Classroom Instruction

My philosophy of teaching evolved from years of teaching experience. As I reflect on my beliefs regarding teaching and learning, student preparation and readiness is just as important as teacher preparation and readiness. I believe the person who engages in the most work and activity will sustain the most learning. Creating a classroom climate where students can share ideas will increase learning and retention. Students should receive responsibilities that match their cognitive level regardless of age. This connection personalizes learning, embeds class assignments, and increases opportunities for ownership.

Moving any organization forward requires that each person perform individual roles. I believe in a student-centered approach which incorporates ideas found within progressivism. Classroom organization allows the evolution of student-centered ideas to remain the focus each day. I hope that I can help each teacher incorporate activities that encourage participation while gradually moving away from teacher lectures but student discovery. This method worked with my teaching style to bridge the gap between home and school, which, I think, is vital to the learning process in all students. It is my goal to find the level of cognition and motivation of each student because I use this as a tool to reach their optimal performance on various topics. The overall goal is lesson mastery where it is reflected in student achievement.

Teachers are facilitators of the learning process where they provide opportunities for developing the overall learner. In any teaching journey is for the facilitator to promote student accountability for learning by asking each individual to contribute to the class what is relevant and closely related. Creating a learning environment varies with individual experiences and how each person participates in creating an engaging classroom environment will determine if the material is used. Interactive strategies that incorporate novelty will engage student attention. In order to aid students in reaching their desired learning goals, teachers must have a clear set of objectives to help progress though the lesson topic. Short-term goals with the learning objective in mind is created in close reading activities. As a part of this, intellectual development of each student should continue over time, allowing students to use what was previously learned then applied in the next phase of learning. Mastery of information has always been the goal for teachers, and should continue to be one of the essentials. In addition, long term goals for students should be set, allowing students to work towards goals over time.

The our students have access to multiple modes of media and learning opportunities. Below are examples how we can develop web-based instruction.

• Provide a purpose for the assignment in the description

• Provide links to support the purpose for engagement

• Include Close Reading assignments

• Give short sections at a time (not too lengthy)

• Make the sections relevant to learners

• Provide a rubric for grading before working

• Include images and photos to maintain attention

• Use some sites that may be familiar to learners

• Keep the focus "what is to be learned" rather than "what is to be taught".

• Allow learner to explore then describe what is to they understand from the close reading/link

One of the most difficult aspects of education is learning how to motivate students. It is also one of the most important. Students who are not motivated will not learn effectively. It begins by giving them proper learning in order to set educational foundations. Education is a pyramid and the outcome depends on what is provided for accelerated learning. Student preparation depends on the effectiveness of resources and structure of those resources to help students develop cognitively for college and career. As college preparation becomes a demanding factor, programs should concentrate on ensuring high schools implement these factors. Below are resources that provide knowledge and skills for specific strategies and practices. AHSGE Practice Workbook.pdf