Thursday, December 2, 2010
Capture/Reflection 10 - 11/16/2010
So this last week I didn't have class, we don't have any more readings due technically, and so I thinks it's safe to say that these reflections are hard because I don't have a whole lot directly related to the class to reflect on. Outside of all such though I do feel I can reflect on experiences I've had with others and teaching. Over the Thanksgiving break my wife taught a simple two and a half hour workshop for one of her classes in her major. She is not in a teaching major but rather in family studies where they still do do a lot of teaching and program development. As far as reflection to such an experience I look at the importance of planning and preparation. Now my wife worked very very hard to plan and prepare for this workshop she gave, and do to such gave an amazing workshop. She could have done just enough to slide by in the class and, but she didn't because of passion and her desire to really learn and prepare for future career opportunities. Due to her preparation the two and a half hour program was not a bore or disaster, but very informative and interactive. As teachers we need to realize the importance of preparation and planning, something I am striving to better realize and apply. We know that it's important, but do we know just how important it really is. I hope that we as teachers will have that passion my wife does, catch the vision of the difference we can make, and plan and prepare.
Monday, November 15, 2010
Capture/Reflection 10 - 11/16/2010
I found much of what I read from the book very fascinating! What seemed to really catch my attention was the importance of homework. Now I plan to teach middle school and or high school, preferable high school so much of what I read I feel directly applies to me and my understanding and preparation toward homework. According to a studies done by Cooper, homework only has a great effect on students of a certain age. He says that homework really only begins to have positive effects about sixth grade and in high school as teachers give well thought out homework it can jump up percentile gain by as much as 30 percent. As I'm learning about this now I can only imagine how much I would have appreciated knowing this while I was in high school. I won't lie, my high school was lame and absolutely easy. I remember getting homework and often thinking, how is this to help; why do they give us this? I'm sure I'm not the only one tho have these thoughts and feelings while in attendance at school. I feel the same way still at times, especially when I sit back to do my capture/reflections for this class. Though those thoughts have crossed my mind I feel more motivated now than ever as I see numbers and associated with homework. Cooper specifically talks well thought out homework though. He states that there are two types of homework that we can give our students, the kind that designed to prepare the students and the kind that provide opportunities for practice. Homework should fit within one of these two categories and then there should be a grade value or a mode of following up. As I look at my own experiences that makes complete sense because I know that I am one that if there isn't a grade I will most likely not do it, or at least not put forward a full effort. This chapter gave me a better understanding and realization for toward the importance of homework. In the future as I go to assign homework I will better understand how I can help my students achieve greater understanding and success in their learning's.
Tuesday, November 9, 2010
Capture/Reflection 9 - 11/9/2010
I reflection of class this last week, or actually moreso of today, I got thinking a bit about colaboration and cooperation. Now our group of eight seemed to have a hard time with such a thing. We began on the right track with brainstorming out ideas of things we can teach and things we would like to teach. That was easy because we had a lot of options, but when it came to finally decideing between our gathered thoughts and ideas it was a little more difficult. We had a difficult time deciding at first on the dates of history we wanted to cover, then our objective, then who does what... Either way it was a learning experience. The reason I am reflecting on such an experience is because to me it was another example of how we are all so differet, not only in our interests, but also in our teaching styles. Some of us wanted to really hone in on activities and hands on learning styles while others were so worried about state core testing that I believe they were losing sight of how we ought to really try and teach. I mention such an example not because it's not important that we focus preparing our students for such tests, but because we ought not to let such tests tell us how we need to teach. Also, another thought I had was on the colaboration and cooperation that district or state commitees must have in order to develope curriculums. What kind of disputes do they hae on what's important and not important? How do they come to an agreement and understanding with eachother? This was and will always be a lesson to learn as I become a teacher because each district and every state may vary.
Tuesday, November 2, 2010
Capture/Reflection 8 - 11/2/2010
Reflection for the week again was on or from the teaching that took place. Now I taught today, but I don't want to reflect on that because there is a seperate assignment for such. As far as the teaching this week there is always so much to learn. Geoff gives very insightful feedback as well as many of the class. Feedback that really got me thinking, much of the reason is because I tend to struggle with it, is the idea of lecturing or presenting. We are supposed to be teachers, and it's hard to not just settle in as a presenter or lecturer. Why? Because we're at college and that's most of our experience over the past few years. All the general classes required by the school are lecture based and generally a very boring presentation of knowledge. Now I am a individual who thrives on activities and most of the time gets far more out of doing then just listening and jotting notes. In class we discussed various methods of teaching and the importance of being teachers and not presenters. How do you avoid falling into the lull of presenting o=vs. teaching? I suppose it's through better planning, yet also there is a level of avoidance in experience. Today I did teach, and I planned to avoid talking to much and spending more time on the activity I had planned, yet I failed. I planned well, so I thought, yet I didn't accomplish my plan at all. I'm sure there is plenty of room for improvement in my planning, yet due to lack of experience I struggled to succeed in my desires. THere needs to be careful planning, but also very careful time management and distribution of material. Does teaching come naturally? Is it something that takes years of experience to become an effective teacher? Is theory or practice more effective or are the equal? I suppose the answer is specific to the individual or is it clear and I'm not seeing it? I learned way more today from my own teaching as far as what I did or didn't do then from watching or listening to others teach, though they were beneficial too. Proper planning and effective classroom management is key, even if that management is only toward managing yourself. I want to be a teacher, not a lecturer or merely a presenter, though both have their place, yet it should not be front and center.
Tuesday, October 26, 2010
Capture/Reflection 7 - 10/26/2010
This week captures and reflection evolve around what was taught in the classroom by fellow students. In class last tuesday and also today we were taught by peers. The subject matter in my reflection has no significance but rather the ways in which it was taught does. I found throughout many of the teaching moments that assessment was something rarely touched on. As teachers I feel that assessment can be easily overlooked on a day to day basis, yet it is something that is crucial in helping the students to stay focused and continually progressing. Now there are various ways of assessing student learning, before, during, and after teaching the subject matter. Pre-testing is often easy to do with students because rarely is a score or grade associated with such. Asking the students simple questions or even those you may have on a final exam should indefinitely happen because as a teacher this is an opportunity for you as a teacher to finding a starting point for the lesson, or rather if necessary take the opportunity to review on what they know. From here you lead into the opportunity to better scaffold on the material that the students already know. Another form of assessment should be that done while you are teaching, meaning follow questions or reflective, or review question to assess that the students are understanding and following the lesson. Too often we as teachers depending on the material just assume or rather don't feel that the time needed is worth it if there is a lot of material to cover. As a student I don't always like it when the teacher calls on me unless I'm confident in the subject matter. Pride tells me I don't want to say the wrong answer, that I care what other students might think, yet assessing during the lessons helps me stay on track and gives the teacher a better idea if what he/she is covering is being understood. Such assessment wasn't being used as much as needed in the teaching moments during class. Lastly is the final assessment, at the end of a unit or term, or the year. Now most students hate these assessments because it puts them on the spot, yet as a teacher they are necessary besides the fact that they are required often times by administration and such. These assessments are also for the teachers benefit because once again one can look at the test scores and gain an overall understanding of class understanding and whether or not your styles and method are affective in the classroom. I've gone on long enough on assessment so I won't continue on other thoughts, but if my reflection for the week was to be summed up it would be on the importance of assessing students for more than just the student but rather for the sake of becoming a better teacher.
