Learning to throw control and simply be a guide
I’m sure the teacher, you should feel that the teacher’s role is from that “SAGE stage” to the side of the side. ” What does this mean?
The issue of control
Teachers are used to control. We love calling what is happening, call when it happens, and how. And if a student doesn’t cooperate with how we want, then that’s the student is lazy or soft or torn. We are hesitant to uninstall control, even if it’s just a little, and let our readers be the best!
My experience today
So 2 main students in the class near my office made a noise hell. This is the first time and the affected teacher is not available. I have been there a few times to try to stop them making noise and it doesn’t work. . . Then the idea involved them!
To engage students
What was my mind to engage? Ask them to stay silently and read a book? It is good but used too much and is used too much. Stand before them and teach them something, while they always listened with me? It’s good but continuous. The problem is, students can simply work or work in the classroom. They can be buyers or manufacturers. So while we talk about students’ involvement, we should aim for the highest engagement, which makes our students, working manufacturers.
My choice of involvement: we will draw!
So I say “School will draw, produce your books and pencils” and the more intimidated students and a quiet class and turns and lives. Ok, let’s do this. Everyone has been set … What will we get? So I look on the side and I found a blank piece, set a chair in front of the class and asked them to draw.
The result was amazing. I saw all kinds … others bring rulers, some use their pencils, some painted pebbles. Must I admit that I had wondered again and again “? But I used to have my thumbs with every disciple, regardless of how to disclose it.
Lesson 1: Introducing the entire student
This was the first practical lesson I had. Some of my students were slow. They look at something so long and unable to express in their books. Some finish several minutes. So I traveled in class, I want to see what each child had drew. I had to bend a few times to reach some of them just to help with something thought on their heads did not have to design or change pages of dry book.
The lesson, teachers must create time for each one as possible by each child. Their doubts may not be lazy or genius, only if they need to be visited in person.
Lesson 2: Providing the correct answer
Reply 1: Encouragement
The first type of answer I saw my feeding was on the way of encouraging. Many of those children have within them but need someone to tell them they can do it. Yes, some could not draw what I wanted, but they made great efforts. Many find out the wrong ideas and just draw them all, but I had to keep my thumbs up and see great fun when I myself headed with shakes and “good, stay in draw. good feedback!
Reply 2: Show on them
Some of the responses I provided was to indicate my expectations. So I went to the Board and painted what I expected of, I looked at something and drew me! Then I asked them to draw again, but in this case they saw what they saw on the board. Of course, the second cycle of paintings was the best. In providing feedback, teachers should try to paint a picture or show your expectations and then the students are able to improve their work. Give your students some answer by showing what is expected.
Reply 3: Each job response
The last kind of feedback I first gave you an individual’s reply. So I went to the student and was drawn by the chair (the litter basket). But the seat had only three legs, and they were with different guidance. So we looked together and after my normal answer “,” I said to him “the legs straight, how can you stay without falling?” You got it and repeated the seat legs. One tried to draw a cup with a bound. As I bowed, I drew a line under the lowest point of the cup and said: “Imagine that the installation of the cup is placed, how can your cup have on it?” And a wise reader found it and improved the work, measuring a cup! Providing personal feedback on the students helps them to think about their work, process, and how they improve in the future.
The greatest lesson: Pull control, be a simple guide!
The student found it difficult to draw a garbage bin and the seat: “Can I draw something else?” Wow … why don’t I think of that before? “Certainly, yes … everyone draws anything you like and how to draw” and that’s when real shock began and very taught!
They drew what they were comfortable with and was one time “can’t draw the children to amaze me. Our best as teachers, who should be intended, is not to hold on to control, but move aside, guide our disciples!
What happened here?
Mission was to include and ensure that something was. I tried to “control” what they drag and received various results. Some were drawn because they didn’t get it and couldn’t paint as their friend. But when I left it I showed his saying and was moved to control (stage) for a guiding man (on the side), I saw each student. Did the work accomplish? Yes, it was … but I realized that it was best as I donated that I should write what to draw.
Abbreviation
There is a level of learning and art that the students have been abandoned to choose some of our activities, after everything is about their learning. There is an extra work to the teacher as I had to give a different and hostile feedback for each student based on what they had drawn, but leaving the baby know it wasn’t something that was stolen! It was 30 good minutes to learn from me and I look forward to getting such opportunities.