The document discusses different types of student behaviors and thinking styles in a classroom setting. It provides examples of students who doodle and think creatively about assignments, students who are thorough and take extra time to complete work, and students who follow rules and protocols without issue. It encourages teachers to support these different behaviors, understand how students think when they don't know an answer, and reward unique or innovative thinking rather than focusing only on what students know.
Intelligent behavior should be modeled and taught in the classrooms. The goal is to see students develop these skills. In the following pages, there will be examples of these behaviors and a classroom implementation.
Discussion 1An important step in preparing our classrooms and cu.docxelinoraudley582231
Discussion 1
An important step in preparing our classrooms and curriculum is getting to know our students as individuals and building a relationship that is reciprocal and characterized by trust. Jaruszewicz (2013) discusses the importance of building individual connections, stating that
Building trust requires connecting with each child on a personal level, so that they know you care about them and what happens to them, are curious about what they think, and firm with them when they need guidance. These things give children the emotional security they need to share with you their impressions, confidences, questions, and fears—information you can use to develop, adapt, and personalize whatever curriculum you use to best represent what your children know and do. (Jaruszewicz, 2013, section 3.3, para. 32)
Notice how Jaruszewicz emphasizes that knowing the students as individuals allows for designing individualized curriculum which is more aligned with their needs. In this discussion, we explore the importance of building trust with students to gain insights into how to best meet their needs in an education environment.
Initial Post: After reading Chapter 3 of your text, the Tips for Developing Positive Teacher Student Relationships article, and the Reciprocal Relationships article
· Discuss one or more strategies you will use to gather information on your students in an effort to get to know them and their family (interest inventory, home visit, etc.). Include the benefits of the strategy and use a specific example of how you plan to implement it in your classroom.
· Reflect on the reading, “Tips for Developing Positive Teacher Student Relationships.” Discuss two approaches you will use to build trust with each of your students and why you believe these approaches will be effective.
· Reflect on the reading, “Reciprocal Relationships.” Discuss two approaches you will use to build trust with families and why you believe these approaches will be effective.
· Discuss one or more strategies you can use to prepare your classroom to represent the students, such as through a family bulletin board or a community college. Support your strategies with the text and at least one scholarly resource.
The best teachers are capable of maximizing the learning potential of every student in their class. They understand that the key to unlocking student potential is by developing positive, respectful relationships with their students beginning on the first day of the school year. Building a trusting relationship with your students can be both challenging and time consuming. Great teachers become masters at it in time. They will tell you that developing solid relationships with your students is paramount in fostering academic success.
It is essential that you earn your students’ trust early on in the year. A trusting classroom with mutual respect is a thriving classroom complete with active, engaging learning opportunities. Some teachers are more natural at.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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2. Student thinking is one of the keys to
meaningful learning in a classroom. Critical
thinking involves teaching students how to
think not what to thin. We should be
interested in not only what students know but
also in how students behave when they don’t
know.
3. Example:
Student doodles in class. They have a tendency to think abstractly
about class projects. The develop unique ways to complete
assignments.
Support:
I would encourage this type of creativity. I would also reward the
student for being unique or innovative in the classwork.
Creating, Imagining, and Innovating
4. Example:
Student often takes longer to finish a test, even though
they normally score very high on them. They often stay
after the bell has rung to finish an assignment . They are
very thorough in completing assignments
Support:
I would support this student by always being available for them. I
would reward them for going the extra mile to complete
assignments.
Persisting
5. Example:
Student almost always follows class protocol and is very
respectful. They is very mild mannered and does not have
large mood swings.
Support:
I would support this behavior by praising the students behavior and
rewarding them. This student can be a great example to other
students of classroom expectations.
Managing Impulsivity
6. Example:
Student almost always follows class protocol and is very
respectful. They is very mild mannered and does not
have large mood swings.
Support:
I would support this behavior by praising the students behavior and
rewarding them. This student can be a great example to other
students of classroom expectations.
Managing Impulsivity
7. Example:
Student attempts to include novel or original humor into
their classwork.
Support:
I would naturally support this type of intelligent behavior with my
own humor. I would encourage the student to continue to use their
humor in their assignments.
Finding Humor
8. Example:
Student has questions that are tangent to the subject
matter. Their questions are intuitive and forward thinking.
They want to know why and how to do assignments.
Support:
I would support this by following a line of questioning even when it
takes a class discussion away from the original subject. Don't be
afraid to explore as a class.
Questioning & Posing Problems
