From a Lecture at an FMEA Meeting on October 3, 2010.
Given by Weston Noble in Jensen Noble Hall of Music Choir Room, Luther College.
Weston Noble was Nordic Choir director at Luther College for 50 years and for part of that time also conducted the Concert Band. He is currently writing a book about his experiences as a music educator. His wealth of experiences and the information he has learned from them is a vast knowledge base that can help prepare all aspiring teachers to do well the minute then step foot into their jobs in education.
In Mr. Noble's experience as a music educator, he sees the most important aspect of teaching is being vulnerable. Vulnerable you might say? Why in the world should a teacher be vulnerable? Or what does that even mean? Well, for Weston Noble, vulnerability means three things.
1. Being vulnerable with yourself. That is being able to examine your own strengths and weaknesses and working to improve of utilize the accordingly.
2. Vulnerable with the score. Take risks in music and stepping outside your boundaries. Work to become the best you can be and understand that to grow you must take steps to improve.
3. Vulnerability with the ensemble. Admit when you make mistakes. This helps gain trust within the ensemble. No one is perfect and an educator should recognize that there are things they need to work on just like the ensemble they are directing or class they are teaching.
Other important elements of teaching are as follows:
-Understand your students. Ask them questions and greet them by name. A simple thing like knowing a students name goes a long way in the classroom. They will respect you more, behave better, and work harder.
-Have each student feel as though they are contributing to the group as a whole. Without one person the ensemble will not be quite the same. Each person is important and adds to the success of the whole.
-Have the students give feedback on your teaching and ask them why. Why do you like this, why do you dislike that?
Above all the most important thing is . . .
To believe in yourself!!!
Friday, December 3, 2010
Saturday, November 13, 2010
Collaborativeness
Collaboration and What Makes Up a Highly Effective Group
In education, there are many different groups of people that make up a highly effective group. These include fellow teachers, parents, administrators, the students in the classroom, and the community. In an ideal world, all these groups would be working together because they all have a stake in the outcome of education, but unfortunately, we do not live in an ideal world and our education system is unfortunately failing our students. When a new teacher comes in, they are most-likely filling the shoes of someone who came before them. This can be a hefty job to do and the support of your colleagues and the administration is very important. Students and parents will have become used to the old teachers style and when you come in and change things to make the job your own it might shake some people up. Support is the lifeline that can keep you strong. Without support, people can bend you into the mold they want, which is the old style that they are used to, not the person who you are. Also, parents need to be involved in their students' education. Many students need a good household at home that values education and learning. To foster this try and incorporate the parents into the learning experience. A few projects I still remember from grade school are the projects that incorporated my family. One was a career paper I wrote for my English class about one of my parents, another was a History class project about the experiences my grandpa has in the service, and the biggest was a family tree I did on my family. These projects taught me writing skills, interview skills, research, and organization skills. Both of these papers were very interesting to me because they incorporated my history and family into them and I remembered the information and skills I learned much better. That is the reason I remember the projects so well. Finally, the community needs to be involved in the education of its children. Children's education directly effects the community because those children will become tomorrow's businessmen, engineers, architects, lawyers, and yes even teachers. Without community support a school cannot function to its full potential. Educators need to give the community a reason to support the school. Do community projects and incorporate community awareness into the classroom. Education needs to be practical and applicable to everyday life, so make sure children know and understand how the information they are learning applies to the world outside the walls of the school.
A book I just read for Educational Psychology talks in great detail about this topic. The Third Teacher greatly emphasizes the important of community involvement in education. This book is mainly about design ideas for the new generation of schools. Design schools with all parties involved. Incorporate the community and explain why things are being designed like they are. Add colors and natural light to classrooms. Construct playgrounds with a greater outdoors feel and allow children to explore. In any way possible educators and the community alike need to give students every opportunity to succeed that they can. With the support of the community and all the other groups who have a stake and role in education, educators can accomplish many things and change the face of education for the better.
