Guided response: Respond to at least two classmates and ask questions that involve “what if”, “why”, “how else”, and “why not” in addition to suggesting alternative solutions to the scenarios.
In my classroom, I imagine that there will be students who feel as though history is unimportant to their life goals. This is because students have a hard time connecting with past events that have nothing to do with today. This past year, there was a student who had the worst attitude about history and the class. Every day he would come into class and have negative body language and a bad vision for the day. He would verbally complain about the class and how “stupid” the class was. Yet, every day I would simply tell him that if he listened carefully he would see how history plays a big part in his future as well has him making his own history.
With all that being said, a couple of strategies can be done to solve the challenges. One would be to build a positive relationship with the student so that I can better explain or show how history is very important to why and how we live today. Another strategy would be to make history come alive. Meaning that I need make meaningful connections between the past and the student’s current experiences. This can be done by comparing and contrasting real world past events to a student’s every day involvements. All in all, students need to feel as though they are a part of their learning not just learning passively.
After you have watched and thought about the video, develop your own scenario related to a teaching challenge you have either experienced and imagine you will experience one day. In addition to your scenario, suggest a few strategies you have or would use to solve the challenge.
A challenge I have faced in the past is a student who is quiet and did not participate in class. He wouldn’t engage in class discussions, small groups, and sometimes not even one on one with me. He would never engage when a demonstration was being done in class.
First, I wanted to try and discover the reason this student wouldn’t talk or participate. I visited with him privately and on several occasions, before I knew for sure that his reason was that he was embarrassed and lacked the confidence to participate. Then I used these strategies to help solve the challenge of students that do not participate in class.
- I built a relationship with this student as his teacher and mentor
- I made sure everyone in the class knew each other’s names
- I never put this student on the spot in front of the class
- I paired him with another student that wasn’t outgoing, but he did participate on a regular basis
- I presented opportunities for him to answer questions that didn’t have a right or wrong answer
- I met with this student regularly one on one at the beginning of each week and did some tutoring with him on the week’s lessons to help prepare him
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