Core Teaching Strategies

I try to make the activity as fun as possible in a way that evolves the teachers plan but also suits my teaching style and methods. I usually try to turn all activates whether it be numeracy, literacy or science into a group activity so each child

strategies and learning tasks to re-engage students (including what you and the students will be doing)

I observed that the students were finding themselves hard to concentrate on the lesson plan and I believe there were couple of reasons why the lesson failed to captivate the interest of the students. One of the reason is because, the activity of watching a movie and answering couple questions lacked the critical thinking process. Also, the students had to watch the same story videos from different websites which just seemed meaningless. The materials were extremely repetitive. Throughout the lesson, students had hard time sitting still and seem to lack interest; their heads were on the desks. Lastly, there were no hooks in the lesson plan to captivate the students that will make them desire to learn the

I will try to engage students with a story to start the lesson, which will focus their learning (Moitra, 2014). For example, introducing the lesson on alcohols by recounting their use in our daily life and why they are used in those situations. This engagement allows connection to their lives, they start the class by realising what you are saying to them is important and you are worth listening to (Makodia, 2009). This needs to be told with enthusiasm and passion to show that what you are saying is exciting and fascinating. This will require a range of tone and pace to allow the students to feel like they are hearing an interesting story. Through using gestures and walking around the class I can engage all students by allowing them to follow

The core curriculum at Army War College and elective experiences are interconnected and supportive in many ways. The JLASS elective is much in support to the Theater Strategy and Campaigning Course (TSC) and European Regional Studies. TSC lessons the Join Operation Planning Process, Operational Art and Multinational Operations were key subject matter to frame and analyze the strategic environment, and to understand the problem. Furthermore, the DIME concept is another very important tool, which allows us to think and bring the different options to the problem. Regional Study was key to understand the relation and strategic dynamics that are going on in Theater of Operations under EUCOM AOR. However, the World Summery challenges and change some of the current security dynamics in the AOR. Create more creativity to think in different way, wicked problem, and moving from the liberal to more realism IR theories. The Regional Study, particularly the EU and NATO lessons were very helpful to understand the strategic decisions and organizational dynamics between EUCOM and NATO. Finally, the connectivity of the core curriculum and JLASS is great mechanism to comprehend and

Every day the lesson plan for my class is fast paced and as exciting as possible. The idea is to keep them busy the entire class to avoid disengagement. If we are moving at a good pace it’s harder for a student to zone out or they miss a lot of information. Next, I utilize different types of materials to explain the topic of the day. I may start by giving notes and lecturing, then move on to a video where the same idea is communicated more visually. Changing up instruction methods seems to hold a student attention better than if I simply drone on lecturing. I also like to switch up activities, class may begin with a lecture for fifteen minutes then move on to a worksheet or some online learning. Changing activities provides a natural brain break, although at times I implant those by telling a joke or allowing a student to share a story.

Standard based educational services for our societies students has transformed through the years. The establishment of the National Governor’s Association set of common core standards (CCS) has gained widespread attention according to Allman and Lewis (556). Within this shift, general education teachers and teachers of students with disabilities are being held more accountable for their student’s growth and knowledge. These standards have been adopted and implemented throughout our nation in order for our youth to be better prepared for higher learning once they

The fourth is to “replace lectures with set of questions” (Reinhart, 2000, p. 480). Asking questions instead of just doing a lecture keeps them alert, focused, and in tune with what you are teaching and they are more likely to participate. The last step is probably the most important and that is to “be patient. Wait time is very important” (Reinhart, 2000, p. 480). This step gives children that are not quick to raising their hand or that know the answer to get it and to be called on.

I believe my strategies and activities engaged students because students like to come to the front and filled in the missing

For example, if I am teaching an interpersonal communication lesson about relationship and identity issues, I give an exercise that tests the students' knowledge on related vocabulary. This helps students to organize their thoughts and keeps them on track for the rest of the class. Another useful technique is to use an everyday example. This allows students to personally connect to what they are being taught in the class. For example, we might talk about how they can apply interpersonal skills through giving a speech in the classroom.

In developing an activity I need to work on keeping my activity focused around my objective. I noticed that I was trying to get the students to do more in the way of multiplication and division than one measurement conversion. Although this activity did have a lot of math in the form of multi-step procedures, I did this to challenge my adult peers when I should have created the activity for a fourth grader. As far as presenting, I feel that I could improve the lesson by making several key points that can be presented within the activity or the opening of the activity that would help to impact student to understand why we are focusing on this particular social

What pedagogical strategies did you observe during your time at Faubion? Are these strategies that will fit into your teaching style and philosophy?

Keeping students engaged and on task can be, at times, the most difficult part of being a teacher. You have to come up with new ways to engage them and keep them focused on learning, especially at the end of the day when all they can think about is going home.

The prime curriculum content strategy I would implement in my instructional setting is, give the lesson time back to the students, not just have the teacher lecture. The students should be active participates in their education, but it can be difficult if all they are doing is listening to the teacher lecture, completing worksheets, and then just answering multiple-choice questions on assessments (Powell, 2013). There should be interaction going on all the time in the class, between students and teacher. The desks should be arranged for easy collaboration and discussion between students. The teacher should be more of a facilitator in the classroom and asking questions, but not telling them how they should learn

A second way to intrinsically motivate students is to “understand the children” (Specific Classroom Management Methods). Originality and creativity should be encouraged in all students. Make a point to give students opportunities to express themselves in different ways. Each child is unique and self-expression is a great way to learn about each and every student. When starting the year, “Knowing what background your students bring to class and starting the course at an appropriate level can increase a students success and…positive feelings they have about your