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Importance of engagement in the classroom
Student engagement strategies essay
Importance of engagement in the classroom
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When reading "Engaged to Pedagogy" by Bell Hooks, the first few weeks of Art 515 discussion came to mind. Hooks stated, "students should be an active participant, not a passive consumer". Which means that students should want liberation in their course; taking control of their education. These pupils should not sit there and consume the information for just that semester. In a classroom setting, it takes two active players for a course to be successful. I loved the portion with Thich Nhat Hanh, Hook’s college professor, offering a way to think about pedagogy as a wholeness of mind, body, and spirit. Although he was a Buddhist, he makes a lot of sense for a teacher in the classroom. One must enter the school room with a positive attitude
...o think for themselves. He believes that students will become more active and informed citizens if they are brought up to think for themselves (155). Gatto’s proposed solutions can be found successfully applied in Mike Rose’s essay. In his essay he describes the mediocre education he received while on the vocational track. Mike’s future was looking rather grim until he came under the instruction of Jack MacFarland. This man was a wise and enthusiastic teacher who challenged students academically. He encouraged and inspired students to read, to be proactive in their classes, and to think for themselves. His classes were engaging and the students were interested in his teachings (165-167). The fact that the same solutions that Gatto proposed in his essay was successful applied elsewhere proves that teaching practices need and can to change for the better.
Worse yet, it turns them into "containers," into "receptacles" to be "filled" by the teachers. The more completely she fills the receptacles, the better teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are (Freier 216). It seems like these great authors such as Walker Percy and Paulo Freier criticize the role educators play in the education system and urge students to break free from the conformity of the way subjects are taught in school and truly experience them through our own dialectical approach.
...ting them choose their own groups to be in during class, as offering multiple ways to complete projects, different assigned reading topics, and etc. The student can only get out of the class as much as they put in. Even though the students may wish the teachers would give less homework or let them read Sports Illustrated in class, there is a fine line between academic learning that incorporates “street smarts” and academic learning that lacks on the academic part. Teachers must insure their students are learning the required material and that they are not taking detours from learning about topics and ideas that students need to be successful after college.
engaging, you wont have discipline problems” (Boyd 2012). The truth is, you may have fewer student
Hooks, Bell. "Chapter 1 Engaged Pedagogy." Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994. N. pag. Print.
The way that a teacher teaches is the process. There are many things that a teacher can do to help all students get the most out of the classroom. One of the things that a teacher can do is encourage class discussion. The reason is because it moves students farther up Bloom’s taxonomy. Another way that a teacher can do is value independent reading time. This will help a student because...
Students must be able to be active in their want of education. It is essential that students are able to interact with peers and teachers in order to completely understand daily learning. Students also need to be motivated on what they are learning. This role is also part of the teacher’s role as well.
In reference to the school I went during practical teaching I observed my Life Science mentor apply this paradigm by creating a game like classwork in grade 12 class. The topic was about the process of protein synthesis. He took the manual that have paragraphs on it followed by about that paragraph and a blank space for learners to write the answers. If the learner answered the question correctly that learner was praised or rewarded by sticker and the one who got that question was punished by going back and read the paragraph until he got that question right. This was followed by another piece of paragraph and another question, this method continue until the end of the manual. In this method leaners were actively involved and they were also immediate reinforcement of correct answers to encourage the positive behaviour.
Tomlinson (2001) has referenced the work of Bess and Brandt, in which they declared "Two powerful and related motivators for engagement are student interest and student choice". Looking into ways in which to engage students, one way is to find content in which they demonstrate an interest. When a student is passionate about a specific topic, they are more likely to participate and engage directly in the learning that is to be done (Tomlinson, 2001). Another way that could be used to capture students interest into a lesson is by presenting a choice in the learning activities they are to
Lectures have dominated the history of education. It is time that society pushes lectures aside for a more effective teaching style; this style is active learning. Lectures need to be pushed aside due to the lack of participation that they promote in the classroom. Active learning opens the classroom up to more participation from the students rather than the teacher dictating the classroom. There are several techniques that can be used within Active learning, role-playing is one of these techniques. Role-playing allows the students to experience the subject matter first-hand, solve problems as a group, and reinforce what they have previously learned.
The goal of education is not only about teaching students as much as possible, but how well these students can absorb it, and if what they have learned in class can benefit their future careers, serve social needs, etc. It is common to hear people say, “in your workplace, things do not work the way that your books told you.” Feldstein and Hill’s article (p.25, 2016) also revealed that there are many other situations in which teachers do not connect with individual students and/or meet the students’ specific needs. Once the teaching objectives, methods do not serve students’ personal needs, they would be less motivated to collaborate in group activities and learn new things in the class. Therefore, it eventually hinders learners’ studying
The main concept that I found intriguing in chapter 1 is, “So the question . . . is how to mobilize the energy of the Elephant and hot make the Rider’s idea more relevant to the task” (p. 15). I find my entire life at the community college is centered around this particular concept; yet, a bit differently for students and teachers. For students, it translates into how to mobilize their minds and consciousness into taking advantage of their current situation—to be successful despite their obstacles instead of to be victimized by them. To find a way for them to practice being good students and complete an 8:00 a.m. class not drop it because it is too early in the morning. For my fellow teachers, it is to mobilize the energy of reflection within their classes. We have some teachers who have put a course together four years ago and never looked at it since, assuming that it is perfect and needs no changes, no updates, no new perspectives. They simply “monitor’ the class and call it teaching. I want to get them recognize the way they practice the art of teaching—artists don’t draw the exactly same thing twice, they always
During my public school years, I played practically every role possible in the classroom. At one time or another, I was the most popular student, the kid everybody picked on, the genius, the dummy, the teacher’s pet, and the student that the teachers wished would stay home. After playing all these different roles, I’ve come to the conclusion that each one is needed for a well-rounded classroom. Each has something special and significant to offer to the classroom. I think that these students should be allowed to interact and influence each other in order to broaden their overall thinking. No one’s ideas should be disregarded or thought less of than anyone else’s, as is common place in many public schools these days. If the teacher, who is usually the one disregarding these ideas, would just take the time to listen, they too might learn something new or exciting. This is the reason I want to become a teacher.
There was a significant amount of knowledge given in this course, involving concepts that in our teaching career will be extremely important. From this course I have gained a significant amount of learning experiences. I had the pleasure learning about how the educational system has come to be what it is today and who were the important people in the creation of the public education, like Horace Mann. Watching the videos and reading the chapters required has opened my eyes more of how a teacher should respond to different situations involving a student, For example when we read the chapter on the laws that revolve around the educators and the students. I had absolutely no clue that students had rights while in school property. Another learning
Teachers generally look for teaching strategies to implement into their classes that will engage their students while also setting high expectations and standards for lessons. Engaging lessons captivate students’ attention, motivates them to learn, and allows students to collaborate with each other. Research has concluded integrated curriculum engage students in learning.