Вы находитесь на странице: 1из 3

Lena Nyberg

12/1/15

Molding
Heres what teaching all comes down too.
1. Students are unique.
2. Teachers hold the authority and set the ground rules to how the
classroom is going to run and behave.
Those two things need to then work with each other to be then underlying,
effective. Another way to look at this, is this.
1. Students are the mold.
2. Teachers are what fills the mold.
Students are individuals who we as teacher tend to. One has to acknowledge
the uniqueness and individuality the students bring to the table. And by
acknowledging, you are automatically shaping how you teach, to fit the mold
that the students provide. Teachers have the tools, it is up to them to use the
right tools on every individualist student.
I would say that acknowledging each individual in your classroom, is the first
step to create the ultimate, most effective classroom you can. When I say
acknowledging though, I dont mean a superficial Hey, thats you type of
deal. My definition of acknowledging runs a little deeper, which coincides
with understanding who your students are, and then actively engaging your
lesson plans and culture of the classroom, with what makes them so
individual and unique.
Honestly, teaching should be viewed more as facilitating, providing a
foundation on which the students can act on. Teachers are there as a service
for students. So our teaching should surround how students learn, what they
are interested in, etc. Im not suggesting some wishy washy idea of let the

students run off and do whatever they want. No, some structure needs to be
in place. A teacher needs to provide a realm of choices in which the students
feel comfortable and confident in to explore and learn however they seek out
to. For example, as a requirement, teachers need to perform assessments,
though how the students want to be assessed, could be their choice. Or
choices between group works, not group work. Skits vs. poems. (I would
make certain though that at one point or another, one assessment has to be
in a certain format, e.g. essay, oral presentation, group presentation, etc.)
Same goes with what they want to learn. Give them some kind of criteria
that they need to follow under a certain topic, but within that topic, they can
choose and pick. For example, under anatomy, they could choose a variety
of things including the history and discovery and advancements made in the
research of the anatomy, body parts themselves, the importance of learning
about the anatomy, leading to future careers in medicine. But in providing
students with that leeway, it has to be founded on trust, and respect, which
in turn holds the students accountable, and hopefully they understand the
weight of holding ones self-accountable.
There is that one big underlying aspect that is crucial in this type of structure
of teaching. And that is trust. And in order for trust to happen, teachers and
students need to be in a relationship in which it is understood what the rules
are, what behavior is acceptable and unacceptable, and what in turn the
consequences will be. I, personally, really like the concept of classroom rules
and having the students sign contracts, which can always be referred back
to. It keeps the students accountable to their actions, and no further
discussions need to be have because the student knew exactly what was
going to happen. A teacher needs to be confident in themselves and have
expectations, which the students are aware of and understand. I kind of want
to say that again, because having certain expectations for the classroom and
students, is what is going to give that structure and classroom management.
So you need to go into your classroom, knowing what you want out of it,

knowing what your expectations are, and communicating that to your


students.
Behavior can be control in having established that foundation of trust and
respect. When behavior has been acknowledged, setting a trusting and safe
community, then learning and development can occur. Behavior, learning,
and development are all intertwined. Theyre all part of an ongoing circle.
Learning cant occur if there are behavior issues that need to be dealt with.
Behavior will erupt if learning is not appropriate for their developmental age,
or grade level. Development or advancements can absolutely not occur if
behavior is out of control and learning does not occur.
There are a lot of things that I really havent touched on concerning of how to
really achieve these things. Every teacher is going to be different but I think
there is a balance needed in every teacher. This balance concerns that of
being authoritative, and yet inviting and welcoming to students needs and
willingness to get to know the students. Teachers need to walk the line of
being fun and goofy to being serious and authoritative to being a confidant
to students when they are in times of trouble.
Another thing that is really important to me and that I am not planning on
shying away from, are the topics of discrimination, different cultures,
socioeconomic statuses and so on. I grew up exposed to many different
cultures, and I also understand the gravity of some of the heavier topics on
racism and discrimination. If I can establish my classroom to be a respectful
one in which my students feel safe and heard, I definitely intend to celebrate
cultures, engage discussions on poverty, and racism. These are things that
are crucial to everyday life, but are not being discussed or taught in the
classroom.