Teaching is a Reflective Process
Teaching is a reflective process. In this process I will ask myself the following questions:
1. What am I trying to accomplish? (objectives)
2. How will I get there? (lesson plan)
3. How will I know if the students have learned? Did I accomplish my objectives? (assessments)
By following these steps, I can create a comprehensive and congruent facilitation where I can easily observe students’ success in meeting objective. Furthermore, if students do not meet the criteria of the assessments, I can design and utilize different methods by which to approach the corresponding objectives. In this process, all students are encouraged and enabled.
I will also help my students understand how to learn. I will coach my students by being clear about assignments, providing general directions, and communicating grading criteria clearly. I will dictate exactly how I want assignment to be completed; this will encourage students to explore alternative that best fit their learning style. I will state the assignment’s goal, and let them find the path to that goal.
I will help my students feel comfortable in the classroom. I will constantly reinforce the notion that I will help them develop their skills, rather than ridicule, embarrass, or penalize them for their errors. I will provide specific, constructive, and timely feedback, noting successes and areas that need improvement in all assignments. I will use the Socratic Method of Inquiry. I will ask open-ended questions that will lead my students to find better alternatives or approaches, such as, “What else could you have considered?” “What evidence might be included to support your conclusion?”
I will clearly communicate my belied that students can and will be successful. I will help them develop the self-confidence they need to complete their studies at Walden University.
I will take pride in the university and I will be available for students who seek advice about their program, assignments,
1. What am I trying to accomplish? (objectives)
2. How will I get there? (lesson plan)
3. How will I know if the students have learned? Did I accomplish my objectives? (assessments)
By following these steps, I can create a comprehensive and congruent facilitation where I can easily observe students’ success in meeting objective. Furthermore, if students do not meet the criteria of the assessments, I can design and utilize different methods by which to approach the corresponding objectives. In this process, all students are encouraged and enabled.
I will also help my students understand how to learn. I will coach my students by being clear about assignments, providing general directions, and communicating grading criteria clearly. I will dictate exactly how I want assignment to be completed; this will encourage students to explore alternative that best fit their learning style. I will state the assignment’s goal, and let them find the path to that goal.
I will help my students feel comfortable in the classroom. I will constantly reinforce the notion that I will help them develop their skills, rather than ridicule, embarrass, or penalize them for their errors. I will provide specific, constructive, and timely feedback, noting successes and areas that need improvement in all assignments. I will use the Socratic Method of Inquiry. I will ask open-ended questions that will lead my students to find better alternatives or approaches, such as, “What else could you have considered?” “What evidence might be included to support your conclusion?”
I will clearly communicate my belied that students can and will be successful. I will help them develop the self-confidence they need to complete their studies at Walden University.
I will take pride in the university and I will be available for students who seek advice about their program, assignments,