week 10 dq v2

Preparedness as has been referenced many times in 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 until 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 into chaos.

The teacher comes up with the lesson 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 Bachelor’s 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 inappropriate 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 until 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 until 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 pathological. 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 week’s paper is a bit on the dense side regarding an intro to psychology 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 in 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.