Monday, October 25, 2010
Classroom Observation: Salem High School 10/21/2010
1. Describe the teaching environment.
Large open shop; many individual lockers for gear; many different power tools for sheering, cutting, or drilling through metal; 6 MIG welding stations, 4 ARC welding stations, 9 Oxy Acetaling welding stations; a large welding room for doing big projects; Large ventalation system; "Clean and orderly"
2. Describe what students were doing.
Project work day! The students were MIG/ARC/OXY welding and torch cutting for various assignments designed to help the students learn how to weld.
3. Describe students attitudes.
Confident and happy to be welding and cutting. The students seemed to know their assignments and worked hard to accomplish the tasks (most). Those that had questions didn't hesitate to go to the teacher.
4. Describe teachers attitude.
Helpful; Available to help any students with questions; Upon introduction he was very safety consciencious by having us take extra precautions to ensure safety yet did not seem to enforce all rules with students throughout remainder of class - relaxed or unawares.
5. Describe perceived teacher strengths.
Passion; Knowledge; Seemed to understand material very well despite being a brand new teacher, yet did not seem confident on activities toward application.
6. Describe areas of possible improvement.
While talking with Mr. Massic and many of his students he did a lot of small assignments on just welding beads or doing but joints on various welders as well as torch cutting, yet did not apply anything to projects. Last year they only worked on projects in the last term and not all the students even did a project (?). Plans for the current year were to try and allow the next two terms for project time. Projects available to students are very open ended, yet planned to have a number of planned project to pick from in the near future. Safety was also an area for improvement. Stressing consequences to students who do not follow safety rules or just being more aware of classroom and students not following rules (multiple students not following throughout class). Also, a class rule was no drinking or eating yet there was such taking place and no enforcement was taking place (?).
7. Describe instructional techniques/ teaching styles.
Independent pranctice; Guided practice; clear and organized objectives and assignments...
8. Compare and contrast your teaching method and approach.
Push students further faster. When I was in eighth and ninth grade we covered efficient material to complete multiple projects in welding in only a third of a year. He needs to incorporate more application and project based assignments I feel rather than just doing welding coupons. I do like the fact that he takes the time to do open labs with the students to help them catch up on assignments if needed which is something I hope I do in the future as well.
9. Discuss overall impression of teacher, classroom, students, learning effectiveness, etc.
Well organized; clear objectives; confident and in control; Students were on task and those that were stuck felt comfortable enough to approach teacher and ask for assistance; A little relaxed on safety and class rules I felt; Provided plenty of hands on work time; Very clean and organized shop...
10. Other comments.
Large open shop; many individual lockers for gear; many different power tools for sheering, cutting, or drilling through metal; 6 MIG welding stations, 4 ARC welding stations, 9 Oxy Acetaling welding stations; a large welding room for doing big projects; Large ventalation system; "Clean and orderly"
2. Describe what students were doing.
Project work day! The students were MIG/ARC/OXY welding and torch cutting for various assignments designed to help the students learn how to weld.
3. Describe students attitudes.
Confident and happy to be welding and cutting. The students seemed to know their assignments and worked hard to accomplish the tasks (most). Those that had questions didn't hesitate to go to the teacher.
4. Describe teachers attitude.
Helpful; Available to help any students with questions; Upon introduction he was very safety consciencious by having us take extra precautions to ensure safety yet did not seem to enforce all rules with students throughout remainder of class - relaxed or unawares.
5. Describe perceived teacher strengths.
Passion; Knowledge; Seemed to understand material very well despite being a brand new teacher, yet did not seem confident on activities toward application.
6. Describe areas of possible improvement.
While talking with Mr. Massic and many of his students he did a lot of small assignments on just welding beads or doing but joints on various welders as well as torch cutting, yet did not apply anything to projects. Last year they only worked on projects in the last term and not all the students even did a project (?). Plans for the current year were to try and allow the next two terms for project time. Projects available to students are very open ended, yet planned to have a number of planned project to pick from in the near future. Safety was also an area for improvement. Stressing consequences to students who do not follow safety rules or just being more aware of classroom and students not following rules (multiple students not following throughout class). Also, a class rule was no drinking or eating yet there was such taking place and no enforcement was taking place (?).
7. Describe instructional techniques/ teaching styles.
Independent pranctice; Guided practice; clear and organized objectives and assignments...
8. Compare and contrast your teaching method and approach.
Push students further faster. When I was in eighth and ninth grade we covered efficient material to complete multiple projects in welding in only a third of a year. He needs to incorporate more application and project based assignments I feel rather than just doing welding coupons. I do like the fact that he takes the time to do open labs with the students to help them catch up on assignments if needed which is something I hope I do in the future as well.
9. Discuss overall impression of teacher, classroom, students, learning effectiveness, etc.
Well organized; clear objectives; confident and in control; Students were on task and those that were stuck felt comfortable enough to approach teacher and ask for assistance; A little relaxed on safety and class rules I felt; Provided plenty of hands on work time; Very clean and organized shop...
10. Other comments.
Wednesday, October 13, 2010
Capture/Reflection 6 - 10/13/2010
This week in class we began our third round of teaching. I myself did not teach today, but a few others did. That which was taught I found to be very fascinating and then later I found myself sharing that which I learned with others. Of the five lessons taught the other day they all had a basic theme, that being medical technologies. Jessica taught us about neuron-technologies (technologies directly related to the brain). This particular lesson I found very fascinating, much to the fact that I was unaware of the advancements being made in relation to neuron technology. The particular part of the lesson though that helped me instill the material taught was the activity where we discussed moral and ethical pros and cons on the brain technologies. Many agreed that there are great moral and ethical benefits to be had with such technology, though with any good there is always the bad. The real question we all faced was how can such power be controlled? Or, another question in the effect though, is it worth it? In reflection to the lesson I feel like I learned much more then the above mentioned material, rather I learned hands on and in observation the learning taking place through a well executed activity. For the given subject, a discussion of pros and cons caused discussion and reflection which produced cognitive evaluation of material and personal views (emotion). The said activity helped a learner like myself (analyst) to better grasp the material through discussion and a voiced opinion. Now this particular activity won’t work for all subjects or every lesson, but the real lesson I captured and reflected upon was the idea of a well thought out and applied activity to enhance and further learning in the classroom. Now there were a lot of other great things taught the other day in class, but in particular reflection the teaching tool within an activity stood out clear.
