week
10 dq v2
Preparedness as has been referenced many
times of the this course, being prepared is one of the
most important aspects of any and all things teachers need to do
(Svinicki & McKeachie, 2014).
The example provided is of a substitute
teacher coming into a class, most of the time subs just babysit the class till
the teacher comes back. Occasionally subs find the syllabus and follow the
notes the teacher prepared. But mostly it is just babysitting, keeping the
class from erupting int chaos.
The teacher comes up with the lessons plans, or presents the lesson plans from the school itself.
Being prepared in class is one of the most
important things a teacher can do.
Communication
in my experience most teachers and admin
need to take extra classes to deal with students like me. with rare exception
this teacher, this teacher is great with communication. This teacher’s
application of how best to communicate with students is a model to go by,
having experience more than my share of bad to horror story classrooms.
Finding different ways to interact and communicate is a close second to preparedness (Laureate Education, 2012). Partially because after you are prepared as a teacher, you have to find ways to reach the students. Different students learn in different ways. Teachers must adjust to the needs to the student and the students must adjust to the needs to the teacher. A very give and take format.
Although there are some group
classifications. Some groups need to be communicated by x way, some need y way,
but each individual needs to be communicated with in their own unique way. Some
have commonalities in communication formatting, but each person has unique
things they need. It is up to the teacher to figure out those little
differences and help. But not cross the inappropriate boundary.
Syllabus the syllabus needs to be on
the extreme side of beyond clear (Calhoun
& Becker, 2004.
in my Bachelors degree process, it would not be easy at all
to find teachers who had a clear and understandable format for their
requirements. Most of the time, asking teachers to be more specific with their
instructions only caused rifts in the classroom. More than a dozen of my uop
instructors had no ability to answer my questions, which caused in appropriate
classroom experiences. The Syllabus being on the serious side of clear and
“this is what I am looking for” example dqs and
papers is the best way to proceed in a classroom. I had one teacher who
demanded the Socratic method but refused to inform the students that is what
was required. So we were all graded less till we
figured out “ask questions” at the end of each post. We suddenly went from Bs
to As in our dq posts.
Refusals to answer questions, punishing (OCs) negative grades till we guess
what the teacher wants. Is no way to teach a class.
challenges
of course the largest issue when dealing with anything close to a medicine course is pathologize. First major problem is HIPPA laws, second major problem is the student to student dynamic, third problem in no specific order is the teacher student dynamic, if the students begin to pathologize each other the end results will end on the extreme side of badly.
First major problem coming up would be group think model behavior patterns. Another is the loss of control in a classroom.
psych majors
the class I am designing for this weeks paper is a bit on the dense side regarding an intro to psycho course. But it does cover a significant portion of information, which taking my class gives everyone who takes the class an advantage over every other class in psychology. My class teaches things which are offered no other class. Although the material is a bit on the dense side, it will serve to reshape what we know and understand about the field.
The problem is my ability to relate to others, and to figure out different ways to show my students how to reprogram their thinking to process information the way I do. Or at least semi close.
non psych majors
with so much emphasis on history, my class directly contradicts what my students will learn in other classes. Which can cause a rather significant problem when it comes to other teachers and the administration.
references
Calhoun,
S. K., & Becker, A. H. (2004). Creating a syllabus. In R. M. Cordell, E. M.
Lucal, R. K, Morgan, S. Hamilton, & R. Orr
(Eds.), Quick hits for new faculty: Successful strategies by award-winning
teachers (Ebrary version, pp. 4–10). Bloomington, IN: Indiana University Press.
Retrieved from the Walden Library databases.
Laureate
Education (Producer). (2012). Key elements of effective course design [Video
file]. Retrieved from https://class.waldenu.edu
Svinicki,
M., & McKeachie, W. J. (2014). Countdown for
course preparation. In McKeachie's teaching tips: Strategies, research, and theory
for college and university teachers (14th ed., pp. 6–18).
Belmont, CA: Wadsworth.