![]() Chapter 3 Prompt: Think back on a classroom environment in which you were not as successful as you might have wanted to be. What were the factors that you encountered from the teacher and/or other students that may have hindered your learning? How will you mitigate such factors in your own classroom? In my academic career, I was not successful (obviously) in medical school. At medical school, I struggled like I had never previously nor since experienced. While there were multiple factors involved, one large factor was how the material was presented. With very few exceptions, such as General Pathology and Osteopathic Manipulations, there was little student engagement and was very teacher-centered (as many medical school curriculums are). We primarily sat in a lecture hall and listened to instructors go through PowerPoints. I am a note-taker in class but at times, there was simply an overload of information. One professor would cover a 100 slide PowerPoint with mostly histopathological images in one 50-minute period. Medical school gave me excellent examples of what not to do. In my class, I pace my lectures to meet the needs of my students, which at times means spending 20 minutes on one slide even if the entire lecture was supposed to take 15 minutes. Another practice that I picked up was to provide my students with paper copies of the slides to keep up with at their desk to write notes on. I am working on bettering my student engagement in the classroom. There have been times where I see the glazed stares and call for a ‘commercial break’ where all the students stand up and stretch to refocus themselves. Afterwards, I say, “Now back to our original programming.” 😊 I also try to be more student-centered, so the students have autonomy, and the learning is more authentic to them. This, as the textbook points out, is very time-consuming to plan, but it is better than the alternative.
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AuthorHi! My name is Nicole, and I am a high school science teacher. Blog Roll
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