My First Class
By Meghan McKillop
EDI 17 Psychology & Development of Adolescent Students
School of Education
Long Island University, C. W. Post
January 19, 2010
The start of a new semester makes me feel quite overwhelmed, and I was surprised when Professor Boyanton displayed comments from students in previous semesters which stated that the work load in this class is substantial and that it is understandable to feel overwhelmed; I have always been a conscientious student and I will certainly make sure that I stay on-top of my work! I am looking forward to going over the syllabus in more detail next class, because I think I will feel more at ease when I have a better grasp of the work I will need to complete during the semester.
At the very beginning of class, Professor Boyanton identified that throughout the semester, this class will be discussion-oriented. I think it was beneficial that she presented the class with her expectation of participation right from the start. Also, I think that the Name Game activity was a positive ice-breaker for our first class. I believe that class/group discussions work most effectively when students know each other’s names and feel a sense of acceptance/ease/comfort and when the class size is relatively small; the Name Game allowed our class to begin to develop a classroom that values community and student input/participation.
I learned a few tips/strategies for teaching from the Name Game group discussion questions. If teachers take the time to get to know their students and provide opportunities for their students to get to know each other, they are creating a positive classroom environment that alleviates anxiety, encourages participation, and allows students to know that they are valued. I think it is important for teachers to be aware and accepting of the varying needs of their students; as a result, I know that when I become a teacher, I will do my best to keep an open mind about the differing ability-levels, learning styles, and expectations of my students. When teachers personally recognize and respect the differences and unique qualities of their students, they show their students that their classrooms are places of community, where all individuals are accepted and valued. .
Long Island University, C. W. Post
January 19, 2010
The start of a new semester makes me feel quite overwhelmed, and I was surprised when Professor Boyanton displayed comments from students in previous semesters which stated that the work load in this class is substantial and that it is understandable to feel overwhelmed; I have always been a conscientious student and I will certainly make sure that I stay on-top of my work! I am looking forward to going over the syllabus in more detail next class, because I think I will feel more at ease when I have a better grasp of the work I will need to complete during the semester.
At the very beginning of class, Professor Boyanton identified that throughout the semester, this class will be discussion-oriented. I think it was beneficial that she presented the class with her expectation of participation right from the start. Also, I think that the Name Game activity was a positive ice-breaker for our first class. I believe that class/group discussions work most effectively when students know each other’s names and feel a sense of acceptance/ease/comfort and when the class size is relatively small; the Name Game allowed our class to begin to develop a classroom that values community and student input/participation.
I learned a few tips/strategies for teaching from the Name Game group discussion questions. If teachers take the time to get to know their students and provide opportunities for their students to get to know each other, they are creating a positive classroom environment that alleviates anxiety, encourages participation, and allows students to know that they are valued. I think it is important for teachers to be aware and accepting of the varying needs of their students; as a result, I know that when I become a teacher, I will do my best to keep an open mind about the differing ability-levels, learning styles, and expectations of my students. When teachers personally recognize and respect the differences and unique qualities of their students, they show their students that their classrooms are places of community, where all individuals are accepted and valued. .
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