Jennifer Building The Classroom Case Study

Jennifer was feeling disengaged from her class and was unable to make a connection with most of the student’s interest. Could she have lost their interest or even imagined an entirely different class? Possibly had Jennifer not been engaging enough or was the unit materials? Was the principal right? As a first time student-teacher Jennifer must remember that teaching, classroom management and unit building take time with trial and error. Jennifer should continue to present the Twentieth-Century American Literature Unit to her 11th graders and become flexible and willing to modify the unit as needed. It is not clear if Jennifer had included the student’s opinions and ideas before creating the unit, however, there are multiply ways to change …show more content…
Their interests are linked to the deep learning recall of main ideas and events to more difficult comprehension. Gaining student’s interest is important to all subject in schools. However, it’s especially a concern among the social studies and history classes because of the lack of engagement. These subjects have the lowest engagement rate than any other subject. Making history lessons relevant to the student is very important in keeping students interested because it puts students in a place where they are able to relate to events that are happening to people in current events and during the different times and different places. When introducing a unit, teachers should allow opportunities to put the student in situations of historical figures and events, than build dialogue expressing how they would feel and/or act to given situations. Although Jennifer students are 11th graders, students’ mind will continue to grow and shift as long as they are learning or even not learning; despite what Jennifer’s supervisor advised her. Giving students critical thinking skills will allow students to dig deeper into the subject matter and explore measures beyond the obvious facts. One way of doing this would be to pose a controversial issue and have students take sides and debate it. A recent presentation shared a few interesting ways; one shown below; that one class learning about the …show more content…
Schwab’s view of curriculum making is less linear and comprehensive and more flexible and dialectical than Tyler rational. Schwab’s deliberative objectives process of curriculum planning could be seen as one way of determining objectives. Schwab’s argue that curriculum theorists have taken the field astray by seeking general theories of curriculum development rather than answer to specific, every day, or practical curriculum problems. He argued that instead we should focus on the practical, the quasi-practical, and the eclectic. And although Jennifer’s unit plan is not as firm as Schwab would suggest, she has the ability to modify her unit and shift focus to ensure that students interest are including leaning goals are