Question Three:
I have always been a unique sinner, and my teaching “sin” is no exception. I definitely don’t rush coverage to try to get to too may things in one year. Furthermore, although I do incorporate hand s on activities into my teaching arsenal, they are typically worthwhile activities to enhance the learning process, not replace it. For instance, I might have the students research a topic and then develop a poster or a pamphlet that they will have to present to the class. I would have to say that my sin is going too in depth on some topics. While I think it is a valid learning experience for the students, I end up running the risk of not getting to all the texts I need to over the course of the year. However, I good conscience I need to take the time to make sure that the students understand the concepts that I am trying to get across. If I have to walk them through the writing process and take three weeks to do it; then that’s what I’ll do becasuwe3 it is a valuable skill that they will need not only for the remainder of the year in my class but they need writing skills for the rest of their lives. The danger of my sin is pissing the administration off. The danger of the other the twin sins is that teaching becomes purposeless. If we move through things too quickly, it isn’t possible for the students to gain a true understanding and a lasting impression of what is being taught. “Mindless activities” kind of speaks for themselves.
1 comment:
I agree with you. Hands-on activities are very worthwhile and strongly enhance the learning experience. Opposed to focusing on discrete skills and unconnected facts; hands-on activities lead to a deeper meaning and understanding. It seems to me that if you could find a way to balance these two sins, you would create a perfect world. Good luck!
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