In education, there are many different groups of people that make up a highly effective group. These include fellow teachers, parents, administrators, the students in the classroom, and the community. In an ideal world, all these groups would be working together because they all have a stake in the outcome of education, but unfortunately, we do not live in an ideal world and our education system is unfortunately failing our students. When a new teacher comes in, they are most-likely filling the shoes of someone who came before them. This can be a hefty job to do and the support of your colleagues and the administration is very important. Students and parents will have become used to the old teachers style and when you come in and change things to make the job your own it might shake some people up. Support is the lifeline that can keep you strong. Without support, people can bend you into the mold they want, which is the old style that they are used to, not the person who you are. Also, parents need to be involved in their students' education. Many students need a good household at home that values education and learning. To foster this try and incorporate the parents into the learning experience. A few projects I still remember from grade school are the projects that incorporated my family. One was a career paper I wrote for my English class about one of my parents, another was a History class project about the experiences my grandpa has in the service, and the biggest was a family tree I did on my family. These projects taught me writing skills, interview skills, research, and organization skills. Both of these papers were very interesting to me because they incorporated my history and family into them and I remembered the information and skills I learned much better. That is the reason I remember the projects so well. Finally, the community needs to be involved in the education of its children. Children's education directly effects the community because those children will become tomorrow's businessmen, engineers, architects, lawyers, and yes even teachers. Without community support a school cannot function to its full potential. Educators need to give the community a reason to support the school. Do community projects and incorporate community awareness into the classroom. Education needs to be practical and applicable to everyday life, so make sure children know and understand how the information they are learning applies to the world outside the walls of the school.
A book I just read for Educational Psychology talks in great detail about this topic. The Third Teacher greatly emphasizes the important of community involvement in education. This book is mainly about design ideas for the new generation of schools. Design schools with all parties involved. Incorporate the community and explain why things are being designed like they are. Add colors and natural light to classrooms. Construct playgrounds with a greater outdoors feel and allow children to explore. In any way possible educators and the community alike need to give students every opportunity to succeed that they can. With the support of the community and all the other groups who have a stake and role in education, educators can accomplish many things and change the face of education for the better.
The Needs of All
On Campus Presentation - FMEA Meeting on November 7th, 2010
Dr. Fordice presenter
Considering the Needs of All Music Students
Dr. Fordice was a very effective presenter. He was engaging and used multiple ways to get his information across. He gave a short introduction, then split us into groups each with a current student teacher working with students with special needs in the classroom. The student teachers had lots of great first hand experience to share and had many good insights into what to do to teach towards the needs of every student.
Then the group reassembled and Dr. Fordice presented teaching to every student. All students have special needs that need consideration when one is a teacher. Just because a student does not have an Individual Education Plan (IEP) does not mean they do not have special needs that need to be addressed. Teachers need to work to incorporate learning styles into their teaching, but also make it an effort of the entire classroom to help each other. Dr. Fordice used the phrase and acronym Figure Me Out ASAP to illustrate him point.
A - Attention
S - Sensory
A - Avoidance of Failure
P - Power
A - Attention
- Students want attention and will do what they need to get it. While a student may seem to be acting out in defiance, he or she may simply be acting in a way in which they receive attention, whether or not it is positive attention they do not care. Educators need to meet these needs of students positively, constructively, and practically.
S - Sensory
- Many children can suffer from over stimulation. Children, especially with autism can suffer from this and have a hard time concentrating. Educators should work to design lesson plans that give every student the best possible opportunity to succeed. For example: Maybe instead of having every student in a class play a drum at the same time, have four drums and have the kids share or take turns. Use movement and dance to express musical feelings in another way. Some students may even suffer from Amusia. A rare condition in which normal music is not processed the same way and is harm to listen to or even painful (Musicophilia, Sacks.) In this situation everything must be done to somehow allow these students too the opportunity to experience music. Simply moving to a simple beat, with out any musical instruments, can allow them to experience the music that exists around them in their daily lives.
