History As A Future Teacher
We wrote a number of papers in his class and was appalled by how poorly we were writing. Subsequently we got bad grades because of this. His thinking was the English teacher could teach the students how to write better, and therefor do better in his class. This proved two things. First, that literacy impacts every classroom. If students clearly do need to know how to write and read, it will affect their grade. Secondly, it proved that the teacher should have used literacy techniques to work around students deficiencies, while also trying to strengthen their weaknesses.
As a future educator I will use literacy techniques to ensure that students aren’t put at a disadvantage by not having good reading or writing skills. In TCHED 4391 many strategies and ideas were generated on how to teach through using literacy, but not putting students at a disadvantage. I will do this by integrating a variety of literacy tools that I learned in TCHED …show more content…
There are three steps for students to gain knowledge, they are: assess, activate, and add. I mentioned in the previous paragraph that the students learn through using prior knowledge. In the illustration of the bird, the student already knew what a bird was, then used the knowledge of what a bird looks like to distinguish what a wing was, and how it was used for flying. This is the same for gaining knowledge. Students review past material as a building block for learning new information. The second step is activate. Just like in the example above the teacher had to tell the student of why not all birds can fly. This closely aligns with activate. This is because the teacher takes the prior knowledge and corrects anything that was wrong, or fill in any gaps that they were missing. Finally, the teacher can add new information. Adding is what students take away from the previous two steps. This is the way students gain knowledge, and is crucial for teachers to understand in order to properly teach their students. It does not work if teachers skip one of the three