Today's class helped me to identify my own, as well as others', beliefs about teaching, and how that affects "the mix." If a teacher has a clear sense moral identity and teaching metaphor, then they are more likely to succeed in connecting to their students, because clarity is a vital component to understanding. I still believe that learning is a journey we embark on, and that different paths (teachers' methods for developing competency, age of student, content areas) can ultimately lead to the same destination - but it is not always the destination that matters. The hike itself; being involved every step of the way, falling into holes and climbing back out, discovering both the novel and the expected, developing respect for the things around you (nature, peers, teacher...) and for the process itself.
Factoring in the students' abilities to learn, whether it be dependent on developmental stages, learning disabilities or learning styles is going to be a challenge, but discussing all of these factors with the group is really helpful.
If a student knows how a learning activity fits into the overall course curriculum, then they are less likely to ask "Why do I need to learn this?" and apply its' content to the bigger picture, because knowing where the activity is leading provides clarity of the subject and what is expected of them.
Melissa,
ReplyDeleteI like that you incorporated a T2P statement in your essay.
"If a teacher has a clear sense moral identity and teaching metaphor, then they are more likely to succeed in connecting to their students, because clarity is a vital component to understanding."
What role do you imagine the students' morality playing in achieving content understanding?
GNA
The first thing that comes to mind in relation to student morality is cheating. A student with a high moral compass is more likely do their own work, while a student who struggles with morality may be tempted to cheat.
ReplyDeleteHow does the teacher's and students' morality intersect? What influence do you imagine a teacher with what you call a "high moral compass" have those students who are still struggling with their moral compass?
ReplyDeleteMaking it concrete: Can you think of a specific instructional strategy you would employ to discourage cheating?
Keep pressing!
GNA