From a teaching point of view, the following situation is an ideal one: The students are given a problem and told to try and figure it out with the help of their group. They must then use their various thinking and problem solving skills to come to an answer on their own, without any direct help from their math teacher.
However from the students’ side, it is their worst nightmare. They actually have to think to get the answer, instead of having it handed to them by the teacher. They actually have to work for it. Heaven forbid.
The teacher described here is a very good teacher. He does not simply write out problems and equations and then expect his students to memorize and understand them. He makes his pupils search and push themselves to accomplish the goal. Instead of answering their questions outright, he nudges their thinking processes in the right direction so that they can answer their own questions. This method is much better than simple note-taking; the students are able to remember what they learned easier, and can work their way through tougher problems that they come across in the future. It teaches them to be more independent, as well as improves their problem solving skills.
Personally, would I want to be in a class run this way? Heck no. I’d rather have the answers handed to me, memorize them until I pass the test, and then sweep the knowledge under a figurative rug with everything else to be forgotten. But...I do think that if I were in a class like this, I would learn the information much easier, and afterwards have a greater sense of satisfaction over what I discovered. Even though I would moan and complain about it the entire time, a class like this would be exactly what I need.
Monday, February 15, 2010
Sunday, February 7, 2010
G.I.Jo14---Blog Post #1
The teacher described above is unlike most teachers in the world today. The majority of teachers are similar in teaching methods: they enjoy talking, writing, and grading. In the classroom, teachers are usually the ones who do all of the explaining and lecturing, force the kids to simply copy or take notes, and then grade the exams and lessons with a keen eye and bright red pen. The Algebra II teacher I would say is a prime example of a good teacher.
Now there is no specific characteristic or trait that makes a teacher 'good', but the methods of teacher explained above would help my decision to put the teacher in the 'good' category. The teacher above is unlike the 'average' teacher I talked about in the first paragraph. The teacher above is thoughtful and opens the doors to the deep depths of the minds in every student. The assignment in itself "which requires the use of both algebra and geometry" implies countless possibilities but also explains that the problem isn't 'unsolvable'. He explains the assignment simply and then allows the students to explore and discover.
Another reason the teacher above is a 'good' teacher, is that he allows the students to converse and share ideas with one another. The main problem in math is that there are so many rules and methods to remember that I always get that 'brain freeze' where I can't remember or figure out the next step. That is why being able to share and talk with the students around you is such a great learning method--therefore making the teacher a 'good' teacher. He also doesn't just give the answers--he makes you think and 'dig deep' into the problems.
Personally, I would have mixed feelings about this class. Some people might love this and then others might hate it--that's because everybody has a different learning method. My learning method is a mix between this teacher's and the average teacher's. I personally like being told exactly what to do, but the majority of times I like to be able to explore and create new possibilities and figure out the answer myself--along with getting ideas from others and eventually learning and hearing what methods other people used to solve the problem. Overall, I think that the teacher above is a very good teacher and would enjoy being in that class.
Now there is no specific characteristic or trait that makes a teacher 'good', but the methods of teacher explained above would help my decision to put the teacher in the 'good' category. The teacher above is unlike the 'average' teacher I talked about in the first paragraph. The teacher above is thoughtful and opens the doors to the deep depths of the minds in every student. The assignment in itself "which requires the use of both algebra and geometry" implies countless possibilities but also explains that the problem isn't 'unsolvable'. He explains the assignment simply and then allows the students to explore and discover.
Another reason the teacher above is a 'good' teacher, is that he allows the students to converse and share ideas with one another. The main problem in math is that there are so many rules and methods to remember that I always get that 'brain freeze' where I can't remember or figure out the next step. That is why being able to share and talk with the students around you is such a great learning method--therefore making the teacher a 'good' teacher. He also doesn't just give the answers--he makes you think and 'dig deep' into the problems.
Personally, I would have mixed feelings about this class. Some people might love this and then others might hate it--that's because everybody has a different learning method. My learning method is a mix between this teacher's and the average teacher's. I personally like being told exactly what to do, but the majority of times I like to be able to explore and create new possibilities and figure out the answer myself--along with getting ideas from others and eventually learning and hearing what methods other people used to solve the problem. Overall, I think that the teacher above is a very good teacher and would enjoy being in that class.
Wednesday, January 27, 2010
Aria-chan, Jan 27, 2010
An Algebra teacher writes a problem on the board, one that the students have never seen before, and tells the class to solve the problem together in groups. Whenever someone asks a question, the teacher says things like "try something different," or "ask someone in your group."
In Algebra II (a rather difficult class, I might add), if a teacher introduces a problem, I believe that the teacher should explain how to solve a simple version first, and then send the students off to solve a more difficult version of the problem. If I were this teacher, having the students work out the problem on their own not only demonstrates good problem-solving skills, but allows said students to build up their group-working skills. Teaching students to work together to solve an unknown is a great way to prepare them for college and any career involving people.
On the other hand, students walking into the classroom will find that in order to pass that day's assignment and get participation points, they have to work with a group to discover the answer to a problem they've never seen before. To make matters worse, the teacher won't give any help-just cryptic clues like "try something different," or "ask someone in your group." I know from experience that a student in that situation will have already used as many resources as possible (i.e. flipping through notes, reading the glossary in the back of the math book, pounding fellow teammates for answers). In most students' point of view, this is a classic nightmare.
