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Reflection on Inspiring Active Learning: Chapters 6-8
Harmin and Toth have emphasized the importance of the individual in learning in the introduction of chapter 6 that makes sense to me. I love the idea that “we can do it with others, but we must do it ourselves” to actually learn. Therefore, we must keep all individuals engaged in learning. No one can learn for us; they can only contribute our learning process in some way. The chapters 6-8 in Inspiring Active Learning demonstrate effective strategies that I can use to become a better teacher, such as methods for managing time, cooperative learning, and student behavior. I plan on implementing many of the ideas in my own classroom. These methods can create a more productive learning environment for all students and teachers.
The first chapter on structuring class time efficiently was extremely useful; most people have time scheduling conflicts in their daily lives. I never seem to have enough time to do what all I want to do.
Many projects and activities are less than I had hoped for simply because I ran out of time. The idea of
structuring class time efficiently sounds blissful and I plan on exploring more ideas on the subject of time management in the classroom. For example, the concept of engaging students as soon as they enter the classroom is a goal that I could keep in mind on a daily basis. I also plan on promoting more independent work to increase self-directed learning experiences and self-responsible learning skills with more activities like learning centers and task workshops. These methods will also contribute to freeing of up some teacher time
that can allow the teacher to help those that need additional assistance. I especially like the idea of providing a positive atmosphere, as I feel it is important for students to feel relaxed, safe, and comfortable in an educational setting.
Chapter 7 focuses on using small groups efficiently by including strategies and data regarding group collaboration. I agree with the idea that it is important for students to express their ideas among each other. Sharing pairs is one method that can be used for students to share their thoughts on any given topic or question. I feel that the concept of blending practice with peer instruction can enhance learning. Selecting a small group can positively affect learning and maximize active learning. The chapter also shares issues that can challenge learning, such students choosing the same friends to work with instead of choosing new ones. Sometimes, there are some students that are avoided and left without a group. And, some groups will converse about unrelated topics and avoid work. Students with disabilities tend to work together and struggle with the task at hand. Methods can be used to counteract some of these challenges; students can be inspired and cooperatively learn.
The chapter 8 guides me to manage student behavior in the school settings. It includes suggestions such as creating lessons and organizing schedules, materials, strategies, and instruction plans. I agree that it is important to set expectations, establish a comfortable, stress free setting, and encourage cooperation. It is also pertinent to motivate students while demonstrating confidence. I definitely agree that we should not argue with the students. I know that we must use our authority in a respectful way. The chapter also includes guidelines for authority statements, including the act of avoiding hostility and hesitation. It is extremely crucial to prevent restlessness and boredom.
We must assist students in developing classroom management and the art of self-control. The chapter even includes steps for a creating a discipline plan, including using rewards and punishments wisely. Another step is to avoid radical changes. Also, a crucial component of the creating a plan is to create a plan of action ahead of time.
I understand that students respond best with routines and plans. And, they all have their own pace of development. I love how Harmin and Toth conclude in chapter 8: “We all learn in our own ways, by our own clocks.”
Harmin and Toth have emphasized the importance of the individual in learning in the introduction of chapter 6 that makes sense to me. I love the idea that “we can do it with others, but we must do it ourselves” to actually learn. Therefore, we must keep all individuals engaged in learning. No one can learn for us; they can only contribute our learning process in some way. The chapters 6-8 in Inspiring Active Learning demonstrate effective strategies that I can use to become a better teacher, such as methods for managing time, cooperative learning, and student behavior. I plan on implementing many of the ideas in my own classroom. These methods can create a more productive learning environment for all students and teachers.
The first chapter on structuring class time efficiently was extremely useful; most people have time scheduling conflicts in their daily lives. I never seem to have enough time to do what all I want to do.
Many projects and activities are less than I had hoped for simply because I ran out of time. The idea of
structuring class time efficiently sounds blissful and I plan on exploring more ideas on the subject of time management in the classroom. For example, the concept of engaging students as soon as they enter the classroom is a goal that I could keep in mind on a daily basis. I also plan on promoting more independent work to increase self-directed learning experiences and self-responsible learning skills with more activities like learning centers and task workshops. These methods will also contribute to freeing of up some teacher time
that can allow the teacher to help those that need additional assistance. I especially like the idea of providing a positive atmosphere, as I feel it is important for students to feel relaxed, safe, and comfortable in an educational setting.
Chapter 7 focuses on using small groups efficiently by including strategies and data regarding group collaboration. I agree with the idea that it is important for students to express their ideas among each other. Sharing pairs is one method that can be used for students to share their thoughts on any given topic or question. I feel that the concept of blending practice with peer instruction can enhance learning. Selecting a small group can positively affect learning and maximize active learning. The chapter also shares issues that can challenge learning, such students choosing the same friends to work with instead of choosing new ones. Sometimes, there are some students that are avoided and left without a group. And, some groups will converse about unrelated topics and avoid work. Students with disabilities tend to work together and struggle with the task at hand. Methods can be used to counteract some of these challenges; students can be inspired and cooperatively learn.
The chapter 8 guides me to manage student behavior in the school settings. It includes suggestions such as creating lessons and organizing schedules, materials, strategies, and instruction plans. I agree that it is important to set expectations, establish a comfortable, stress free setting, and encourage cooperation. It is also pertinent to motivate students while demonstrating confidence. I definitely agree that we should not argue with the students. I know that we must use our authority in a respectful way. The chapter also includes guidelines for authority statements, including the act of avoiding hostility and hesitation. It is extremely crucial to prevent restlessness and boredom.
We must assist students in developing classroom management and the art of self-control. The chapter even includes steps for a creating a discipline plan, including using rewards and punishments wisely. Another step is to avoid radical changes. Also, a crucial component of the creating a plan is to create a plan of action ahead of time.
I understand that students respond best with routines and plans. And, they all have their own pace of development. I love how Harmin and Toth conclude in chapter 8: “We all learn in our own ways, by our own clocks.”