Many times we face the challenge of, what is called, our students’ confrontational behavior. I mean that when we ask them to do something they are not comfortable at doing it, they would shut down. This is truth for many students in all schools, but I disagree that this is a confrontational behavior. From my experience working with many different types of learners, I realized that what it can be perceived as a behavioral attitude, it is just the way students process and understand the information that is given. Continue reading
How many times in class have we felt like wandering in a lost world? In this blog, I will use this analogy merely for educational purposes. Spoiling alert: Steven Spielberg should be so proud of me!
When reviewing for Environmental Science and Societies, I was having problems with some abstract concepts. Many times we use terms but we cannot put them in students’ own words. Their view of the world is too complex at that age. Today, I would like to share my experience about how I used a Hollywood movie to recreate science terms. Continue reading
“THAT STUDENTS ARE TALKING OR MOVING DO NOT MEAN THAT THEY DON’T LIKE YOUR CLASS OR THEY ARE LOOKING FOR TROUBLE. FOR SOME OF US, THIS IS HOW WE ARE AND HOW WE LEARN”
Classroom management is one of the biggest concerns for teachers around the globe. How can teachers manage a class with so many different learning styles? Well, the main concern for teachers is how to differentiate in a class with students who cannot be sitting or those who cannot stop talking. In spite of old teaching practices, nowadays we need students who are capable of learning by moving around. We need students who can talk, even when talking means to explain to other students or to present the lesson to peers. The challenge is that with some subjects is more difficult to plan activities like this. However, there are several strategies that we can start implementing in order to make our classes more likable. Continue reading
A big hooray to Laura R for her amazing blog! Best recipe and teacher ever!
“What is the point of trying?” “I just don’t get Math!” “I don’t do Math!” “I am not a Math person.” “Can I work on something else instead?” These are all comments that frequently come out of HS students’ mouths who have not yet had their mind spell broken to conceptualize Math in a comprehensible manner. So how does one break that spell? Read on and you will find the Spell Breaker Recipe….
Spell Breaker Recipe for Learning Math
One student’s brain which has closed off to Math
One teacher’s willingness to discover the turn-on switch
Simple Math Fluency and Math Computations skill sheets
Topic being studied in class with independent assignment
A pinch of willingness
1 cup of humor
½ cup spell breaking chemicals
Step 1: Sit down with student and find out what they know how to do. Work together Math problems that involve…
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It is not a coincidence that technology has advanced at the same quick pace that teaching styles has been changing in the last decade; I am writing this blog as a real proof of that. But technology is not the only thing that has changed. Nowadays, we have the opportunity to see our students in a more holistic way by using the multiple intelligences approach. Before, classrooms were predominantly lead by teachers who lectured and did’t allow participation or even inquiring. In present times, we even have a whole research about teaching students to become inquirers, where they have the freedom of asking questions about their own interests. But what are multiple intelligences? Continue reading
“When I was in elementary school, I was the one who would finished everything and would wait for more work. I was the one raising my hand and sitting in the front row. Things were not different in high school; however, I started disliking school, which has never happened before. I became also really anxious and started experiencing deficit of attention. I would find excuses to stand up or to get distracted. Even though I was the smartest in my class, I was always called out by teachers and administration. For many years I wonder why I had always the feeling that school was leaving me out, like if I was trying to get to a V.I.P section at the airport where I was not welcomed. Many years later, I realized that I was not the problem, but the consequence of a bigger one. I don’t remember my teachers standing up to explain things or giving me extra assignments, neither I remember doing labs for Chemistry or Biology. I was failing my grades, but really the system was failing on me, the system was taking from me the desire for learning.” Continue reading