Somedays, it is hard to believe the youth is about to take over the world we have built. Many people see them as lazy and ill prepared to take on real responsibilities and make decisions based upon their consequences. I believe as an educator it is my job to change this trend. It is my job to make sure the youth is prepared for their future roles I society, understand the consequences associated with all their actions, and become independent thinkers. I was lucky enough to have parents that encouraged me to make tough decisions regarding my future including where I went to school, what I studied, and what programs I poured my time into. I know not every student in my classroom will have the same home situation, so I hope to encourage them
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In stage for, students are now expected to think on their own, make decisions that affect their future learning, become more self-motivated regarding their school work. These skills are not meant to be held up only in the school setting though. More often than not, employers are wanting to hire individuals that can think and act on their own. They need to be able to make tough decisions that affect their futures, aware of the consequences that come with them. An example of the way I build these skills in my classroom is through a self-directed review session held after each unit. I was not able to do this from the very beginning, but around unit 3 is where I was able to employ this activity. For the Unit 3 review session, I let the students have full control of what was taught and covered. As in a college review, the professor does not make a practice test, almost exactly like the real test, and tell them what to study. Instead, I wanted the students to build their own review, and come the next day with questions to ask their peers and myself. This type of structure is placing the fate of the review solely on the students, forcing them to make the decision of what they need to review. I, as the teacher, will still create word problems with answers, but I only show examples of the problems asked. The first time I used this in the classroom, it did not go over too well. Students came ill prepared for the review, and had just about no questions to ask. Although this was a waste of a review session, it was a lesson well learned by the students. I am not there to give them all the answers to the test, I am there to help facilitate learning. The next chapter, I used the same tactic of a review, reminding them of the outcome from the previous review. It was amazing the questions students came up with this time. Students actually went home, studied, reviewed what they knew, and made a list of what they didn’t.
In stage for, students are now expected to think on their own, make decisions that affect their future learning, become more self-motivated regarding their school work. These skills are not meant to be held up only in the school setting though. More often than not, employers are wanting to hire individuals that can think and act on their own. They need to be able to make tough decisions that affect their futures, aware of the consequences that come with them. An example of the way I build these skills in my classroom is through a self-directed review session held after each unit. I was not able to do this from the very beginning, but around unit 3 is where I was able to employ this activity. For the Unit 3 review session, I let the students have full control of what was taught and covered. As in a college review, the professor does not make a practice test, almost exactly like the real test, and tell them what to study. Instead, I wanted the students to build their own review, and come the next day with questions to ask their peers and myself. This type of structure is placing the fate of the review solely on the students, forcing them to make the decision of what they need to review. I, as the teacher, will still create word problems with answers, but I only show examples of the problems asked. The first time I used this in the classroom, it did not go over too well. Students came ill prepared for the review, and had just about no questions to ask. Although this was a waste of a review session, it was a lesson well learned by the students. I am not there to give them all the answers to the test, I am there to help facilitate learning. The next chapter, I used the same tactic of a review, reminding them of the outcome from the previous review. It was amazing the questions students came up with this time. Students actually went home, studied, reviewed what they knew, and made a list of what they didn’t.