A practice I need to do less is focusing more on the content than on the learner. It is understandable to want to impart as much information as possible. However, it is all too typical to make the mistake of just attempting to fill the pupil’s head with a vast quantity of material while neglecting to highlight the practical use of the knowledge. Influential learning designers concentrate primarily on influencing learners’ behavior rather than on best conveying their information.
A practice I already do less is assuming that whatever is taught is learned. A key takeaway does not always follow from a curriculum taught. The lesson may have been practical for some students, but it may not have been as effective for others, who may have learned the content far less thoroughly (Bajaj & Sharma, 2018). Students frequently focus on learning the material needed to pass a test. However, they fail to develop the necessary abilities to apply that information when needed.
Defining learning goals is a technique I need to be using more lately. A teacher must explain his expectations for the kids on the initial school day. This involves conversing and approving the classroom’s guidelines and practices, comprising the consent for defilements. Any processes that aid in teaching students how to use art or scientific resources, for instance, should have explicit expectations (Louws et al., 2017). Some educators establish guidelines as a class to encourage learners to take responsibility for their obligations. Communication can be enabled, and impending issues can be avoided by having guardians and pupils agree and sign a duplicate of the class guidelines.
Engaging learners in classroom activities is a practice that I have already been doing more. Asking questions or allowing pupils to comment is among the finest ways to determine how well they have understood. Allowing the learners to voice their opinions on contentious topics and promote open discussion (Janna et al., 2018). Another interesting practice I employ in the classroom is to design competitive games where pupils aim to outperform one another in teams or individually. Students, regardless of age, often have suggestions for enhancing the classroom setting. A teacher can accomplish this without ceding control by, for example, offering students a range of options or designing an educational activity that involves making choices.
References
Bajaj, R., & Sharma, V. (2018). Smart education with artificial intelligence-based determination of learning styles. Procedia Computer Science, 132, 834–842. Web.
Janna, I., Christopher, K., Barbara, S., Kalle, J., Joseph, K., Jari, L., & Katariina, S.-A. (2018). Science classroom activities and student situational engagement. International Journal of Science Education, 41(3), 316–329. Web.
Louws, M. L., van Veen, K., Meirink, J. A., & van Driel, J. H. (2017). Teachers’ professional learning goals in relation to teaching experience. European Journal of Teacher Education, 40(4), 487–504. Web.