My Teaching Practice
My approach to motivating students is one that aims to understand who they are as individuals, i.e their strengths and weaknesses in my classroom. It can be easy to overlook the potential that students have by blaming their weaknesses or lack of motivation. But I feel that the way to motivate students is to appreciate every aspect of them, religion, language, and ethnic differences. I hope to build a space of safety and love of science that students will want to keep coming back and be rewarding.
Students learn in various different ways, but the ways that I want to explore and implement in my classroom are: cooperative learning, role playing and simulation, and student directed investigation.
Cooperative Learning:
This can be implemented several different ways in the classroom. In a science classroom, cooperative learning helps students help each other out and work together. This is beneficial for students who are English Language Learners, because they can practice their language without being embarrassed. They are actively participating and involving each other in their learning. Additionally, cooperative learning has more opportunities for personal feedback and exchanges among students in small groups. It is often difficult to provide feedback in a large group but this allows for a more personal feedback. Additionally, smaller groups would “foster learning and comprehension...students who are engaged in [small] group problem solving are more committed to the solution and are better satisfied with their participation in the group than those who are not involved.” (Burke p.88)
Role Playing and Simulation:
Role playing can be beneficial in the science classroom because the whole body is engaged. This increases motivation and participation among students. Students will be encouraged to become more proactive in their lessons and help bring new ideas into the classroom. This will help students create an environment that would connect themselves to the certain situation and would encourage inclusion, writing, planning, acting and performance, and taking on a different role other than student. “Simulations strive to replicate the complexity and unpredictability of real-world contexts, they challenge students to use critical thinking in the moment and to pull relevant expertise from a wide variety of concept and skills.” (Teaching)
Student Directed Investigation/Guided Inquiry
Student directed investigation actively honors student curiosity by allowing a collaborative undertaking of their own questions. Students take on the roles of lead learners, teachers, coaches, and teachers step back and take on the roles as facilitators. I want to encourage my students to investigate what they want to learn and share their inquiry findings with the classroom. Guided inquiry in the science classroom helps students develop a sense of humanity, empathy, and a sense of justice. Students will always keep looking out at the world and wonder what they can do to help or why are things not changing.
Testing
I have always had anxiety about tests, even now as an adult. But, even through the anxiety that I have faced and many students will face, I still believe that tests are a good way to assess students' progress and what they have learned from my class. I want to use tests as an indicator as to what students are having difficulties with and what I, as a teacher, can improve on.I would have tests after every lesson has ended and provide students with a study guide, so they know what to expect on their tests. Another way that I will assess my students is by having projects/guided inquiries sprinkled in between each lesson. I believe that this can help students be creative and engage themselves in their own learning. I want students to be the future problem solvers of the world. But in order to manifest that into my students, I have to make sure that I am providing them opportunities to do so.