Also in reflection of the week was the practice tutorials for the TSA we intend to take tomorrow. Now for all the multi-media savvy individuals in the class this may seem pointless and simple, but for someone like myself who doesn’t use computers as much or understand them as well, I proceeded to go through the tutorials in preparation for the test. In doing such I learned a lot, and too be honest may or may not have learned all that I’ll need to know for the tests, but I feel better prepared and confident with myself by taking the time to go through and make sure I can do the following tasks needed to pass.
Also in reflection of the week was the practice tutorials for the TSA we intend to take tomorrow. Now for all the multi-media savvy individuals in the class this may seem pointless and simple, but for someone like myself who doesn’t use computers as much or understand them as well, I proceeded to go through the tutorials in preparation for the test. In doing such I learned a lot, and too be honest may or may not have learned all that I’ll need to know for the tests, but I feel better prepared and confident with myself by taking the time to go through and make sure I can do the following tasks needed to pass.
Monday, October 11, 2010
Classroom Observation: Timpview High School 10/7/2010
1. Describe the teaching environment.
Large shop with all the tools and equipment needed to build basic and beyond wood projects. Many work benches providing work space for students aside from atop power machines. Main classroom area separate from shop space allowing a focused and less distracting environment for classroom work and lecture. Also there were many side rooms for storage of tools, projects, wood, and a room set aside for finishing.
2. Describe what students were doing.
Some students in the class remained in the classroom to retake the safety test (a requirement of 100% is needed in order to use the equipment in the shop). Other students were scattered throughout the shop working on cutting and assembly of drawer rings for the end table they were assigned to build. Another class in a separate period worked on turning a foot massage on the lathe.
3. Describe students attitudes.
By the looks of things I would say that the students stuck in the classroom retaking the safety test weren't too happy, though they were willing in order so they could work in the shop. Those working in the shop seemed to have a clear idea of what they were to do and how to do it safely.
4. Describe teachers attitude.
Alert and aware of the classroom and it's students, though able to focus specific attention where needed due to trust in the students. The teacher also had an assistant from the community volunteering his time, therefore allowing the teacher to focus on the specific needs of individuals and the class more easily and stress free.
5. Describe perceived teacher strengths.
Experience (plan for retirement in three years), routine and clear objectives in various classes. Safety oriented and conscience. Patient and understanding of students strengths, weaknesses, backgrounds, cultures...
6. Describe areas of possible improvement.
Keeping paperwork like his syllabuses up to date. Though he knows the projects all too well and the objectives of each class his paperwork was out of date due to various changes he's made over the years. Asked for teaching aids and syllabuses and only gave us one for one of his classes because the others were so old and out of date.
7. Describe instructional techniques/ teaching styles.
Independent Practice; Guided Practice - demoed every machine in class up to the point of our visit, as he demoed the machines and projects he completed the assigned projects with the students; Scaffolding; Positive Reinforcement; Organized and structure in most classes by having the students build the same projects.
8. Compare and contrast your teaching method and approach.
I really liked what Mr. Cherry was doing with his begging classes and turning class. He didn't allow students to build anything they wanted, yet rather gave them an assigned project so that they could use and learn the machines. Required the beginner classes before any advanced class where they could build whatever they wanted. Very safety oriented, which is something I have decided I want in the classroom/shop. Classroom management was ideal in the shop as he was able to create an environment that was safe and created a comfortable environment so that the students were confident. His demos were clear and simple so that all could grasp the tools or ideas being used or explained. Though I liked that all the students were assigned the same project, allowing it to be easier on the teacher, I would like to have maybe two or three projects students could pick from verse being limited to only one.
9. Discuss overall impression of teacher, classroom, students, learning effectiveness, etc.
Well organized; clear objectives; confident and in control; Students were on task and those that were stuck felt comfortable enough to approach teacher and ask for assistance; well understood class expectations (safety) and objectives; seemed that some students grasped the assignments and projects better then other yet all seemed to be able to accomplish the tasks given; Good student-teacher relationship...
10. Other comments.
I really liked how Mr. Cherry opened up his classroom to the qualified volunteer he had roaming around his classroom. In a shop class extra eyes and expertise is key in helping create and maintain a safe working environment.
Large shop with all the tools and equipment needed to build basic and beyond wood projects. Many work benches providing work space for students aside from atop power machines. Main classroom area separate from shop space allowing a focused and less distracting environment for classroom work and lecture. Also there were many side rooms for storage of tools, projects, wood, and a room set aside for finishing.
2. Describe what students were doing.
Some students in the class remained in the classroom to retake the safety test (a requirement of 100% is needed in order to use the equipment in the shop). Other students were scattered throughout the shop working on cutting and assembly of drawer rings for the end table they were assigned to build. Another class in a separate period worked on turning a foot massage on the lathe.
3. Describe students attitudes.
By the looks of things I would say that the students stuck in the classroom retaking the safety test weren't too happy, though they were willing in order so they could work in the shop. Those working in the shop seemed to have a clear idea of what they were to do and how to do it safely.
4. Describe teachers attitude.
Alert and aware of the classroom and it's students, though able to focus specific attention where needed due to trust in the students. The teacher also had an assistant from the community volunteering his time, therefore allowing the teacher to focus on the specific needs of individuals and the class more easily and stress free.
5. Describe perceived teacher strengths.
Experience (plan for retirement in three years), routine and clear objectives in various classes. Safety oriented and conscience. Patient and understanding of students strengths, weaknesses, backgrounds, cultures...
6. Describe areas of possible improvement.
Keeping paperwork like his syllabuses up to date. Though he knows the projects all too well and the objectives of each class his paperwork was out of date due to various changes he's made over the years. Asked for teaching aids and syllabuses and only gave us one for one of his classes because the others were so old and out of date.
7. Describe instructional techniques/ teaching styles.
Independent Practice; Guided Practice - demoed every machine in class up to the point of our visit, as he demoed the machines and projects he completed the assigned projects with the students; Scaffolding; Positive Reinforcement; Organized and structure in most classes by having the students build the same projects.
