8 beliefs about students
DESCRIPTION
beliefs about studentsTRANSCRIPT
Students Learn
in Different
Ways
Teacher/Classroom Implications:
1. I will have to become
familiar with how each of my
students learn, so that I can
teach them to my utmost
possibility.
2. I have the responsibility of
learning how to teach in
different methods than how I
learned as a student.
3. As a teacher if I cannot get
the curriculum through to a
student it is my responsibility
to ask another teacher for help.
Research: It is almost a truism among teachers that students learn in different ways - for example, one student may be a visual learner, learning most easily by reading a lesson, while the student sitting next to her may be better off listening to an audio tape of the same lesson.
(Erichsen, 2010, para. 1)
Personal Reflection: As I went through school I found that I learned different then some of my friends. I found that when I was able to physically complete a project, like physics, chemistry or industrial ed., I would get a better mark. This made my learning style Bodily-Kinaesthetic; while my good friend found that he learned great by having a teacher put notes p and copying them down. Making his learning style more of a linguistic one. This difference happened between many of my friends.
Students
Want to
Learn
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Personal Reflections: From my
time in school I found that
each one of my classmates
wanted to learn. As my
classmates and I delved deeper
into the curriculum we began to
ask more and more questions. I
found that by asking questions
and enjoying the teachings I
learned better, and was more
successful. Showing how we
wanted to learn.
● ● ●
● ● ●
Research: "As children
begin to accumulate
knowledge, they are
inherently curious and
eager to learn..."
(Howey, 1998, para. 4)
● ● ●
● ● ●
Teacher/Classroom Implications: 1. I
will be responsible for harnessing
my students will to learn and use
that to make them successful.
2. It will be my job to make the
students feel welcomed, and present
the knowledge in a way that is easy
to learn.
3.I will have to find ways to keep
my class excited about learning to
make sure they want to learn.
● ● ●
Schools Provide Some Stability in a
Students Life
Teacher/Classroom Implications: 1. It will be my
responsibility to make my classroom as inviting
and safe as possible.
2. My responsibility to my students is to be able
to be contacted for help outside the curriculum,
if I can without crossing boundaries.
3. As a teacher I will need to ask others to help
if the situation is beyond my control for
students.
Personal Reflection: I
had a classmate that had
a very rough home life,
and our school/teachers
allowed for him to gain
friends, and look at the
bright side of life. He
excelled in studies and
he is now pursuing post-
secondary education.
Research: "Stability in
family, residence, school
and school attendance
support better learning."
(Fowler-Finn, 2001, para. 7)
Students Learn
at Different
Rates
Personal Reflection: In certain
classes I found the curriculum
harder to learn, this caused me
to fall behind. My teachers took
the time to work with me and help
me grasp the teachings, allowing
me to catch up to the class.
While in other classes I was
ahead.
Research: "Students learn in different ways
and at different rates, and each student is at
a different place in the learning continuum."
(CCSDL Fundamental Practices, n.d.)
Teacher/Classroom
Implications: 1. I will
be responsible for
making sure my students
are with the class.
2. If a student falls
behind I will have to
take time and help them
catch up.
3. If I need help I will
ask a teaching assistant
to come and help the
student while I teach.
Students Learn Better When Motivated about the Material
Personal Reflection:
When motivated about
what I wanted to
learn my attention
span jumped up
tremendously, as did
other classmates. I
found my marks also
rose.
Research: "Motivation...is a
key factor in the success of
students...and teachers can
play a pivotal role in
providing and encouraging that
motivation..."
(Heick, 2012, para. 2)
Teacher/Classroom Implications: 1.
It will be my responsibility to
motivate my students to learn.
2. I will ask other teachers more
successful ways to make my class
exciting.
3. My responsibility will be to
teach the class in a manner that
both excites and teaches properly.
Students have the Right to Learn
Teacher/Classroom
Implications: 1. I will teach
students who are willing to
learn to my full ability.
2. It is my responsibility to
allow my students to gain the
knowledge they need to
succeed.
3. I will ask others for help
in teaching to satisfy my
students thirst for
knowledge.
Personal Reflection: Going
through school I did not
really want to be there,
but I found that I enjoyed
what I was learning. I was
glad I was able to attend
school and learn and
succeed. Fellow classmates
did not view the same but
they received the same
content I did, and have
used that to become
successful.
Research: Of all the civil
rights for which the world has
struggled and fought for 5,000
years, the right to learn is
undoubtedly the most
fundamental...
(Darling-Hammond, 1997, para. 1)
Students Learn Better
when Engaged in the
Class!
Research: Engagement must be at
the core of our goals as
educators, for an engaged student
finds wonder in their learning,
and they not only find meaning in
their studies, but they grow
personally, for a lifetime, as a
result of their learning.
(Walker, 2011, para. 1)
Personal
Reflection: I found
that when I was
engaged in the
class I could
focus, listen
better and my marks
rose drastically.
It wasn't just me,
my friends thought
the same thing, and
found that it
worked.
Teacher/Classroom Implications: 1. It will be my
responsibility to make my class as hands on as
possible.
2. I will find ways to make my class more
exciting and engaging for students.
3. I will ask other teachers for their ideas on
how to engage my students better.
Technology Helps Students
Learn
Research: ”Students can work through a
computer activity at their own pace. Rather than
25 individuals working together on one activity,
technology allows independent completion of
work."
(Building on Technology's Promise, 1999)
Personal Reflection: Social class was
a time when we always were
searching up topics or individuals.
The allowance of having personal
technology in class allowed for us
students to personally search
without having to waste the
teachers time. I have found that I
learned very well when I was able
to see something happen, like in
physics class I used my phone to
search up videos of what my
teacher was talking about, allowing
me to grasp the concept better.
Teacher/Classroom Implications:
1) I will need to monitor the proper
use of technology, to make sure
students are on topic.
2) I will be responsible for teaching
my students what they are
supposed to be searching and
the proper way to find it.
3) I will need to ask other teachers and
teaching assistants who have
worked with the technology I
will be using for suggestions
and what is the most efficient
way of using the technology.
Works Cited
Building on Technologies Promise: Computers and Constructivism.
(1999). Retrieved January 24, 2013 from
http://www.sedl.org/pubs/tec26/cnc.html
CCSDL Fundamental Practices. (n.d.). In Canadian Coalition of
Self-Directed Learning. Retrieved from
http://ccsdl.ca/fundamental-practices/
Darling-Hammond, L. (1997). The Right to Learn. New York Times.
Retrieved from
http://www.nytimes.com/books/first/h/hammond-learn.html
Erichsen, G. (2010). Do We Learn in Different Ways?. Retrieved
from http://spanish.about.com/b/2010/01/04/do-we-learn-in-
different-ways.htm
Fowler-Finn, T. (2001). Student Stability vs. Mobility. American
Association of School Administrators. Retrieved from
http://www.aasa.org/SchoolAdministratorArticle.aspx?id=1078
4
Heick, T. (2012). 21 Simple Ideas to Improve Student Motivation.
Retrieved from http://www.teachthought.com/teaching/21-
simple-ideas-to-improve-student-motivatio/
Howey, K. (1998). Inquiring Students Want to Learn. BYU
Magazine. Retrieved from
http://magazine.byu.edu/?act=view&a=295
Walker, S. (May 10, 2011). Inspiring Students to Dream, Learn
and Grow. Retrieved from
http://www.scilearn.com/blog/engaged-student-brain-based-
learning.php