Week One Teaching and Learning Process Blog

 

 

The above picture shows a detailed version of the teaching and learning process; however, there is one crucial piece missing. Developing a personal connection.

                The teaching and learning process in schools is very multifaceted. Teachers must stimulate the students in such a way that the students feel inspired to learn. Students learn in many different ways; through instruction, relationships, and experiences just to name a few. Unit one in Educational Psychology editions 12/13 introduces articles dealing with perspectives on teaching. Article 1- Inspired Responses by Carol Frederick Steele and article 2- Reform: To What End? by Mike Rose discuss the qualities of effective teachers and how the education system should reflect the development of inspired teachers. Article 3- Embarking on Action Research by Catherine M. Brighton describes the significance of supporting the need for data to support the need for new and thought provoking teaching practices. Article 4- Teaching with Awareness: The Hidden Effects of trauma on Learning by Helen Collins Sitler and article 5 Supporting Adolescents Exposed to Disasters by Anne K. Jacobs, Eric Vernberg, and Stephanie J. Lee both discuss students need of social support in times of disaster and psychological issues.

                In Inspired Responses, Steele describes great educators as inspired, knowledgeable, have a considerable amount of life experience with the subject area, and possess an ability to read students, receive their cues, and comprehend the many signals students give us throughout the day. Teachers go through four stages of development: unaware, aware, capable, and inspired. As teachers progress to becoming an inspired teacher they reflect upon previous experiences, improve their craft, and develop an innate ability to respond to situations on the fly. Inspired teachers create a two way communication between classes, picking up on social cues, receiving messages from students, and reacting appropriately. Inspired teachers learn to develop relationships with students, understand patterns within the school, and understand the cultural and community characteristics of the school. Inspired teachers are willing to try new ideas, and are not afraid to fail. They gather ideas as they progress through their career and adapt it to the needs of their students.

                In Mike Rose’s Reform: To What End?, he describes the importance of educators creating learning friendly environments. Students need to feel supported, safe, and respected. Teachers should possess a genuine concern for their students, allow them to be smart, and take them seriously intellectually. We too often get caught up in a society obsessed with numbers and test scores. Rose posits that money should be allotted towards teacher’s professional development, not towards simply raising standardized test scores. If educators continue to develop over time, greater learning will then be achieved, thus raising test scores.

                Article 3, Embarking on Action Research, discusses the importance of investigating the classroom, finding ways to improve, and facilitating a change the will make a difference in the lives of students. While working with action research there are seven steps: identify a focus, develop a plan of action, collect data, organize data, draw conclusions from data, disseminate findings, and develop a new plan of action. Action research is important because it a person within a group that is facilitating the change, usually ensuring that the focuses being investigated are those with the betterment of the group in mind.

                Articles’ 4 and 5 are both very similar in that they deal with tragedy. Many tragedies can happen in a student’s life such as a death in the family or school community, divorce, natural disaster, etc. Sitler suggests that …“as teachers, we may be unaware that a students has experienced physiological trauma. Therefore, we need to teach in supportive ways” (p. 119 2009). We must always be compassionate and understanding as educators, always being attentive toward student emotions. Maslow (1987) suggests that an individual’s most basic needs are physiological, followed by a sense of security, and then emotionally (Cited in Sitler P. 120 2009). As educators, we must understand this and be able to support our students academically, as well as socially and emotionally. When dealing with tragedy we must be aware of student need and develop a school safety plan to ensure an appropriate mental health response from our schools, such as providing counselors, and having a system in place where students can go for help.

                The five articles in unit 1 all shed light on different perspectives on teaching. One common theme discussed in all five articles is the relationship teachers are able to develop with their students. The greatest educators are able to inspire their students and are looked upon favorably. An educator should care about their students and be dedicated towards bettering their lives. Teachers should be able to keep the pulse of the class, knowing the needs of the students, making personal connections, and providing resources to help students develop socially and emotionally.

References

Cauley K. M., Pannozzo G.M. Annual Editions: Educational Psychology 12/13. New York: McGraw-Hill

Sitler H. C. (2009) Teaching with awareness: the hidden effects of trauma on learning. The Clearing House, 119-123.