In the light of other students not answering, she say she feels that on multiple occasions she has saved the teacher the agony, of no one answering, by speaking up herself. With that in mind Rebekah turned to the students to figure out why they would speak up in class. She was able to get some really good answers that really gave a good insight to the discussion. The students said that “No one listens to each other anyhow…I feel if I talk up a lot like I may be talking to much…The discussions are too teacher-directed—everyone is just saying what the teacher wants to hear” (94). These were wonderful responses that she put in, because it really gave a new view to what the students are thinking and how they feel.
Nevertheless, what Delbanco refers to as “passive absorption” also has its time and place in the classroom. Students need the sometimes passive lectures to begin active discussions and debates. However, this is no excuse for a student to not stay focused; students can stay actively engaged in lectures by writing down points of interest or question, asking questions and drawing diagrams/ pictures.
Professor Morgan allows students to talk about whatever they want even if it does not pertain to current studies. She does not know the students names and the students do not know each other’s names. 4. What standards of excellence has each professor established for his or her course? Professor Gardner has articulated clear expectations and he provides constructive feedback.
However, I now have a new perception and appreciation for professors and teaching assistants. It takes a great extent of work and time to put together a large lecture style course. Some of my teaching assistant duties included taking attendances and grading quizzes, test, or papers. I did not realize how much time it went into grading quizzes, test, and papers. Since the tests were composed of a multiple-choice question component in addition to a short essay, I was able to reinforce my past knowledge of concepts and course material when deciding if the essay answers were accurate.
By using humor and impartial words, she does not alienate either of her audiences. In addition to her language, Alonso’s argument does not attempt to claim that all aspects of examinations are not without flaws. She also does not dismiss any frustrations that come with examinations; rather, Alonso asks that students and teachers connect examinations to a larger meaning. Alonso wants students and teachers to understand that examinations are a learning process for both students and teachers: a gauge of a student’s academic performance and a gauge of how well a professor taught a topic. Her positive outlooks on examinations often persuade the audience to overlook the negatives.
It allows the student to discuss and reflect on their own miscues with the teacher. The advantages RMA has for students and teachers are that both the student and teacher are able to go back and listen to the recording of the student reading and discuss why they made the
As for my professional experience on the knowledge on critical thinking these strategies will help support the thinking process that I can give and help deliver the information to my students in the proper form. This will also help my students with the lectures that I teach in class, to understand the theory, help social skills, and as well as work ethics. These are so important not for students but for everyone. I can remember when a teacher of mine explained how much one can learn from so many, this is so
Another form of reflection that I use is discussions with colleagues. While reflecting with my grade level team, we share successes, challenges, and ideas for improvements. After reading the lecture on reflection my understanding of reflection was expanded, and I was able to identify strengths and weaknesses in my reflective practices. Although I was familiar with the importance of reflection in teaching, the lecture helped me to understand why reflection is important for all professionals. I learned that reflection is important in any profession where there are situations that arise that do not have one “right” solution.
However, my pain started to become worse and I started to miss school at least once a week, which made it very difficult to keep up with my schoolwork and grades. Finally, in March I was diagnosed with Irritable Bowel Syndrome (or IBS) and given the medicine Hyoscyamine to try out. Basically the medicine was used to relax my stomach and stop it from cramping. The medicine worked pretty well for a few months. I was able to
My observation of an experienced practitioner along with my EC was an eye opener. Simply because, my EC and I had discussed pre-observation, certain features to be observed and my EP, who was not a CIDTL candidate, had ticked all the boxes in such a simple yet effective manner. Some of her teaching practices stood out and helped me model my unit 2 lesson plan based on that. My EC set the tone of the class environment as safe and participative. She did this with a semi-formal and personal greeting to her students.
After she introduced me to the whole class, I quietly made my way to the back of the class. Within my observation of the classroom; I was able to see how the teacher interacted with the students, how gender role played a role within the students, and lastly see the how the students interacted. The first thing I observed and saw was how the teacher interacted with the students as she taught. I noticed that often she did not encourage the students to do better; she would just tell them to re-look at their papers and fix their papers if
My favorite video was Tim Bedleys. I really enjoyed his approach to teaching the children. From the beginning he explained to the children the problem at hand, which was the class was not reaching consensus. He did so in a way that enabled the children to comprehend the problem, and established that he wanted the class to resolve the problem. He also maintained the class very well during the group activities by previously assigning roles.
Everything happened so fast. I had only worked for SFC Joe Smith for a little over three months. The first incident had occurred when I was updating the computers prior to the opening of the facility to students. SFC Joe Smith had given me a warning that he only wanted me to update the computers at the end of the duty day. The problem with that was I did not know how long it would take to update the computers and I had to pick up my daughter before the daycare closed at 5:30 P.M.
AP classes were a different type of dedication not only from students towrds the work, but also from the teachers to the students. I truly felt like my teachers cared and valued my opinion when I interacted with the class and this became just one of the factors that made me follow the decision to become more
We got to discuss the stories we read and got a better understanding of the stories if we read and really didn’t understand. Professor was very understanding if we couldn’t turn in something on time or if we turned in the wrong thing then he would allow us to turn in the right paper. Professor gave us a lot of chances to get our grade up so that we can be able to pass his class or more than pass. Class was the most productive class constantly that I had other than math, pre-law, and criminal justice. I learned a lot in class and that’s the main thing I liked about class.