One of the focuses of this chapter is on the need for teachers of English Language Learners to recognize the emotional fatigue that is associated with attempting to pay attention to a teacher. Students who are limited in their knowledge of English have a much harder time concentrating to a teacher who is talking throughout a class period. They also find it difficult to keep straight the concepts of schooling that they may not have experienced in their previous education, such as textbooks, taking notes, or doing research.
This part of the chapter stood out to me because I know what it is like to be among people who speak a different language and you don’t understand them. I often get a headache just trying to listen to my friends who speak Portuguese; I can’t even imagine what it would be like to have to pay attention to a full class period of it. It is important that teachers are aware of the students in their classrooms and that they offer whatever help they can to those who have less skills in English. It is going to be hard for these students to pay attention to a lecture, let alone that they are around English teaching all day long.
Sunday, September 19, 2010
Chapter 7 Teaching Difficult Academic Material
One of the main points addressed in chapter 7 of Fires in the Bathroom is the importance of giving tangible examples and explaining topics from various angles. The students express that it is helpful for a teacher to give plenty of useful examples that demonstrate a concept. They also appreciate when the same idea is expressed using different techniques and resources.
I felt this section was important because there are so many different learning styles present in the average classroom that students need to be presented with material from various positions and in real ways. Students are more likely to understand a topic if they have been given multiple ways to learn it. Even for those students who already understand something, giving them another way of looking at it may solidify the idea in their minds. I believe it is a mark of a good teacher when he or she can take a concept and present it from different perspectives so that I can see its complexity as well as understand it more fully. When I am teaching, I hope that I will keep this in mind and look for multiple ways of presenting the topic for the day.
I felt this section was important because there are so many different learning styles present in the average classroom that students need to be presented with material from various positions and in real ways. Students are more likely to understand a topic if they have been given multiple ways to learn it. Even for those students who already understand something, giving them another way of looking at it may solidify the idea in their minds. I believe it is a mark of a good teacher when he or she can take a concept and present it from different perspectives so that I can see its complexity as well as understand it more fully. When I am teaching, I hope that I will keep this in mind and look for multiple ways of presenting the topic for the day.
Chapter 6 Motivation and Boredom
One of the focuses of this chapter was on homework and ensuring that the work that is given to students is meaningful. It is said that students are not motivated to do work that they don’t believe is important for what they are doing in class, or that doesn’t seem to have a purpose. Teachers are encouraged to make it clear why they are being given the work to do and what function it will have in their learning.
This section stood out to me, because I know how much I hate getting homework that seems to just be busy work. I like to understand why I am doing something. Why would I think my students would feel any differently? I hope that when I am a teacher I will think through the work I am giving my students and what purpose it has in their learning. I also really liked that fact that this section encouraged the teachers to tell the students why they are doing something. The students are going to be more apt to do something if it has a direct purpose.
This section stood out to me, because I know how much I hate getting homework that seems to just be busy work. I like to understand why I am doing something. Why would I think my students would feel any differently? I hope that when I am a teacher I will think through the work I am giving my students and what purpose it has in their learning. I also really liked that fact that this section encouraged the teachers to tell the students why they are doing something. The students are going to be more apt to do something if it has a direct purpose.
Chapter 5 Teaching to the Individual, Working with the Group
One of the focuses in chapter 5 of Fires in the Bathroom is the usefulness of a group project when the students are included on how the project is set up. Teachers are encouraged to help the students understand how a group should work and to determine what roles should be present in the group. It is also useful if the students themselves have a part in determining who should play what function.
I think that by allowing the students to have a role in developing projects they are able to own the work they are doing. Also, when the students know their function in a group and what is expected of them they are more likely to produce exceptional work. I feel that by giving the students some control over their project it also treats them with respect and encourages them to take responsibility over what they do. However, the section that gave this advice had the students going over all the parts of a project, what kinds of people are needed, and had each student inventorying what role he or she might play. While this might be a useful tool, I don’t think time always allows for this. It may only be possible to spend some time talking about these aspects and then helping the students determine what roles each will play.
