I believe that in terms of teaching science, this chapter was by far, the most helpful. The text clearly outlined the NSES Content standards and offered an example using the subject of sound. It made more sense to me once I saw the example. It was interesting to find out that most science teachers developed a deep understanding of science after having taught it. I have wondered how I was going to ever teach a subject I never performed well in and it was intimidating. However, after reading this text, I feel better prepared and have more confidence about teaching science.
Much of what I read in this chapter reiterated most of what I have learned so far pertaining to writing goals, designing lessons and behavior management. I agreed with the suggestion of dealing with disruptive students in a strong and consistent manner. That being said, in terms of behavior management, I was surprised to read that the text suggested (on page 130) using a time out. In my behavior management class, we were taught not to send students to the office, as it sends a clear message that we as the teacher are not the authority. I understand the suggestion, and if it is a case in which the class is in physical danger, that is another matter and isolation is necessary. My professors suggested a strong emphasis in the beginning of the year, having the students make the guidelines for the class (so they are “stakeholders” in what happens) and outline the consequences. All of this is completed under the guidance of the teacher. This way, as the school year continues, the students are well aware of what is expected of them and actually, less time is spent on discipline.
I did appreciate the behavior management plan the text outlined. It is necessary to correctly identify the problem behavior and detail how often and under what circumstances it occurs.
One concept that made sense to me after reading this chapter was how to implement learning activities through different phases. The outline the text provided was quite detailed and I feel it is something I will use as a future teacher.
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I would agree that this chapter, so far, provides the most for you in terms of practical knowledge needed to teach science.
ReplyDeleteI a glad you pointed out the idea that many science teachers haven't actually learned the science content until they had to teach it. This has been my experience as well, and this should take much of the pressure off. Think of yourself as the "head learner" rather than the know-it-all teacher.
The classroom management part of the chapter offers lots of solid practical advice. Of course, what you do, or refrain from doing, in any given circumstance, will be determined by a number of variables. But I think there are some general principles you can live by. Mine would include consistency on the part of the teacher, fairness, respect of the children, and refraining from being "heavy handed." What are yours?