Efficient educator-student connections can boost kids’ resilience and improve their academic achievement
Efficient educator-student connections can boost kids’ resilience and improve their academic achievement
Please reply to this Discussion Question below with 1-2 paragraphs and include references.
You should have completed your learning style inventor site. http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml during week 1. How does your learning style compare to your teaching style?
My Previous post for learning style :
Efficient educator-student connections can boost kids’ resilience and improve their academic achievement. Caring educators who serve as confidants, models, and mentors can assist pupils in overcoming personal weaknesses as well as environmental obstacles. Educators should foster student resilience by modeling high standards and trust and offering continuous opportunities for small teams to assess and arrive at decisions together (Billings & Halstead, 2019). Educators who listen, evaluate students’ skills and provide opportunities for kids to express themselves and take risks in classroom activities. To create an excellent educator-student interaction, educators must exhibit specific characteristics.
Learning styles are the various methods by which people learn best. Using several teaching styles in the classroom can assist students in better comprehending the material being taught while also making the classroom more fun. Multimodal instruction, which includes viewing, hearing, undertaking, and experiencing, improves everyone. Engaging students with diverse learning styles is critical for their success and satisfaction in the classroom and for establishing a more enjoyable and engaging atmosphere for learning. Students stretch themselves and take chances in their studies (Gaberson & Oermann, 2010). Creating a secure and enjoyable learning environment, openly expressing the desired consequence of trying new things, and layering lower-stakes attempts before attempting extensive accomplishments are all examples of how to do this. Risk-taking chances that are purposeful and differentiated are vital, and mastery is proven when students can apply what they already know to new and more advanced learning situations.
Additonal Reources:
- Billings and Halstead: Read chapters 8, 9,10, and 11 – https://online.vitalsource.com/reader/books/978032…
- Gaberson and Oermann: Read chapter 2 – https://online.vitalsource.com/reader/books/978082…
****My teaching skills results below***
Transitional/student-influenced (Survey score: 16-19; RTOP score 46-60) https://serc.carleton.edu/NAGTWorkshops/certop/vig…
Professor Galadriel begins each class by asking students questions about the previous class session to refresh their understanding and progress. As she begins her lecture on the main concept of the day she uses a variety of image and diagram types, and sometimes videos, to illustrate a few observations related to the concept before developing the concept itself. Students are commonly asked questions that require using photographs, graphs, or other diagrams to represent and interpret geologic phenomena. Galadriel usually requests answers from more than one student, exploring different ideas. Most class periods have short activities (e.g., worksheets, peer instruction with clickers) that turn students toward one another for idea sharing; students are talking to one another about 10-25% of class time.
HIGHLIGHTS:
- Lesson is designed to use student input to assess their knowledge of previous topics, and continually engage students to answer questions and talk to one another at least part of the time.
- Knowledgeable instructor demonstrates a logical organization of concepts and ideas and presents real-world examples and ties between the geologic concept and learning from other classes.
- Students not only see but use models, drawings, maps, etc. to answer questions.
- Students interact with one another for at least a small part of class time rather than only listening to the instructor and answering the instructor’s questions.
- Instructor patiently solicits students’ answers to questions, including requests for multiple answers and exploration of different ideas; sometimes, these answers change the direction of subsequent instructor comments.
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