I really thought the portion of the chapter that dealt with teacher responses to student answers (pg. 471). I have heard a lot of different responses on how to respond to students who don't get the answer "all the way" right or just flat out wrong - you don't want to break their spirit or embarrass them, but you also don't want them or other students to continue on with incorrect, misleading info or misconceptions.
I used to get really frustrated with teachers who could never really tell a student they were wrong, or just confused other students by trying to reword things or manipulate the student or question into the right answer. I am glad to see more definitive answers on how to deal with this in the classroom.
The chapter talked about effective teachers and clear goals. Often what I have experienced as a sub is that students have described me as effective. After reading this section, I realize that they felt that way because I had set very specific goals of what I wanted done in those classes. I explained exactly the context of the work in real world terms or analogies and I told them how to go about solving the problems in the work. What I did was really just explain it in ways they could understand but that was through clear objectives and constructivism. It also talked about teachers' knowledge being a factor in their students' learning. In times where I got to go on about what I knew and felt about a subject, I had the whole class listening in attentively. They were learning during those instances because they felt I had something knowledgeable to offer. I want to teach this way as much as possible when I become a teacher.
I really like learning about Rosenshine's Six Teaching Functions because it reminded me so much about procedures. As a first time teacher it is going to be so important to follow procedures so that students and myself stick to our goals. Those six teaching functions are an awesome checklist to make sure that things are being accomplished!
The Affective Domain is the newest learning for me. This seems like common sense but I didn't know that this was an actual domain. I strive to make these deep emotional connection when I am teaching or when I am teaching others to help families. My goal is to make long term changes in people-- like when I am or when one of my family support staff are teaching parenting skills or teaching someone how to set goals. I want people to use the skills we teach and to adopt the ideas and use them in their everyday life. My goal in most trainings I do is to make an emotional connections--for people to make change in their actions or in their life so our their child in pre-school will have better education and life experiences--at home and at school.
I really thought the portion of the chapter that dealt with teacher responses to student answers (pg. 471). I have heard a lot of different responses on how to respond to students who don't get the answer "all the way" right or just flat out wrong - you don't want to break their spirit or embarrass them, but you also don't want them or other students to continue on with incorrect, misleading info or misconceptions.
ReplyDeleteI used to get really frustrated with teachers who could never really tell a student they were wrong, or just confused other students by trying to reword things or manipulate the student or question into the right answer. I am glad to see more definitive answers on how to deal with this in the classroom.
The chapter talked about effective teachers and clear goals. Often what I have experienced as a sub is that students have described me as effective. After reading this section, I realize that they felt that way because I had set very specific goals of what I wanted done in those classes. I explained exactly the context of the work in real world terms or analogies and I told them how to go about solving the problems in the work. What I did was really just explain it in ways they could understand but that was through clear objectives and constructivism. It also talked about teachers' knowledge being a factor in their students' learning. In times where I got to go on about what I knew and felt about a subject, I had the whole class listening in attentively. They were learning during those instances because they felt I had something knowledgeable to offer. I want to teach this way as much as possible when I become a teacher.
ReplyDeleteI really like learning about Rosenshine's Six Teaching Functions because it reminded me so much about procedures. As a first time teacher it is going to be so important to follow procedures so that students and myself stick to our goals. Those six teaching functions are an awesome checklist to make sure that things are being accomplished!
ReplyDeleteThe Affective Domain is the newest learning for me. This seems like common sense but I didn't know that this was an actual domain. I strive to make these deep emotional connection when I am teaching or when I am teaching others to help families. My goal is to make long term changes in people-- like when I am or when one of my family support staff are teaching parenting skills or teaching someone how to set goals. I want people to use the skills we teach and to adopt the ideas and use them in their everyday life. My goal in most trainings I do is to make an emotional connections--for people to make change in their actions or in their life so our their child in pre-school will have better education and life experiences--at home and at school.
ReplyDelete