Assigning each group member a task or contribution that links to the work of other group members is one technique to stop kids from experiencing "feelings of disparity".
Comment on Lavonne Wilson's post:
I know how you feel about these self-videos. I was afraid of the unknown about this initially. But got more comfortable as I went along.
With this module, I learned that you can always record your lecture to see where your strengths and weaknesses are. You must also be mindful of your tone and voice when presenting. I also learned to use vivid images with your words and dramatize concepts when delivering a lecture. This allows students to be more engaged in learning.
Comment on Jeanette Roach's post: I have taught lecture once, but mostly teach clinical rotations. However, the information in this course is helpful. Walking around instead of standing in one place is a good idea. I do not fidget with any items, but could probably work on video recording lectures for identifying improvements in delivery style.
Comment on Kelly Staveley's post:
I think floating around the classroom is very helpful. The students pay more attention to what I am saying and if there are students not paying attention.... hiding their cell phones etc. I am able to intervene and redirect them back to the topic.
I need to use a variety of tools to maintain students attention.
Video recording and evaluating our lectures is one good technique .
I have learned to provide more examples, move around the room more, which can be difficult when your media controls are on the podium.
Traveling around the class to keep students on their toes is key for me, but it can be a challenge if your body has to rest in between class periods. Overall, less chances for students to misbehave.
Its a challange that a teacher takes when they have to teach a big group of students. Teacher must be aware of their every movements. How to speak, what position they take, what materials they use. Need to rehearse before coming the class.
Shah Rahman
In this module, I learned about how to communicate what my students will be learning to them in a concise manner. I found the buffet example particularly enlightening. Just like looking at all of the items on the buffet can be overwhelming, so can the amount of concepts we teach students. Practicing the pause, chunking lessons, allowing for time to have students respond, identifying the key points of the lesson, and making sure directions are clear and concise will be things I focus on in the classroom and when supporting new CTE teachers in their professional development.
Engage your students in the room but don't use mannerisms that could be annoying or distracting.
This portion of the course has inspired me to move about more in the classroom. I generally tend to stay behind the lecturn, and actually felt like I was imposing on students' space by walking up to their desks. However, after this course, I will attempt to "float" about the classroom more to increase engagement.
Communication approach is very important when it comes to teaching.
I learned a lot about how to engage students and keep their attention while also being aware of my own body language and how I am presenting myself to the students.
Comment on Francisco Gonzalez's post: How would you suggest maintaining eye contact?
When reviewing complex content during a discussion, it is just as important to pay attenetion to ehat the students are NOT saying- as a way to identify topics that need further clarification.
This course had me thinking about some of the bad habits that I have incorporated into my lecturing. Specifically, I have a tendency to pace around the classroom when lecturing. I will be more conscious of this going forward.
I have learned the benefit for my students of moving around the classroom, especially during lecture. It will help to keep their focus on what I'm teaching.
As a student, I have never liked being a class that is boring. Where the instructor just sits at his or her desk and reads from the text aloud. So I make it a point to make my class exciting! I'm up moving around, asking questions, engaging with the students. I want my class to be one the students want to go to.