8. Compare and contrast your teaching method and approach.
I really liked what Mr. Cherry was doing with his begging classes and turning class. He didn't allow students to build anything they wanted, yet rather gave them an assigned project so that they could use and learn the machines. Required the beginner classes before any advanced class where they could build whatever they wanted. Very safety oriented, which is something I have decided I want in the classroom/shop. Classroom management was ideal in the shop as he was able to create an environment that was safe and created a comfortable environment so that the students were confident. His demos were clear and simple so that all could grasp the tools or ideas being used or explained. Though I liked that all the students were assigned the same project, allowing it to be easier on the teacher, I would like to have maybe two or three projects students could pick from verse being limited to only one.
9. Discuss overall impression of teacher, classroom, students, learning effectiveness, etc.
Well organized; clear objectives; confident and in control; Students were on task and those that were stuck felt comfortable enough to approach teacher and ask for assistance; well understood class expectations (safety) and objectives; seemed that some students grasped the assignments and projects better then other yet all seemed to be able to accomplish the tasks given; Good student-teacher relationship...
10. Other comments.
I really liked how Mr. Cherry opened up his classroom to the qualified volunteer he had roaming around his classroom. In a shop class extra eyes and expertise is key in helping create and maintain a safe working environment.
Classroom Observation: Oquirrh Hills Middle School 9/30/2010
1. Describe the teaching environment.
36 computers spread throughout 8 different rows. Fair few posters on walls (though clean and orderly in display and all were relevant to subject matter being taught within classroom). Teachers desk in back of classroom in a position that she could see all computer monitors. All desks faced in direction of board and projection screen in front of classroom.
2. Describe what students were doing.
Making advertisements on Microsoft Word; Another class working on page setup and layout on Microsoft Word.
3. Describe students attitudes.
Attentive; many students commenting and participating in what little discussion took place at start of class in relation to "word of the day." Most students were on task working to finish assignments (besides a select few who apparently already finished, earning free time). Ninth grade class as well as many of the seventh graders jumped right into assignments at start of class without being asked or urged to work. Respected teacher and classroom expectations.
4. Describe teachers attitude.
Relaxed and Patient. Confident and in control. Respected students and in turn earned their respect.
5. Describe perceived teacher strengths.
Developed routine ("word for the day" - requiring full attention by having all students turn monitors off). Clear objectives and instruction on daily task or assignments (stated at start of class so that all students knew what they were supposed to be doing).
6. Describe areas of possible improvement.
Though it was a work day I feel she could have interacted with the students more, even if it were to just wander the classroom periodically. On work days students don't want the teacher riding their backs or leaning over their shoulders constantly, but occasional comments or questions to students , evaluating and assessing their initial learning may be an area for improvement.
7. Describe instructional techniques/ teaching styles.
Independent Practice; Scaffolding; Hard to really say because our observations was on a work day rather than a lecture or teaching day.
8. Compare and contrast your teaching method and approach.
I liked how she was giving them full days to work on assignments. In a multimedia class, like any technology class you need a lot of work time to complete assignments. I would incorporate as much such time as possible, yet making it clear to class that I will wander around helping and answering questions they might have. I would also walk around the class evaluating and assessing the students progress and efforts by glancing at projects yet also asking them questions on what they might be doing and why...
9. Discuss overall impression of teacher, classroom, students, learning effectiveness, etc.
Well organized; clear objectives; mellow and relaxed; Students got straight to work on assignments without being asked or urged to do so (even before the teacher arrived); well understood class expectations and objectives; seemed that all students grasped the subject matter fairly well. Good student-teacher relationship...
10. Other comments.
FED - Done for both junior high visits!!!
36 computers spread throughout 8 different rows. Fair few posters on walls (though clean and orderly in display and all were relevant to subject matter being taught within classroom). Teachers desk in back of classroom in a position that she could see all computer monitors. All desks faced in direction of board and projection screen in front of classroom.
2. Describe what students were doing.
Making advertisements on Microsoft Word; Another class working on page setup and layout on Microsoft Word.
3. Describe students attitudes.
Attentive; many students commenting and participating in what little discussion took place at start of class in relation to "word of the day." Most students were on task working to finish assignments (besides a select few who apparently already finished, earning free time). Ninth grade class as well as many of the seventh graders jumped right into assignments at start of class without being asked or urged to work. Respected teacher and classroom expectations.
4. Describe teachers attitude.
Relaxed and Patient. Confident and in control. Respected students and in turn earned their respect.
5. Describe perceived teacher strengths.
Developed routine ("word for the day" - requiring full attention by having all students turn monitors off). Clear objectives and instruction on daily task or assignments (stated at start of class so that all students knew what they were supposed to be doing).
6. Describe areas of possible improvement.
Though it was a work day I feel she could have interacted with the students more, even if it were to just wander the classroom periodically. On work days students don't want the teacher riding their backs or leaning over their shoulders constantly, but occasional comments or questions to students , evaluating and assessing their initial learning may be an area for improvement.
7. Describe instructional techniques/ teaching styles.
Independent Practice; Scaffolding; Hard to really say because our observations was on a work day rather than a lecture or teaching day.
8. Compare and contrast your teaching method and approach.
I liked how she was giving them full days to work on assignments. In a multimedia class, like any technology class you need a lot of work time to complete assignments. I would incorporate as much such time as possible, yet making it clear to class that I will wander around helping and answering questions they might have. I would also walk around the class evaluating and assessing the students progress and efforts by glancing at projects yet also asking them questions on what they might be doing and why...
9. Discuss overall impression of teacher, classroom, students, learning effectiveness, etc.
Well organized; clear objectives; mellow and relaxed; Students got straight to work on assignments without being asked or urged to do so (even before the teacher arrived); well understood class expectations and objectives; seemed that all students grasped the subject matter fairly well. Good student-teacher relationship...
10. Other comments.
FED - Done for both junior high visits!!!
Classroom Observation: Pleasant Grove Junior High 9/22/2010
1. Describe the teaching environment.
Classroom with tables and chairs separate from shop area. Walls full of posters declaring rules as well as pictures of cars and planes... Shop area consisted of many simple tools (multiple scroll saws and lathes...) and multiple work benches. I found the teaching environment physically to be very cluttered and messy, but yet the teacher himself made the atmosphere very comfortable and confident for the students. How? Not sure exactly how he did it entirely, but rather he was very organized and confident himself, demanding respect and achievement.
2. Describe what students were doing.
Class assignment was building water bottle rockets, each student designing and building their own. Students were given set of requirements and challenges and set free to design and build using personal creativity to accomplish the desired task.
3. Describe students attitudes.
I was very impressed with the attitudes of the students. Most were very much on task and innovative. Most students were very social, but productive in so doing. They gave the teacher respect and were attentive while he spoke. Many were very confident in the assigned task. Positive interaction was evident in all my observations as they interacted with one another.
