Teaching Experience: What I Learned

Final Reflective Essay on instruct and Learning I direct one oer learned three things from my student article of faith experience effective pedagogy, classroom guidance, and obscureness. In this expository essay I go out briefly explain each of the above-mentioned and explain wherefore it is important. Among foreign wrangle teachers, there is debate about how to well(p)-nigh in effect teach. The debate can be simplified to dickens pedagogical burn downes grammarbased vs. submersion-based. The grammar approach to learning a foreign language is traditional and still the look across pedagogy in use today.If you took French, German, or Spanish in tall school, this is how you were taught. The grammar approach is a mechanical approach to language-learning and has advantages and disadvantages. For example, if I am program line a student the verb to go, I would write the various forms on the display board I go, you go, he/she goes, etc.. I would then direct students to pra ctice this verb through and through written or spoken activities. When I think that I cast adequately taught the verb, I would likely give a formative sound judgment to check student comprehension.And so it goes, report by piece, I put together a language for my students. The advantage of this approach is that it is simple and actually comprehensible. Its like putting together a puzzle, one piece at a time. Students do non experience tremendous fretfulness and do not feel lost in a sea of incomprehensible words. The principle disadvantage of this approach is that it is slow to build fluency. For those of you who took a foreign language in high school or yet college, how much do you really remember now? The etymon to the difficulty of fluency is tightness.One form of controlled immersion is called TPRS, and is the focus of the next few paragraphs. voice communication teachers and learners know that the key component to learning a foreign language is to travel abroad and live in that country. Teachers began experimenting with ways to duplicate this puissant learning experience in the classroom, and I feel that TPRS is the most self-made imitation of it to date. TPRS stands for Total Proficiency through Reading and Storytelling. This pedagogical technique recognizes that a class meeting five days per week for less(prenominal) than an hour cannot imitate a true immersion xperience because true immersion involves a 24/7 experience. Instead, TPRS imitates the most salient and valuable features of immersion. the likes of the grammar approach, it has advantages and disadvantages. In TPRS, the teacher selects the most critical, high-frequency words and tells a repetitive grade with them. For example, if I were teaching my students the same verb to go, I would invent or bear a simple, silly story. Then I would repeat to go over fifty times in that story. Prior to beginning the story I would briefly explain to go and write it on the board.Students are repeatedly exposed to important, high-frequency words in context, similar to what happens in the true immersion experience. Like the true immersion experience, TPRS builds fluency well. This better fluency is achievable because the pedagogy imitates a part of the true immersion. The disadvantage to TPRS is that the grammar is delayed. A first-year TPRS student might say something weird like, I eats peaches, because he hasnt yet learned that it should be said, I eat peaches. I conclude that TPRS is the most effective pedagogy.Compared to the traditional grammar approach, it builds fluency faster. The TPRS students I spill to report that they feel like theyre learning much and more engaged when compared to their previous grammar experiences. I believe that building fluency is the most important thing I can offer language-learners, and therefore my asylum to TPRS was the most important pedagogical event in my world. Because pragmatism is interchange to my teaching philosophy, I w ill most certainly use this technique.Classroom wariness is one of the most important skills a teacher can stomach because it really refers to whether or not the teacher has the class on- assess and learning. If the class is not on-task, then learning is not taking place I will briefly tell the story of my experience with eighth-grade students re classroom dread and then explain why this knowledge is very important. When I took the reins of my smart classroom at C R Anderson Middle School, I purposefully did not change my cooperating teachers procedures and routines.I thought that changing to my teaching style this instant would be too abrupt and instead gradually varietyed to my different style. Things went smoothly for several weeks students were on-task and learning. Then I completed the transition from the students familiar routines and procedures to mine. A week or two after all old routines and procedures were gone, I began to lose control of my students. I was flabber gasted by some of the behavioral problems that appeared, often in students that had neer been problematic before.I could see that I was losing them, so I tightened up elucidate and started giving out detentions. Although my tighter discipline quieted the class down, it was not an effective solution because 1)I was spending class time giving out detentions and 2) they really werent on task, they were just more quiet. I read an excerpt from a Master Teachers book on classroom management (Mr. Wong) and it changed my life. I realized that the reason my students were no longer on task is because I had failed to provide them with routines and procedures. For example, I did not implement a sit down chart.This was a procedure that the students were used to and its absence created a sense of anxiety that translated into classroom management problems. I re-implemented the procedures and routines that had been in place with my cooperating teacher and immediately got my students (for the mos t part) back ontask. I cannot stress how important routines and procedures are for care students on-track and learning. Without solid classroom management, I may just as well be running a study hall. Because a teachers purpose is to be teaching, my acquisition of this critical skill changed my life.I owe a thanks to my cooperating teacher, Mrs. Barb Cooper, Mr. Wong, and SOE instructors for providing me with excellent classroom management materials. Lastly, I have learned humility. I am in general a assured person and take pride in being competent in my subject. Student teaching taught me that I did not know everything. I would hate to be in a profession or job where I felt like I was done learning or where I felt bored. I now know with certainty that I bed teaching, and knowing that about a career before looking for a job is important.I am not the absolute best classroom manager, nor am I the absolute best at TPRS. I do, however, have very good tools and experience to guide my m astery of these subjects, and I am super optimistic and eager to continue teaching as a professional. I am grateful to my cooperating teachers, their schools, and the SOE for the professional support and guidance they provided. The sense of humility I now possess is what allows me to continue to grow professionally, and continued growth, above all other qualities, is important to me.