Chapter 10: Going Beyond the Classroom

Towards the beginning of the chapter Andres is talking about a week of programs that allow students to catch up on credits. The students have a choice to participate in an activity for a week that the teachers create. They are able to earn a lot of credits by participating or the students could simply have a week off.

This idea seems like it would be a lot of fun. It also shows how doing an activity that gets students out of the normal classroom setting can motivate them. This concept could be used in normal classrooms. You could make it a point to plan a time to have a class outside, or taking your class on a field trip somewhere within their community.

Chapter 9: Why Things Go Wrong

Near the middle of this chapter the students talk about how they treat new teachers and how new teachers should act.

This section was helpful because in a few years I will be a new teacher. Vance, along with other students, said it was all about having confidence. Alexis said to not let the students intimidate you and to be yourself. The more you are yourself the more the students will see the passion you have about your subject.

Chapter 8: Teaching Teenagers Who Are Still Learning English

In the start of this chapter students expressed that teachers should first get to know them personally, along with their academic history. The students also felt that teachers should also understand their culture.

This is a great tip for teachers. The more you learn about your students the more you will be able to help them understand. It is also a giant plus to know what the students already understand, that way you don’t end up going over the same material they have already learned. You can also connect new knowledge to what they already know. This will make the teachers more effective and hopefully ease some of the stress.

Chapter 7: Teaching Difficult Academic Material

A quote from the beginning of this chapter really caught my eye. Latia said that one of her teachers “snatches history from the past and puts it in my backyard” page124.

I really want to be able to do that. I’m not sure if it is something you learn but I’m going to try! When students are shown that history has an effect on their lives, they may pay more attention. They will definitely learn more if I am able to connect history to their lives now.

Chapter 6: Motivation and Boredom

In the section, Timing is Everything, Bosung talks about when tests should be given. He believes that tests should never be given the week before vacation or the week you return.

So many teachers assign tests right before vacations. I never minded this as long as it was not the last class before break. Yet, I would have hated to have a test right when we got back. I feel as if I was no longer in the school mode and have to work extra hard to remember what we were going over before break.

Chapter 5: Teaching to the Individual, Working with the Group

In the middle of the chapter when Lauraliz shares her opinion about how student questions are handled during class. Lauraliz has a teacher that ignores questions and continues with the lesson.

I am really angry about how Lauraliz got treated in class. Student’s questions should never be deemed unimportant as long as the question is on topic. Students should be able to ask appropriate questions to further their understanding of the topic.

Chapter 4: Creating a Culture of Success

In the beginning of the chapter, where the students are discussing feedback, Luis and Veronica talk about how feedback impacts their work. Luis feels that it is important on how you address the feedback. Veronica likes feedback because it makes sure that she does not make the same mistake again.

I completely agree with Luis. I want to make sure that I provide plenty of feedback to my students so they understand how they can improve their quality and level of work. It also sends a message to the students that the teacher cares enough about their work to really spend the time to write comments.

Chapter 3: Classroom Behavior

Near the end of the chapter, Luis, Montoya, and Veronica are talking about effective substitutes or rather the lack there of. Luis believes that substitutes should be trained. Montoya believes that substitutes are a waste of a class because they do not know anything. Veronica had a bunch of math substitutes that contradicted each other.

I like the idea of trained substitutes but I do not think that is a realistic goal. I think teachers should leave work that they believe the students can accomplish without much help from the substitute. Encourage students to help each other when the teacher is out during a class, this way the class is not a waste of time. Yet, long term substitutes should be people that clearly understand the material and are able to help students understand it as well.