When teaching kindergarten, it is important to stay positive and enthusiastic but as well as be really firm. I also believe that it is best to avoid making coercive demands and allow students to feel that they belong in the classroom as well as to their teacher (Brady & Scully, 2005). RealLifeTeensVideo's Channel (2012) showed brief interviews with teenage students and expressed how they felt how their teachers should treat them as well as other factors that contribute to teacher students communication. This interlinks greatly with having a positive relationships with your students. During my experience, my students were constantly calling out my name for whatever particular reason it’d be. As a student teacher, I often observed my teacher when students came up to her and she would either tell students whether what they are talking was relevant to what was happening then. It showed to me that we must keep our students focused on the task at hand.
Monday, June 30, 2014
Four: Communication
Lastly, this theme came to me throughout my practical as I constantly noticed how I sometimes have trouble conveying my thoughts to the class. As a teacher, it is vital to know how to communicate to students in order for them to do what you assign to them. It is also vital in how you talk to students as a teacher in making and once a student in schooling, a teacher’s word can have an impact on students. In my believe, it is absolutely necessary to encourage and constantly remind students that they must try their best as it is important to know that every individual is valid to do anything to the best of their ability (Brady & Scully, 2005).
When teaching kindergarten, it is important to stay positive and enthusiastic but as well as be really firm. I also believe that it is best to avoid making coercive demands and allow students to feel that they belong in the classroom as well as to their teacher (Brady & Scully, 2005). RealLifeTeensVideo's Channel (2012) showed brief interviews with teenage students and expressed how they felt how their teachers should treat them as well as other factors that contribute to teacher students communication. This interlinks greatly with having a positive relationships with your students. During my experience, my students were constantly calling out my name for whatever particular reason it’d be. As a student teacher, I often observed my teacher when students came up to her and she would either tell students whether what they are talking was relevant to what was happening then. It showed to me that we must keep our students focused on the task at hand.
When teaching kindergarten, it is important to stay positive and enthusiastic but as well as be really firm. I also believe that it is best to avoid making coercive demands and allow students to feel that they belong in the classroom as well as to their teacher (Brady & Scully, 2005). RealLifeTeensVideo's Channel (2012) showed brief interviews with teenage students and expressed how they felt how their teachers should treat them as well as other factors that contribute to teacher students communication. This interlinks greatly with having a positive relationships with your students. During my experience, my students were constantly calling out my name for whatever particular reason it’d be. As a student teacher, I often observed my teacher when students came up to her and she would either tell students whether what they are talking was relevant to what was happening then. It showed to me that we must keep our students focused on the task at hand.
Three: Lessons consists of modelling, shared learning and individual learning
This semester's placement has made a major impact and shaped my teaching. With my cooperating teacher's guidance, she taught me and explained how she ran her lessons especially because I had kindergarten. This has now embedded within me that a lesson should consist of modelling, shared and individual learning.
To have the end result the teacher wants from students, by modelling and guiding, students attain the idea that what the teacher has shown is the expected result, as well as following the method to have similar or exact results (Education and Training, 2010). Bringing in one of my lessons, which is another art lesson (end result in picture below) I scaffolded and guided the students by repeatively showing and ask the class questions to ensure they know what to do.
Shared learning allows students to listen and share their thoughts and opinions during lessons. Intrinsically, when engaged and motivated, students learn to be actively involved in class discussions (Education and Training, 2010). Students all have equal rights to have their own inputs. Not only that, but when students are giving out their own answers their peers are listening, and it stimulates their mind to think of different answers to give. I observed this when I played different musical chords on my guitar and asked what does it make them feel? Many gave generic answers but after one another, different answers started to arise such as happy, sad, worried, frustrated, angry, surprised.
Individual learning encourages students to try their best as well as original thinking and creativity at a greater depth (Education and Training, 2010). According to Education and Training (2010), individual learning encourages and strengthened motivation when it comes to freedom of choice in the future.it promotes lifelong learning by engaged in self- directed learning. Individual learning also gives teachers an idea of how their mind works when given certain task to complete and what level they are at. A few of students did a comprehension activity and answer questioned and as a result some kindergarten students wrote some sentences using adjectives for example, “the rat put on a big, black hat”. With minimum help, this student was able to, independently write in a full sentence with adjectives.
To have the end result the teacher wants from students, by modelling and guiding, students attain the idea that what the teacher has shown is the expected result, as well as following the method to have similar or exact results (Education and Training, 2010). Bringing in one of my lessons, which is another art lesson (end result in picture below) I scaffolded and guided the students by repeatively showing and ask the class questions to ensure they know what to do.
Shared learning allows students to listen and share their thoughts and opinions during lessons. Intrinsically, when engaged and motivated, students learn to be actively involved in class discussions (Education and Training, 2010). Students all have equal rights to have their own inputs. Not only that, but when students are giving out their own answers their peers are listening, and it stimulates their mind to think of different answers to give. I observed this when I played different musical chords on my guitar and asked what does it make them feel? Many gave generic answers but after one another, different answers started to arise such as happy, sad, worried, frustrated, angry, surprised.
Individual learning encourages students to try their best as well as original thinking and creativity at a greater depth (Education and Training, 2010). According to Education and Training (2010), individual learning encourages and strengthened motivation when it comes to freedom of choice in the future.it promotes lifelong learning by engaged in self- directed learning. Individual learning also gives teachers an idea of how their mind works when given certain task to complete and what level they are at. A few of students did a comprehension activity and answer questioned and as a result some kindergarten students wrote some sentences using adjectives for example, “the rat put on a big, black hat”. With minimum help, this student was able to, independently write in a full sentence with adjectives.
