Sunday, March 30, 2014

Blog Post 10

As the semester comes to a close, I really wonder what it is we have been blogging about this whole time.  To me it has all come down to the best possible way to become a teacher and have your kids learn to their full potential via activities and subjects that they actually want to learn.  Students have to want to be able to learn and the only way I think students will want to learn is by if teachers actually teach want students find interesting.  The only reasonable thing that I think will work for future generations is if we use this idea of evolving schools so that they appeal to the students more.  If we develop our schools so that they make the student feel as comfortable as possible and teach them what is really going to help them later on in life.  The activity that really opened my eyes to this was when we had created our own school to present in class.  After being able to combine many different features of what the best school would provide we were able to come up with the best possible environment for students.  Overall in the class I have really enjoyed talking about how the teachers should act in order to become the best possible teacher they can.  The way a teacher teaches I think is the way to be able to tell how the students will learn from that teacher. Teachers who really care for students and have a more developed sense of what their students needs are have a more likely ability to get more out of their students as well.  The hardest part I believe is being able to bend but not break the rules and regulations of the school that you teach at as much as possible.  Teaching straight from the book at all times is not beneficial to the students learning or the teachers teaching method either, the classroom then becomes toxic.  Once the classroom becomes toxic is the moment that you lose your students all together.  The most important part of becoming a teacher I think is being able to relate to each students on a personal level and on a educational level as well.

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