Breaking the Ice on the First Class: Introducing the Name Game Activity
EDI 600 Psychological Foundation of Education
School of Education
Long Island University, C. W. Post
January 21, 2009
After today’s class I left with multiple feelings. I definitely was excited, motivated and overwhelmed. However, I felt these emotions all with a very optimistic point of view. The class activities we went through made those “first class jitters” go away. I am going to have to put a huge amount of time and energy into my performance in this class, but I didn’t leave with fear that it was impossible. I went home last night, eager to write my first journal.
I am going to focus this journal entry on my overall impression, of the entire first class. My reason for doing this is because, the coursework is going to help me learn more about myself and change bad habits. It is also going to help me get over my fear of public speaking and learn many fundamentals of becoming an excellent teacher. I believe this class will help me feel more comfortable in my own skin. I am going to work on more than one personal behavior. I have chosen to increase exercise and think more positively. I think these two behaviors correlate highly with one another, and will lead to better habits unconsciously.
Today we played the Name Game, which allowed me to learn all the names of my peers and in a way hang out with my professor. Even though, I was shy at first the game allowed us to laugh and socialize. This part of the class enabled me to relax and remove feelings of anxiety. When class ended my classmates already knew who I was and called me by my name. We all grew to have new bond with one another, which will carry on throughout the semester and every new class we will have together.
Another part of the class that relates to the Name Game was the group discussion. It was not only again another way that we interacted with each other, but it allowed us to understand how this activity can be related to teaching. It was actually my favorite part of class, because we then were able to teach each other. I learned how the Name Game can be an effective and ineffective technique. For example, students from other countries would have more difficulty understanding the names and have a higher level of anxiety. The conclusion of the group discussion was an excellent way of introducing how to “develop skills in using psychological principles and techniques to improve student’s classroom learning and motivation.”
Long Island University, C. W. Post
January 21, 2009
After today’s class I left with multiple feelings. I definitely was excited, motivated and overwhelmed. However, I felt these emotions all with a very optimistic point of view. The class activities we went through made those “first class jitters” go away. I am going to have to put a huge amount of time and energy into my performance in this class, but I didn’t leave with fear that it was impossible. I went home last night, eager to write my first journal.
I am going to focus this journal entry on my overall impression, of the entire first class. My reason for doing this is because, the coursework is going to help me learn more about myself and change bad habits. It is also going to help me get over my fear of public speaking and learn many fundamentals of becoming an excellent teacher. I believe this class will help me feel more comfortable in my own skin. I am going to work on more than one personal behavior. I have chosen to increase exercise and think more positively. I think these two behaviors correlate highly with one another, and will lead to better habits unconsciously.
Today we played the Name Game, which allowed me to learn all the names of my peers and in a way hang out with my professor. Even though, I was shy at first the game allowed us to laugh and socialize. This part of the class enabled me to relax and remove feelings of anxiety. When class ended my classmates already knew who I was and called me by my name. We all grew to have new bond with one another, which will carry on throughout the semester and every new class we will have together.
Another part of the class that relates to the Name Game was the group discussion. It was not only again another way that we interacted with each other, but it allowed us to understand how this activity can be related to teaching. It was actually my favorite part of class, because we then were able to teach each other. I learned how the Name Game can be an effective and ineffective technique. For example, students from other countries would have more difficulty understanding the names and have a higher level of anxiety. The conclusion of the group discussion was an excellent way of introducing how to “develop skills in using psychological principles and techniques to improve student’s classroom learning and motivation.”
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