Unlike elementary teachers, a senior school teacher must “face” a new group of students in most period. In my own case, which means approximately 150 teens within the six periods. Another difficulty that must definitely be surmounted is the many levels, freshmen or sophomores, and the different types of classes, for example U.S. History and World History. We realize however that department heads cannot always accommodate the wishes and/or specialties for each and every teacher. We’re, after all, certified by their state to carry out the instruction inside our respective fields, whether it’s Social Studies, Math, Science or Language Arts, the four core aspects of the curriculum (of course, electives are simply as important, but, as we realize, most public schools must show progress annually in their state testing).
When we enter our first period class at 8:40 am, students are normally shaking off the final remnants of these night’s sleep, and you and I teach to one know that teenagers usually require more rest time than adults. Some of them openly confess which they spent the main night speaking with friends on their cells, or chatting online with perfect strangers. It requires us some time to be in down before we can actually initiate instruction, but if the teacher stands by the doorway because they can be found in, greeting them by their first name, a certain bond is done which will enable better learning.
One of the keys to effective teaching is, amongst others, to help keep the students busy from the first to the final minute. If you let them have some idle time, they’ll do what comes naturally to teens (and children); they’ll start referring to whatever happened yesterday night in the home or at the party. Wanting to channel them toward a learning activity then becomes much more difficult. It’s been my experience and observations so good teachers have a technique to help keep them centered on the task at hand the moment they walk into the classroom.
Another important element to effective teaching is to vary the teaching strategies. Teenagers nowadays are generally visual learners, because of the numerous hours they have spent in front of the television set. To that effect, a projector is crucial in the classroom. So is an excellent group of loudspeakers, a big choice of butcher paper, rulers, and coloring crayons or markers. Let them have short videos on whatever area you’re covering in the curriculum, and try to avoid lengthy movies. It’s amazing to note the difference in behavior when they’re hearing an educated voice reading an account, or when they’re watching trench warfare in WWI on the screen. Use a variety of teaching tools and the outcome will undoubtedly be amazing.
As my job keeps me going in one regular classroom to another, I allow us the ability to detect within a couple of minutes which teacher is effective, and what type is not. A learning classroom is immediately recognizable: The students are engaged in a certain academic activity, talking among themselves without distracting other groups. The teacher is walking around, answering questions and encouraging participation (yes, you can find always a few students who count on others to accomplish the work). An excellent classroom isn’t quiet or very noisy; one can hear several muted discussions and observe students walking around with a purpose.
As the final bell approaches during the last period, some teens are becoming restless and who can blame them; it’s part of these abundant energy. An excellent teacher will make an effort to program their activities to be able to allow them to maneuver across the classroom on useful tasks. Group activities are strongly suggested, as well as oral presentations in front of peers. Trying to help keep 25 youngsters focused and on task isn’t any easy job, but I cannot imagine a far more rewarding mission.