Which of the two rules is more important: Do onto other what you would have them do onto you? Or, Do not do onto others what you would not have them do onto you?
Despite appearances, both moral rules do not rear the same results.
Sunday, October 28, 2007
Thursday, October 25, 2007
Mimesis and Modelling
I think that if you want your students to behave a certain way, showing them what you want done is the most effective way. For instance, if you want them to be quiet and whisper, whisper yourself. If you do not want them to say certain words when speaking to a group of boys and girls, then do not say those words yourself. Otherwise, you send mixed messages, and the value of the instruction is confused. The same is true for notions of mutual respect, attentive listening, etc. Everything in life, it seems to me, goes in cycles. Not only is it true that what goes around comes around, but we also mimic each other's behavior and moralities. Therefore, as teachers, we have to set a good example.
Sunday, October 21, 2007
Tribes
Being in a Tribes classroom, I've observed the following things I really like:
1) Energizers - simple activities that involve learning and education, but are breaks from the everyday grind. After an energiezer, students are much much much more focused.
2) Appreciation statements - students are asked to share appreciation they had for the classmates (and sometimes teacher!), which I think is a wonderful way to build up a positive attitude and other students self-esteem.
3) Good questions - As teachers, we ask more than just, "do you understand?" In my class, we ask personal questions to conect the content to the lives of the students, questions related to how well they worked together, and extension question, to make them think a little out of the box (such as, how does this art lesson apply to something you've learned in math).
4) Reviewing the Tribes Agreements everyday - Mutual Respect, Right to Pass/Participate, Attentive Listening, No put downs. Discussing these agreements brings them to the surface of the classroom atmosphere, which is different from the typical use classroom rules that were never discussed (except at the start of the year) until somebody broke them!
5) Soon we'll move in to the Tribes formation, where the teacher facilitates from the center of the class and acts as a hub for the groups of three to revolve around. I'm excited for this, and will let ya'll know how it works out!
1) Energizers - simple activities that involve learning and education, but are breaks from the everyday grind. After an energiezer, students are much much much more focused.
2) Appreciation statements - students are asked to share appreciation they had for the classmates (and sometimes teacher!), which I think is a wonderful way to build up a positive attitude and other students self-esteem.
3) Good questions - As teachers, we ask more than just, "do you understand?" In my class, we ask personal questions to conect the content to the lives of the students, questions related to how well they worked together, and extension question, to make them think a little out of the box (such as, how does this art lesson apply to something you've learned in math).
4) Reviewing the Tribes Agreements everyday - Mutual Respect, Right to Pass/Participate, Attentive Listening, No put downs. Discussing these agreements brings them to the surface of the classroom atmosphere, which is different from the typical use classroom rules that were never discussed (except at the start of the year) until somebody broke them!
5) Soon we'll move in to the Tribes formation, where the teacher facilitates from the center of the class and acts as a hub for the groups of three to revolve around. I'm excited for this, and will let ya'll know how it works out!
Sunday, October 14, 2007
Excited about teaching art
I just wanted to say that I am excited about teaching art. Since I started at the school I've been doing an on going lesson on how to draw human faces. When the kids are done I'll put all their pictures up on the wall, and I think for part of the assessment, I'll have them do a self assessment.
It's hard to judge "effort" only by means of a final product; therefore, if some are outstanding I'll give them a level 4, and the rest, level 3. The last thing I want to do is discourage anybody.
For the perspective lesson coming up, I'm going to have them draw perspectives and cartoons at the same time... should be interesting...
It's hard to judge "effort" only by means of a final product; therefore, if some are outstanding I'll give them a level 4, and the rest, level 3. The last thing I want to do is discourage anybody.
For the perspective lesson coming up, I'm going to have them draw perspectives and cartoons at the same time... should be interesting...
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