A - Avoidance of Failure
- This is a huge part of the music classroom. Music, like many other areas of education is a discipline which requires much practice and appreciation. Not everyone has the drive or understanding to appreciate it. When students are trying new things, they will sometimes be naughty to avoid failure. In reality, this seemingly cocky, stubborn, disobedient behavior is simply covering the fact that the students are scared to fail. In the music classroom, structure the classroom so it is okay to fail. Students need to try new things and if they do not step outside their boundaries, they will never experience new things and find new things they like. "If you are not afraid to try and fail, then you will never make something new." This teaching approach can apply to other aspects of teaching as well. Use proximal development to push children's boundaries. Push children's boundaries slowly and expand their comfort zones giving them support and encouragement all the way.
Adaptations for students with special needs:
-Braille Music, physically adapted instruments
P - Power
- In the classroom today, children have a very limited or non-existent ability to choose. Dominance and oppression reign in many classrooms, but children do not learn best in these situations. Educators need to share power in positive and empowering ways.
Dr. Fordice's presentation was engaging and very interesting. He charged us that when we become educators we work to learn what the needs of each student are and use every resource we have to teach towards the needs of every student. This presentation, while geared directly for application to the music room, also has a great application in the other classrooms, as well. While my past schooling experience leads me to believe that testing, homework, and lectures are the best way to go, as this year has been going on, I am coming to wonder and many be even agree that there are better ways out there to teach children that allow them to learn and enjoy education more and have a better effect on their lives.
Dr. Fordice presenter
Considering the Needs of All Music Students
Dr. Fordice was a very effective presenter. He was engaging and used multiple ways to get his information across. He gave a short introduction, then split us into groups each with a current student teacher working with students with special needs in the classroom. The student teachers had lots of great first hand experience to share and had many good insights into what to do to teach towards the needs of every student.
Then the group reassembled and Dr. Fordice presented teaching to every student. All students have special needs that need consideration when one is a teacher. Just because a student does not have an Individual Education Plan (IEP) does not mean they do not have special needs that need to be addressed. Teachers need to work to incorporate learning styles into their teaching, but also make it an effort of the entire classroom to help each other. Dr. Fordice used the phrase and acronym Figure Me Out ASAP to illustrate him point.
A - Attention
S - Sensory
A - Avoidance of Failure
P - Power
A - Attention
- Students want attention and will do what they need to get it. While a student may seem to be acting out in defiance, he or she may simply be acting in a way in which they receive attention, whether or not it is positive attention they do not care. Educators need to meet these needs of students positively, constructively, and practically.
S - Sensory
- Many children can suffer from over stimulation. Children, especially with autism can suffer from this and have a hard time concentrating. Educators should work to design lesson plans that give every student the best possible opportunity to succeed. For example: Maybe instead of having every student in a class play a drum at the same time, have four drums and have the kids share or take turns. Use movement and dance to express musical feelings in another way. Some students may even suffer from Amusia. A rare condition in which normal music is not processed the same way and is harm to listen to or even painful (Musicophilia, Sacks.) In this situation everything must be done to somehow allow these students too the opportunity to experience music. Simply moving to a simple beat, with out any musical instruments, can allow them to experience the music that exists around them in their daily lives.
A - Avoidance of Failure
- This is a huge part of the music classroom. Music, like many other areas of education is a discipline which requires much practice and appreciation. Not everyone has the drive or understanding to appreciate it. When students are trying new things, they will sometimes be naughty to avoid failure. In reality, this seemingly cocky, stubborn, disobedient behavior is simply covering the fact that the students are scared to fail. In the music classroom, structure the classroom so it is okay to fail. Students need to try new things and if they do not step outside their boundaries, they will never experience new things and find new things they like. "If you are not afraid to try and fail, then you will never make something new." This teaching approach can apply to other aspects of teaching as well. Use proximal development to push children's boundaries. Push children's boundaries slowly and expand their comfort zones giving them support and encouragement all the way.
Adaptations for students with special needs:
-Braille Music, physically adapted instruments
P - Power
- In the classroom today, children have a very limited or non-existent ability to choose. Dominance and oppression reign in many classrooms, but children do not learn best in these situations. Educators need to share power in positive and empowering ways.
