Teachers should encourage students to participate in summer programs. Summer programs help students in many ways, socially and academically. Schools can help students find programs targeted at their interests. Summer programs help students develop both their interests and theirselves.
I love summer programs. Growing up, I attended summer camp every year from age 12 to 18. When I turned 18, I became a volunteer counselor for that same summer camp. I learned so much each summer, from knitting, to creative movement, to watercolors. The camp always offers a variety of activites every year. It was not only a great way to expand my interests and try new things, but it was also a great way to meet other people who shared my interests. Summer Camp was one of the greatest experiences of my life, and I constantly encourage younger people to join in the same types of experiences: it really is a great experience to have.
Monday, March 3, 2008
Chapter 9- When Things Go Wrong
The part I found most interesting in this chapter was on the first page of the chapter. When classroom experiences go wrong, not only do students get discouraged, but so do teachers. When discouraged, both students and teachers make the choice to leave school, and some don't come back. Three out of five teachers leave the profession within their first five years.
This section of the book really scared me! I have so many fears about becoming a teacher: will I be able to connect with my students, will I be good at what I do, will I make a difference? I want to become a teacher so badly, and knowing that three out of five teachers leave within their first five years is quite a daunting statistic. But I suppose this is what Practicum is for; Practicum is really helping me to gain some experience at teaching. And so far my practicum experience has been great, and has really helped reaffirm my passion of teaching mathematics. Even though the statistic makes me a little nervous, it cannot shake my confidence that this is what I want to do with my life.
This section of the book really scared me! I have so many fears about becoming a teacher: will I be able to connect with my students, will I be good at what I do, will I make a difference? I want to become a teacher so badly, and knowing that three out of five teachers leave within their first five years is quite a daunting statistic. But I suppose this is what Practicum is for; Practicum is really helping me to gain some experience at teaching. And so far my practicum experience has been great, and has really helped reaffirm my passion of teaching mathematics. Even though the statistic makes me a little nervous, it cannot shake my confidence that this is what I want to do with my life.
Chapter 8- Teaching Teenagers who are Still Learning English
This chapter contains a section on looking past language mistakes. When teachers focus on a student's grammar mistakes, then they aren't really listening to what the student has to say. Many English-language learners are very intelligent, they just have difficulty expressing themselves. It is okay to help language learners with their mistakes, but that shouldn't be the only focus.
This section jumped out at me because in High School I had a friend name Diana, who was an English Language Learner from Columbia. When she moved to my town she didn't know any English at all, but after a few months she became really quite proficient with the language. She made a lot of mistakes along the way, and had a lot difficulty with her classes, but she was a very hard worker. The teachers were very patient with her, and listened to her, and tried to understand her. If they hadn't been so understanding I can't imagine how different her experience coming to America would have been. It is very important to be respectful and understanding to all students, regardless of their background.
This section jumped out at me because in High School I had a friend name Diana, who was an English Language Learner from Columbia. When she moved to my town she didn't know any English at all, but after a few months she became really quite proficient with the language. She made a lot of mistakes along the way, and had a lot difficulty with her classes, but she was a very hard worker. The teachers were very patient with her, and listened to her, and tried to understand her. If they hadn't been so understanding I can't imagine how different her experience coming to America would have been. It is very important to be respectful and understanding to all students, regardless of their background.
Chapter 7- Teaching Difficult Academic Material
The part of this chapter that stands out to me, is the part dedicated to math and science. Math and science are very difficult subjects to teach for a variety of reason; many different textbooks use many different approaches, students learn through many different ways, advancements in math and science are coming faster and faster. And to add to all that, the math and science field is currently undergoing a teacher shortage. It is for these reasons and more that math and science are very difficult subjects for students.
Having a math concentration, this really stood out to me. When I decided last minute to come to UMF to pursue an Education Degree, they told me how it was such a great thing because of this math teacher shortage. I wasn't quite sure what that meant, or anything about teaching math really. However, things are working out very well. I have a loan that is paid back if I teach in the state of Maine for 2 years, and I have learned so much about teaching. As for there being many different textbooks and teaching styles, I have a lot of confidence in my abilities to teach. Practicum has already taught me so much useful information about differentiated instruction, and I am positive that my colleagues will help me find an appropriate textbook to teach from. My passion is teaching math, and I will not give up on that, so the world can count on at least one more math teacher out in the schools.
