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Methods of Teaching
Learning is
fun and exciting at least when the
curriculum is well matched to students’ interest and abilities. To make
learning both interesting and meaningful, I emphasizes on hands-on
activities. If
I teach the right things the right way motivation takes care of itself.
If
students are not enjoying learning, it means something is wrong with my
instructional method. Numerous leaders in the field of classroom
management
highlight comments on the relationship of between desirable
student behavior and effective instructional
strategies
(Joneses, P.186). Therefore, I will be more concerned on how the lessons are
structured? How does class starts
and ends? Besides answering these questions, this section will link you
to my assessment and grading plans.
Here in this page I
will briefly
explain my
teaching strategies. I have
implemented varieties of teaching styles in my student teaching.
(please
refer to video
show and powerpoint
presentation):
- I
always start the class by asking students what prior knowledge they
may have
on the topic of the day. This is in addition to the need assessment
that was used in designing lesson plans.This enabled me to motivate
them towards the topic that I am going to start. I provided a
hint on the topic to open discussion. At least
quarter
of the class time was open for interaction to participate students in
the teaching process.
- There
should be meaningful discussions and interactions. I want to encourage
all
students to participate in class so that they can learn from each other
as well
as me. I want to have a democratic and equitable classroom so that
students can
learn effectively.
- I
encourage students to solve problems in groups, not always in formal
groups but
also work informally, where freedom to move and talk makes them relax
while
learning.
- I
used and want
to use cooperative
learning regularly
in my classes. I
will focus on hands-on activities in the
laboratory, in field visit as well as in
the classroom. As it said
diversity is
the spice of life, I will be using diversified procedures so that
learning will
not be boring. Learning through practice is much better than theory
alone.
- I prefer to teach
piece by
piece, breaking lessons in to small category-- understanding the pieces
and
finally summarizing them into whole (main
points). Every piece is thoroughly
discussed
including opinions from students. According to Maharishi, that means
connecting
parts of knowledge with the wholeness of knowledge (Lawrence
Sheaff, no year).
- I
will
make full use of information and communication technology to exchange
information, explore the internet to update my knowledge, and enhance
the range
of resources for my class.
- Class
starts with the motivation that will enable them stay in
attention and
ends by
linking the topic learned to the practical application in life. I will
try all
avenues to show what they learn has meaning in our life. (I found lecture guide to be useful in keeping
students alert during lecturing and discussions)
- I
believe tests are means of
evaluating students and are also indicators
of how
much knowledge delivered and retained. At the end of every topic, a
test will be
given and
there will be a mid-semester exam and final exam. Questions that were
not
answered by all or some of the students will be discussed adequately.
For
students found to lag behind, I will do all the best to catch up and
accomplish
their tasks. I will pay special attention for those who use English as
a
secondary language, if the deficiency in the language is not too
serious. Those
who are highly lacking the language skills will be encouraged to take
an extra
class of English.
- Homework
and class activities will be counted in the
final
grading system. Homework turned in on time will earn 2 points. Homework
that is
late or is not completed will earn 1 point. Homework that is not turned
in will
earn 0 points. Tests and quizzes will be scored on a traditional 5
letter
grading system as shown in the assessment
plan.
References
- Jones V. and Jones L.
(2004). Comprehensive Classroom Management: creating communities of
support and solving problems. 7th edition. Pearson
education, Inc. Boston, USA. 450 pp.
2. Bill
Huitt (1999). Educational
Psychology interactive: establishing rules in the classroom. http://chiron.valdosta.edu/whuitt/col/manage/rules.html
3. James Stallworth
(2002). Classroom Rules and Procedures: Grading policies. http://homelink.cps-k12.org/teachers/stallworj/rules.html
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