Welcome Guest!
Teachers are welcome to read and post on Teachers.Net.
Login to access to these free features:
• Relaxed spam filters
• Post pics, links & comments
• Get notified of responses |
• Join teacher groups
• Apply to teacher jobs
• Post a resume |
Welcome Guest!
You must login to comment on posts.
Login to access to these free features:
• Relaxed spam filters
• Post links & upload pics
• Get notified of responses |
• Join teacher groups
• Apply to teacher jobs
• Post a resume |
Welcome Guest!
Your account must login to post.
Login to access to these free features:
• Relaxed spam filters
• Post, comment, & upload pics
• Get notified of responses |
• Join teacher groups
• Apply to teacher jobs
• Post a resume |
by Russell Eisenman, Ph.D.
Dec 3, 2010
I published an article on "College Teaching" here on 4/14/10. In that article I wrote:
"For my teaching here at University of Texas-Pan American, a Hispanic serving school, I have learned how to teach Hispanic students who, typically, are the first in the family to attend college. At first, students did horrible on my tests, making me thin...See MoreI published an article on "College Teaching" here on 4/14/10. In that article I wrote:
"For my teaching here at University of Texas-Pan American, a Hispanic serving school, I have learned how to teach Hispanic students who, typically, are the first in the family to attend college. At first, students did horrible on my tests, making me think they had not learned much. I decided I had to teach them how to be college students.
1. I figured out the importance of teaching them how to study, how to review the chapters, how to read the chapters by first skimming them, etc.
2. I have also learned the importance of telling the students of my confidence in their ability to do well. Many probably have little confidence in their academic ability.
With these approaches, I have improved the grades that students make in my class, by getting them to study more and more effectively, to put more time into studying, and to care about their grades."
That is what I said then. However, I realize there is a third thing I did--although without realizing it at the time--that played a strong role in the students doing well on my exams, after initially doing horribly.
THE THIRD THING
The third thing was that I indicated, by what I said and how I said it, that I wanted them to do well on the exams.
This is important because I now realize that the Hispanics student here will sometimes do well in class not because they think they should (which was the belief I had internalized when I was in school), but to please the teacher.
For some students, if they think the teacher does not care, then they do not care. But, if they think the teacher wants them to learn and show it on the exams, then they will do so. But, it is to please the teacher, not because they have learned that one should do well in school. Many would seem be just as happy with a C as with a B or an A. Some do not mind a D or an F all that much.
TO LEARN, NOT JUST GET A GOOD GRADE
Of course, we professors want the students to learn the material, not just make a good grade on the test. But, the grade is an indirect way to assess learning. If most of your class is making horrible grades, then it is pretty obvious they are not learning the material. If you can get many to make good grades, it is likely that some will retain some of what they learned, although others will mostly forget it after they get their desired grade. This is still better than most of the class learning nothing. But, it also says that you should include major topics that, hopefully, they will remember later in life (e.g. in my psychology classes: the difference between correlation and causation) and not just focus on a large amount of little facts.
OTHER STUDENTS, TOO?
The insight here, that my Hispanic students would learn to please me, might apply to other, nonHispanic students as well. Perhaps it is especially likely to apply to students without strong educational backgrounds, such as students who are the first in their family to go to college, or students at open admission schools. Thus, many Black students might possibly be helped by the professor showing that they care about them learning, but also nonBlack students from the above-mentioned backgrounds.
by Ron Pierce
Dec 15, 2010
Our district is currently using Investigations Math aka TERC Math in the elementary grades. I am not a big fan of the program and would appreciate input university professors can provide.
Ron Pierce Colonial School Board New Castle, DE
by Dr. Kim Lawson
Dec 15, 2010
Hello educators!
I am currently a professor online and I am considering starting a dissertation coaching business. I am looking for feedback on whether or not this is a good idea and if you believe a market exists.
Any suggestions would be great!
Thanks
by Wondering Raven
Jan 11, 2011
My name is Wondering Raven and I am not opportune to be able to share and expand myself in a higher institution. But I am very much educated in numerous different studies. I'm looking for professor with the same interest to collaborate on each others theories.
My facebook is consistently updated with my studies.
next page »
« prev page
Teacher Chatboards
On 12/03/10, Russell Eisenman, Ph.D. wrote: > I published an article on "College Teaching" here on > 4/14/10. In that article I wrote: > > "For my teaching here at University of Texas-Pan American, > a Hispanic serving school, I have learned how to teach > Hispanic students who, typically, are the fi...See More