Having a math concentration, this really stood out to me. When I decided last minute to come to UMF to pursue an Education Degree, they told me how it was such a great thing because of this math teacher shortage. I wasn't quite sure what that meant, or anything about teaching math really. However, things are working out very well. I have a loan that is paid back if I teach in the state of Maine for 2 years, and I have learned so much about teaching. As for there being many different textbooks and teaching styles, I have a lot of confidence in my abilities to teach. Practicum has already taught me so much useful information about differentiated instruction, and I am positive that my colleagues will help me find an appropriate textbook to teach from. My passion is teaching math, and I will not give up on that, so the world can count on at least one more math teacher out in the schools.
Chapter 6- Motivation and Boredom
Chapter 6 includes a section about connecting material to real life. When teachers teach by the book, students become bored, and are less likely to pay attention. However, when teachers connect the lessons to real life, students are more likely to pay attention because it is something they can relate to. When students can take an interest in school, they learn so much more valuable information.
I can relate to this chapter very well. I have already written about this experience once, but it applies here as well, so I will mention it again. When I was in High School, I used to be really bad at math. I just couldn't get into the subject; I couldn't until I had Mr. T. for a math teacher. He filled every class with real world examples, which really helped me to learn the subject. Once I realized that the lessons had a real world basis, it was so much easier for me to make sense of them. Students really do learn best when real life connections are being made. I hope that as a teacher I can help out my students, the way Mr. T. helped me.
I can relate to this chapter very well. I have already written about this experience once, but it applies here as well, so I will mention it again. When I was in High School, I used to be really bad at math. I just couldn't get into the subject; I couldn't until I had Mr. T. for a math teacher. He filled every class with real world examples, which really helped me to learn the subject. Once I realized that the lessons had a real world basis, it was so much easier for me to make sense of them. Students really do learn best when real life connections are being made. I hope that as a teacher I can help out my students, the way Mr. T. helped me.
Chapter 5- Teaching to the Individual, Working with the Regret
I found the part about asking open-ended questions quite interesting. When teachers ask students short, quick response questions, students begin to do what it takes to get by in class, without really learning anything. However, when teachers ask open-ended questions, and students are allowed the time to think the question through and gather evidence, they learn much more. Open-ended questions also allow the whole classroom to participate in the discussion.
I completely agree with this section of the book. When students are forced to answer simple, short response questions, they stop learning. They fall into a pattern of expecting short answers, so they do only as much work as they need to. When students have to answer more complex questions, they must research the information, and discuss it amongst themselves. This way, they are learning much more. As a teacher, I will try to encourage thinking among my students everyday. Higher levels of thinking are very important for students to be able to make it in the real world, and, as a future teacher, it is my responsibility to encourage the growth of my students.
I completely agree with this section of the book. When students are forced to answer simple, short response questions, they stop learning. They fall into a pattern of expecting short answers, so they do only as much work as they need to. When students have to answer more complex questions, they must research the information, and discuss it amongst themselves. This way, they are learning much more. As a teacher, I will try to encourage thinking among my students everyday. Higher levels of thinking are very important for students to be able to make it in the real world, and, as a future teacher, it is my responsibility to encourage the growth of my students.
Chapter 4- Creating a Culture of Success
Chapter 4 discusses many ways in which teachers can show that they believe in their students. One way in particular is to support students throughout the year. Students want teachers' help, and they want it early and often. Students also want teachers make themselves available via tutor sessions, etc. For a student to thrive in an academic setting, teachers need to not only let the student know where they need to improve, but also to help them make that improvement.
This chapter in particular speaks volumes to me. I can remember back through all the teachers I have had over the years, as well as what seperates them between "good" and "bad". For me, a great teacher always has his or her door open. They are always willing to help, and always providing multiple opportunities for students to learn from their mistakes. The not so good teachers were the ones who simply didn't care whether the student was having trouble or not. I strongly believe that is it crucial for teachers to be available to their students. Not at all students learn the same way, or at the same pace, and it is important for teachers to take the time to make sure that all students are understanding the material.
This chapter in particular speaks volumes to me. I can remember back through all the teachers I have had over the years, as well as what seperates them between "good" and "bad". For me, a great teacher always has his or her door open. They are always willing to help, and always providing multiple opportunities for students to learn from their mistakes. The not so good teachers were the ones who simply didn't care whether the student was having trouble or not. I strongly believe that is it crucial for teachers to be available to their students. Not at all students learn the same way, or at the same pace, and it is important for teachers to take the time to make sure that all students are understanding the material.
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