Two: ICT integration into lessons
Technology has rapidly developed over the past decade, becoming a part of our everyday lives and now school has caught up with the trend. The use of ICT has made a predominant part of my teaching practice during placement. In all my lessons, I integrated the Interactive Whiteboard using it mainly on a substitution level (Puentedura, 2006) and help run the lesson smoother <reference>. Along with its contribution to help running the lesson smoother, it helped engaged students in most of my lessons. As an example from my placement, I ran an art lesson using the IWB as a guidance to drawing before they drew on own artworks. All students had a go drawing, showing not only me but their peers on how to draw a house with windows and doors. Overall, I observed and acknowledged the high engagement as well as the participation from the whole class which helped students achieve the learning outcome (Hinostroza, Labbe, Brun & Matamala, 2011). It allowed kindergarten to model and share with their peers their learning in effect the whole class had managed the task independently with minimum fuss.
During the semester, I was exposed to TPCK and the SAMR model. From the time I was studying, it build this notion within me that we need to use technology at a greater and better use that can improve the students' leanring outcome. Hinostroza et al. (2011) researched that ICT is not frequently used at schools but are used in specific activities by teachers and students, as a result has opened opportunities to implement ICT in lessons to further give new experiences and skills. I have attempted this by running a HSIE lesson where as a whole class, students create a digital photo book through a computer program called Photo Story. Students shared their family's background to their peers whilst record themselves with a microphone corresponding to their photo taken for the photo book. It was an experience that can be normally shared just by talking but by adding in the recording device, it gave students a whole new experience to contribute to their own class project.
During the semester, I was exposed to TPCK and the SAMR model. From the time I was studying, it build this notion within me that we need to use technology at a greater and better use that can improve the students' leanring outcome. Hinostroza et al. (2011) researched that ICT is not frequently used at schools but are used in specific activities by teachers and students, as a result has opened opportunities to implement ICT in lessons to further give new experiences and skills. I have attempted this by running a HSIE lesson where as a whole class, students create a digital photo book through a computer program called Photo Story. Students shared their family's background to their peers whilst record themselves with a microphone corresponding to their photo taken for the photo book. It was an experience that can be normally shared just by talking but by adding in the recording device, it gave students a whole new experience to contribute to their own class project.
One: Positive Relationships with your students
Positive relationship with your students
During my ten day placement, I’ve always carried this one theme that resonated with me during my first year: possessing a positive relationship with your students. By having a positive relationship with your class, there is a sense of respect that will be reciprocated throughout your time (Brady & Scully, 2005). It allows students to learn without feeling uncomfortable and not afraid to take risks within their learning environment. A positive relationship that establishes a comfortable learning environment results in the students’ participation and engagement to have a go. As I was teaching, I always stayed positive and enthusiastic, especially because my placement was with kindergarten and kindergarten need that kind of attitude to feel that they can do their best. The students were always asking for help, which showed me that they were comfortable with my presence and that I am an approachable teacher. By sustaining a positive teacher-student relationship, both ends open up allowing to learn and understand how one another works in certain circumstances (Brady & Scully, 2005).
What comes with one things comes another, a positive relationship leads to fewer resistant behaviors and improved achievement. With keeping in mind students will have respect for you as long as you reciprocate it back, whether you use reinforcement or punishment on the students’ actions (Goodwin & Miller, 2012). Students will reflect on their actions once acknowledged and will not affect the relationship the teacher and students hold, as I have discussed with my cooperating teacher. In the video, Rita Pierson (2013) states that from her experience that "students don't learn from people they don't like" and I strongly agree that it is true that by having this positive relationship with students, it will encourage and motivate students to try their very best despite circumstances. I strongly encourage to watch this video as it stresses about positive relationships with students.
During my ten day placement, I’ve always carried this one theme that resonated with me during my first year: possessing a positive relationship with your students. By having a positive relationship with your class, there is a sense of respect that will be reciprocated throughout your time (Brady & Scully, 2005). It allows students to learn without feeling uncomfortable and not afraid to take risks within their learning environment. A positive relationship that establishes a comfortable learning environment results in the students’ participation and engagement to have a go. As I was teaching, I always stayed positive and enthusiastic, especially because my placement was with kindergarten and kindergarten need that kind of attitude to feel that they can do their best. The students were always asking for help, which showed me that they were comfortable with my presence and that I am an approachable teacher. By sustaining a positive teacher-student relationship, both ends open up allowing to learn and understand how one another works in certain circumstances (Brady & Scully, 2005).
What comes with one things comes another, a positive relationship leads to fewer resistant behaviors and improved achievement. With keeping in mind students will have respect for you as long as you reciprocate it back, whether you use reinforcement or punishment on the students’ actions (Goodwin & Miller, 2012). Students will reflect on their actions once acknowledged and will not affect the relationship the teacher and students hold, as I have discussed with my cooperating teacher. In the video, Rita Pierson (2013) states that from her experience that "students don't learn from people they don't like" and I strongly agree that it is true that by having this positive relationship with students, it will encourage and motivate students to try their very best despite circumstances. I strongly encourage to watch this video as it stresses about positive relationships with students.
Digital greetings!
This is a blog I am currently starting to record my teacher-in-making experience. In over the next post, I will be talking about these four themes that I found vital to myself. I know that there are many more than just the four I picked, but these are the ones that resonated within me during my 10 day placement at a school I recently did my practical at.
The four themes I will be discussing will be:
Until then, I hope you enjoy reading a piece of my mind about my experience.
The four themes I will be discussing will be:
- Positive relationships with students
- ICT integration into lessons
- A lesson consisting of modelling, shared and individual learning
- Communication
Until then, I hope you enjoy reading a piece of my mind about my experience.
Subscribe to:
Posts (Atom)