In this job I studied part-time for insurance exams and have been doing part-time courses since. I have always loved my role as a student and enjoy being in education. Education is something I place great value on. I hope in the future to continue in the area of education but as a teacher. It is something I’ve been doing on and off for years in a voluntary capacity.
Teachers should attempt dual interaction in the classroom. This interaction can practiced in a way of question and answer session, group discussion and many more ways. Through this, students given a chance to share their opinion and ideas, plus students able to gain and expand their knowledge. Further to this, teachers should help the student in providing them an extra explanation based on their opinion and positive feedback, which motivate the student to participate the in dual interaction in future. Although every school term, there are parents, student and teacher meeting, the teacher has to distribute rightful time for each student to discuss the student’s performance rather comparing or choosing selective students in communicating.
Students who are fearful, anxious, depressed or distracted cannot focus to process information. Positive emotions – feelings of confidence and willingness to exert effort- can help students to think, perform a learning task, and process new knowledge. (‘How People Learn’) There are many active teaching strategies and learning activities that can be effectively used in a classroom. Active learning provide students with an opportunity to learn how to research, and work on their own and as a team, all of which would contribute significantly to comprehension and retention. [Sunitha Sara Alex Reflection on teaching today and tomorrow].Depending on the individual differences and multiple intelligences that a student possess, the effect of a particular strategy on each student varies.
• Met with student who comes in bi-weekly after school for academic assistance. My job with this student is to provide structure and encouragement to the student while helping her set realistic goals. I try to keep her accountable with her work and heavily celebrate her successful work. Although we don’t talk very often, this student has grown fairly fond of me quickly. She comes in throughout the day to just say hello.
When I chose Peer Tutoring as one of my courses for Grade 11, I knew exactly why I did. It wasn't just to help out my fellow schoolmates, but rather to observe and experience the classroom from a different perspective. I've always wondered how it was to not be in the shoes of a student going through the course; this way I could see what the teacher was thinking and how he/she taught in the manner that they did. While helping out the students in Mr.Bottiglieri's grade eight humanities class I got a chance to grow and develop, by learning new skills and applying them on a daily basis, particularly to assist Sunny (a talented young boy who has high functioning autism). Some of the various skills I have developed include adaptable communication,
During the PBL interview, most of them enjoyed the lesson and prefer the lesson to be conducted in PBL style. Most of them find the activities conducted in the lesson were fun, exciting and challenging as most of them prefer to work collaboratively with other students. This shows that Student engagement in this lesson was better compare to the first lesson (Sherr and Teeter 1991). With both results from participation observation and interviews in both teaching approach, the result shows that Problem based learning approach are more engaging compare to traditional approach. Finding shows the way Problem Based Learning approach engages the students in class are by allowing them to research independently and discuss dynamically what they know about the topic and share to others (Sherr and Teeter
Every other Wednesday morning, staff have an hour and a half AIG certification training that takes staff through modules of readings, assignments, and in person discussions during the meetings. I am able to be a part of this training and work with my grade level team to learn the content and apply it through assignments, such as creating an activity choice board for students that have already mastered the required content. The next steps that I would take would be to continually look for ways to apply the content in the classroom and to share these ideas and lessons with other teachers. Though the training was thorough and provided a lot of helpful information, it is up to the classroom teacher to then find ways to apply these tools in the classroom in practical ways. In the classroom that I am currently placed in, the group of students that are identified as AIG are reading at a much higher level than their peers and need more complex content to challenge them.
Summative assessment is the culmination of the teaching and learning process, and gives the students opportunities to demonstrate what has been learned, as stated on SDH Student Assessment Policy. Summative assessment aims to give teachers and students a clear insight into students’ understanding. Summative test would be given to the students in the end of each unit chapter, and teacher would give numerical score for report card. Sometimes, the students asked me how to count their score in numerical scale for the formative test because they were unsatisfied if they just got teacher’s comment, not a numerical score. Then, I tried to explain that
There are two basic and important points that Dr. Mazur made in this presentation: (1) "Traditional indicators of success are misleading." That is, teacher evaluations and examination results do not reflect whether students really understand the content, even if they do well on the tests. (2) "Education is no longer about information." Mazur says the key is not memorizing recipes and formulas to do well on a test, but rather to develop and demonstrate the ability to use the information to solve problems. Mazur also introduced a new platform.
Now, having no official teaching experience before, I was startled when it came time for me to design the lesson plan. My students knew literally nothing and my aims were manifold. Rather intuitively, I realized my lessons should be based on my students’ needs, so first I conducted introductory informal interviews about their goals and expectations and later while observing progress and dynamics in class, I would adjust some of the topics and activities to better suit my students’ needs. Clearly, my major goal was to improve their communicative competence, but I also kept in mind that both groups took my classes as an extracurricular activity, so I had to present these two hours in form of enjoyable intellectual stimulation, rather than a standard lesson, so it had to be structured in a way that would combine different types of activities while also engaging all four