High School That Mean Mathematics Classes

[source 2] Leon Samuels say that students can learn more from teachers who masters of their subject matters

“If you want a good education, you need to have good teachers,” states William Deresiewicz, author of Spirit Guides (1). His article, published in Slate Magazine, was written with the purpose of redefining what college teaching is and the elements that constitute a good teacher. In order to promote his ideas and fulfill his purpose, Deresiewicz supports an enthymeme founded on the claim that teachers should challenge and care about their students, because that is what their students truly want and need (2,3).

‘recognition that your performance can be improved is accepting that whatever does (or does not) happen in the classroom is in the hands of the teacher’ (2009, p.104)

In the essay, “Education”, Ralph Waldo Emerson, a transcendentalist thinker, asserts that Education is damaged and he knows of a solution – the educators. He develops this claim by first introducing the paradox linking “Genius and Drill”, expressing his ideal method of teaching. Throughout the essay, Emerson tends to have a condemning tone against the educator but towards the end he changes it into a comforting one. Emerson’s purpose is to present an alternative style of teaching in order to persuade educators to use the teaching method by using paradoxes, rhetorical questions, and shifts in tone. He establishes an informative and didactic tone for educators who value attention to detail.

Having assessed the class, teachers’ second role is that of a planning according to needs, researching any unknown and organizing timings, material etc. Teaching should meet both students’ needs and course requirements, particularly if leading to an exam. There may already be a syllabus in which case it needs to be adapted or the teacher may need to write a new one. In both cases the learning outcome must be clearly defined so that time, resources and delivery / assessment methods are carefully selected. If courses are leading to a qualification then teacher need to be also aware of the requirements of the awarding body and make sure that all outcomes are reached within the time frame provided. Due consideration should also be given to health and safety.

Wow, is all I could think as I read this statement in the article. To expect great work, educators must provide students with the necessary skills to produce great work. The example of a teacher assigning a complex paper on the first day of school without guidance, and expecting the students to submit quality work was an awesome example to drive this point home. This statement made me reflect on my instructional processes. I remember having a teacher in high school that was guilty of this offense. She had the reputation of being the tough teacher, but really her instructional methods didn’t support the high expectations that she had for the students in her class. Therefore, students never meet her expectation, but it was because of her lack of instruction. Moving forward, I will now assess my teaching more closely. I refuse to be the teacher that assigns challenging work, and not teaching challenging

This is an article wrote by Mark Edmundson, a professor at the University of Virginia. In this article, Edmundson starts out with how he dislikes that people say something to the effect of teachers learn from their students. He goes on to say how he does learn more about how to teach based on the feedback he gets from his students.

As her essay promotes the significance of confusion in learning growth, she also is able to indirectly raises the concern in our education system that lacks support from teachers making students suffer intellectually and creatively. “Chickering suggests that an optimum learning climate uses a balance of challenge and support appropriate for each student’s educational level” (Chitwood 231). Education systems lacking supportive demeanors from teachers leave students with an unhealthy amount of confusion and lack of motivation to learn the material. Chitwood acknowledges the idea that a teacher needs an awareness of a student’s ability to be faced with challenges with their support. While emphasizing that confusion is essential in the learning processing, she identifies it as only beneficial when there is a balance between challenge and support. Without this balance, students will become frustrated and unmotivated to learn about the material; if the confusion or challenge is too great then students will not learn. Chitwood’s hidden agenda within this essay involves her pushing towards teachers being more active in class. The hidden agenda adds a deeper purpose to her argument suggesting a broad claim of policy. Arguing that action should be taken with students to motivate them to learn the material aids her main claim. Her value of confusion correlates

“I hold myself accountable. If during a meeting I don't understand something I do not 'try' to understand, I actively seek out information. I ask questions, look things up, etc. The only person who can hold me back from my goals is myself, I can have delays in achieving my goals, but pushing myself is up to me. When students tell me 'I don't understand' I ask them to rephrase 'I don't understand yet,' and then we discuss what actions must be taken to understand the

The article instructs readers on the importance of the proposed educator qualities—smart, savvy, sensitive, skilled—and tells readers about why variety is important rather than showing them. This tone is evident when Isbell writes, “The full potential of that graduate will not be fully realized unless that person is skilled enough to actually teach in a variety of ways.” This causes the reader to feel like they are being asked to believe the claim without any evidence, which is rarely effective. Although it is important to inform readers about the topic at hand, Isbell’s article takes it too far, incorporating information without analyzing it or questioning its significance.

In Playing School Or Telling The Truth, Margaret Metzger explains the critics with routined schooling, whereby students do not get the chance to challenge intellectual work; she uses an example of an exceptional student teacher named Jeff Finley, who had to alter his way of teaching to achieve an education environment filled with intellectual challenge rather than routine, passive teaching; Margaret expands on the idea that teachers should go beyond their own enthusiasm for a subject to convenience their students that deeper comprehensive learning has an essential value that strengthens what it means to have real education.

In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in

Students are placed in the responsibility of their own learning and understanding while the teachers encourage students to be more independent and more exploratory. The teachers will foster a sense of autonomy in the learning process as they act as a source of experiences. In addition, as the students watch their teacher makes mistakes, they will learn those failures are part of the learning process. The students will soon realize that mistakes are natural in life and it will serve as stepping stones to

In a humorous tone, he tells the guest that he does more they teach, in sum, he helps kids enlighten and enrich their critical thinking skills. He exemplifies that teaching is not only the academic base but, making student grow in term of personal development and life skills a message the lawyer doesn’t seem to understand.

In order to teach successfully teachers must learn about first learn about their students. Teachers must assess the student’s capabilities and interests. Some students are visual learners, while others learn from hands on activities, or verbal communication. Not all students can learn through memorization, rather they learn through interest and relation to the topic. “To realize what an experience, or empirical situation, means, we have to call to mind the sort of situation that presents itself outside of school" (Democracy and Education). The curriculum should encompass material that is most useful for a student to learn. It seems that in the majority of schools, students are not given the flexibility to guide their own learning, but rather follow rigid instructions that destroy the student’s imagination.