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By Jacob Bowers
Introduction
As a student studying to be a teacher, I wanted to learn the proper way to prepare and maintain a
classroom. The information presented inside these chapters was a great resource for me. First, I will
reflect on important information from the "Planning for Learning" chapter, followed by why it is
important. Second, I will discuss the chapter titled "Effective Teaching". Lastly, I will talk about the
chapter titled "Increasing Learning Through Student Involvement".
one more focus for your lesson. The planning process is answering the question: "what will I have
students do that will help them reach the learning objective?" A good model for this step is: First
specify the terminal or target behavior, second identify prerequisite skills, third sequence subskills,
lastly diagnose students. Even though assessment comes last on the model, it does not have to be last
when planning. Assessment has two goals: determine whether students understand the information,
and facilitate learning.
My teaching expierence is limited to sunday school lessons, where the majority of the planning
work was completed for me. Because of this, the information recorded in this chapter was essential.
I can use this information as a guide in writing future plans, until writing plans become second
nature, and reassurance that I have a proven method at my finger tips.
help lessen this issue. Engaged time is the time where students are on task and focused. Allocated
time is not directly correlated to Engaged time. Lastly, Academic Learning time is the amount of time
students are successfully engaged. Every child needs to feel that the material being presented is
within thier grasps. That they can just reach up and take it. Success leads to building information like
a building: placing new information onto older information, reinforcing the building, and building
confidence in bigger and bolder building designs.
"If you have time to do something wrong, you have time to do it again." With this quote in mind,
and the fact that teachers do not have much excess time and student attention, it is important to
present the information in as good a quality as possible. This chapter gave me an excellent idea of
what that looks like.
"How often am I asking questions?", "How many students are being called upon?", and "can my
questions be answered with a yes or a no?". Teachers should also know how to give a student a little
nonverbal cue, or prompt and when to ask a repetition or clarification question.
Throughout my pre-college school life I was taught using a system almost completly void of my
interaction. As such it was a major shock to see assignments and quizes asking me to do more than
spit back memorized facts. As a teacher, I would like to prevent this story from being true for
another student. As such it is great to see the basic idea of how a student-involved program works.
Conclusion
One of my biggest weaknesses is that if I am unsure of how I can handle a situation I will typically
panic. While I am working on this issue, it is removes a big burden of my shoulders to have a vague
idea of what a day will look like. Chapters like these give me a great starting point on the topics of
Planning, Effective Teaching, and Student-Involved Instruction.
Refrences
Kauchak, D., & Eggen, P. (2012). Learning and Teaching: Research-Based Methods (Sixth ed.).
N.p.: Allyn and Bacon.