Dr. Fordice's presentation was engaging and very interesting. He charged us that when we become educators we work to learn what the needs of each student are and use every resource we have to teach towards the needs of every student. This presentation, while geared directly for application to the music room, also has a great application in the other classrooms, as well. While my past schooling experience leads me to believe that testing, homework, and lectures are the best way to go, as this year has been going on, I am coming to wonder and many be even agree that there are better ways out there to teach children that allow them to learn and enjoy education more and have a better effect on their lives.
Saturday, October 9, 2010
Reflectiveness and Why it's Hard to Do
In the teaching and education world, reflecting on the past is an important thing to do. Teachers and people in education need to be looking for ways to improve the way they do their jobs. As times change and different students arrive in a classroom, each teacher needs to reevaluate how they taught in the past and what kinds of things they can change or improve on in the future.
Students
Teachers and students often find it hard to reflect on the heart of education because they fail to put the effort or understanding into it. Students may fail to reflect because they simply do not want to be in the classroom in the first place. They would rather be in an environment which allows they more opportunity to have autonomy. This is one place actually that teachers can focus on to improve their students ability at reflecting. By giving students a say in their own education, teachers can increase the chances of their students learning to reflect on their past experiences and learn from them. This ability to reflect on the past is a skill which will help these students for the rest of their lives. Their are no professions in the world which to not require reflection on past situations or even building on past skills and experiences. By allowing students to have some autonomy and helping instill in their a love for learning and reflection, educators can instill in them a love for learning that will help their students throughout their lives.
Teachers
Teachers too, just like their students, need to have the ability to reflect. For teachers it is very important to reflect, because through the reflection process, one can look constructively on the things the did or tried to do in the past and make attempts at correcting or changing behaviors or educational approaches. In a teacher teaches he same way for ever without ever looking back and striving to be the best teacher they can be, there is a large change that they will fail to be the best educator they can for all the students they have. All students have different learning styles and educational needs. In a changing world of education it is important for teachers to remember that they need to constantly reevaluate their performance in order to be the best educator they possibly can.
How to Reflect
Reflection is the best when it is done in a few steps over the course of a determined period of time. In the book Drive, by Daniel Pink he argues that human's intrinsic motivation, or their natural instinct to learn and improve themselves is being drowned out by incentives, bonuses, and rewards. Attempt to harness students natural instinct to learn. For students, teachers could have them write down some goals and expectations down on paper for a class to look on later. When they write them down consider How will I reach these goals? and What will I get out of accomplishing these goals? After a determined or undetermined amount of time has passed, consider Did I reach my goals?, How has this effected me?, and How can I work to accomplish how in the future? This relatively simple process can serve to get students, if not completely involved but at the least simply thinking about their education and its role in their future lives and careers.
Teachers can reflect in much the same way setting goals for themselves. Music teachers could focus on improving their conducting skills or increasing ear training proficiency. Other types of teacher can look to improve their familiarity with current topics in education and research so they are able to give their students the most recent and applicable information possible that relates to their lives. Teachers should also work constantly to improve their ability to teach to all types of students. By informing themselves on new information about teaching approached and advancements in the understanding of students learning and development they can improve themselves and give their students the best education they possibly can.
Students
Teachers and students often find it hard to reflect on the heart of education because they fail to put the effort or understanding into it. Students may fail to reflect because they simply do not want to be in the classroom in the first place. They would rather be in an environment which allows they more opportunity to have autonomy. This is one place actually that teachers can focus on to improve their students ability at reflecting. By giving students a say in their own education, teachers can increase the chances of their students learning to reflect on their past experiences and learn from them. This ability to reflect on the past is a skill which will help these students for the rest of their lives. Their are no professions in the world which to not require reflection on past situations or even building on past skills and experiences. By allowing students to have some autonomy and helping instill in their a love for learning and reflection, educators can instill in them a love for learning that will help their students throughout their lives.
