Creating Appealing Plant Baskets
In the video “Creating Appealing Plant Baskets,” the instructor implemented some rules and procedures to ensure that students are attentive and attain an effective classroom environment. In the video, the instructor used probing questions as an evaluation mechanism (ATLAS, n.d). The procedure helped the teacher to ensure that students are attentive throughout the agriculture lessons. The use of question makes a learner concentration in the class, and through these, students maintain order in class. Also, in the video, the teacher used oral and written directions to understand the course overview before doing the actual demonstration. According to ATLAS (n.d), the procedure will draw the student’s attention and keep them in touch throughout the lesson. It can be seen from the video that the teacher is standing in the center of the circle formed whereby students surround her, albeit keeping distance to counter distraction (ATLAS, n.d). The arrangement maximized students leaning as each individual is in a position to observe teacher demonstration. The environment might work in my profession more, especially during topics that require demonstration since all learners are involved, and distraction is minimized.
Some student’s behavior in the classroom might affect learning in the classroom environment, and therefore, an instructor should anticipate the behavior as seen in the video “Identifying Real Ocean Floor Features Through Modeling” (ATLAS n.d). Some students often distracted others by socializing during the lesson, but the teacher called them out and reminded them to remain focused. The teacher’s other mechanism to anticipate student’s behavior is setting small groups and placing destructive learners to every group under the leader’s supervision. The remedy adopted by the teacher in the video makes the learners be attentive and minimize their destructive behavior. The teacher’s action creates a peaceful environment that enhances smooth learning since identifying destructive learners makes them shy, and they concentrate in class. At the same time, group leaders also report them to the instructor, thus maintaining class order (ATLAS, n.d).
In the video, “Learning How to Start a Conversation (SPED)” the classroom setting is very efficient in fostering student learning since there are positive peer relationships (ATLAS, n.d). The teacher nurtures a positive relationship with all students, making students perceive the classroom as the best place to express their ideas without judgment. In the video, the topic is on how to start a conversation, and the instructor gives learners turn to relate their understanding and main topic (ATLAS, n.d). The teacher recognizes the student’s effort and trial by applauding and encouraging them. Also, he encourages learners to ask questions and uses real-life examples to enhance students’ understanding. The classroom environment is highly significant since the leaners are eager to ask and answer questions since they are positive the teacher.
In the video, “Conceptualizing Food Webs and Expressing Energy Relationships,” the instructor poses questions to the class to identify a mistake in the food web (ATLAS, n.d). The classroom environment is noisy, and the instructor should avoid standing still in the class and walk around the two student group students she has formed (ATLAS, n.d). The procedure will minimize student’s misbehavior, most so the ones who will talk about the topic. When group discussions are not closely monitored, it will bring many noises and irrelevant issues, rendering it ineffective. Also, the teacher could set induce the topic to win the entry behavior and attention in class. According to Burden (2020), classroom control is an important aspect that will ensure that learners become attentive and a conducive learning environment. The instructor also should pose a question to the individual student to give their analysis on the food web understanding instead of creating a noisy classroom setting by posing a question to class generally.
Part 1b: Video reflection on the current teaching philosophy
My teaching philosophy is to focus on building students with independent study habits. Despite the student’s engagement during the lesson, I find that they often forget essential details because they do not know how to properly review materials on their own, which require my assistance. The best strategy I would like to emulate is using the demonstration method in teaching. In the video “Installing a Shingle Roof,” the teacher demonstrates to learners how to keep building safe and erecting roofs better. The lesson is done outside the classroom, where the teacher selects the best environment that suits student needs (ATLAS, n.d). The use of demonstration is the best teaching mechanism as learners understand more when observing the real practice rather than the traditional rote learning method.
The worst teaching strategy I would like to avoid is the use of excess questions to students. In the video, “Applying Good Visual Skills to Identify What Scientists Do When Making a Scientific Illustration of Snails,” the teacher administers many questions to students almost throughout the lesson, and this makes the class be more student-centered. I want to teach in the classroom portrayed in the video, “Enhancing Listening and Communication Skills Through Poetry (SPED),” where the teacher effectively controls the class. The students are very cooperative where each is given time to narrate their poem, and the teacher corrects and address each learner’s need individually (ATLAS, n.d). There is an order in the class as all students are attentive, silent, and follow the teacher’s instructions.