Philosophy of Teaching Your team is down by a couple of points, with just a few minutes to go in the game. At this point, anything can happen. Have you ever been to a game where the encouragement of the home crowd, the coach, or the teammates, to one another, have made the difference between winning and losing? When I was playing volleyball in college, I remember our coach teaching us about momentum and how the team with the momentum would come out on top. If our team was struggling, we had a choice to make, and it started with encouragement. One word, comment, or gesture from one another, even the crowd, could make all the difference in the direction we were going. This change did not only potentially affect our attitudes, but …show more content…
Before the contest even begins, the home team already has the advantage. It is the same in life, and in the classroom, as educators, we are responsible for our “home courts”, and the momentum we create with students, and potentially build upon. As educators we need to step outside the box and realize that our “home courts” consist beyond the classroom. Our “home courts” include, the hallway, cafeteria, the office, the gym, before and after school activities, games, clubs, concerts, and even detentions and seizing those opportunities to connect with students. The key to effective teaching and momentum building, is connection. Trust plays a huge role in these relationships. In order to have the “home court advantage”, we need to take advantage to connect with students on a deeper level, outside the classroom. It is truly my passion as an educator to try and understand what makes my students tick. I …show more content…
Give me your most difficult student, and I will start to strategically dig. An educator is able to turn facts into insights when you dig deeper. I do this, by looking for opportunities to connect with all students via their interests, so I pay attention and talk to them a lot outside of my classroom. I take as many opportunities as I can throughout the school day to get to know them better, and I am constantly reminding them that my door is always open. I can attest to story after story about students who, because relationships were built outside of class, felt free to take risks to try new things inside of class. I have a story about a couple of students who I would always see rapping and tapping in the hallway and classroom. I had a conversation with them at lunch one day about their interests and they briefly rapped for me until embarrassment took over and they stopped because so many people were watching and listening. I assured them I appreciated their gifts but would really appreciate it if they would use their skills to create a rap about nutrients and the all the food groups, for the class to learn to remember key facts. They were thrilled, and from that point
... my classroom who always played on his cell phone, played games, and acted unprofessional in during school hours. He always plagiarized his essays in my English class and always received straight F’s and did not care one bit; this would be an example of a student who is not willing to be taught or educated. In fact, the student should not even go to the school if they are not willing to try and do their own work.
Many people often feel that home-schooled children are not fully challenged to the best of their abilities. Some may feel that if a student is placed in a classroom setting and given the opportunity to strive and excel academically against twenty plus peers that it would result in allowing them to both question and challenge their peer’s answers. This could result in the child learning different methods of learning, and also help with memorization. While we say that home schooling is benefitting our children, it remains a fact that those children are not prepared for the real
Just because a student is walking the halls of a physical structure does not grant special privileges of participation in after school activities. People who oppose the right for homeschool students to participate may argue that homeschooling offers an easier work load than a student attending class every day. There are all different levels of what is considered “easy” to each individual student. If a student finds it “easy” in one of their classes should the teacher give them more work than the other students? Or, if it is “easier,” do these home school student receiver a less valuable diploma? All student still have to meet the requirements and standards of each subject studied in order to play on a given team (Ray 2015). Schools and their districts should be commending and encouraging students for taking control of their educational experience, to ensure they receive the best education and development to better prepare themselves for the
She gave me many examples of challenges but the most frequent challenges were, violence, misbehavior, and the need to be tough. When I asked her what kind of violence she had seen in the school she replied with, “I have been kicked, punched, and headbutted. It was a miracle if there was only one fight a day, most of the time is was three or more.” Other teachers that I met and had a conversation with talked about having to suspend many of their students because they hurt their classmates or they destroyed the classroom by throwing books, papers, and even
I listen to my students. I allow time for their individual impute in what they are learning, and adjust accordingly. I really believe that is why students can be so into the idea of being taught, because they are all encouraged to lead the discussion and projects before them as it relates to the curriculum. I try to learn from my students by listening to their interpretation. I am learning what interest them, and feed off of it in the work that needs to be performed. Work towards a positive social society, with this education does takes place for our students, teachers, and community, all for a better future, one that is full of knowledge and acceptance. What could be any
Since I have only helped out in a few classrooms and never much one on one time with students, this is a new experience for me. Therefore I feel that it requires a transition or a transformation as Danforth calls it. In his book Danforth wrote, “When asked to explain how their attitudes, thoughts, and feelings changed, the teachers described going through a personal experience of emotional discomfort and cognitive dissonance, what one teacher described vaguely but powerfully as a ‘nagging feeling I’m not doing enough’ ” (p. 11). This relates to my time in the classroom not because I was uncomfortable, but more the part about not doing enough. For example, with Joel he struggles to read his alphabet and I worry that I am not doing enough to help him. Now I know that practice helps to remember things, but I constantly worry that I am not doing everything in my power to help him. While I believe all of this I know that this is something that all teachers feel constantly. When a student is struggling you, as the teacher, want to do everything in your power to help them, but feel you are not when they continue to struggle. Furthermore, connecting back to Danforth, I need to go through the transformation of not what I cannot do for a student to instead what I can do for them. I feel that while
Olsen, Glenn W., and Mary Lou Fuller. Home and school relations: teachers and parents working together. 4th ed. Boston: Pearson, 2012. Print.
