What I Learned About How to Teach

I viewed videos 1,2,3,4,5,6, of the "Teaching Like a Champion" videos and video 60 of "Student Engagement and Motivation Tips-How to Engage Your Students". I found that I really like videos by Rob Plevin. I find his videos more engaging, motivating, and informative than a lot of other videos; he is a pro when it comes to the education world I feel. I am glad his video was one we were required to watch and kind of wish I had known ahead that his videos were ones we could chose to watch, lol. The videos 1-6 of "Teaching Like a Champion", I watched, were informative and I learned several new things that were useful; however, I found them a little dull. Sorry, personal preference I presume.

Teach Like a Champion Blog Link 

In  "Teaching Like a Champion" video 1- Teach like a champion 2.0; I learned what the site is about and that they use the virtuous cycle of continuously getting better as a principle. There are two books 1.0 and 2.0 and the main differences between the two books mentioned are the upgrades to make teachers even more productive, some new content, and prioritization. In this video I also learned that there is a Teach Like a Champion blog; where educators can collaborate.

In  "Teaching Like a Champion" video 2- Teach like a champion- Technique 1 No Opt Out; I learned about not letting students "Opt Out" in class. Teachers have to set high academic expectations for the students. When a student answers "I don't know", to a question asked; the teacher ask a different student the same question. When the second student gives the correct response; you readdress the original student and ask them the question again. In this manner you are supposed to be letting the class know; that they can't get off the hook. I appreciate this procedure in some respects. However, I think you have to know which students you are asking the question. If you have a student who is special needs and perhaps has opposition defiance order or something to that effect; and you preform this with them, this could alienate, single out, or be destructive to them. Especially if they still don't understand the second time you ask the question.

 In  "Teaching Like a Champion" video 3- Teach like a champion- Technique 2 Right is Right; I learned that you should hold your student's learning to a high standard. If you accept the wrong answer you are only setting up the whole classroom for a lower classroom standard. As a teacher, you should only accept correct answers. In technique 1 of this process you hold out for the right answer and tell the student they are almost there; but they need to keep going to get to the correct answer. Stay positive towards the students in this approach. In technique 2, if a student gives you a random answer to your question; redirect them back to your original question. In technique 3; if a student gets ahead of you and answers the question before you are done asking it, and you are looking for the steps as the answer...you can redirect the student into giving the right answer at the right time. Technique 4 involves the use of technical vocabulary. In this method, teachers expect or push for precise answers as correct instead of the students use of familiar words. This video also suggested for the teacher to set and defend what is acceptable in your classroom; expecting your student's best. I feel that I will try, at least, to always expect my student's best work; this is the kind of education they deserve. I think you have to know when to stop pushing though; so as to not have them close off from you completely.

In  "Teaching Like a Champion" video 4- Teach like a champion- Technique 3 Stretch It; I learned that the process of learning doesn't need to end with the right answer being given. The teacher should reward the correct answer with follow up questions. This process helps to activate cognitive thinking and allows for you to know if the students answers are able to be replicated or if they have mastery of the subject. This also helps you to tell what level everyone is on individually. I like asking a lot of questions; so I don't mind this process. However, I would monitor yourself, as to not ask to many questions; where you have then ended up wasting time or cutting into your next lesson's time.

In  "Teaching Like a Champion" video 5- Teach like a champion- Technique 4 Format Matters; I learned that students need to be able to express their knowledge in a variety of formats. As their teacher you can teach them to use language to best help them in life; preparing them for business and job opportunities. Also, be aware that students may chose to use their language of opportunity only in school settings. The highest format needs to be reinforced; as it is very hard to correct at a later date. The types of format included are grammatical (speaking proper English), complete sentences, audible, and unit. Specifics involving audible format include; using the word "voice" to get students to speak up. When used this allows for little time wasting or nagging. Specifically regarding unit format; be sure to have students use singulars, plurals, punctuation, capitalization, and proper nouns correctly. And, it's not just what they say; but how and why they are saying something.

I will NOT apologize for teaching you!

 In  "Teaching Like a Champion" video 6- Teach like a champion- Technique 5 Without Apology; I learned that sometimes the way teachers talk about their expectations or lessons, inadvertently lowers them. The teacher's job is to make even the most dull or uninteresting subject engaging. Also, don't apologize for the difficulty of the material or the student having to work outside their own comfort zone. The video suggested to act like everything you teach is extremely important.

In video 60-Student Engagement and motivation tips- How to engage your students; I learned that you have to meet the students needs or they will meet them their selves. This can cause disruption and misbehavior. The lessons we give the students can vary from difficult to boring and students that are completely uninterested make up their minds before they even enter your classroom; on whether they are going to work or not. This is based typically on previous negative classroom experiences. You have to first change their negative attitudes and energy before you can teach to them. There are things you can include in your lessons to get them to start to turn around. These things are needs focused approaches such as; success, achievement, recognition, and praise. These all give the student a sense of empowerment. You should also institute a chance for students to cooperate with each other in teams; build a sense of community and build supportive relationships. This fosters a sense of belonging. To have a fun classroom environment you should incorporate activity, humor, novelty, challenge, and variety in your lessons. I really enjoyed the information that i got from this video in particular and plan to watch some more of Rob Plevin's videos in the future.

Backwards design and what you should know

The quote pictured above, by Wiggins and McTighe, for some reason clarified things for me. Sometimes it is a difference in how something is said or in how you read things; that makes for better understanding. I feel like I learned a few different things from class. I learned that there is a lot of information for aspiring teachers to keep up with and take in. I am trying to stay calm and not work myself up with all the new information I have learned. I have learned quite a bit about backwards designing; especially since I didn't know much to begin with. A collaborative setting is typically involved. I learned that when you are planning; you should planning for what you want the students to know. Also, what you want them to understand and be able to do. As well, what will the ultimate transfer be for the students? Are the students engaged through you asking the right questions? How do you know that the students understood it? The answer...Assessment Evidence. You can use performance based tasks for assessment and formative assessments.