Educational Approach
Benjamin Franklin once spoke of “a man that was so
learned that he could name a horse in nine languages;
so ignorant that he bought a cow to ride on.”
The goal of successful education connects the sharing of knowledge to a student's use of it in practical, meaningful ways. Without the proper means of application, students are rendered unprepared in making proper connections between knowledge and the advantages of using it in successful problem solving. In simple terms, students fail to answer the question: Why this matters? In my high school computer classroom, I exposed students to a variety of computer applications and technological concepts and then required them to use what they had learned through practical hands-on, project based applications. This form of content delivery not only reinforces concepts learned during lectures but also requires a higher level of thinking and problem solving during the application process. Arguably, this is where real learning and retention occurs including a deeper understanding of how individual classes and concepts intertwine and fit together.
Additionally, I believe the classroom should be a fun, motivationally stimulating environment where students enjoy coming. Good student attendance ultimately leads to better student performance. Creating an atmosphere that stimulates student interest is essential for quality learning to take place. When considering the various learner styles and academic levels of students in the courses I taught, I worked to create lessons and activities that invoked student interest, enthusiasm and active participation.
Classroom management is also an essential part of the learning process. Poor class management fails to provide the necessary balance for a healthy teacher/student relationship. Generally, I addressed classroom dynamics directly. Experience taught me that efforts to develop a good working rapport among students without the rapid intervention of administrative measures nurtured student respect towards my classroom expectations and me. My belief is that this type of respect is a needed lifelong skill that is best learned in the younger years when the consequences are less severe and often much more forgiving.
Overall, my goal and daily approach as a classroom educator was to make the greatest possible impact within my allotted time. All students entering my classroom brought different strengths and weaknesses requiring varied academic approaches. My hope was that all students gleaned experiences from my class that helped in their academic success and transition into a productive, technologically literate member of society.
learned that he could name a horse in nine languages;
so ignorant that he bought a cow to ride on.”
The goal of successful education connects the sharing of knowledge to a student's use of it in practical, meaningful ways. Without the proper means of application, students are rendered unprepared in making proper connections between knowledge and the advantages of using it in successful problem solving. In simple terms, students fail to answer the question: Why this matters? In my high school computer classroom, I exposed students to a variety of computer applications and technological concepts and then required them to use what they had learned through practical hands-on, project based applications. This form of content delivery not only reinforces concepts learned during lectures but also requires a higher level of thinking and problem solving during the application process. Arguably, this is where real learning and retention occurs including a deeper understanding of how individual classes and concepts intertwine and fit together.
Additionally, I believe the classroom should be a fun, motivationally stimulating environment where students enjoy coming. Good student attendance ultimately leads to better student performance. Creating an atmosphere that stimulates student interest is essential for quality learning to take place. When considering the various learner styles and academic levels of students in the courses I taught, I worked to create lessons and activities that invoked student interest, enthusiasm and active participation.
Classroom management is also an essential part of the learning process. Poor class management fails to provide the necessary balance for a healthy teacher/student relationship. Generally, I addressed classroom dynamics directly. Experience taught me that efforts to develop a good working rapport among students without the rapid intervention of administrative measures nurtured student respect towards my classroom expectations and me. My belief is that this type of respect is a needed lifelong skill that is best learned in the younger years when the consequences are less severe and often much more forgiving.
Overall, my goal and daily approach as a classroom educator was to make the greatest possible impact within my allotted time. All students entering my classroom brought different strengths and weaknesses requiring varied academic approaches. My hope was that all students gleaned experiences from my class that helped in their academic success and transition into a productive, technologically literate member of society.