By Vanessa Trum
EDI 600: Psychological Foundation of Education
EDI 600: Psychological Foundation of Education
School of Education
Long Island University, C. W. Post
February 25, 2010
Part of a teacher’s job is to not only teach a certain topic, but it is also to come up with ways in to help the students remember what they are learning, or being taught. I believe it does not help students to memorize. (Something things do need to be memorized like times tables) I have walked out after taking many tests, forgetting the information I had studied the night before.
I think there is so much material being crammed into students’ heads because of state standards and tests. For example, I tutor a student in 10th grade who always has a study guide from his teacher with over 50 vocabulary words that he needs to know for a unit test. He studies and memorizes definitions; however he has difficulty remembering them after the test and/or can not use them outside of the context given to him directly out of the definition.
Teachers need to make the material relatable to the students. They need to over-emphasize important information that needs to be remembered. Repetition is also a useful tool. If a teacher was teaching the Boston Tea Party, they should talk about the event as if it were a story out of a fiction book. Definitions could be given the first day for homework and then the next day go over the homework, making sure all the vocabulary words can be linked to each other. I think it is also helpful to ask the students as many questions as possible concerning material. Even if it is the same material over and over again, it will stick in students’ minds, and they will most likely remember it for a long time. .
Long Island University, C. W. Post
February 25, 2010
Part of a teacher’s job is to not only teach a certain topic, but it is also to come up with ways in to help the students remember what they are learning, or being taught. I believe it does not help students to memorize. (Something things do need to be memorized like times tables) I have walked out after taking many tests, forgetting the information I had studied the night before.
I think there is so much material being crammed into students’ heads because of state standards and tests. For example, I tutor a student in 10th grade who always has a study guide from his teacher with over 50 vocabulary words that he needs to know for a unit test. He studies and memorizes definitions; however he has difficulty remembering them after the test and/or can not use them outside of the context given to him directly out of the definition.
Teachers need to make the material relatable to the students. They need to over-emphasize important information that needs to be remembered. Repetition is also a useful tool. If a teacher was teaching the Boston Tea Party, they should talk about the event as if it were a story out of a fiction book. Definitions could be given the first day for homework and then the next day go over the homework, making sure all the vocabulary words can be linked to each other. I think it is also helpful to ask the students as many questions as possible concerning material. Even if it is the same material over and over again, it will stick in students’ minds, and they will most likely remember it for a long time. .
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