Gripping stuff Kristine. Here are some points that stood out upon reading your Initial Response for this case:
1)
“[Joan] needs to outline her expectations so that students have a thorough understanding of what she requires of them. She should have a clear vision of what she wants her classroom to look like and what kind of learning atmosphere she wishes to create.”
“To achieve this kind of environment Joan could have her students play “ice breaker” or “getting to know you” type games.”
- I believe it’s absolutely vital that teachers immediately begin shaping their classroom into the particular learning environment they wish to achieve. You offered suggestions on how to commence this process, but I find the difficult part is determining how to reinforce classroom rules and attitudes (eg: respect) in a proactive manner over the course of the year. I’m quick to point out when students have broken the rules, but this is a reactionary approach to maintaining and reinforcing my desired classroom environment.
- What proactive means can you suggest to continuously reinforce classroom rules and attitudes over the course of the year that doesn’t specifically allocate time for games? Is such a task possible?
2)
“…[Joan] might become unfairly biased towards or against some students, so she must be careful to differentiate between what is helpful and what is not.”
- Good point. Teachers can be extremely forthcoming with information about common students, and the information the supply sometimes straddles the line between helpful and harmful with regards to potentially causing me to be biased against certain students.
- Is it always easy to differentiate between what is helpful versus what is harmful information? What constitutes questionable information versus information that is flat out harmfrul? What can you do you prevent being biased when you come across potentially harmful information?
3)
“…teachers cannot plan for everything…”
- Classrooms truly are unpredictable places, making it impossible to plan for everything. It is possible, however, to construct lessons and use classroom strategies that have dynamic qualities so that adaptability is built into their structure. For instance, it is impossible to predict that one day you will leave the classroom to have a discussion with student that has never had a history of disobedience. However, you can plan or implement several strategies to that concern what the rest of the class will do while they are left unsupervised.
Gripping stuff Kristine. Here are some points that stood out upon reading your Initial Response for this case:
ReplyDelete1)
“[Joan] needs to outline her expectations so that students have a thorough understanding of what she requires of them. She should have a clear vision of what she wants her classroom to look like and what kind of learning atmosphere she wishes to create.”
“To achieve this kind of environment Joan could have her students play “ice breaker” or “getting to know you” type games.”
- I believe it’s absolutely vital that teachers immediately begin shaping their classroom into the particular learning environment they wish to achieve. You offered suggestions on how to commence this process, but I find the difficult part is determining how to reinforce classroom rules and attitudes (eg: respect) in a proactive manner over the course of the year. I’m quick to point out when students have broken the rules, but this is a reactionary approach to maintaining and reinforcing my desired classroom environment.
- What proactive means can you suggest to continuously reinforce classroom rules and attitudes over the course of the year that doesn’t specifically allocate time for games? Is such a task possible?
2)
“…[Joan] might become unfairly biased towards or against some students, so she must be careful to differentiate between what is helpful and what is not.”
- Good point. Teachers can be extremely forthcoming with information about common students, and the information the supply sometimes straddles the line between helpful and harmful with regards to potentially causing me to be biased against certain students.
- Is it always easy to differentiate between what is helpful versus what is harmful information? What constitutes questionable information versus information that is flat out harmfrul? What can you do you prevent being biased when you come across potentially harmful information?
3)
“…teachers cannot plan for everything…”
- Classrooms truly are unpredictable places, making it impossible to plan for everything. It is possible, however, to construct lessons and use classroom strategies that have dynamic qualities so that adaptability is built into their structure. For instance, it is impossible to predict that one day you will leave the classroom to have a discussion with student that has never had a history of disobedience. However, you can plan or implement several strategies to that concern what the rest of the class will do while they are left unsupervised.
- What is your opinion on this?
Regards,
- Nadim