Thoughts on Teaching

Cell Phones

Topics Covered

Language

Attitudes

Best/Worst Teacher

Expectations

General Thoughts

THE FIRST YEAR AT NMSU

SYLLABI

AVAILABLILTY

TESTS

GAIN THEIR ATTENTION

PACE AND CONTENT

WE TEACH

STUDENTS (PEOPLE)

NOT

MATHEMATICS, ENGLISH,

SCIENCE, ENGINEERING …

PLACES FOR LANGUAGE USE

HOME LANGUAGE

SCHOOL LANGUAGE

ACADEMIC LANGUAGE

PROFESSIONAL LANGUAGE

Identify a key concept from your

academic discipline that when first

introduced was difficult to

understand

(i.e., in government, the concept of

“Due Process”)

Often Used IdiomsA fixed, distinctive, and often colorful expression whose meaning cannot be

understood from the combined meanings of its individual words, for example, “to have somebody in stitches”

•TWO PEAS IN A POD

•PRIME THE PUMP

•PUT YOUR HEADS TOGETHER

•BIT OFF MORE THAN HE COULD

CHEW

•FOUGHT TOOTH & NAIL

Often Used Idioms (cont’d)

• SLIM CHANCE/FAT CHANCE

• SANCTUARY

• DO YOU HAVE A CASE

• UP THE CREEK WITHOUT A PADDLE

• DIAL THE PHONE

• “Side Kick”

Define these academic terms:

LACHRYMOSE

NOCTURNE

PYROLYSIS

GALLUSES

“WITHITNESS”

Professional Acronyms

ATEAACTENCATENCSSABD

ASCDUCEACECCACREP

LITERATURE

MATH

HISTORY

SCIENCE

Student Attitudes Toward

Teacher/Instructor

Subject

Their ability to succeed

Attitude toward presentation style

Identify Characteristics of Excellent Teachers

EXCELLENT TEACHING TRAITS

HIGH EXPECTATIONS

METHOD OF PRESENTATION

PERSONAL INTEREST

INTELLIGENCE

RESOURCEFUL

TIMING WAS GOOD

EXCELLENT TEACHING TRAITS

PREPAREDASK STUDENTS TO THINK AT

DIFFERENT LEVELS

ENTHUSIASTIC

RESPECT

EXHIBIT LOVE OF TEACHING

SHOWS INTEREST IN STUDENTS

Identify Characteristics of Poor Teachers

POOR TEACHING TRAITS

NO SENSE OF HUMOR

NOT TEACHING SUBJECT

MOOD SWINGS - INCONSISTENT

DID NOT GIVE DIRECTION

PUT DOWNS

POOR TEACHING TRAITS

TOO STRICT/AFRAID/BULLYINGCONTRADICT AND EMBARRASS

STUDENTS

DID NOT EXPLAIN

UNORGANIZED

ONE TEACHING STYLE

NEVER KNOW WHERE YOU STOOD

Expectations…

Teacher ExpectationsRelated to

High Achievers vs.

Low Achievers

Expectations

In Israel, Babad and Taylor (1992) conducted a study that focused on non-verbal communication. Eighty-five people, ranging from 10 years old to experienced high school teachers, viewed Israeli teachers interacting in Hebrew with students. Using only teachers’ facial expressions and body language, judges were able to distinguish between the high-and low-expectancy students.

EXPECTATIONS 11. A student is seven years old. He

cannot read. His mother tells you he didn’t speak until he was four.

2. A music teacher tells a student he is hopeless as composer.

3. A cartoonist is fired by his newspaper editor because he has “no good ideas.”

4. A student is rated as “mediocre” in college chemistry.

EXPECTATIONS 1 (cont’d)

5. In the store where he works, a man is not allowed to wait on customers because he “doesn’t have enough sense.”

6. A teacher tells a student he is too stupid to learn anything.

7. A boy fails sixth grade8. A soldier enters a war as a captain

and leaves the war a private.

EXPECTATIONS 21. Born in Cuba, fled the revolution

led by Castro, came to the United States and did not speak English.

2. His father had to drag him out of the house to attend school in the first grade. He did not speak English and therefore he did not speak a word in school for months.

EXPECTATIONS 2 (cont’d)

3. She was born into a poor family in Brooklyn, NY, was sent to live in Barbados with her grandmother because of family financial problems.

4. Born a slave and forced to do adult jobs at a young age, was struck in the head by an overseer that caused her to fall into a coma.

EXPECTATIONS 2 (cont’d)

5. His father was a waiter and when he attended school he was usually in some type of trouble because he argued with teachers. He was denied admittance to law school because of his race.

6. Was one of the first women admitted to Harvard Law School and was told “Do you realize that you are simply taking the place of a qualified man?”

EXPECTATIONS 2 (cont’d)

7. She did not speak a word of English when she entered grade school. Both her parents were immigrants and neither parent had any type of formal education.

GENERAL THOUGHTS

HELP STUDENTS VISUALIZE

PHYSICAL EXAMPLES

STUDENT PARTICIPATION

VARY TEACHING ACTIVITIES

DEMONSTRATE HOW YOU THINK ABOUT SUBJECT

GENERAL THOUGHTS

PACE & CONTENT

ATTITUDE TOWARD SUBJECT

CURIOSITY/SUSPENSE

ENERGY/ENTHUSIASM

EXPECTATIONS

A PENCIL’S STORY

SymbolicallyMisinformationScienceMathHistoryEconomicsLiterature

Beginning of supplemental materials

Not part of basic package

ATTITUDE TOWARD SUBJECT

STUDENT PARTICIPATION

CURIOSITY/SUSPENSE

DISTURBING/CONTRASTING

INFORMATION

FEEDBACK

ENERGY/ENTHUSIAM

TAKE RISKS

CONCERN FOR STUDENTS

EXPECTATIONS

VARY TEACHING ACTIVITIES

FOCUS ATTENTION

HELP STUDENTS VISUALIZE

INTEGRATE TECHNOLOGY

USE PHYSICAL EXAMPLES

ACTIVE PARTICIPATION

DEMONSTRATE HOW YOU THINK

ABOUT SUBJECT

BRAINSTORMING ACTIVITIES

GAMES/SIMULATIONS/ROLE PLAY