This lesson we were given two parts to do. We had to choose two articles and answer the same three questions over them. Both of the articles that we had to choose were written by the same author, and both are related to teaching.
EDUC 2110 – Lesson 6 – Current Fundamental Issues
#1: It’s Not What We Teach; It’s What They Learn
Evaluation
Why did you select this article to read? In other words, what compelled you to read this article?
First of all, the title caught my attention. I guess because some teachers don’t realize that what they teach their students, their students aren’t always comprehending what they teach them. Most teachers think they do a good job at teaching a lesson, but did they really do a good job if their students didn’t absorb anything from that lesson? Just like the title says it’s not what we teach; it’s what they learn.
Describe the primary points that were made by the author.
Basically what I got from the article is teachers should be worried about making sure what they teach, their students are learning. Also another point would have to be that everyone’s perspective is different. Just because you (the teacher) understand your lesson and what it means, doesn’t mean your students always know. You may have to put it into a different perspective for them to understand, or ask them questions about the lesson. Don’t let your lesson be boring to where your students don’t want to learn, be fun. Fun lessons make for better understanding. Another thing, teachers need to be consistent with each student, because if you say something out of the way to one student, that student is going to think that you have something against them when you really don’t. This has everything to do with perspective, like I mentioned earlier.
Indicate if you agree or disagree with the author’s points. Why or why not?
I completely agree with the author in this article and everything that the author has to say. Teachers are more worried about getting the job done, instead of worrying about if their students understood the material that is being taught to them. I think this article is more focused on the older age groups, honestly. Teachers who are teaching the older students may think that they should know half of the material that is being taught to them, so they get fed up with them faster and really is just teaching to get the job done and the day over with, and not worried about if their students are really understanding the material. I’m not saying that all teachers are like this. I’ve personally had both kinds of teachers. Some in which do not care if a student fails or passes, and won’t try to even help a student who is struggling in their classroom, and I’ve also had teachers who would go out of their way to help all students come out with the highest grade possible in their class.
Summary
I thought this article was overall very interesting and great to learn about. I think teachers, and future teachers, should be reminded, and taught, that teaching isn’t all about the job of getting it done, but it’s all about the students and what they learn. Teaching should be fun, as well as the lessons. Teachers often say “I taught a good lesson”, yeah, but did your students learn anything? That’s the real importance.
Research Question
How can teachers make sure their students are absorbing the material that is being taught?
Reference: http://www.edutopia.org/formative-assessments-checking-for-understanding-strategies
Research Analysis
In this article, a current teacher talks about how important it is for teachers to make learning easy for students. She mentions that the learning environment needs to be safe and respectful so students will be comfortable to take risks. She mentions that the students need to feel that their learning has a purpose and is relevant to their lives. Most importantly, students need feedback on their progress. Students need to know what they have accomplished and how close they are to their set goal and how much more work they need to do to achieve that goal.
When teachers are asking themselves the usual questions they do about their students, “did they learn anything?” “What students did understand and which ones didn’t?” There are many strategies that teachers can use to help them stop asking themselves these types of questions. Instead of questioning yourself, question your students about the lesson afterwards, either as a whole group or individual questions. Have each of your students state something that they learned from the lesson that day. Have an “exit-ticket” at the end of the day with maybe one or two questions pertaining to the lesson. Finally, hand signals are a great way for teachers to communicate with their students throughout the lesson to see if they understand the material or not.
Research Summary
The reason why I chose the research question I did is because I wanted a better understanding on what strategies I could use when I become a future educator. My goal as a future educator is to learn, instead of teach. I want my students to learn all the material being taught to them, and if they do not, I want them to feel comfortable enough in my classroom to ask questions. The author of this article was very helpful.
#2: Five Reasons to Stop Saying “Good Job!”
Evaluation
Why did you select this article to read? In other words, what compelled you to read this article?
The title caught my attention at first, because who realizes that “Good job” could mean something bad or could get old? Usually, no adult. Adults usually say “good job” to boost a child’s confidence, and to make them want to do that certain thing over again. The reason I chose this article is because I wanted to know more about why two simple words could mean any harm to a child.
Describe the primary points that were made by the author.
The author mentions that when a child receives a “good job” for literally everything they do, later on when they do something big, it become pointless. A child is always seeking for that “good job” instead of just doing something good because they want too.
Indicate if you agree or disagree with the author’s points. Why or why not?
I agree with the author. Although it’s very hard to quit the habit of telling a young child “good job” for always doing something good, but the author is right about it. There comes a point where the adult needs to recognize the child for what they are doing instead of just saying “good job”. Tell the child what they are doing is good.
Summary
I thought this lesson was very interesting. Before I read the article I didn’t see anything wrong with telling a child “good job” after they accomplished something little. While reading this, I thought about the two year old girl I babysit on Fridays. I always say “good job” to her when she does something good, that way she’ll know what she done is acceptable. I’m now going to watch myself and not say it as much as I did before because I know there are other ways that you can praise a child without having to say the two words “good job”.
Research Question
What are ways that teachers can “praise” their students?
Research Analysis
This website talks about how praise is linked with motivation. When a teacher praises a student, it will motivate them to do better to get more praise. Research states that praise is underdone in both general and specialized classrooms. Effective teacher praise consists of two elements: 1) a description of noteworthy student academic performance or general behavior and 2) a signal of teacher approval.
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Describe noteworthy student behavior – instead of saying “good job” and lacking the student behavior in your praise statement, for example, say “You located eight strong source documents for your essay. Good Job!”
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Praise effort and accomplishment, not ability – instead of stating facts about a student’s ability of how well they do in a subject, focus and praise them on their accomplishments in that subject when they do something good.
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Match the method of praise delivery to student preferences – when praising a student, make sure they prefer that kind of praise. Research states that elementary students don’t mind getting praised in front of their peers, but the majority of middle and high school students prefer private praise.
Research Summary
This research was actually very helpful. Teachers and future teachers should always know the right way to praise their students. After reading this article and doing some research, I know that there are plenty of other ways that teachers can praise their students without using the two simple words that are pretty much meaningless, “good job”.