Teachers
Teachers too, just like their students, need to have the ability to reflect. For teachers it is very important to reflect, because through the reflection process, one can look constructively on the things the did or tried to do in the past and make attempts at correcting or changing behaviors or educational approaches. In a teacher teaches he same way for ever without ever looking back and striving to be the best teacher they can be, there is a large change that they will fail to be the best educator they can for all the students they have. All students have different learning styles and educational needs. In a changing world of education it is important for teachers to remember that they need to constantly reevaluate their performance in order to be the best educator they possibly can.
How to Reflect
Reflection is the best when it is done in a few steps over the course of a determined period of time. In the book Drive, by Daniel Pink he argues that human's intrinsic motivation, or their natural instinct to learn and improve themselves is being drowned out by incentives, bonuses, and rewards. Attempt to harness students natural instinct to learn. For students, teachers could have them write down some goals and expectations down on paper for a class to look on later. When they write them down consider How will I reach these goals? and What will I get out of accomplishing these goals? After a determined or undetermined amount of time has passed, consider Did I reach my goals?, How has this effected me?, and How can I work to accomplish how in the future? This relatively simple process can serve to get students, if not completely involved but at the least simply thinking about their education and its role in their future lives and careers.
Teachers can reflect in much the same way setting goals for themselves. Music teachers could focus on improving their conducting skills or increasing ear training proficiency. Other types of teacher can look to improve their familiarity with current topics in education and research so they are able to give their students the most recent and applicable information possible that relates to their lives. Teachers should also work constantly to improve their ability to teach to all types of students. By informing themselves on new information about teaching approached and advancements in the understanding of students learning and development they can improve themselves and give their students the best education they possibly can.
Saturday, October 2, 2010
Passion in Teaching
Passion is one of many characteristics that make a teacher truly great. Teachers are charge with the job of educating children to become good citizens and important parts of society. Teachers need to feel that their not hired for a job, but rather called to a profession. Without dedication and passion, a teacher will only be working for the wrong reasons.
I am a music education major here at Luther College and I was never one who got really excited about mathematics and science. In high school chemistry though, my teacher was a very dedicated person who showed a passion for education. He used all the resources he could to show us how redox equations and the periodic table applied to our daily lives. He made chemistry applicable to each of his students lives whether is was your toothpaste of your microwave oven. In college I even decided to venture outside the realm of music courses and take a chemistry class. My college chemistry professor really enjoyed the subject he taught and, like my high school teacher, made sure the information we learned applied to our daily lives whether it was meat tenderization or avalanche control. Because of these classes, I became more knowledgeable about a field I was previously uninterested in.
In college here, I did have one negative experience with a teacher in an introductory class. For an assignment we needed to bring in several quotes concerning music education. One of the quotes I brought dealt with music and its healing capabilities. While I do not remember the quote, I do remember my professor's response to it. He basically said that the ideas behind the quote were no good and it did not matter. Little did he know that I am very interested in music therapy and its application to special education programs in schools. And I have done research in to the field already so it does exist. I fisrt saw a Nova episode called Musical Minds which introduced me to this field of research for the first time. I then read a book by Oliver Sacks, a neurologist, called Musicophilia which talks about his own experiences with music healing powers. My interest grew which led me to the Beth Abraham Institute for Music and Neurological research. Research done in the medical field has shown that music's application in the hospital has profound effects on patients' conditions improving conditions such as speech and motor impediments, autism, Tourette's Syndrome, Parkinson's, stroke, and memory deficits. Research about the brain has also revealed that music is one thing that allows the brain to use both sides and much of its capacity which is great for developing brains. I believe strongly that this information from the medical and music therapy field can be applied to education for all students. If I had not read about the positive effects this use of music can have, my professor's comments could easily have deterred me from continued research and further reading in this area.
