Notes to Self on Teaching
Recalling, on demand, salient lessons that are hard earned in the crucible of the classroom is rarely possible. On the eve of the school year, then, it seems like a good time to jot some of these thoughts and lessons down so that I can employ them next year. [Which highlights one of the big pleasures of teaching: the task is periodic or cyclical and so completion of each cycle is a chance to learn and imporve on the next cycle.
Here are some lessons, both the mundane and the emotional.
1. Structure in a classroom gives a framework to students that, while they may not say so, supports them cognitively and gives them more opportunities for success. Helpful structure is a routine about when to take notes, when and where to hand in papers, how and where to write your name on your papers, when can questions be asked and whether you need to raise your hand, how frequently do we do book work and how frequently do we do activities and so on. Structure includes any activity or expectation or even material object (ie. literal structure) that occurs periodically in your environment that provides cues to behavior for students.
Don't use embarassment to motivate children; it is hurtful, unkind, and crushing to individuals who have needs for emotional attachment, support, and who need models of good, responsible, adults. (June 15, 2007 Toledo)
2. have clear records of classroom activities and assignments each day (including copies of handouts so that kids who missed class can simply collect their missing work and get it done.)
3. Find a few activities (like sudoku puzzles) that teach or train the brain (and thus are useful
Here are some lessons, both the mundane and the emotional.
1. Structure in a classroom gives a framework to students that, while they may not say so, supports them cognitively and gives them more opportunities for success. Helpful structure is a routine about when to take notes, when and where to hand in papers, how and where to write your name on your papers, when can questions be asked and whether you need to raise your hand, how frequently do we do book work and how frequently do we do activities and so on. Structure includes any activity or expectation or even material object (ie. literal structure) that occurs periodically in your environment that provides cues to behavior for students.
Don't use embarassment to motivate children; it is hurtful, unkind, and crushing to individuals who have needs for emotional attachment, support, and who need models of good, responsible, adults. (June 15, 2007 Toledo)
2. have clear records of classroom activities and assignments each day (including copies of handouts so that kids who missed class can simply collect their missing work and get it done.)
3. Find a few activities (like sudoku puzzles) that teach or train the brain (and thus are useful
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