Being an after school “coach” is not as easy as one might think, the hardest part , if i do say so myself, is learning how to, not just simply be a “coach” or “teacher figure”, but to really find the best technique to do so. Not a single person on this earth is the exact same equivalent as someone else, that being said, we all learn differently from one another. That is probably the single most important thing that stood out for me in my experiences working with students, however i do find that most teaching styles are definitely more successful when the teacher uses illustrations, examples, and hands on based education. For example, sixth grade was perhaps the most memorable school year of all my educational years, because, although I may
…show more content…
Nonetheless ,from my own educational experiences, I feel that I can safely say that as long as there is a connection and understanding between teacher and student combined with educational activity such as relevant illustrations, and hands on activities, then the result (for the most part) will be decent enough. When the teacher is passionate about their focus of education and when it 's evident that they themselves know what they are doing, the result may be that this same energy may too be passed on to the students. Feynman mentions in his O Americano Outra Vez that in his personal experience visiting Brazil, “ he discovered that their educations had equipped them with surface facts about physics rather than a genuine understanding “ (Feynman 53), When reading this excerpt of Feynman, he gives off the idea that he knows what he 's doing, and he comes to show that he is a strong believer of making sure that his students would eventually know what they were doing as well. His objective was to make sure his students were actually learning the material and one successful way to do so was by using illustrations and actual examples to help his students be more engaged in learning rather than going strictly by the …show more content…
This way of teaching may have been fine if it weren 't for the fact that most of us students were giving each other blank glances most likely thinking “ what is she talking about?” I remember thinking to myself “ when did we learn that term? How exactly she did she solve that last problem?” . The problem was that she was speaking to us as if we were already at her level of education when in reality most of us students were in a geometry math class for the first time. Not to mention that she wasn 't exactly dedicating much time to actually talk us through the material, she was mechanically going from textbook to white board and back to textbook. Where were the illustrations, examples and or group work? When i first read Feynman 's “o Americano outra Vez” i couldn 't help but think of this exact memory from my highschool
Nonetheless ,from my own educational experiences, I feel that I can safely say that as long as there is a connection and understanding between teacher and student combined with educational activity such as relevant illustrations, and hands on activities, then the result (for the most part) will be decent enough. When the teacher is passionate about their focus of education and when it 's evident that they themselves know what they are doing, the result may be that this same energy may too be passed on to the students. Feynman mentions in his O Americano Outra Vez that in his personal experience visiting Brazil, “ he discovered that their educations had equipped them with surface facts about physics rather than a genuine understanding “ (Feynman 53), When reading this excerpt of Feynman, he gives off the idea that he knows what he 's doing, and he comes to show that he is a strong believer of making sure that his students would eventually know what they were doing as well. His objective was to make sure his students were actually learning the material and one successful way to do so was by using illustrations and actual examples to help his students be more engaged in learning rather than going strictly by the …show more content…
This way of teaching may have been fine if it weren 't for the fact that most of us students were giving each other blank glances most likely thinking “ what is she talking about?” I remember thinking to myself “ when did we learn that term? How exactly she did she solve that last problem?” . The problem was that she was speaking to us as if we were already at her level of education when in reality most of us students were in a geometry math class for the first time. Not to mention that she wasn 't exactly dedicating much time to actually talk us through the material, she was mechanically going from textbook to white board and back to textbook. Where were the illustrations, examples and or group work? When i first read Feynman 's “o Americano outra Vez” i couldn 't help but think of this exact memory from my highschool