Here are some links if you would like to learn more:
Beth Abraham Institute for Music and Neurological Research
http://www.bethabe.org/music_institute55.html
Musicophilia by Oliver Sacks
http://musicophilia.com/
Nova Musical Minds
http://www.pbs.org/wgbh/nova/musicminds/
I am a music education major here at Luther College and I was never one who got really excited about mathematics and science. In high school chemistry though, my teacher was a very dedicated person who showed a passion for education. He used all the resources he could to show us how redox equations and the periodic table applied to our daily lives. He made chemistry applicable to each of his students lives whether is was your toothpaste of your microwave oven. In college I even decided to venture outside the realm of music courses and take a chemistry class. My college chemistry professor really enjoyed the subject he taught and, like my high school teacher, made sure the information we learned applied to our daily lives whether it was meat tenderization or avalanche control. Because of these classes, I became more knowledgeable about a field I was previously uninterested in.
In college here, I did have one negative experience with a teacher in an introductory class. For an assignment we needed to bring in several quotes concerning music education. One of the quotes I brought dealt with music and its healing capabilities. While I do not remember the quote, I do remember my professor's response to it. He basically said that the ideas behind the quote were no good and it did not matter. Little did he know that I am very interested in music therapy and its application to special education programs in schools. And I have done research in to the field already so it does exist. I fisrt saw a Nova episode called Musical Minds which introduced me to this field of research for the first time. I then read a book by Oliver Sacks, a neurologist, called Musicophilia which talks about his own experiences with music healing powers. My interest grew which led me to the Beth Abraham Institute for Music and Neurological research. Research done in the medical field has shown that music's application in the hospital has profound effects on patients' conditions improving conditions such as speech and motor impediments, autism, Tourette's Syndrome, Parkinson's, stroke, and memory deficits. Research about the brain has also revealed that music is one thing that allows the brain to use both sides and much of its capacity which is great for developing brains. I believe strongly that this information from the medical and music therapy field can be applied to education for all students. If I had not read about the positive effects this use of music can have, my professor's comments could easily have deterred me from continued research and further reading in this area.
Here are some links if you would like to learn more:
Beth Abraham Institute for Music and Neurological Research
http://www.bethabe.org/music_institute55.html
Musicophilia by Oliver Sacks
http://musicophilia.com/
Nova Musical Minds
http://www.pbs.org/wgbh/nova/musicminds/
Saturday, September 25, 2010
Authenticity in the Classroom
Authenticity - It is "the quality or condition of being authentic, trustworthy, or genuine" according to Answers.com. Authenticity in the classroom is an issue that has to be handled with great care and consideration. Teachers need to know the limits of authenticity are, when it is appropriate to be used, and when it should be avoided. As a teacher, one needs to know not only their limits for authenticity, but their students, as well. The amount of authenticity shown in a classroom can enhance or diminish students learning experience.
In the classroom, a lack of authenticity can be very apparent, especially if the teacher is attempting to fake their way through a class. In high school, I had a new biology teacher who was not a very good teacher. To cover over this handicap, she kept her classroom in a state on chaos and dishevelment which made it impossible to learn anything. The majority of class time was spent mindlessly filling printed notes from PowerPoint presentations and coloring in pictures of cells and plants. This teacher's attempts to keep the students busy and hide her inability to teach the class' material was very transparent to the students. As a result, I cannot remember learning anything of substance in that class and just spend mindless days filling in blanks on worksheets and coloring in pictures. For this teacher, the lack of authenticity expressed to the students was taken advantage of and the entire class suffered.
On the other hand, one of my Theology teachers in college would not tell us his religious beliefs until the end of the class. The class was all about the Reformation and a large portion of the class was devoted to class discussion. Instead of putting in his two cents on every discussion topic, he let his students debate and discuss the topics for the class. By withholding his personal views he allowed for more openness among students during their conversations and avoided silencing some students for fear of earning the professor's disapproval. Another situation that this would apply to is a United States History of Political Science course. Teachers in these subjects should make should to check their personal opinions at the door. Their job is not to tell students what they think, but rather give students the tools and resources to make up their own minds. There is a place to share personal beliefs and opinions about topics like this, but the classroom is not one of them. Teachers need to do all in their power not to discourage one single student from learning what they need to succeed and form their own ideas and opinions that with shape their lives.