4. Describe teachers attitude.
I found the demeanor of the teacher to be very trusting, almost too trusting. In conversation with him on safety on many of the tools and machines, he placed a lot of trust within his students on their uses. In one particular incident the teacher found two boys misusing the scroll saw (or rather using it for unnecessary uses in their given assignment), and in response he did not yell or embarrass the students in their fault, but rather strongly and calmly warned them of consequences of misuse. He was a very confident and patient teacher with a goal to just provide safe, yet fun activities for his students.
5. Describe perceived teacher strengths.
The teacher was very experienced in his teaching and subject matter (18 yrs), as well as trusting (though I see it as a strength only to a certain level personally). His classroom was well managed and organized despite physical clutter. He created a very positive and comfortable environment for all to work in, pushing each toward accomplishment.
6. Describe areas of possible improvement.
If I were to enter his classroom as a principle and after observation and conversation with the teacher, I would stress the importance of greater push on safety and uses of equipment. I felt there was a little too much trust given to the junior high kids and uses of power equipment was questionable by some of the students. Also, in conversation with many of the students on their plans, all that I spoke to had little planned or designed prior to construction of their rockets. A little more emphasis on planning and designing in their given project I felt was something that was missing, as many of the students were just "going with the flow."
7. Describe instructional techniques/ teaching styles.
In our particular observation on the given day there was an emphasis on the student-centered teaching. The objectives and purposes of the project was for the students to create and have fun. There was personal and guided practice throughout the day. The students worked independently and cooperatively with other students in the class. Their was scaffolding used in an effort to lecture less and build more.
8. Compare and contrast your teaching method and approach.
Though it's junior high, I felt that the learning objectives can be more applied rather then just "fun." Though application may not be seen as being as fun as just building, it can be and needs to be a greater emphasis. Also, I would put a great emphasis on safety previous to being granted privileges to using certain tools and machinery. I really liked the demand of respect for the teacher as well as the other students within the classroom; something I hope to integrate into my classroom as well.
9. Discuss overall impression of teacher, classroom, students, learning effectiveness, etc.
The class was well behaved, hard working in general, with both an independent and cooperative learning atmosphere. The students well understood the rules and the teacher demanded obedience, and when such was not in place he kindly corrected and reminded students of such. The teacher was very helpful to all students as they requested assistance and was continually moving around the classroom in his effort to teach and educate.
10. Other comments.
The teacher was very effective in gaining the classes attention, yet I feel not particularly safe. In an effort to gain attention of the entire class while in the shop the teacher turned off the lights and proceeded to blow a whistle. I thought it was great, other than the fact that he kept the lights off for several seconds rather that just flickering them. Concern lies in the fact that there were several students running machinery (scroll saws), and I felt that to be a potential hazard for those student that were on such. I would not feel comfortable myself being at a powered machine and loosing sight of what I was doing all so my teacher could gain attention of the class. I felt the experience to be very enlightening and helpful in helping me determine a few key things I want to focus on in my future teaching as well as many things to think about and consider in future experiences.
Classroom with tables and chairs separate from shop area. Walls full of posters declaring rules as well as pictures of cars and planes... Shop area consisted of many simple tools (multiple scroll saws and lathes...) and multiple work benches. I found the teaching environment physically to be very cluttered and messy, but yet the teacher himself made the atmosphere very comfortable and confident for the students. How? Not sure exactly how he did it entirely, but rather he was very organized and confident himself, demanding respect and achievement.
2. Describe what students were doing.
Class assignment was building water bottle rockets, each student designing and building their own. Students were given set of requirements and challenges and set free to design and build using personal creativity to accomplish the desired task.
3. Describe students attitudes.
I was very impressed with the attitudes of the students. Most were very much on task and innovative. Most students were very social, but productive in so doing. They gave the teacher respect and were attentive while he spoke. Many were very confident in the assigned task. Positive interaction was evident in all my observations as they interacted with one another.
4. Describe teachers attitude.
I found the demeanor of the teacher to be very trusting, almost too trusting. In conversation with him on safety on many of the tools and machines, he placed a lot of trust within his students on their uses. In one particular incident the teacher found two boys misusing the scroll saw (or rather using it for unnecessary uses in their given assignment), and in response he did not yell or embarrass the students in their fault, but rather strongly and calmly warned them of consequences of misuse. He was a very confident and patient teacher with a goal to just provide safe, yet fun activities for his students.
5. Describe perceived teacher strengths.
The teacher was very experienced in his teaching and subject matter (18 yrs), as well as trusting (though I see it as a strength only to a certain level personally). His classroom was well managed and organized despite physical clutter. He created a very positive and comfortable environment for all to work in, pushing each toward accomplishment.
6. Describe areas of possible improvement.
If I were to enter his classroom as a principle and after observation and conversation with the teacher, I would stress the importance of greater push on safety and uses of equipment. I felt there was a little too much trust given to the junior high kids and uses of power equipment was questionable by some of the students. Also, in conversation with many of the students on their plans, all that I spoke to had little planned or designed prior to construction of their rockets. A little more emphasis on planning and designing in their given project I felt was something that was missing, as many of the students were just "going with the flow."
7. Describe instructional techniques/ teaching styles.
In our particular observation on the given day there was an emphasis on the student-centered teaching. The objectives and purposes of the project was for the students to create and have fun. There was personal and guided practice throughout the day. The students worked independently and cooperatively with other students in the class. Their was scaffolding used in an effort to lecture less and build more.
8. Compare and contrast your teaching method and approach.
Though it's junior high, I felt that the learning objectives can be more applied rather then just "fun." Though application may not be seen as being as fun as just building, it can be and needs to be a greater emphasis. Also, I would put a great emphasis on safety previous to being granted privileges to using certain tools and machinery. I really liked the demand of respect for the teacher as well as the other students within the classroom; something I hope to integrate into my classroom as well.
9. Discuss overall impression of teacher, classroom, students, learning effectiveness, etc.
The class was well behaved, hard working in general, with both an independent and cooperative learning atmosphere. The students well understood the rules and the teacher demanded obedience, and when such was not in place he kindly corrected and reminded students of such. The teacher was very helpful to all students as they requested assistance and was continually moving around the classroom in his effort to teach and educate.
10. Other comments.
The teacher was very effective in gaining the classes attention, yet I feel not particularly safe. In an effort to gain attention of the entire class while in the shop the teacher turned off the lights and proceeded to blow a whistle. I thought it was great, other than the fact that he kept the lights off for several seconds rather that just flickering them. Concern lies in the fact that there were several students running machinery (scroll saws), and I felt that to be a potential hazard for those student that were on such. I would not feel comfortable myself being at a powered machine and loosing sight of what I was doing all so my teacher could gain attention of the class. I felt the experience to be very enlightening and helpful in helping me determine a few key things I want to focus on in my future teaching as well as many things to think about and consider in future experiences.
