Tag Archives: 423

So much to teach, so little time

I’m guessing most teachers feel that there is so much they want their students to know, but that they run out of time.  My group did our microteaching lesson today.  We were very ambitious and had a grand time coming up with what we would like to teach our “second graders.”  We learned though that despite our cutting out a lot of our ideas, we still needed to have fewer learning goals and stay more focused on those goals.  I learned SO much from the experience and from the feedback.  I am so relieved to feel inspired and excited about teaching another lesson (seeming as I obviously plan to be a teacher)!  I had worried that I might feel disappointed in myself or deflated from the feedback.  Instead, I truly feel like I learned a lot from just getting up there and doing it and from the constructive feedback.  I have a much better sense of what to do next time.  It probably won’t be easy, but I am honestly looking forward to learning more about teaching lessons and practicing doing so.  Bring it on!

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Mind Me!

It was so cool to hold a brain today!  (I just told my 11 year old daughter about it, and she wants to do it, too!)  I was surprised at how heavy it is.  I was also impressed by the amount of surface area for reactions to occur on that is all folded up and squished together which is what makes the brain look like it has squiggly lines on it.  (I learned about the surface area / reaction correlation today).  It was also fun to try experiments involving our perception today.    After doing some fun brain games testing our perception, guest teacher Bryan White explained how our brains process quickly, i.e we just glance at the floor, in this case a grey concrete one, and know that the floor in the whole room is the same.  We do not have to keep studying and looking at every part of the floor to know this.  This made me wonder if young minds know this, too, or if they do, do they to the same degree, since young children will only believe what they perceive.  I am curious about the child development / brain development connection.  I know there is one but am interested in learning more, especially in regards to children’s perception.

Making school more well rounded

Today I was inspired by the creation of jump rope rhymes being incorporated into a PE jump roping lesson.  In our arts class we have also been given examples of how to incorporate the arts into other subjects: choreographing a dance to explain the water cycle or putting on a mini play for literacy.  Not only do these examples serve the purpose of killing two birds with one stone, but they more importantly serve students with different learning styles, reinforce learning, encourage creativity, let children expend their natural wonderful energy (which I wish I could bottle and use myself!), and they just help make learning more fun for both students and teacher!  Perhaps students would not be so quick to judge whether they were good at a subject or liked a subject if we include more than one subject at a time more often.  Strengths in one area could help bolster confidence or at a minimum interest in another when we can find a way to link the two.  Also, these methods make the relationships among all subjects in life more apparent to children, and therefore more relevant and meaningful.  I think by making our teaching lessons more well rounded, we encourage our students to be more well rounded and see more connections between subject areas.