Ch. 10: Going Beyond the Classroom

Teachers should promote outside learning and individual accomplishments. School is just one building where learning COULD take place.
Getting outside and getting involved in the community/world around us is a big step in learning. It is never fun to be stuck in a stuffy classroom for six hours a day. I remember when taking a simple walk around town could be a great learning experience. My teacher would show us things in the town that we had no idea what they were and although we thought we were just going on a walk, we were learning. On page 180, Alexis wrote about reading poetry at Barnes and Nobles, this taught her public speaking skills and improved her writing. It was not in a “classroom” setting, but learning still occurred. It is great when teachers realize and compliment on the learning each individual does, even though their grades may not show growth. Possibly, getting out of the school atmosphere at least once a week will encourage growth and improvement in all areas of learning.

Ch. 9: When Things Go Wrong

“We don’t see being nice as a good thing in a new teacher—you need to establish your authority,” (Vance, pg. 167). You are not their friend.
There is a fine line between friend and foe. If you come off as a friend, you will constantly get the “sob” stories and when you decide to put your foot down, you will lose all respect of your students. You can be nice without being a pushover. Sometimes, rules are a good thing. I remember in high school, my math teacher was so nice, constantly pushing back tests and quizzes. But, one day she started taking points off for late work and became our enemy. If she would have established the rule from the get-go life would have been so much easier for the both of us. I need to find my authority and keep it strong!

Ch. 8: Teaching TeenagersWho re Still Learning English

On page 147, we find the importance of knowing our students. There is a reason why they are shy and timid.
I feel that the list that is giving is a great way to understand who our students are and what they have to offer. If we take the time to get to know our students, they will feel more comfortable and appreciate us more. I have never encountered this issue because everyone from Gorham has English as a first language, but I realize when I teach in Colorado, I will have to adapt to my surroundings. Singling people out usually causes them to be more shy, but showing that you care will get them to open up and be who they truly are.

Ch.7: Teaching Difficult Academic Material

It is important to stay away from the textbook when it is not needed and use the resources around us.
As teachers, we have to think on our feet and live for the moment. Sometimes students will enjoy reading from the textbook and other times, we must immerse them into the reality of the here and now. This thinking will better their knowledge. We could go on a treasure hunt in history, dig up fossils in science or have Shakespeare teach a class in English. All these supplements can add to the atmosphere and make learning more successful. Books are not the only way to learn!

Ch. 6: Motivation and Boredom

In this chapter, we learned that the best learning comes from passionate teaches who never let their students lag behind.
It doesn’t matter how weird or boring you are, but only how much you keep your classes attention. “If you have passion for teaching kids, it is easier to teach them, period” (Mahogany, pg. 104). I remember a teacher from high school that brought the class to life by introducing a boring topic in an interesting way. For example, we learned about Romeo and Juliet by watching him reenact the “ghetto” version. This made us think about the play in today’s life. This chapter emphasized the power of being passionate. Passion for a topic tends to breed success.

Ch. 5: Teaching to the Individual, Working With the Group

In this chapter, we discovered that group domination hurts the group as a whole. There should be no one person talking and leading.
On page 93, Tiffany explains the tension between working in a group with a boyfriend/girlfriend. They were the leaders and the rest of the group then shied away from speaking. We, as teachers, have to let everyone have a voice and this may cause us to separate friends, relationships and enemies. It seems like a daunting task to separate everyone, but I suppose in getting the best out of the group we must all work together and not dominate. Who learns when they never get the chance to speak?

chapter 4: Creating a Culture of Success

In this chapter we are enlightened on how to react to the variety of students we have, why does Vance have a hard time asking questions and how can I change that?
I was like Vance in high school; I never wanted to answer a question unless I was absolutely sure that I knew the answer. I was timid and this caused my 4th grade teacher test me for comprehension issues. She told my mom that I should be tested because I never raise my hand. From reading this chapter, I realized the importance of pushing our students. They have voices and must show them off. Vance was afraid of being wrong, so we should encourage people like him to speak up even if they may be wrong. After all, other people may be thinking the same think as he or she and if they speak up you can correct their questions and concerns about the subject.

chapter 3: Classroom Behavior

On page 39, Andres helps us feel the need to include all the student’s needs and how great they will react if they are involved in the decision making in the classroom.
I always liked being involved in my class as more than just a face. Having a voice is important to students. If they have a say in what they do, then they are more motivated to actually do work. If you put your foot down at the onset of the class, like Mrs. Austin, my mentor teacher, you receive respect, but if you tell students this is how it is going to be, they feel bullied. We should let their opinions matter as much as we want them to think ours matter.