Week 5-1 Post

1. Week 5-1: Leave a 30-word micro session summary.

Teacher behaviors can support students’ emotional learning experiences and creativity by providing quality feedback, establishing positive relations with students, and reducing anxiety or frustration. Teachers should be facilitators who encourage students to become active and responsible learners and create a safe classroom experience.

2. What You Want to Tell Your Teachers

I would like to add the fact that students express their emotional needs differently. Some students will willingly seek out help but others won’t. If a student misbehaves, I understand there needs to be consequences, but the teacher should talk to the student one-on-one. I also don’t think teachers should expect their students to love the subject they teach. I think their lesson plans should incorporate ideas from other subjects to make it interesting for everyone. I also appreciate when teachers do bi-weekly feedback exercises and students can anonymously share what they like and don’t like about the class.  

3. What You as a Teacher Can do/Want to Do

As a teacher, I want my students to feel comfortable in my classroom from the start. Maybe I’ll share personal information about myself or encourage students to talk about themselves. I’ll also be very enthusiastic about the class material, but also understand that my students may not be as interested in the subject as I am. I’ll try to incorporate ideas from other subjects. Also, I want to give as much feedback to my students as possible. I had a middle school teacher who talked to us one-on-one before the end of the semester and asked us what grade we think we deserved. At first it was uncomfortable grading myself in front of my teacher, but in the end it helped her understand how we self-evaluate ourselves. I’d like to do this with my students because it gives me a chance to check in with their emotional and educational needs.

4.  Supporting Marginalized Learners’ Emotions

One thing I can do is grade my students’ work anonymously. For instance, if I’m grading papers I’ll assign everyone a number, and instead of putting their name at the top they’ll write the number. I’ll have a separate sheet with everyone’s names and numbers that I won’t look at until I’m done grading. This takes away biases and expectations I may have. I’ll also try to make sure I’m giving equal attention to all my students (e.g., calling on different people during class discussions, providing the same amount of feedback to everyone, etc.). If I have a student who has just come from another country or culture, I may try to have one-on-one meetings with them and maybe their parents to see how I can help.

I want to make sure students from economically disadvantaged or culturally diverse backgrounds feel safe in my classroom. If they are ELLs, I will learn how to properly pronounce their names and some words in their language. If they are economically disadvantaged, I will help them find solutions to getting textbooks or materials for projects.   

5. Do you have any questions or concerns about course learning? 

No questions are concerns!

6. Week 5-1 Activity Completion Check

(Copy and paste the table below into your blog refection)

	Modules	Topics  & Activity	Check ✓ if Completed
Week 5	Week 5-1 *Due by August 12 at 10:59 am	1) Week 5-1 Reading Quiz	✓
		2) Week 5-1 Discussion Forum: one initial response & two peer feedback replies	✓
		3) Final Blog Activity Survey	✓
		4)  Week 5-1 Personal Blog Reflection	✓

#7. Social Blog Activity: visit your peers' blogs and provide two feedback comments!

Carl Deleon’s Blog

Hi Carl,

Great summary of consultative and traditional teaching. I understand that in math and accounting classes it may not seem as relevant to associate facts from different sources. But maybe the teacher can incorporate projects or essays. Students can do research projects on a famous mathematician or theory, or they can research a historical event that was closely tied to accounting and finances. A teacher would definitely have to be more creative with math and science classes in finding ways to include consultative teaching strategies. 

Great post and thanks for sharing!

Elizabeth

Melissa Parkes’ Blog

Hi Melissa,

I really liked your learning pyramid image. It seems that teacher-centered learning strategies are towards the top and student-centered learning strategies are toward the bottom. And I agree that students learn the most material when they teach others. I always found it helpful to explain ideas to my friends and family. I also liked how you highlighted the importance of lectures as a basis for learning. If students actively engage in lectures (e.g., taking notes, asking questions, etc.), then they can learn and think critically. 

Great post and thanks for sharing!

Elizabeth