Peer panel discussion: An great activity to learn from your peers
By Meghan McKillop
EDI 17 Psychology & Development of Adolescent Students
School of Education
Long Island University, C. W. Post
January 26, 2010
The panel discussion activity today was a positive learning opportunity for our class. For me, two aspects of the activity made it valuable and meaningful. First, students were able to ask questions that addressed topics and situations that were significant to them. As students preparing to be teachers, we understandably have many questions and concerns about the issues and situations we will face in the classroom and in the school environment. I have my own list of teaching-related questions, but having the chance to hear the topics and questions presented by other students was eye-opening.
I appreciated the diversity of my classmates’ questions and responses because they addressed certain topics and situations that I had not considered; as everyone spoke, I kept thinking “why didn’t I think of that?” I have come to the conclusion that there are simply too many areas/topics/situations within the field of education for me to remember and consider by myself. Therefore, it was very beneficial for other students (who are in the same situation as me) to introduce fresh thoughts and questions for me to consider.
Second, students on the panel shared a combination of their personal experiences and the lessons/messages they learned from their time spent working with adolescents. I have learned in previous education classes that students can develop a deeper, more thorough understanding of material when they have the opportunity to make connections and discover relationships. Students on the panel shared personal stories, situations, and experiences that illustrated the advice they were giving and the lessons they had learned by teaching and working with adolescents; as a result, I was able to connect the advice and lessons they learned with situations and occasions that I can potentially encounter as a teacher.
The piece of information that I found most meaningful from today’s class was that because each student is different and unique, it is to the student’s (and the teacher’s) advantage to personalize goals and expectations as much as possible. Teachers should set high goals and hold high expectations for all of their students; at the same time, teachers must keep their expectations realistic. Keeping their expectations realistic will prevent students from feeling frustrated and inadequate (if they are unable to live up to the high expectations their teacher sets for them) and will also allow more room for individual improvement. If students feel confident and believe that they can achieve goals and expectations at the present time, they may be more likely to improve and strive for even higher goals and expectations in the future.
Long Island University, C. W. Post
January 26, 2010
The panel discussion activity today was a positive learning opportunity for our class. For me, two aspects of the activity made it valuable and meaningful. First, students were able to ask questions that addressed topics and situations that were significant to them. As students preparing to be teachers, we understandably have many questions and concerns about the issues and situations we will face in the classroom and in the school environment. I have my own list of teaching-related questions, but having the chance to hear the topics and questions presented by other students was eye-opening.
I appreciated the diversity of my classmates’ questions and responses because they addressed certain topics and situations that I had not considered; as everyone spoke, I kept thinking “why didn’t I think of that?” I have come to the conclusion that there are simply too many areas/topics/situations within the field of education for me to remember and consider by myself. Therefore, it was very beneficial for other students (who are in the same situation as me) to introduce fresh thoughts and questions for me to consider.
Second, students on the panel shared a combination of their personal experiences and the lessons/messages they learned from their time spent working with adolescents. I have learned in previous education classes that students can develop a deeper, more thorough understanding of material when they have the opportunity to make connections and discover relationships. Students on the panel shared personal stories, situations, and experiences that illustrated the advice they were giving and the lessons they had learned by teaching and working with adolescents; as a result, I was able to connect the advice and lessons they learned with situations and occasions that I can potentially encounter as a teacher.
The piece of information that I found most meaningful from today’s class was that because each student is different and unique, it is to the student’s (and the teacher’s) advantage to personalize goals and expectations as much as possible. Teachers should set high goals and hold high expectations for all of their students; at the same time, teachers must keep their expectations realistic. Keeping their expectations realistic will prevent students from feeling frustrated and inadequate (if they are unable to live up to the high expectations their teacher sets for them) and will also allow more room for individual improvement. If students feel confident and believe that they can achieve goals and expectations at the present time, they may be more likely to improve and strive for even higher goals and expectations in the future.
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