The Skillful Teacher On Classroom Climate

Lucille Ruby [ source 3] states young children need guidance, support, and stability. Ruby says that Donna Snyder prof develope that younger students can bond with their teacher by staying in one class all day. Given this point students who do not bond with their teacher will not succeed as well or feel safe in their environment.

Ann displays techniques through collaborative group work that run true to these theories. Piaget also suggested an individual would not come to organise his/her operations in a coherent whole if they did not engage in thought exchanges and cooperation with others (Piaget, 1947, p. 174). Ann is breaking students up into different groups to perform different activities; this is portrayed through one group collecting rainfall data and another group taking notes on the impact the rain has on ants living in the area. Ann’s socially-constructive pedagogical approach to her lessons through the use of cooperative learning will exemplify Vygotsky’s theories of peer-peer scaffolding as well as the zone of proximal development.

Even if they were wrong or needed more information to come to the correct conclusion. Her lesson used cooperative learning with indirect instruction. She asked a lot of probing questions and then would build on students’ response. She gave plenty of think time for the students to process what they were trying express to the class. If students didn’t give the correct response she would allow other students to help come up with the correct answer. The correct answer came from the students building on each others knowledge. Mrs. Soglin facilitated the discussion and added new information as needed. After the class discussion the students worked on their activity in pairs or groups and were engaged in self directing during this time.

In the education world of today, it is understood that one can only be effective in teaching by taking into consideration the different learning styles of students. In a classroom, it is expected that teachers would want their students to acquire a meaningful knowledge base, become proficient problem solvers and learn how to work productively with others (Biehler and Snowman, 2006, p. 370). If this is the case, teachers need to know how to be able to develop this situation in the classroom and make it more conducive to learning. Therefore, it would seem that they need to encourage students to converse with each other with group discussions and assignments, to make sure they are active in

At USD, I am part of the Collaborate LLC. One of the benefits of this community is the opportunity to sit in on a class called ‘Civic Engagement in the US and South Africa’. Both this class and my own LLC class are focused on the concept of collaboration. This central theme was evident in the topics being taught, as well as the teaching style. The instructor fostered a very personal, yet difficult conversation with the students by asking follow up questions. He encouraged students to expand on their answers and often these answers lead to additional questions that the student continued to discuss. He encouraged other students to make comments, question other students and even ask questions of their own. This led to an open and welcoming

During this lesson students were working partners and they had the ability to use the think pair share strategy. This means that students could complete the activity in a lower stress group with just partners before they had to present to the class. This gives children the opportunity to work with just one person to get their idea “rule” across and they would have support from their partner and teacher if needed. This strategy is great in preschool because students are all beginning to interact with others and how to express themselves. This can also be done in small

During the course of my field experience at Laster High School, I had the opportunity to discuss in great lengths about how to successfully collaborate with fellow teachers, respond to student issues, and gather data to effectively conduct assessment and teach within the classroom environment. At Laster High School, each teacher is given a planning and lunch period that allows them the opportunity to connect with others within their workspace and seek feedback over programs and requirements taking place in the school. In order to foster this collaborating environment that history department had one planning period as whole where they had the ability to meet and as a team discuses relevant issues and challenges they were facing throughout the

This action requires students to take the time to collaborate within their groups and learn what they will present. This practice will ensure that students retain what they have learned. All students bring a vast amount of life experiences in the classroom and it is up to the teacher to utilize their resources effectively while ensuring shared collaboration without risk. Using prior knowledge in conjunction with world experiences achieves higher learning more effectively.

Working collaboratively also fosters a culture of community in the classroom” (Equity for English Language Learners). When teaching in an elementary school, like Glencairn, it is critical to understand that not everything you say will be understood and you have to be flexible with your lesson plans.

I believe that creating a positive classroom climate is something that needs to be done at the beginning of the school year. If you start the school year off on a bad note then that will often set the tone for the rest of the school year. As the teacher of the classroom I need to have my expectations set for the class prior to them entering my classroom. Having this done before the students come will help to me be sure that I stick to what I expect from my class and not change it once they arrive. I will be sure to focus less on the testing and grading as Alfie Kohn suggests. This is important because if as their future teacher I spend too much time focusing on this it won’t make the students want to learn. As their teacher I need to figure

I may often guide my students as they approach problems, encourage them to work in groups to think about questions and issues, and support them with advice as they tackle adventures, problems, and challenges that are embedded in real life situations that are both satisfying to my students and interesting in terms of the result of their work. I believe that learning is promoted and supported through collaboration among learners and teachers. As a result, learning become easy to occur in the lesson when we incorporate these approaches. I strongly believe that it is in interaction with others that children learn how to think. It is important to give students the opportunity to become responsible for their own learning, and this will allow students to be more likely to be self-motivated and develop self- efficacy. As students interact with their environment, they connect information learned through experience to prior knowledge, and so build new knowledge and understandings. As an educator, I recognise the value of the experience and knowledge that learners bring to the classroom context. It is my responsibility and role to provide experience that assist learners to further their existing knowledge of the world (Duchesne et al,

Interestingly, other studies support the perceived barrier of the lack of face-to-face interaction noted above in social theory of learning. Daniel, Schwier, and McCalla (2003), noted that the concept of community as a learning organism provides the framework for investigating learning concepts as it relates to individuals and groups and serves as the basis in analyzing and understanding learning as a social process (Masika, R. & Jones, J., 2015). Tinto (2003) goes on to support this by concluding that students learn better together and build support groups that go beyond the classroom when they

The development of the learning community serves a dual purpose to benefit both the student and the teacher. Establishing learning communities takes forethought and planning on the part of the teacher. Planning a community consists of knowing the learners, their strengths and deficiencies, and the strategies that will maximize the learning and growth potential of each. Teachers when planning must maintain the integrity of state and national standards to ensure the learning objectives have been clearly relayed to students; additionally it is their role to initially engage students so they become eager and active participants in the process. The “Web of Connections” learning activity relies heavily on student interaction and collaboration. Throughout each phase of the lesson students interact, share, and collaborate to build a composite of a food web while building relationships that sustain the class community. Moreover, the assignment provides leeway for

Teaching is no doubt a stressful job and like anything else in life requires support. There will be times when we feel like administration, parents, and even our classes purposefully seek out opportunities to discourage us which is why we must have a group of peers we can rely on. Not only can they relate to our struggles and help us overcome difficulties, but they can also offer new perspectives. Different points of view may often times be all we need in order to solve the problems we face. Bill Bigelow (2010) perfectly explains the importance of a support group as he states “Occasionally our meetings turned into aimless whining sessions. But other times, a simple comment could remind us of our ideals and keep us on the path” (p.27).

I believe in a cooperative learning pedagogy where teachers guide students’ education and stimulate them to think critically, analyze complex situations, and problem solve. Learning is a lifelong partnership between both teacher and student. There has to be mutual respect and a common goal to facilitate learning. Therefore, students must agree to take responsibility for their learning in order to engage and teachers must be willing to engage. My role as a teacher is to assist students through evidence-based practice, scholarly inquiry, and research.