Chapter 10 Going Beyond the Classroom

Connecting students to learning situations outside of class not only gives them real life situations but also provides them with somewhere else they can go to learn. This chapter points out that a classroom and even a teacher are not always the best place for students to learn. Giving them opportunities to go out in the community allows them a new situation to learn in and other resources in which they can draw upon.

I think that students need to see how what they are learning is used in the real world in order to gain an appreciation for it. Also taking them outside the classroom or bringing in experts lets them see where their interest could take them. Bringing students into the community also reminds community member that students are part of their community and have a major impact on it.

Chapter 9 When Things Go Wrong

“We’re just gonna crush your hope and pride. Teachers need to get a harder shell. After that students won’t see that you’re scared.” Pg 168 Students will know if you are scared and as this student points out will have no problem taking advantage of it. They will respect you if you respect them and make sure you make it clear that you are in charge.

This is one of my favorite quotes in the entire book; it is just so direct and yet so true. A first year teacher might feel out of place or not fully prepared but they should act like they know what they are doing. As students we lead somewhat sheltered lives, no red pens, being told we did a good job, and having cute names giving to our academic tiering. Not taking everything too personally and a quick trip to the teachers lounge to vent can create the façade that you know what you are doing and cannot be walked all over.

Chapter 8 Teaching Teenagers Who Are Still Learning English

“Teach us to take risks in our new language.” Pg 153 Students whose first language is not English need to be able to test the language out, and then be helped to fix it. The reason why some seem shy and do not speak in class is not because they actually but instead could be that they are afraid of making a mistake. The two students who spoke in this section, one took a chance and learned something and the other did not.

Creating an open classroom environment in which students are allowed to make mistakes can help ESL students fit in and try out their new language. The only way to learn a language is to use and misuse it. In a foreign language class students are not silent, for ESL students the entire school is their foreign language class. Creating a classroom environment that they feel safe in will not only improve their language but allows them to be more comfortable around their peers. This type of environment won’t just help ESL students but all the students in class.

Chapter 7 Teaching Difficult Academic Material

On the section of teaching math and science the students say that they need to walked through steps and see concrete examples of what they are learning. They also discuss the need for having practice problems, but not so many that they just become drills. If something is difficult students need time to work through it and even have it presented in multiple different ways.

I liked that it talked about using concrete examples so students can see how the knowledge affects the world around them. Examples can also get students interest in learning the concepts, since it is no long just a bunch of numbers and formulas. Science and math have so many real world applications but we often take so much time learning formulas and facts that we forget why they are two very important and interesting subjects.

Chapter 6 Motivation and Learning

“I felt that school was keeping me from learning.” Pg 100 Students think that the work that they have to do for class interferes with what they want to do and learn. They do not see a connection to why they are learning something, and have no motivation to do it. They know that school is important but they do not always understand why they are learning something, only that they have to be their in it will effect their future if they do not go.

Students will not learn something that they are not interested in. They will memorize the information in order to pass an exam but this does not mean that they have actually learned it. Allowing them to have options so they can choose something that interests them makes them more willing to learn. If a student wants to read or research a topic and it is schoolwork that is keeping them from doing it there is something wrong. There needs to be a way to combine what students want to learn and what teachers need to teach.

Chapter 5 Teaching to the Individual, Working with the Group

“Teachers sometimes fall into the pattern of asking questions that call for a brief, correct answer” pg 90. Asking yes or no questions or ones with only one answer that can be provided quickly is not the best way for students to learn. They need time and a question to think about in order to benefit from asking and answering questions.

We have read that you need to wait after you ask a question in order to give students a chance to answer, so I found it interesting that we also need to think about the questions we ask. Also when I read this I wondered if a brief correct answer was always the best way to learn. Sometimes I think that answering wrong or working your way through the answer can help everyone learn the answer.

Chapter 4 Creating a Culture of Success

“But also when you know the teacher cares about you and your future… when they act like they think you’ll be someone in life,” p. 84. The students want to know that you appreciate them and think they can make something of themselves. In order to succeed in the classroom and feel important students want to know that their teachers and peer think they will succeed in the real world.

A classroom should be somewhere a student feels safe and respected. They also need to know the work they do in it will have an impact on their future. Students should take pride in the work that they do and be encouraged to do so. By telling them they have a future not only are you complimenting them now for the work they are doing but also telling them that you thought ahead about them and think that they will succeed.

Chapter 3 Classroom Behavior

In schools the dress code eliminates the possibility that students can wear hats, certain types of clothing and even certain colors. The students say that by putting restriction on these things is more time consuming then just letting them wear what they want. Their input is for teachers not to make a big deal about what they are wearing and they can be more focused on their work. They believe that the reason why some clothing is banned does not make any sense.

Though I agree that often time dress codes are too strict, and have restrictions that don’t make sense, there is not anything a classroom teacher can do about it. Teachers do not make these rules and if they do not enforce them they get in trouble. Wearing a hat might not offend or bother the teacher but if administration sees it the student is not the only one who will get into trouble. If students don’t agree with the rules they should speak to administration because the teachers on not the ones making the rules