READER RESPONSE #1
Domain III, Competency 008
Subcompetencies 6, 7
back to instruction and assessment
Session 1: Reading Response Kathy Hainey
The teacher’s role in the classroom has changed considerably since I began school many years ago. At that time, it was only the exceptional teacher who might have an experiential learning activity in which you could participate, such as the learning centers in Mrs. Warner’s classroom. In the past, students sat in their desks until recess or lunch. Content was presented in only one way, and either the student "got it" or didn’t. With the role of today’s teacher including a variety of methods to present material, many more students will "get it". Additionally, the use of group activities in learning fosters social interaction and emotional growth in the respect that students learn to work together and consider others’ opinions.
Currently, I am a teacher in the GED program, which serves students aged 16 years and older. My students have quit school because of many reasons, but one that I hear expressed the most is that teachers in high school were too rigid to explain or present things in more than one way. When I was a student I had difficulty understanding math. Math was only taught one way. I did not "get it". When I began teaching GED classes, I made sure that if a student did not understand a concept or process, I would find as many other ways to present the information as it took until the student felt comfortable with it. Being flexible and cognizant of the students’ learning styles and abilities makes a huge difference for my students. My classroom also uses peer tutors to build the confidence of the higher functioning students and to encourage the lower functioning students. The lower students know that the peer tutor started out doing the same work on which they are now being tutored. This encourages social interaction between students who may not normally interact, and stretches the understanding of the tutor in order to communicate in a way that is understood.
After reading this chapter, I now know that I maintain a constructivist learning environment in my classroom. (It’s nice to know I’m doing it correctly!!) While I supply work packets to my students and lectures on certain subjects, the bulk of the learning experience becomes the personal responsibility of the student. When curious students want more information regarding a certain topic, I suggest places or ways to find that information. Sometimes students will work together on a common extra project, then share with the class. After a few weeks, the entire class is invested in each others success.
I often hear students say that what they are expected to learn has no application to their lives. With a lively classroom discussion, several connections to the real world are shared by other students. As in the constructivist learning environment, there are student/teacher interactions, many examples given, shared responsibility of learning, a team atmosphere, and a new understanding of the applications of the course materials.
Relying on extrinsic motivation alone to complete a goal, such as obtaining a GED, high school diploma, college degree or teacher’s certification, generally will not work. The motivation must become intrinsic so that the process of learning is part of the joy. One of the ways this can occur is for the teacher to be excited about the curriculum and the application of the knowledge. Once the student realizes that with general knowledge, one can come to a better understanding of the world around them, the process of learning and applying that knowledge has an internal benefit for them. Learning is not rote; it is being able to apply knowledge.
Students who have come to believe that they are stupid or incapable have a difficult time transitioning to intrinsic motivation. Building a student’s confidence can be the most important contribution a teacher can make for a student. Students’ without confidence have a difficult time being intrinsically motivated.
Planning, implementing, and assessing are the basic steps in the three-phase approach to teaching. In this time of standardized testing, I feel that it is important to NOT just "teach to the test" as some teachers do. While certain content areas need to be covered, there are so many ways to make the information real and applicable to students’ lives. Classes have different personalities, and lesson plans need to be adjusted to the present students’ needs. While the content areas are set, the implementation of the lesson will change with the class’s personality, new strategies in communication, and additional information to present. Assessing a student’s understanding can be realized by a verbal statement of understanding, practical use of the knowledge in an assignment, or by testing. Knowing and understanding your students are valuable tools in constantly reevaluating how your lesson goals can be most effectively taught.