Wednesday, October 6, 2010
Capture/Reflection 5 - 10/6/2010
What makes me the way I am? Why am I so analytical and amiable? Why do people tend to see me as analytical and expressive? These are a few thought I've had this week, especially after we discussed such in class. Am I analytical because I doubt myself, because I want to know more, or because I think I know more? I believe sometimes it might be a bit of all three and more. What does it mean to be analytical? To be analytical means that one tends to be more independent, task-oriented, rely on past experience, want the job to be successful the first time and are very thorough in their work, systematic and cautious in making decisions (more so for myself I think this is where I doubt my initial efforts...), may seemed emotionless (yet I think this conception might be more so because of natural reservations), outwardly reserved in expressions and emotions. Much of this description provided through the persogenics writeup hit me on the spot.
Though people tend to see me as expressive also, I tend to be seen more by myself and in the workplace as amiable. To be honest amiable wasn't in my vocabulary at all. TO be amiable is one who is naturally low in assertion yet high in response..., not forceful in communication, yet outwardly show concern for others (for myself I may not communicate all my opinions or thoughts out loud all the time, yet I do demand simple and explicit communication in important matters; particularly with family and close friends), they are peacemakers, diplomatic, cooperative, patient (definately not my greatest amiable characteristic), slower paced (my thoughts would be more lay back), soft spoken (this would depend highly on the activity for me, yet most of the time I do tend to be reserved and soft spoken), less likely to take risks. Much of the description about amiable people I feel describes my character at times as well. I never really thought a simple quiz-like form could nail personal attributes and traits as much as this one did. It was neat getting a theoretical idea of who I think I am, how others see me, and also my behavior at work. There is much more to learn as I continue to think about persogenics and apply such ideas into my life. Hopefully with discipline I can take the positive attributes of the spoken and eliminate the negative so as to become a better person and teacher.
I have yet to start the personal evaluations on my teaching videos, yet look forward to seeing negative tendencies as well as the positives I can build on. A capture and reflection for next week perhaps.
Though people tend to see me as expressive also, I tend to be seen more by myself and in the workplace as amiable. To be honest amiable wasn't in my vocabulary at all. TO be amiable is one who is naturally low in assertion yet high in response..., not forceful in communication, yet outwardly show concern for others (for myself I may not communicate all my opinions or thoughts out loud all the time, yet I do demand simple and explicit communication in important matters; particularly with family and close friends), they are peacemakers, diplomatic, cooperative, patient (definately not my greatest amiable characteristic), slower paced (my thoughts would be more lay back), soft spoken (this would depend highly on the activity for me, yet most of the time I do tend to be reserved and soft spoken), less likely to take risks. Much of the description about amiable people I feel describes my character at times as well. I never really thought a simple quiz-like form could nail personal attributes and traits as much as this one did. It was neat getting a theoretical idea of who I think I am, how others see me, and also my behavior at work. There is much more to learn as I continue to think about persogenics and apply such ideas into my life. Hopefully with discipline I can take the positive attributes of the spoken and eliminate the negative so as to become a better person and teacher.
I have yet to start the personal evaluations on my teaching videos, yet look forward to seeing negative tendencies as well as the positives I can build on. A capture and reflection for next week perhaps.
Thursday, September 30, 2010
Capture/Reflection 4 - 9/30/2010
So I missed out on class on tuesday leaving me nothing to capture or reflect on there, yet I do have items of reflection on both the personality inventory and the readings. I don't have a lot to capture or reflect upon with the personality inventory due to what I assumed I missed on tuesday and the discussion that took place, but as far as my thought I can share such. I began taking the inventory not knowing what I was getting into, yet the inventory caused myself to really think about myself and who I am and who I want to be. I know that with teaching comes individual styles and techniques, meaning that I feel anyone can become a great teacher without becoming someone else. For example, the differences between both Dr. Shumway, Dr. Wright, and Dr. Christensen present great contrast in styles and approach. The contrast isn't in the subject, but rather in the personality of the individual and the techniques used in the classroom. I am apparently an analytical/amiable/expressive person and as such need to lear how to take such and apply and succeed in my efforts as a teacher.
As far as my readings, I did it all very quickly due to my procrastinating that I don't have as much to reflect upon as if I truly studied the material. Either way, I found many of Gong's thoughts and ideas very helpful in getting my mind to turn, and "analyze" who I want to become. I feel if I get anything out of this class it should be in the realm of learning who I am, teaching styles and techniques that are available to me, and then beginning to apply such in a way that builds upon my strengths and personality, all in an effort to become an effective teacher. In an effort to capture and reflect now I am going to share a few things that stuck out to me in my readings and why. On page 8 Walter states how he doesn't like giving people definitive answers but rather motivating questions. I like this philosophy on teaching, though I do also like just receiving the answers too. I feel that providing the student with "motivating" questions can lead to greater and longer lasting learning than just providing the answers. As a teacher one of my goals is to provide knowledge far beyond the classroom for my students and in order to do that there needs to be more than just the dispersion of information, but a given drive to explore and create within the individual. One of my greatest struggles as a student in retaining information that I was simply just given, whereas the information that I searched for and found I find easier to remember and apply. Another idea that Gong touched upon that brought thought and reflection was the idea of assessing your own success. He mentions on page 57 that he knows when he is "succeeding when the children who know the answers, instead of blurting out what they know, start waiting and coaching their neighbor to get it." As a teacher I know that there is a great feeling of accomplishment when your students begin teaching you, but also when they take the extra effort to teach and help each other. Now such success I believe comes from more than just your effort in the classroom but also others outside, yet I know and hope to be able to continue to feel and appreciate throughout my career the honor of seeing your students lear, understand, share, and apply the knowledge you are trying to pass on to them. As a missionary you knew the investigators or members understood what you were teaching if they then went and shared such with their friends and family. The same principle applies in the classroom. I feel that there is where you can measure success and know that you are making a difference.
