EDH 7326 Week 4 Questions from Nolan and Hoover, Ch. 2
1. Think back and share some of the most important reasons why you entered the teaching profession. Have your feelings changed in any way? Explain. A: I entered the teaching profession because I enjoyed helping others learn. It felt gratifying, rewarding and important. I still have this as the core of why I teach. I love helping children! 2. Five years after your students have left your class, what would you like them to be saying about you? About your teaching? About their learning in your classroom? A: Years after my students have left my classroom, I would hope that they would say that they enjoyed my class, that they learned to love the subject(s) I taught and that they thought I was a great teacher who cared about them. 3. Why should students learn the content that you teach? How does that content relate to the world outside the classroom? A: Students should learn the content I teach because it’s important. The content is designed to help them become the best teacher they can be – knowledgeable, creative, flexible. I try to relate the content directly to what they will be doing once they have their own classroom. I continually stress that I want them to make connections between their classrooms and our classroom, to make practical use of the new content they are learning. 4. How do you handle the constant tension between covering the content and exploring topics in depth to promote deeper understanding? A: There is a desire to teach additional content and explore topics more in depth. I try to strike a happy medium between covering all the required information, and gaining depth and width of content knowledge. I believe in the teachable moment. If students want to go down a relevant educational path during class, I will go with them. However, I remain mindful of the planned lesson and the importance of that content as well. Sometimes I have to cut out activities or portions of a lesson, but we find time to cover the content, even if it’s in a different way than I had planned. It’s important to be flexible and responsive to the students’ needs. 5. What indicators tell you that you have taught a successful lesson? How do you know when your students have learned what you hoped to convey? A: I know I have taught a successful lesson when most or all of the students meet the goals I set for them. This ties to the objectives and assessments. This can include conversation, written work, projects, blogs, and journaling. Secondly, and also important, is the culture of the class. I want my students to feel comfortable and able to take educational risks. I work hard to earn their trust and respect. This can serve as a base for a positive and successful class. 6. If I were a new student moving into your classroom, what would you say if I asked, “What will you expect from me?” A: Welcome! I’m so glad you are joining us. The expectations for this class are for you to do your best, be respectful of yourself and others, and work hard. We are a team of learners, and help one another. If you need anything, please don’t hesitate to ask. 7. If I were a parent of a new student, how would you respond if I asked you to describe the classroom climate or learning environment? A: I’m so glad your daughter/son will be joining us! The climate of our classroom is one of mutual respect and a desire to work together to learn. We spend time getting to know one another, helping each other, and building a team of cooperative learners. 8. Think about the colleagues whom you most respect. Which of their strengths would you most like to integrate into your own teaching style? A: I value the intelligence of one of my professors, and her dedication to her craft. I feel she is knowledgeable, and very respectful of her students and colleagues. I would like to emulate these traits more. 9. What questions do you have about your instructional practices? A: I have so many questions about my instructional practices! What is the best approach to use when teaching? What strategies work best? How can I help struggling students more effectively? Do my students want an experienced professional demeanor from me, or a more relaxed humorous rapport? Am I conveying a caring, trusting partnership, or am I handling some issues too harshly? Will students work hard and do their best if they aren’t held directly accountable for the readings and activities? How can I get all of my students to complete the assigned readings each week? How can I best lead a post conference with them? 10. What questions do you have about your students’ learning? A: I wonder how intrinsically motivated my students are. I wonder how they learn best? What style of teaching is most effective for them? What would they like to see more of? Less of? Can they handle the style of conference which requires them to take the lead for their growth? Do they want to?
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