Thoughts on Teaching
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Transcript of Thoughts on Teaching
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Thoughts on Teaching
Cell Phones
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Topics Covered
Language
Attitudes
Best/Worst Teacher
Expectations
General Thoughts
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THE FIRST YEAR AT NMSU
SYLLABI
AVAILABLILTY
TESTS
GAIN THEIR ATTENTION
PACE AND CONTENT
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WE TEACH
STUDENTS (PEOPLE)
NOT
MATHEMATICS, ENGLISH,
SCIENCE, ENGINEERING …
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PLACES FOR LANGUAGE USE
HOME LANGUAGE
SCHOOL LANGUAGE
ACADEMIC LANGUAGE
PROFESSIONAL LANGUAGE
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Identify a key concept from your
academic discipline that when first
introduced was difficult to
understand
(i.e., in government, the concept of
“Due Process”)
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Often Used IdiomsA fixed, distinctive, and often colorful expression whose meaning cannot be
understood from the combined meanings of its individual words, for example, “to have somebody in stitches”
•TWO PEAS IN A POD
•PRIME THE PUMP
•PUT YOUR HEADS TOGETHER
•BIT OFF MORE THAN HE COULD
CHEW
•FOUGHT TOOTH & NAIL
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Often Used Idioms (cont’d)
• SLIM CHANCE/FAT CHANCE
• SANCTUARY
• DO YOU HAVE A CASE
• UP THE CREEK WITHOUT A PADDLE
• DIAL THE PHONE
• “Side Kick”
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Define these academic terms:
LACHRYMOSE
NOCTURNE
PYROLYSIS
GALLUSES
“WITHITNESS”
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Professional Acronyms
ATEAACTENCATENCSSABD
ASCDUCEACECCACREP
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LITERATURE
MATH
HISTORY
SCIENCE
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Student Attitudes Toward
Teacher/Instructor
Subject
Their ability to succeed
Attitude toward presentation style
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Identify Characteristics of Excellent Teachers
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EXCELLENT TEACHING TRAITS
HIGH EXPECTATIONS
METHOD OF PRESENTATION
PERSONAL INTEREST
INTELLIGENCE
RESOURCEFUL
TIMING WAS GOOD
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EXCELLENT TEACHING TRAITS
PREPAREDASK STUDENTS TO THINK AT
DIFFERENT LEVELS
ENTHUSIASTIC
RESPECT
EXHIBIT LOVE OF TEACHING
SHOWS INTEREST IN STUDENTS
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Identify Characteristics of Poor Teachers
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POOR TEACHING TRAITS
NO SENSE OF HUMOR
NOT TEACHING SUBJECT
MOOD SWINGS - INCONSISTENT
DID NOT GIVE DIRECTION
PUT DOWNS
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POOR TEACHING TRAITS
TOO STRICT/AFRAID/BULLYINGCONTRADICT AND EMBARRASS
STUDENTS
DID NOT EXPLAIN
UNORGANIZED
ONE TEACHING STYLE
NEVER KNOW WHERE YOU STOOD
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Expectations…
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Teacher ExpectationsRelated to
High Achievers vs.
Low Achievers
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Expectations
In Israel, Babad and Taylor (1992) conducted a study that focused on non-verbal communication. Eighty-five people, ranging from 10 years old to experienced high school teachers, viewed Israeli teachers interacting in Hebrew with students. Using only teachers’ facial expressions and body language, judges were able to distinguish between the high-and low-expectancy students.
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EXPECTATIONS 11. A student is seven years old. He
cannot read. His mother tells you he didn’t speak until he was four.
2. A music teacher tells a student he is hopeless as composer.
3. A cartoonist is fired by his newspaper editor because he has “no good ideas.”
4. A student is rated as “mediocre” in college chemistry.
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EXPECTATIONS 1 (cont’d)
5. In the store where he works, a man is not allowed to wait on customers because he “doesn’t have enough sense.”
6. A teacher tells a student he is too stupid to learn anything.
7. A boy fails sixth grade8. A soldier enters a war as a captain
and leaves the war a private.
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EXPECTATIONS 21. Born in Cuba, fled the revolution
led by Castro, came to the United States and did not speak English.
2. His father had to drag him out of the house to attend school in the first grade. He did not speak English and therefore he did not speak a word in school for months.
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EXPECTATIONS 2 (cont’d)
3. She was born into a poor family in Brooklyn, NY, was sent to live in Barbados with her grandmother because of family financial problems.
4. Born a slave and forced to do adult jobs at a young age, was struck in the head by an overseer that caused her to fall into a coma.
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EXPECTATIONS 2 (cont’d)
5. His father was a waiter and when he attended school he was usually in some type of trouble because he argued with teachers. He was denied admittance to law school because of his race.
6. Was one of the first women admitted to Harvard Law School and was told “Do you realize that you are simply taking the place of a qualified man?”
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EXPECTATIONS 2 (cont’d)
7. She did not speak a word of English when she entered grade school. Both her parents were immigrants and neither parent had any type of formal education.
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GENERAL THOUGHTS
HELP STUDENTS VISUALIZE
PHYSICAL EXAMPLES
STUDENT PARTICIPATION
VARY TEACHING ACTIVITIES
DEMONSTRATE HOW YOU THINK ABOUT SUBJECT
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GENERAL THOUGHTS
PACE & CONTENT
ATTITUDE TOWARD SUBJECT
CURIOSITY/SUSPENSE
ENERGY/ENTHUSIASM
EXPECTATIONS
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A PENCIL’S STORY
SymbolicallyMisinformationScienceMathHistoryEconomicsLiterature
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Beginning of supplemental materials
Not part of basic package
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ATTITUDE TOWARD SUBJECT
STUDENT PARTICIPATION
CURIOSITY/SUSPENSE
DISTURBING/CONTRASTING
INFORMATION
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FEEDBACK
ENERGY/ENTHUSIAM
TAKE RISKS
CONCERN FOR STUDENTS
EXPECTATIONS
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VARY TEACHING ACTIVITIES
FOCUS ATTENTION
HELP STUDENTS VISUALIZE
INTEGRATE TECHNOLOGY
USE PHYSICAL EXAMPLES
ACTIVE PARTICIPATION
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DEMONSTRATE HOW YOU THINK
ABOUT SUBJECT
BRAINSTORMING ACTIVITIES
GAMES/SIMULATIONS/ROLE PLAY