As far as my readings, I did it all very quickly due to my procrastinating that I don't have as much to reflect upon as if I truly studied the material. Either way, I found many of Gong's thoughts and ideas very helpful in getting my mind to turn, and "analyze" who I want to become. I feel if I get anything out of this class it should be in the realm of learning who I am, teaching styles and techniques that are available to me, and then beginning to apply such in a way that builds upon my strengths and personality, all in an effort to become an effective teacher. In an effort to capture and reflect now I am going to share a few things that stuck out to me in my readings and why. On page 8 Walter states how he doesn't like giving people definitive answers but rather motivating questions. I like this philosophy on teaching, though I do also like just receiving the answers too. I feel that providing the student with "motivating" questions can lead to greater and longer lasting learning than just providing the answers. As a teacher one of my goals is to provide knowledge far beyond the classroom for my students and in order to do that there needs to be more than just the dispersion of information, but a given drive to explore and create within the individual. One of my greatest struggles as a student in retaining information that I was simply just given, whereas the information that I searched for and found I find easier to remember and apply. Another idea that Gong touched upon that brought thought and reflection was the idea of assessing your own success. He mentions on page 57 that he knows when he is "succeeding when the children who know the answers, instead of blurting out what they know, start waiting and coaching their neighbor to get it." As a teacher I know that there is a great feeling of accomplishment when your students begin teaching you, but also when they take the extra effort to teach and help each other. Now such success I believe comes from more than just your effort in the classroom but also others outside, yet I know and hope to be able to continue to feel and appreciate throughout my career the honor of seeing your students lear, understand, share, and apply the knowledge you are trying to pass on to them. As a missionary you knew the investigators or members understood what you were teaching if they then went and shared such with their friends and family. The same principle applies in the classroom. I feel that there is where you can measure success and know that you are making a difference.
Tuesday, September 21, 2010
Capture/Reflection/Teach Something 2 - Capture 9/21/2010
Today I taught about the basics of photography, pertaining specifically to ISO, Shutter Speed, and Aperture. Twelve minutes is tough. There is so much to talk about with the three said subtopics, and even though I tried hard to keep it basic and simple I ran out of time just barely too early. I enjoy photography and love sharing the little knowledge I have about it because I believe it's a useful tool that all should have a basic understanding. So as I taught about the basics of ISO, Shutter Speed, and Aperture I found it very difficult to not just ramble on.
Though I had a Powerpoint I worked really hard today in my lesson to ask questions and stimulate interaction. As I explained the said principles, I then would ask one to multiple questions to the students to clarify, expound, or merely provide feedback on the specific principle. Though I had visual aids, I struggled to bring focus and attention to the students on them as I struggled to cover the material in the given time frame. That, I believe, was a big mistake on my part. Visuals when teaching anything can be ideal if not crucial; photography falling into the crucial category. If I were to reteach I would need to structure and organize my time better, utilizing the visuals into my teaching better.
Though I evaluated a lot throughout the lesson, I am bummed that I was unable to get to my final evaluation and assessment which would have helped me to better understand the students overall understanding of the subject matter. Despite my errors I do feel however that my students were able to understand the key components of a camera, namely ISO, Shutter Speed, and Aperture. Specifically I felt that I was able to help Evan as he was the only one in the group with little or no background in photography; which as a teacher is my goal in helping all in the class come to an understanding of the subject matter.
Though I had a Powerpoint I worked really hard today in my lesson to ask questions and stimulate interaction. As I explained the said principles, I then would ask one to multiple questions to the students to clarify, expound, or merely provide feedback on the specific principle. Though I had visual aids, I struggled to bring focus and attention to the students on them as I struggled to cover the material in the given time frame. That, I believe, was a big mistake on my part. Visuals when teaching anything can be ideal if not crucial; photography falling into the crucial category. If I were to reteach I would need to structure and organize my time better, utilizing the visuals into my teaching better.
Though I evaluated a lot throughout the lesson, I am bummed that I was unable to get to my final evaluation and assessment which would have helped me to better understand the students overall understanding of the subject matter. Despite my errors I do feel however that my students were able to understand the key components of a camera, namely ISO, Shutter Speed, and Aperture. Specifically I felt that I was able to help Evan as he was the only one in the group with little or no background in photography; which as a teacher is my goal in helping all in the class come to an understanding of the subject matter.
Friday, September 17, 2010
Capture/Reflection 2 - 9/16/2010
In reflection of this past week I learned an overwhelming amount of information. actually, correct me, I'm striving to learn an overwhelming amount. While speaking and learning about educational philosophers I particularly enjoyed Howard Gardner's Theory of Multiple Intelligences. I have always known there were different ways of learning, but never the specifics or theories of what those different categories were. I also enjoyed trying to identify the different ways I learn well as well as the different ways in which I struggle.
Other great informative keys given during class were the keys of a good teacher. (1) Know the content; (2) Objective based lessons; (3) Expect more -focus on growth; (4) Engaging Environment; (5) High Trust in the students; (6) Use assessments/evaluations. In preparations as well as developing confidence, I found these keys very beneficial and helpful.
A particular quote I enjoyed was, "Good teachers create an environment where they are passionate about discovery." I'm not sure who that was, but it made me think. Am I passionate about teaching; about the subject matter? How can I be that kind of a teacher?
There were many other great and interesting things taught in class as well as what I read from WONG, but I'm not going to sum up everything. Lastly though I did enjoy our class discussion about moral dimensions. This thought as often come to me and I've wondered how I can directly and indirectly have such an influence on my students. I did not know the specific do's and don'ts, but one of the main reasons I want to teach is because of the impact I know I can have on the students; beyond the classroom. I have been greatly influenced in my past and hope to have such an impact on others in the future, and I know that high morals will be a tremendous factor in doing such.
Other great informative keys given during class were the keys of a good teacher. (1) Know the content; (2) Objective based lessons; (3) Expect more -focus on growth; (4) Engaging Environment; (5) High Trust in the students; (6) Use assessments/evaluations. In preparations as well as developing confidence, I found these keys very beneficial and helpful.
A particular quote I enjoyed was, "Good teachers create an environment where they are passionate about discovery." I'm not sure who that was, but it made me think. Am I passionate about teaching; about the subject matter? How can I be that kind of a teacher?
There were many other great and interesting things taught in class as well as what I read from WONG, but I'm not going to sum up everything. Lastly though I did enjoy our class discussion about moral dimensions. This thought as often come to me and I've wondered how I can directly and indirectly have such an influence on my students. I did not know the specific do's and don'ts, but one of the main reasons I want to teach is because of the impact I know I can have on the students; beyond the classroom. I have been greatly influenced in my past and hope to have such an impact on others in the future, and I know that high morals will be a tremendous factor in doing such.
Teach Something 1 Reflection 9/7/2010
I attempted to teach the class about Human Etiquette in Bear Country. For five summers I worked at a wildlife observatory in Alaska called Anan Creek. It was here where I learned proper human etiquette while in bear country. I briefly touched on the importance of maintaining self discipline and regulation with food, in reference to hiking and camping. Second point made was about the importance of hiking or camping in groups to provide added security and safety. Third was the importance of making noise while hiking through bear country to reduce bear encounters and eliminate surprise encounters all together. Lastly was what to do if one were to have a bear encounter; proper attitude and actions to hopefully prevent encounters from escalating to the point of injury or death.
