One of the most important keys to good teaching is the ability to create a classroom environment conducive to learning. Consider the learning-environment factors discussed in the Chapter IV of TSSFFAP (Schtick and Tricks: The Easy Road to Teaching Stardom).Which of these positive-environment-building factors mentioned in TSSFFAP do you think you are/will be particularly good at? Which do you think will be more of a struggle for you?
What about the "schtick and tricks" angle? Can you think of examples of schtick and tricks that you've seen work well in a high school or college classroom and that you might use in your own teaching? Do you see any dangers to the schtick and tricks approach?
I think Imagination would be one of my stronger abilities that I could see myself implementing in the classroom. I see history as a massive story within a story within many many more stories. So, if I want to tell a story, I would most probably want my students to visualize and actually imagine everything that I am saying or introducing to them, after all, that is how I learned my entire life. If I can channel my imagination and encourage my students to use that some imagination then I know I will be a hit as a teacher. I do have to admit that I may have problems with improvisation, at least early on. This, to me at least, seems to be something that may come with experience, when I truly feel comfortable as a teacher. After all, I do not want to improvise something that is inappropriate. As far as schtick and tricks go, they may be one of the most effective ways to keep students interested and interactive, but they are almost certainly a danger for the instructor as some of these schticks and tricks can easily backfire.
ReplyDeleteI think that one of my strongest things out lined in the book is that if I stumble or bumble in class I will be able to make fun of myself in doing so. I know I will eventually make some mistakes in my classroom and I will make light of these mistakes. The other thing that was outlined in the chapter that I would do well is "not letting the audience riot". I feel now that I will not have many rules in my class and that I will enforce the ones that I do set.
ReplyDeleteI think my strongest suit in the classroom is humor. Fortunately, I have been able to coach which has been great experience. I have found out if I stumble over a word, the best way is to embrace it or point out to make fun of myself. Now that's its later in the year, their use to it and do not really care if I slip up in my speech. I found out a joke here and there peaks their attention and keeps them focus. For example, we were using dummy shields for a hitting drill. I had the offense in a huddle discussing a play. Meanwhile the defense with the dummy shields were being typical jr. high kids and goofing off hitting each other. Instead of a punishment or screaming in their face, I told them, "I know your holding dummy shields, but do not live up to the name." The whole team laughed and it quickly diffuse the situation while regaining their concentration. Also, luckly with coaching the most I've coach, solely by myself has been 15 kids which has taught me a lot. I've been able to from coaching with others to being on my own feet and trying my own methods. My weakest trait would be, I sometimes care too much in a way that frustrates me that clouds my judgment. That's an aspect I'm working on, looking at the big picture rather than the little mistakes. What positives the team made as a whole, and improving on mistakes ("back to the basics").
ReplyDeleteWhat works on the athletic field often works well in the classroom too. I love the "dummy shields" line.
DeleteIt was interesting reading through all this chapter and trying to remember how Professor Marmorstein includes most of them in his classroom. The only one that I can't make a case for is the "touch". Besides that I believe that a lot of professors here on campus have done a good job of making their lectures exciting without having the environment all dressed up.
ReplyDeleteFor me personally, I believe that the humor is one of the easiest for me to incorporate. I am not all that funny naturally, but I do believe that history and the students will do most of the heavy lifting for me. The real trick is setting up lectures and classes where the jokes flow naturally instead of having to shove them in. I think with a little preparation it should become easier and easier to make that happen.
One I will definitely struggle with is trick six. I am not a visually oriented guy. I could care less if a room has a billion posters on the wall or if they are bare; I am more about the content. However, every education class I have ever taken stresses the importance of room environment. I may just need to bring in other teachers to comment on how I have set up the room and take their advice when they give it.
One of the best ways to get neat visual displays is to let the students do the work for you. You'll be certain to have students who can put together great bulletin boards, etc., and they typically love the chance to do that. You may have an art teacher, too, who would love to have his/her students work displayed and might be willing to give history-related art assignments. And, if nothing else, you can have lots of good maps in your room.
DeleteI am a week late on this blog whoops! But I do believe that in my classroom my biggest asset would be the ability to after presenting material creating ways for students to be involved in discussion and question asking afterwards. I have found some of my best critical thinking has come about in a classroom that encourages discussion and debate. Involving the students in this way I believe would make the material interesting and viable to them. Just as the section "Don't let the audience riot!" states I also believe like Baker said that I would also have probably very few rules but the ones I do have I would enforce sternly.
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