One of the most important keys to good teaching is the ability to create a classroom environment conducive to learning. Consider the learning-environment factors discussed in the Chapter IV of TSSFFAP (Schtick and Tricks: The Easy Road to Teaching Stardom).Which of these positive-environment-building factors mentioned in TSSFFAP do you think you are/will be particularly good at? Which do you think will be more of a struggle for you?
What about the "schtick and tricks" angle? Can you think of examples of schtick and tricks that you've seen work well in a high school or college classroom and that you might use in your own teaching? Do you see any dangers to the schtick and tricks approach?
I think the easiest trick/tip for me will be Don't Let the Audience Riot. As a female, I've seen female teachers get walked all over in comparisson to male teachers. If I know my bottom line and I make it clear right away, I don't have to worry about as much misbehavior, so long as I treat each student fairly when it comes to disapline. As for the one I won't be as affective with, it will certainly be humor. In high school as an extemp speaker for debate, humor was used in our introductions or throughout our speech. I tried to be funny once and all my coach told me was to never try and be funny again (in a joking manner of course). However, he was right. I'm really not that funny. All of the history professors here at Northern are so good at incorporating humor into their classes it seems so natural. If I ever do get good at it, it would simply be because it start to flow out natural, I didn't write the jokes on my own. Professors here at northern are really good with the "schtick and tricks" stuff. In high school, I didn't see much of it. I think once you get comfortable enough in your classroom and have earned the respect of your students this sort of thing becomes much easier, however for a brand new teacher fresh out college this stuff isn't going to be so easy. I think there is danger is using some of these approaches. If you becomes a bit rambunctious, your students may feel that they have the right to become rambunctious and that is where knowing your disciplin rules are important. But it can become harder to control the classroom at the same time. I feel like it could also inhibit some of the learning that can be done if the students are having too much fun and not taking proper notes or you are not getting through that material at the right pace. It can be a bit distracting as well if you have students who easily get off track and can start sidetracking the class as a whole. But there are also positives and once I get into a classroom setting of my own, these may view may become totally opposite of what I see right now.
ReplyDeleteOne positive-environment-building factors that I believe I will be good at is making light of your subject and yourself. I feel I will be good at this one because it is very easy to use. I am comfortable in my own skin and don't really care what others think of me, so I have no problem in making fun of myself. This trick is also very effective. I remember my first class as a college student. It was Western Civ and the professor made light of the subject and himself. This made me feel a lot more comfortable and less nervous as a freshman. One trick that I don't know if I'll be good at is humor. I believe that humor is great for the classroom, I just haven't been put on the spot to make a group of people laugh. I think that I am a somewhat funny person, but I don't know yet if my students will think I'm funny. I'm sure that as I get more comfortable in my classroom, the humor will start to flow naturally.
ReplyDeleteAs I stated before, I have witnessed the trick of making light of yourself and subject work really well in a college course. I never experienced that one in high school. In fact, the only trick that I can really remember from high school was the use of humor. I think that all of these tricks are great for creating a positive learning environment. The only dangers I can think of is to make sure to not single out any students who might not respond well to it and be sure that you can get through all of your content while implementing all of the tricks,
I think the ones I'll be best at will be humor and making light of the subject and yourself. I like to think I can be funny sometimes and situationally, I can be really funny (again, or so I like to think). I've always liked humor in all aspects, but especially using it in times when the mood isn't really funny at the time. I like using humor to switch up the mood and lighten it. I think making light of the situation goes hand in hand with humor and I agree that being able to joke about how boring your class must be for the students is a good way to get them to relax and participate more. I think all of the history professors I've had, both at NSU and SDSU, have been really good at being able to incorporate humor into their lectures. Not only have my history classes been the most fun because of the subject, but they have been the most funny as well. The only downsides to tricks and schtick to me would be if they just are not received well by the students; say the students just don't get my humor or really, really hate history, more than other students. But I really don't see that happening, as if one of the schticks or tricks listed doesn't work, there are many other different options that would work.
ReplyDeleteThe positive-environment-building factors mentioned in TSSFFAP do have their own merits. I feel that I would be able to make light of a situation and myself. I think will have more of a struggle with humor, as I’m not that funny, for a long period of time. I would have a hard time in introducing that humor to classes. In high school the trick: voice and faces, have been used to promote or demote a subject. In college I have seen this use in correlation with satire material. This stuff is unforgettable and leaves a long lasting impression when used in a lecture. Using the voice and face trick will help me to provide a better lecture for my kids. I can’t really see anything go wrong with this one unless yon can’t act and change your voice in a way that others respect. The worst case scenario is that kids might laugh at your antics and lose track of the lecture topics. I feel all of these tricks are useful, but need to be used in moderation, and not overdone in the classroom.
ReplyDeleteI agree with Danny, one of the most important thing he mentioned as well as in TSSFFAP is the ability to engage your students regarding humor and simply being down to earth. I usually employ some form of self deprecating humor to let the students know that I am not above reproach and if I screw up, hold me accountable. If I botch something in class, I'll bring note of it, make a little joke and move on. I think this is important because like Danny said, first classes can be intimidating, especially for freshman and it sets a relaxed mood that I believe is conducive for learning. Regarding the Social Science games and activities from TSSFFAP, I particularly liked number: 34, the historic letter writing activity in which you write from the viewpoint of those that you are studying. I think this is a particularly useful game/skill as it forces you outside of your comfort zone to understand what it is like to be someone else, whom may be far removed from your own personal beliefs and culture. For instance having to write as if you were a native american during the 16th century would make you look at how being the "non-victorious" party in history feels towards being oppressed and marginalized.
ReplyDeleteI believe that you have to have passion for helping students. The students will determine how they relate to your teaching style. It is always a good idea to research the type of school district you are joining. Making sure you are a good fit for what they are looking for, a warm and fuzzy or a strict teacher. I agree with Kaitlin, I am not a joke teller either and producing humor will be a challenge for me. I had an excellent Sophomore field experience,the teacher had a great way of reaching his students and they showed him respect. I think having your classroom of students know the ground rules and don't vary from them will make for a great learning experience. Allowing students to open up and become comfortable approaching me will be my best route. Finding humor in anything makes learning fun and more inviting. A good way to include laughter is through playing a game. It not only gets people involved it allows for students to learn while having fun.
ReplyDeleteThe dangers of too much fun is when you get off course and loose the attention from the students. I wouldn't want students to think I am a push over and not take me seriously. Humor is great and is a very useful tool, I better start practicing now.
One trick that I know I will probably be able to be decent at will be humor I feel like if students are able to connect something to a funny thought they will be able to remember it better. I know that for most students school isn’t the most exciting place for them and it usually isn’t number one on their priorities but they are willing to learn, and if the teacher is willing to joke around with them a little the students are willing to be more accepting to them, and more willing to learn. But I do believe that students are there to learn and you can’t get too far away from that idea. One thing that I know I have always appreciated and helped me remember was when teachers would use voices for class, it always added a bit of excitement and would be something that I would like to add to my abilities but I would probably just have to steal some voices.
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