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I learned what an IDE actually is. It stands for Instructional Delivery Expert. It is about thinking and planning exactly what goes into your classroom along with the effective strategies for a successful classroom.

Sit in the back while students are taking a test rather than walking around, which may increase their anxiety while taking an exam. 

What are some practices to help students make real-world connections in the classroom?

I need to present myself as professional and committed. I do not have to be their friend; I am the instructor. It is ok for me to make mistakes. 

This is a very helpful module. Sometimes, when a student disrupts in class, they are seeking to be seen. It is important to know the student and know how to help that student express themselves in a positive way in the classroom.

Students will not learn from a teacher they do not feel safe with. When they know you care, they will try harder. Clear routines, fair expectations, and following through matter for each student. I will give my students examples of quality work. I will also give the students rubrics that will help them navigate the assignments. Procedures are taught, practiced, and reinforced hands-on, are reinforced. Success is having a former student come in and tell of their success, and tell me that I had a part in it! It is also when the quiet student who never speaks starts participating… >>>

Get to know each student as an individual. They will each have their own way of learning. It will also build a relationship to help them learn.

I have learned to start the class with all the expectations, deadlines, and content at the very beginning. This lays it all out for the student, and it is in writing in the syllabus.

Meeting with center stage student(s) allows in directing their energy and allowing other students to participate. 

I learned to begin each class with an open discussion, inviting students to ask questions from previous sessions, and to use brief breakout sessions to help them review and reinforce that material.

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