I think that by allowing the students to have a role in developing projects they are able to own the work they are doing. Also, when the students know their function in a group and what is expected of them they are more likely to produce exceptional work. I feel that by giving the students some control over their project it also treats them with respect and encourages them to take responsibility over what they do. However, the section that gave this advice had the students going over all the parts of a project, what kinds of people are needed, and had each student inventorying what role he or she might play. While this might be a useful tool, I don’t think time always allows for this. It may only be possible to spend some time talking about these aspects and then helping the students determine what roles each will play.
Chapter 4 Creating a Culture of Success
One of the focuses in this chapter was that teachers should expect the best from their students. It is important that these expectations push the student to strive harder, but that they are reasonable for the student’s ability level. If students don’t believe their teacher wants them to do their best than they wont do it, and mediocre work will result.
This part caught my attention because I know that in my own experience I have had classes where the work didn’t require me to strive for my best. I was able to just do the minimal work and still do well in the class. However, when a teacher expects the best from me and doesn’t allow me to get away with just getting by than I really work hard to get everything I can out of the class. It also makes me feel like the teacher really cares about my success as a person and not just that I do the work. When I work with my own students, it will be important for me to keep this fact in mind
This part caught my attention because I know that in my own experience I have had classes where the work didn’t require me to strive for my best. I was able to just do the minimal work and still do well in the class. However, when a teacher expects the best from me and doesn’t allow me to get away with just getting by than I really work hard to get everything I can out of the class. It also makes me feel like the teacher really cares about my success as a person and not just that I do the work. When I work with my own students, it will be important for me to keep this fact in mind
Chapter 3 Classroom Behavior
While not the main point of the chapter, the concept is presented that a teacher shouldn’t show that they are scared or that they don’t know how to control the class. Students are able to detect when a teacher is not able to keep disruptions to a minimum or doesn’t know how to handle distractions. Regardless of what is going on, the teacher is responsible for keeping order.
What stood out to me was the importance of keeping composure and being able to maintain order. I realize that there are going to be times when I am uncomfortable or don’t know how to handle a certain situation, but it will be critical that I do not show this to my students. I know from experience when being in classrooms that when the teacher doesn’t have control the classroom becomes chaotic. It is also true that if students don’t believe the teacher knows how to keep order than they will take advantage of it and make trouble for the teacher and other students. While I may not always feel like I know how to deal with various circumstances that occur in my classroom, I will have to keep my calm and not allow things to get out of hand.
What stood out to me was the importance of keeping composure and being able to maintain order. I realize that there are going to be times when I am uncomfortable or don’t know how to handle a certain situation, but it will be critical that I do not show this to my students. I know from experience when being in classrooms that when the teacher doesn’t have control the classroom becomes chaotic. It is also true that if students don’t believe the teacher knows how to keep order than they will take advantage of it and make trouble for the teacher and other students. While I may not always feel like I know how to deal with various circumstances that occur in my classroom, I will have to keep my calm and not allow things to get out of hand.
Wednesday, September 8, 2010
Web 2.0 Educator
Kelly Walsh is the Chief Information Officer at The College of Westchester in White Plains, NY. He has created a blog entitled EmergingEdTech: engaging students and enhancing learning outcomes with Internet and Instructional Technologies http://www.emergingedtech.com
This is a rich resource of information about Internet and technological tools that can be used in the classroom in various facets. Kelly blogs weekly on a particular topic and explains its uses for education. He provides many resources on innovative ways to use technology in the classroom. He also connects this information to its different uses for the needs of various students. He has a passion for emerging technology and the possible uses in education. This blog is an abundant resource for teachers who desire new and innovative ways to bring concepts into the classroom.
This is a rich resource of information about Internet and technological tools that can be used in the classroom in various facets. Kelly blogs weekly on a particular topic and explains its uses for education. He provides many resources on innovative ways to use technology in the classroom. He also connects this information to its different uses for the needs of various students. He has a passion for emerging technology and the possible uses in education. This blog is an abundant resource for teachers who desire new and innovative ways to bring concepts into the classroom.
Subscribe to:
Posts (Atom)