I do admit I was highly disappointed with my teaching. Nervous? Yes, but the information is nothing new to me, rather the situational teaching experience was. I knew I needed class participation to help make the lesson more interesting, yet I forgot all together to do so by not asking questions or opening up opportunities for the students to comment. It was a great learning experience for myself in what further I can do to prepare and how to better deliver the subject matter. I can now only hope to take this experience and learn from it in an effort to improve and grow.
I do admit I was highly disappointed with my teaching. Nervous? Yes, but the information is nothing new to me, rather the situational teaching experience was. I knew I needed class participation to help make the lesson more interesting, yet I forgot all together to do so by not asking questions or opening up opportunities for the students to comment. It was a great learning experience for myself in what further I can do to prepare and how to better deliver the subject matter. I can now only hope to take this experience and learn from it in an effort to improve and grow.
Tuesday, September 7, 2010
TEE 125 - Interesting finds from RSS feeds - 9/7/2010
-- http://lifehacker.com/5630880/how-to-change-color-in-a-photo
So I found this article on how to change color in a photo quite interesting. I have only been getting into photoshop a bit here and there over the last year or so. Most of my editing to any of my photographs are very basic and elementary, but I enjoy learning new things about it too. Thought I would post this so that any others who also may interested can check it out.
-- http://www.makeuseof.com/tag/10-websites-html5/
Now this particular article isn't of great interest to me but I believe it will be of interest to others in the class. Previous to the other day when we were talking about all the many acronyms of the computer world, like html, I knew nothing. So, when I came across this article about html I actually had a basic idea of what it was all about, meaning the language writeup of the web. Anyways, goes to show I am gaining that basic understand that many others had long ago, yet I'm trying.
So I found this article on how to change color in a photo quite interesting. I have only been getting into photoshop a bit here and there over the last year or so. Most of my editing to any of my photographs are very basic and elementary, but I enjoy learning new things about it too. Thought I would post this so that any others who also may interested can check it out.
-- http://www.makeuseof.com/tag/10-websites-html5/
Now this particular article isn't of great interest to me but I believe it will be of interest to others in the class. Previous to the other day when we were talking about all the many acronyms of the computer world, like html, I knew nothing. So, when I came across this article about html I actually had a basic idea of what it was all about, meaning the language writeup of the web. Anyways, goes to show I am gaining that basic understand that many others had long ago, yet I'm trying.
Monday, September 6, 2010
TEE 276 - Teaching Philosophy as of 9/6/2010
My Philosophy on Education
I believe that teaching is a unique opportunity to guide, cultivate, build, and most importantly bears the power to help unlock the endless potential that exists within each and every individual. Such a power can only exist in an atmosphere of security, love, and enthusiasm, yet also an atmosphere of structure and respect. There is passion in teaching and a need for an environment to be created where equal or greater passion can be planted and nourished within the learner. It is my earnest desire and utmost responsibility as teacher to help students find passion in subject matter and develop courageous hope toward their endless potential.
The end goal is to help each student taste and visualize their limitless potential as an individual. Through structured programs and activities that rear and push the learner one stride at a time, an atmosphere of mutual love and respect will form aid in the vital process of cultivation. Though individual subject matters play imperative roles in the array of different indivuals one will teach, the great importance lies in guiding each student to embrace the underlying principles of learning. To create a student centered environment, students will be provided with independence yet also opportunities to collaborate in an effort to discover, problem solve, construct, and apply given assignments.
As an educator, teaching provides myself with the opportunity to continually learn and grow and share my such knowledge and experiences with others. In life ones needs to find and develop passion, passion for a given subject or idea, or above all a passion for learning. As an educator I can help plant the seed of passion, nurture the seed of self respect, and cultivate the seed of limitless potential.
I believe that teaching is a unique opportunity to guide, cultivate, build, and most importantly bears the power to help unlock the endless potential that exists within each and every individual. Such a power can only exist in an atmosphere of security, love, and enthusiasm, yet also an atmosphere of structure and respect. There is passion in teaching and a need for an environment to be created where equal or greater passion can be planted and nourished within the learner. It is my earnest desire and utmost responsibility as teacher to help students find passion in subject matter and develop courageous hope toward their endless potential.
The end goal is to help each student taste and visualize their limitless potential as an individual. Through structured programs and activities that rear and push the learner one stride at a time, an atmosphere of mutual love and respect will form aid in the vital process of cultivation. Though individual subject matters play imperative roles in the array of different indivuals one will teach, the great importance lies in guiding each student to embrace the underlying principles of learning. To create a student centered environment, students will be provided with independence yet also opportunities to collaborate in an effort to discover, problem solve, construct, and apply given assignments.
As an educator, teaching provides myself with the opportunity to continually learn and grow and share my such knowledge and experiences with others. In life ones needs to find and develop passion, passion for a given subject or idea, or above all a passion for learning. As an educator I can help plant the seed of passion, nurture the seed of self respect, and cultivate the seed of limitless potential.
Wednesday, September 1, 2010
TEE 276 - Capture/Refletion 1 - Got a new Blog as of 9/1/2010
So, not sure exactly how formal you would like these posts, but it seems more so as a means of communicating our learnings with you that I am paying attention and trying to learn and grow in an effort to become an effective teacher.
I've often thought about my teaching philosophy, and actually started a basic writeup once in a coaching class I took a while back. Teaching has been a great desire of mine, an opportunity to do more then just design or build, but rather share and captivate others to find passion and love for a subject or trade. In class you listed and discussed with us the importance of asking yourself questions in the development of your personal philosophy. Some of the questions you've posed and I've thought about are: Why am I doing this? Can I be more then just an average teacher? Do I want to be more then average? How do I create an environment to cultivate and enhance my students? The questions are endless, but needed; this was a valuable lesson for me to help myself get started, thinking deeper as to why I want to teach. Aside from the questions you asked, you stated to us that we ned to think deep as to the whys because otherwise teaching will be no more than a job or career rather than a passion and way of life.
I've often thought about my teaching philosophy, and actually started a basic writeup once in a coaching class I took a while back. Teaching has been a great desire of mine, an opportunity to do more then just design or build, but rather share and captivate others to find passion and love for a subject or trade. In class you listed and discussed with us the importance of asking yourself questions in the development of your personal philosophy. Some of the questions you've posed and I've thought about are: Why am I doing this? Can I be more then just an average teacher? Do I want to be more then average? How do I create an environment to cultivate and enhance my students? The questions are endless, but needed; this was a valuable lesson for me to help myself get started, thinking deeper as to why I want to teach. Aside from the questions you asked, you stated to us that we ned to think deep as to the whys because otherwise teaching will be no more than a job or career rather than a passion and way of life.
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