I’ve learned a lot this year from a wide variety of teaching experiences. Getting experience as a Teaching Assistant was vastly helpful in letting me practice a lot of what I was learning in my Teaching in College course and the certificate program. I was able to create and implement lesson plans, help answer questions and explain answers in large classroom group quizzes, and help facilitate group discussion in a discussion based class. Also, being a Personal Trainer has helped me in other areas of my teaching. Teaching one on one is very different than leading a group. Sometimes it is easier because the person has to stay focused and you can easily tell when something isn’t working and adjust. However, in classes that I’ve led, the questions asked normally come from the general topic we’re covering. So I prepare an awful lot on those areas. But with personal training, we go over a lot each day and the questions asked can come from so many places. I’ve learned I need to take a step back and let the client know I’m thinking about it, while they continue. I couldn’t do that with a large class.
Through my seminars, class, and experience, I find the idea of preparing a whole class from scratch much less daunting. I now know what it takes to get ready for the course before it begins and all the hard work that must go into the syllabus and course material. I also am now a little more realistic about what all I can do for my students. Sometimes I tend to be a people pleaser and I had imagined being a wonderful teacher that gave their students so many resources, such a videos explaining concepts, written out examples or figures, or all of my notes from class. At some point we have to say “No I do have a life outside school.” or “sometimes you have to put the work in yourself.” And I think that will always be a struggle for me, wanting to balance out doing too much for them because I feel like I’m helping and honestly just spoon feeding them the course. |
One of my biggest goals is helping students see that it is ok to be wrong while you’re learning. I see students struggle with this in the review sessions. I’ve tried to stress that the review sessions are literally made because they want extra help, but some still seem to fear away from everyone hearing a wrong answer. Using a couple techniques, like verifying with a neighbor before answering, has helped. And over time I think others have caught on to the atmosphere I’m trying to set. I also see this timid feeling from students when I give an assignment. As if asking for clarification on the question or activity would also symbolize they are wrong or stupid. I then see that I should have put an example on the board without assuming they understood me. But I do want to stress to students they should ask me questions if they have any.
In my goal to create that relaxed atmosphere I want to work harder to memorize names. I have a habit when I write and speak to use a lot of pronouns and I know when someone says your name things become more personal. Maybe get use to saying someone’s name every time I see them till it sticks. I also want to avoid words like easy and hard. In the past I’ve used them to demonstrate that if they struggle with one part, its ok, I already said it was hard. But the “easy” one can have an opposite effect. Going around the room asking people the ‘basic concept’ questions or starting off with the ‘easier’ questions can sometimes make people feel even worse if they don’t know the answer. And I want them to feel as comfortable as possible. |
I love being able to help a student finally understand something that they had been struggling with. |
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