I've had a few of those nightmares, myself-oh, the horror! But a teacher like this, in my personal opinion, wouldn't be that bad. Does that mean I'd like a teacher like this? No, but even if I did, I don't think I'd complain. To me, it matters more about whether the teacher is nice about it, or if they explained it afterword.
In Algebra II (a rather difficult class, I might add), if a teacher introduces a problem, I believe that the teacher should explain how to solve a simple version first, and then send the students off to solve a more difficult version of the problem. If I were this teacher, having the students work out the problem on their own not only demonstrates good problem-solving skills, but allows said students to build up their group-working skills. Teaching students to work together to solve an unknown is a great way to prepare them for college and any career involving people.
On the other hand, students walking into the classroom will find that in order to pass that day's assignment and get participation points, they have to work with a group to discover the answer to a problem they've never seen before. To make matters worse, the teacher won't give any help-just cryptic clues like "try something different," or "ask someone in your group." I know from experience that a student in that situation will have already used as many resources as possible (i.e. flipping through notes, reading the glossary in the back of the math book, pounding fellow teammates for answers). In most students' point of view, this is a classic nightmare.
I've had a few of those nightmares, myself-oh, the horror! But a teacher like this, in my personal opinion, wouldn't be that bad. Does that mean I'd like a teacher like this? No, but even if I did, I don't think I'd complain. To me, it matters more about whether the teacher is nice about it, or if they explained it afterword.
Monday, January 25, 2010
blaze23lov - Blog Promt #2
CSAP test have always the test that kids dread these days. We either try our best or not at all. Most of the student body chooses not to try at all. This is usually the reason why the schools test scores are so low.
I think that they should not put CSAP scores on transcripts. This is a test where others don't try. There are too many test, such as math, reading, and writing, that we have to take. Students who see how many test they have to take just give up. Another factor is the quantity of the tests. There are numerous questions a test and it just brings others down.
Since TVHS wants to put CSAP on transcripts I think that they should reduce the quantity of the test and focus on quality. This way it will raise our focus and we would try harder. Plus, the school may have an increase in numbers if they do so.
I think that they should not put CSAP scores on transcripts. This is a test where others don't try. There are too many test, such as math, reading, and writing, that we have to take. Students who see how many test they have to take just give up. Another factor is the quantity of the tests. There are numerous questions a test and it just brings others down.
Since TVHS wants to put CSAP on transcripts I think that they should reduce the quantity of the test and focus on quality. This way it will raise our focus and we would try harder. Plus, the school may have an increase in numbers if they do so.
Sunday, January 24, 2010
Knudeps-Blog Prompt #2
I believe that our CSAP scores should not be listed on our transcripts. A lot of students get test anxiety and don't do well on them. Others just do not take them seriously enough. Either way, they could harm the future of students who get good grades and try hard in all their classes. I do feel differently about using the scores for other things, though.
If students do well on their CSAP's, I think they should receive an academic award at the ceremony. It won't affect their future, but it could raise the self esteem of the student receiving the award. As for NHS, I am not quite sure what to do about it. I don't know that much about the National Honor Society, but generally I view the test as pointless, so I don't think it should be used for important things such as NHS.
If students do well on their CSAP's, I think they should receive an academic award at the ceremony. It won't affect their future, but it could raise the self esteem of the student receiving the award. As for NHS, I am not quite sure what to do about it. I don't know that much about the National Honor Society, but generally I view the test as pointless, so I don't think it should be used for important things such as NHS.
Tuesday, January 19, 2010
Blog prompt #1
This teacher's teaching style is not effective because the students have no knowledge on how to solve this problem. Therefore rendering the students incapable of learning this new concept effectively. While in class, practice time is supposed to be used for practicing the new concept after the teacher has thoroughly explained the concept, this teacher however is using practice time in the classroom for the students to try and figure out this concept on their own. Which I feel is an unacceptable method of teaching.
If I was caught in a classroom environment with a teacher that is not teaching, I would be very upset because he is paid to teach us not for us to teach ourselves. I would also try and switch out of this class because of my past experience with teachers of this mindset, where they can be lazy. This class i had last semester with a teacher who thought this method of teaching was acceptable. Well it was not okay with me. I barely skimmed by with a B, all because a teacher thought it was okay not to do their job.
The reasons above are ones that I believe in strongly. Teachers should not stand by when students are struggling and asking for help with a concept that they know nothing about. They should be doing their jobs and teaching the young minds of tomorrow.
If I was caught in a classroom environment with a teacher that is not teaching, I would be very upset because he is paid to teach us not for us to teach ourselves. I would also try and switch out of this class because of my past experience with teachers of this mindset, where they can be lazy. This class i had last semester with a teacher who thought this method of teaching was acceptable. Well it was not okay with me. I barely skimmed by with a B, all because a teacher thought it was okay not to do their job.
The reasons above are ones that I believe in strongly. Teachers should not stand by when students are struggling and asking for help with a concept that they know nothing about. They should be doing their jobs and teaching the young minds of tomorrow.
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