading jumped out at me because I thought it was pretty silly that this idea was included in the book. I thought that being a teacher automatically included being able to help your students grasp challenging concepts.
I think that this topic and quote from a student stood out to me because it is a problem that each and every one of us have dealt with at one point in our lives. While some teachers are actually there to help you learn, there are many who continuously say "why don't you get this?" and then continue to "reteach" the material the same way that did not help the student learn it in the first place. If I decide to continue on with education, one of my biggest goals is to have a way to teach each and every student, even if it means having 20 different methods.
Wednesday, October 22, 2008
Chapter 4: Creating a Culture of Success
"But if a teacher keeps believing in their value and their ability, kids are willing to try, and try again" (page 63).
This quote did not necessarily jump out at me, but after spending some time in the schools, it is nice to know that students really do want to learn and succeed. When I read that quote, it made me smile and gave me a bit of reassurance. Students just want positive reinforcement as well as a little push from the teacher to help them get where they want to be.
After my first three weeks in the school, I have been growing more and more frustrated with teachers, students, and myself. The students seem like they aren't there to learn, and teachers seem like they don't care enough push them in the way they should, maybe because they have given up. The different experiences that I had in my classroom made me realize how important fulfilling this quote is to the success of my students as well as of me as a teacher.
This quote did not necessarily jump out at me, but after spending some time in the schools, it is nice to know that students really do want to learn and succeed. When I read that quote, it made me smile and gave me a bit of reassurance. Students just want positive reinforcement as well as a little push from the teacher to help them get where they want to be.
After my first three weeks in the school, I have been growing more and more frustrated with teachers, students, and myself. The students seem like they aren't there to learn, and teachers seem like they don't care enough push them in the way they should, maybe because they have given up. The different experiences that I had in my classroom made me realize how important fulfilling this quote is to the success of my students as well as of me as a teacher.
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