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instruction for him. As a result, his favorite thing that teachers do is when they
accommodate for individual students needs, allowing him to not be restricted by
the pace of the rest of the class. In fact, he reiterated this when I asked what
advice he could give me as I pursue teaching: aim for students to progress at their
individual paces. It was so parallel to the differentiation discussions we were having
in EDUC 350 that I was unsure of whether or not he had seen my class notes
beforehand! As one might expect, his least favorite thing that teachers do is assign
homework without in-class worktime when the in-class instruction drags on, when
he could have used that time to complete the assignment.
Academically, the student is a genius, and that sometimes causes issues.
Throughout the semester, there were many times during instruction when the
student would ask questions that were beyond the understanding of the rest of the
class, which put the teacher in an interesting situation: do I answer the question and
confuse the rest of the class, or do I tell the student to hold off on that question until
I can answer it individually (if I get the chance to)? Fortunately, for the days I was
there, I could quietly walk over and quickly answer those questions without
interrupting the rest of the class pace. Other times, he would finish assignments so
quickly that it would become a behavior issue. The student would wander around
the classroom and distract other students from completing the assignment. A
couple times, I actually successfully tried a management technique where I caught
him wandering and offered to show him an advanced look at the concept the class
was working on. Hopefully, I can formalize this in my future lessons to properly
challenge students in a similar situation. Regarding his learning style, I have no
doubt in my mind that hes in the same group as me: Abstract Sequential. The
students intuitive understanding of abstract ideas and their implications, as well as