I have a challenge that it would be interesting to get other teacher educators to try out with their own students.
I have asked my own teacher students to tell me and each other about their best experiences with teachers through their own education. I challenged my first year, first semester, first day, just started teacher students with this question when they claimed they knew nothing about teaching. I challenged them and said that in order to get accepted into the university, all of them had at least 12 years of education behind them. I pointed to that I would be surprised if they did not have vast experiences in being pupils and students.
The students took my point and the first day of lectures we started exploring the teacher students own experiences with good teachers and good teaching. We made our findings the baseline, or starting point, for the students own ambitions for their own development as teachers the coming years.
It was a very educational experience for us all. It would be interesting to hear if other teacher educators have tried similar strategies - and what they have discovered. One of our discoveries and challenges was that we saw that putting in to word the teachers student own experiences both visualized what a good teacher could be, but also that developing into a good teacher requires that we become aware and try to throw away bad teacher habits that easily follow from many years as a student/pupil. The challenge is given. I hope someone takes it.
He certainly learns a lot of teaching skills and most importantly how to deal with the student.
I haven't. But, I lately read an article in edutopia mainly about improving teachers' performance. The article recommended teachers to figure out how students perceive them. I am to do it soon Inshallah.
Would you please share us your findings ?
I have written an article about this, but unfortunatly it is in Norwegian. The main findings were that the students remembered episodes were they had been seen, heard, taken seriously, were asked about their interests and when they did things that were real and important.
In the practice period the first semester the students were challenged to make plans to do things in accordance with their own findings about good teachers and good learning. The main question in the practice period was: How can I improve teaching and create an enviroment were my pupils are seen and taken seriously? The students were very imaginitive. Two young students decided that their first task was to stand in the doorway each morning and welcome the pupils (age 9-10) with a handshake say «Good morning + (name of pupil)». In addition their plan was to talk to every pupil at least once a day and write down lists about special comments from each pupil. This meant for instance that they could say the next morning to a specific pupil: «Good morning Anne, how is your brother doing - you told me yesturday that he was not feeling well?» You can imagine how popular they became during the three week practice period. Many students did more elaborate projects with singing, physical activities, mixing topics, teamwork ... The practice teachers were very supportive to our experiment. The exam that semester was to write a systematic report about their experiences and learning process and enlight this with the theory from the curriculum that same semester. For many students this was so much fun that the learning was a bi-effect of having fun.
Thank you Kjartan,
This is good work. I 'll let you know if we, I and my colleagues, decided to go through same experience.
Yes, of course, every person is not 100 percent perfect. Anyone can learn from each other. Even a teacher from student.
Teacher and students can deliberate on their experiences, this will enhance teaching learning process, it would also enable teacher to know the areas of concentration on teaching students, because students learn by experience.
He certainly learns a lot of teaching skills and most importantly how to deal with the student.
Having struggled with dyslexia through early school I certainly learned a lot about how NOT to teach. Focusing questions Experts don't always make the best teachers, they found it to easy!
The main thing I would add is that once you make the transition to adult learning thing change. Class control becomes more collaborative, self motivation becomes more central etc, etc. For that reason I would also want to explore how students view of teachers and students changes when they learn as adults and what they can take back into the classroom from that experience. Related to this I am looking at a research project that looks at assessment as a reward system and behavioral modifier that influences what students value within the curriculum.
I agreed with all respondents. In our case student teachers used a lived experience learning journal to record all experiences daily on the lived blog space. some posted exciting experiences throughout the course of study..
As I am involved in teacher training, I believe that this experience is crucial and should be brought on. These students will probably be influenced by their experience when they teach. Overall, by sharing it, they can exchange the good experience and reject the not do good.
This is called reflective practice and it is really helpful in making teachers interact with each other in workshops face to face or via media to share, register, exchange and learn new ideas, reports, links and photos. The main aim is to evaluate your work and to compare with others to improve it.
Liqaa
Sharing of experience and ideas are beneficial for both teachers and students.
Encourage contact between students and faculty.
Encourage active learning.
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Give prompt feedback.
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I think this is a super approach. Awesome! Your approach requires student engagement and helps students learn from the peers. Based on personal experience the teacher must listen to all discussions and gently offer a common views for outlying comments.
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