I use ppt , discussion, demonstration, and case study activites.
I like to work the classroom. Teaching is an art. I have found using anecdotes I pull from the students intro's and discussions are useful during the course of instruction, whether it be funny., serious, a case of what "to do" or not to do" etc. The students connect the theoy or instruction with their own lives and experieces and helps them to understand on a more personal level.
Hi Alice,
I like your approach to finding and using "real life" applications of math as much as is possible. If the students can see the application and relevancy of the math they are learning then they will be much more involved. With your public school experience I know you have many novel and different approaches to teaching math. Use this experience as you identify those manipulatives that will work for adults. Though sometimes it doesn't take much for adults to get into these items even if they are for children. I use Lego kits when I want my students to create a object that they can develop a marketing campaign around. The see the Legos as object that will let them accomplish their task and not as toys even though they are.
Gary
I can learn more on my subject that is being taught that day in class. So that the student know what I am talking about and can be prepared for any questions that may arise.
Personally, I think that more hands-on projects would be best. I do make it a point to utilize learning by doing, but think more of it in the class certainly wouldn't hurt. While many of my students understand the projects I assign, many others still need a bit more step by step instruction, and I think more classroom itterations of assignments would help get them into good habits. That said, it becomes a matter of keeping a balance between "hand-holding" and making sure it is done right.
Hi Molly,
This time of year is always difficult as warm weather has a way of taking the interest of students outside on onto other activities. You right on with the variety of locations and strategies you are using to keep the students focused.
Gary
Hi Ricardo,
Well said. This is why we instructors do what we do. The impact we have on the lives of our students is difficult to measure but when a thank you is given then the impact is realized.
Gary
Hi Ricardo,
I know you are going to develop the blend between commentary and demonstration quite easily. Once you get comfortable in "talking" and "doing" you be able to lead your student through the required steps in good order. It is a skill much like what you have developed over the years in the production of fine pastries.
Gary
In Algebra, I tend to do the mini-lectures and lots of demonstrations, but want to add more opportunities for students to get involved.
I have been having small groups work sets of problems, and then having a spokesperson demonstrate on the large board how some of the problems were solved.
Now, I am making small dry erase boards for students to work dictated problems and show me their individual steps and results from across the room.
I have requested a class set of TI 84-Plus Graphing Calculators and a Nagavator for training. Also, I have requested an ELMO set up so I can project better on a screen using books, worksheets, the calculator and paper and pencil.
From having taught in public school for many years, I know many manipulatives are available. While many may be helpful, I do want to avoid making students feel they are playing with children's toys, or that I am "dumbing down" their lessons.
Therefore,I plan to do research to find specific real-life problems which require the formulas and skill sets I am demonstrating for my students. Then, hopefully, I can set up some problem-solving labs with products to make or fix, and/or research projects and reports.
They often feel dis-connected from what they consider weird and punitive math. Maybe the emphasis on real-life will help re-connect them.
I feel like focus has also been a big problem in my classroom, especially as summer draws closer. I've been doing a lot of lecturing outside and classroom activities to continue to engage the students attention.
I always compare classroom environment with work experience and its very true, sometimes you may have challenges and tough times to get to the result, but when someone writes a letter or comes to you personaly , to say thank you, for a job well done!it makes you feel great, and that you have acheived your goal.
I agree fully with this statement. When you love what you do and are not there just for a pay check it really does show and people can tell , it is reflected in everything you do.This can be applied to any trade and is very important to be in a trade you have passion and love for. This in turn will inspire your students to want to learn.
I am a lifetime pastry chef now i have the opportunity of joining a culinary school as an instructor which i am very excited about.I feel my greatest challenge would be, whilst doing my demonstration, I will need to keep everything flowing with my commentary. In the couple of times i have been in the classroom,when I did the demonstration I found myself concentrating on what I was showing the students that I did not always have a continuos commentary. I will develop this skill with practise and more focus on my verbalisation skills.
I like to give a survey on the first day of class that asks questions about each of my students. I have them tell me information about themselves such as: how many classes they are taking, do they work outside of school, etc. This gives me a nice overview of what kinds of students I have in my class and what they have going on outside my classroom. But I also include questions like: What is a topic you are most interested in learning about this semester? And what type of learner are you? (viusal, audio, hands on, etc.) This also helps me keep in perspective the different learning styles I have present in my classroom and helps me tailor my lectures each semester to account for these.
Hi Phillip,
Great plan for professional development. Each time you teach a course it should get better as a result of this defined plan you are using. I wish you the best and commend you for your dedication to the profession.
Gary
Hi Marianna,
Way to blend your different students and provide the support they need at critical points. The key is listening and your open door policy lets them know that you are there for them and ready to listen to their concerns. Also, like your point about how they need to value the time since they are paying so much to get the education they want. Sometimes they tend to get tired or forget the goal they set for themselves when they first enrolled.
Gary
I make notes after each class about what worked in that class and what did not work. I use the notes to refine my style by addressing what I consider to be areas of deficiency where I sense that from their response the students just didn't get it or were somehow not engaged. I try to immeidately implement changes, corrections or additions as soon as I get back to my desk.
I get to travel quite often and always incorporate personal experiences within my lkecture and teachings. Real world experiences are invaluable to connect theory and practical applications.
I plan to participate in more online and school-sponsoed learning opportunities.
I am still processing the things I learned in module 1.
Sometimes I get a full class of students where none of them has ever worked in the software application being studied. Other times I get "intermediate users" who would get bored with the beginning tools, but would much rather appreciate more advanced techniques. If there is a mix (both novices and those who know some of the software), I try to go over everything from the beginnig, however, I ask the students that know the material to help out those who don't, so that we move along faster. What that also does is helps them learn the material better. They realize that by helping someone else they learn new ways of doing things and memomize the techniques better. They also become better at communication and working in small groups.
