Thursday, January 24, 2013
Chapter 13
In creating a high school learning environment that is conducive to learning, I will implement three aspects to bring the most out my future students. First, I will promote a general sense of community and belongingness. I want sense of community within the classroom, no matter the "social status" of a student. In my class, no one will think he/she is better than someone else in any matter, but that they are in my class to learn and have fun doing so. I will emphasize that everyone is a valued member in the classroom and that they have a say in the class. Second, I will communicate and demonstrate that school tasks and academic subject matter has value. As an educator, it is my job to not only motivate, but to convey the importance of education. Whatever the students' plan in life, it is my job to broaden their horizons, to think big, and dream awesomely in conjunction with education. Third, I will make sure that students are always productively engaged in worthwhile activities. I hope to never, for a lack-of a better phrase, "half-ass," any lesson plan. I will be methodical and organized with my notes and lesson plan. I will always try and think outside of the box to better motivate and give the word, "education," more meaning and importance. It will be my goal to stimulate a craving for the topic(history) I will teach. Though there many other ways to create a positive learning environment, I will start with these three.
For misbehavior, we have gone over different strategies in learning how to deal with "bad" kids. For myself, I do not think I need to develop a continuum of responses in dealing with misbehavior. I believe an educator must have interpersonal tact when dealing with misbehaving students. For high school, I believe talking to them privately and/or having restorative programs will help simplify problems with behavior. Though my Army experience is still limited, there are TONS of ways being an officer correlates with being a teacher. I believe my methods of being an leader in the Army can be transmitted to the classroom. Whether it be in the Army or the classroom, it can only work with interpersonal tact, chats, and if need be, having restorative programs. I am a proponent of "real talk" and I hope to develop my tact as a future teacher. (cross my fingers and knock on wood)
p.s.
A question we should all ponder:
http://www.youtube.com/watch?v=VXNj2BobjJ4
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I agree with your classroom environment techniques and ideas. I think it is our job as educators to set the mood and the tone for the classroom. We need to be able to create an environment where students feel comfortable and as equals so they can leave their problems at home and focus on learning. Creating an environment where students feel motivation can be tricky but certainly showing them the value of education will be beneficial to their learning.
ReplyDeleteI completely agree with your desires to value every individual and teach a high value of education too. I also hope to be able to model this value of learning itself (and mastering specific content) by doing my best in my preparation and in my own scholarly pursuit of my field. How can we as teachers ask students to grow as learners if we are not willing to humble ourselves and model just that?
ReplyDeleteSometimes I struggle in these thoughts as I want so badly for these values of equity and respect to be so evident in my classroom, but don't know exactly how to do that practically... or, I suppose I know how to, in theory, but wonder if I will find myself "stuck" when students don't catch on and respect in the way I hope for them too. In other words, I want these things so bad, but wonder what it will be like to actually implement them and aim for them, when the rubber meets the road.