objective means of assessing learning.” While this may not be the style that I most identify with, it is the style that I am most familiar with, as it represents the traditional lecture format wherein the teacher has the knowledge, and attempts to transmit his or her knowledge to anyone within earshot who would care to listen. As a future math teacher, I am wary of this style because every math class that I have ever taken has basically been in this format, and I know how interested it kept me. This, actually, is partially why I am so interested in other styles of teaching. I have many memories of math classes (and other subjects) where the teacher stood in front of the class and lectured for the duration of the period, then dismissed the class. Those were the classes in which I got some of my best drawing and daydreaming done. I knew even then that there had to be a better way to teach math, but, at the time, I had no idea what that way might be. As a future math teacher, I am determined to find out. As I think back more, I can remember thinking several times in class – as the teacher solved yet another problem on the overhead projector – that it might be better to have one of the students try to solve the problem, and have the teacher and other students offer help and support as needed. Over time, I’ve actually planned out a database-based computer application that I would use in class to select students to do problems from homework assignments on the board or projector of some sort. I will expand on this further in a later section. The last category that I was ranked in on this survey was Social Reform (25/45). I found this rather ironic that I would score low in this category, as I have a Bachelor’s degree in sociology, but, in a way, it also makes perfect sense, because during the survey I was marking my answers within the mental context of being a math teacher. I can see how one could use mathematics to “change society in substantive ways,” but I can also see how attempting to incorporate a political agenda within the framework of a mathematics class might prohibitively interfere with the actual teaching process of the material, itself. If I find myself placed teaching a sociology class, then it will most likely be a different story, altogether. It should stand to reason that my teaching style and beliefs about teaching should influence how I design my actual classroom setup. Of course, the design will also be influenced by what subject and grade level I get placed in, as well as any various school
Dave Carrier Edu 261 MW – 11:00a policies that may exist regarding classroom organization. For the sake of this assignment, I will assume that I will be in a middle- or high school classroom, teaching mathematics. I would like my classroom to be set up in such a way that each student can see each other. The basic layout that I envision is to have the students’ desks arranged along the perimeter of the room, facing inwards. This layout should create a rectangular or circular arrangement of the desks, with my teacher’s desk included. See below.
- Fall '07
- Dave Carrier Edu