If a teachers seems fake of unauthentic towards students, the students, especially the younger or middle aged students, will take advantage of their teachers suspected weakness and use it to their advantage for disruption and chaos. In addition to this, a lack of authenticity can destroy any sense of trust that might exist between teachers and their students. Without this sense of trust, students may be less motivated to learn, ask questions, or even trust what their teachers are teaching them. To achieve an appropriate level of authenticity in the classroom, teachers should know what is appropriate to share in the classroom and what is not, always remembering to engage their students in their learning, not doing anything to distract of hamper that all important part of education.
In the classroom, a lack of authenticity can be very apparent, especially if the teacher is attempting to fake their way through a class. In high school, I had a new biology teacher who was not a very good teacher. To cover over this handicap, she kept her classroom in a state on chaos and dishevelment which made it impossible to learn anything. The majority of class time was spent mindlessly filling printed notes from PowerPoint presentations and coloring in pictures of cells and plants. This teacher's attempts to keep the students busy and hide her inability to teach the class' material was very transparent to the students. As a result, I cannot remember learning anything of substance in that class and just spend mindless days filling in blanks on worksheets and coloring in pictures. For this teacher, the lack of authenticity expressed to the students was taken advantage of and the entire class suffered.
On the other hand, one of my Theology teachers in college would not tell us his religious beliefs until the end of the class. The class was all about the Reformation and a large portion of the class was devoted to class discussion. Instead of putting in his two cents on every discussion topic, he let his students debate and discuss the topics for the class. By withholding his personal views he allowed for more openness among students during their conversations and avoided silencing some students for fear of earning the professor's disapproval. Another situation that this would apply to is a United States History of Political Science course. Teachers in these subjects should make should to check their personal opinions at the door. Their job is not to tell students what they think, but rather give students the tools and resources to make up their own minds. There is a place to share personal beliefs and opinions about topics like this, but the classroom is not one of them. Teachers need to do all in their power not to discourage one single student from learning what they need to succeed and form their own ideas and opinions that with shape their lives.
If a teachers seems fake of unauthentic towards students, the students, especially the younger or middle aged students, will take advantage of their teachers suspected weakness and use it to their advantage for disruption and chaos. In addition to this, a lack of authenticity can destroy any sense of trust that might exist between teachers and their students. Without this sense of trust, students may be less motivated to learn, ask questions, or even trust what their teachers are teaching them. To achieve an appropriate level of authenticity in the classroom, teachers should know what is appropriate to share in the classroom and what is not, always remembering to engage their students in their learning, not doing anything to distract of hamper that all important part of education.
Wednesday, September 15, 2010
Compassion and its Role in Teaching
Compassion is an important quality for a good teacher to possess. Teacher's need to be able to work with students and understand the difficulties different students might be facing in and outside of their studies. Compassion can be more concrete, such as help and guidance through a tough class or it can be more subtle, like the teachers who get to know their students and can work with each of their individual needs. All students, even the most studious can have an off day and it takes a really understanding and compassionate teacher to understand and work with each and every student equally.
I cannot think of any of my teachers who ever showed the obvious sort of compassion, but I have had quite a few who have showed the more subtle type. One of the most vivid memories from all my High School classes was the day after a Conference Track Meet. The team had been gone very late and most of them had not been able to study properly or get adequate sleep. Because of the high number of track athletes in the class, my teacher gave them the option to take the test during class, or to come in and take it before school the following day. My teacher sacrificed his morning to come in and allow the track athletes to take their test so he was not setting them up for failure. While this action might not apply in all circumstances,
I cannot think of any of my teachers who ever showed the obvious sort of compassion, but I have had quite a few who have showed the more subtle type. One of the most vivid memories from all my High School classes was the day after a Conference Track Meet. The team had been gone very late and most of them had not been able to study properly or get adequate sleep. Because of the high number of track athletes in the class, my teacher gave them the option to take the test during class, or to come in and take it before school the following day. My teacher sacrificed his morning to come in and allow the track athletes to take their test so he was not setting them up for failure. While this action might not apply in all circumstances,
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