Every student is going to be different, and I will without a doubt have more than a few extroverts in my classes. Which is something that I will have to consider when making lesson plans. Besides that the most influential part of this course was the Faubion observations. Although I do not want to teach elementary school level classes I learned a lot through them. Espessially during my second observation where I learned about IEP’s, and how schools implement them. I realized that I will have to manage a classroom where not every student is going to want to learn, but it is going to be my job to make them want to. I also realized that when a student starts lashing out it is not necessarily because they do not like you, but rather that they are either going through something, or their ability to handle stress, frustration, and emotions could be
Student teaching has taught me to appreciate the wisdom of mentors and experienced teachers. There were several times when my field based supervisors pointed my in the right direction when faced with challenges. I recall a student that I suspected to have copied his homework from other students. I stressed that we figure out how he did it but I could not some up with any definite facts to prove he had did so. Ms. Darling insisted that I not worry about it and if he did cheat then it would be revealed on his exam. Surely enough, the student failed his exam miserably. During a teacher/parent conference, I asked him how he managed to receive an A on all of his homework and fail his exam so poorly. To my astonishment the student confessed to having copied his homework from other students. His mother immediately addressed both issues with her child and needless to say I did not have the problems form the student anymore. During my computer Information technology Course, discipline problems plagued me during the first two weeks of student teaching. Mr. Washington, another field based supervisor told me to began calling parents immediately after class. He told me to call everyday if I had to. Surely after a few phone calls to parents, behaviors adjusted quickly. By the end of my student teaching time period, in my opinion I had a model classroom as far as classroom behavior goes.
To begin, we need to understand the nature of students. The nature of students varies between individuals. The majority of students are well-behaved and come to school ready to learn. Part of this is due to the way they have been raised, but most students are basically good. There is a small percent of students whose nature, it seems, is to make everyone miserable. I do not know if this is because of a difficult childhood at home or because the student just likes to be the center of attention. Either way, there are always students that will give their teachers a hard time. I guess this is their nature. Every individual is different, therefore, the nature of the students I will teach some day will be different depending on their background and other various things that may happen to them as they grow up. For example, a student that has lost a sibling due to an illness or accident, may become very bitter throughout life. The nature of this student’s behavior which is being shaped by this may make this student a cold-hearted and mean student. These are the students that teachers need to spend extra time with and try to make them feel loved, no matter how hard this may be. I, as a future teacher, need to look at students and try to help them out no matter how difficult that may be.
The Shawshank Redemption (1994) It is very rare for me to watch a movie twice. I can count the movies I have seen twice on one hand. The Shawshank Redemption is one of those movies. You just have to see it at least once in your life. It finds its place completely at the top of the movie industry next to Pulp Fiction, Fight Club or even The Godfather.
As a trained teacher, it is important for him or her to identify the difficulties faced by the individual
One of the most effective ways teachers are able to manage a classroom is through developing positive relationships with students (Emmer & Evertson, 2013). When students feel they are valued and cared for by their teacher, they are much more likely to comply with rules and procedures. A classroom teacher has the great responsibility and privilege to be around students for up to seven hours per day, five days per week for around nine months and during that time, teachers must work to develop positive teacher-student relationships with each student (Boynton & Boynton, 2005). When students are able to experience healthy relationships with their teachers, they grow personally and are self-motivated and achieve academic success (Tassione & Inlay, 2014). There are a number of ways to enrich these relationships and they are all initiated by the teacher. While there are many ways teachers will find to develop teacher-student relationships, only a select number of them will be discussed here.
Like many people, my personal experiences have shaped who I am. As a future educator, I want my students to respect me as a teacher, but understand that I will be there for every one of them, whenever they need me. I will not judge them; I will only encourage them to do their best. I will show them that learning can be fun and that school is more than just memorizing facts, it’s about opening your mind to new ideas and experiencing things that will change your