Baby Steps

It was review week this week, with next week being the written exam (during the first half of class), and the following week being the oral exam.  Since the written exam is next week, writing played a huge part in my classes.  At the start of class, I gave the class 5 minutes to review their notes with their classmates to make sure that everything is up to date.  I then showed a series of example exam questions to the class via the classroom projector.  Students were told to write the example questions in their notebooks and when finished I had the students work in groups in order to answer the questions.  I gave the class  25 minutes to complete the task. As they did the GW, I reviewed what the students were writing and wrote some of the mistakes on the WB.   I did however alter the mistakes so that no student felt singled out.  Once the 25 minutes was up, I had the students look at the WB mistakes and  called on volunteers to see if they could spot the mistake and to correct it.    Once corrections were made, I assigned  each individual group member a set of questions to work on and allowed them 5 minutes to complete the task. Once the 5 minutes were up, each member would show their group their answers.  Any mistakes that were made were corrected within the group setting, and not by me.  I gave the class an additional 10 minutes to write a "master copy" of each question.  This led into the 5 minute break time.  During the beak I reviewed the "master copy" from each group with the group leader and I corrected  any mistakes that were made.  When the class returned form their break, I sent the leaders back to their groups and had them explain any mistakes which were made on the "master copy" to their peers.  I then assigned HW in which the students had to rewrite the example test (both the questions and answers) 3 times, using the "master copy" as a guide.  I informed the class that they needed finish the HW by next week in order to take the test.  No HW= No Test.    I will probably have to make exceptions to the "No HW=No Test" rule, so if need be, I will give them an extra week to do the HW.  However, students must have the HW completed before they can take the oral exam the following week.  In doing this, I can ensure that even the less motivated students will do at least SOME studying.

Baby Steps

With the remaining time I informed the students about the affective filter and how  stress plays a role in their learning.  I drew a picture of the brain and elicited answers as to what the picture was.  I explained how amygdala effects their stress levels and how being relaxed will help them with their exams.  I then told the class that they need to be  more concerned about comprehension of questions during the exams as opposed to the grammar, and to be sure to give more than one word answers when taking the exams.  I know that I was a "grammar Nazi" during the semester, however I am trying to change my style and although I believe grammar  is still important, I am also aware that students may be too worried about grammar and as a result, it may hinder their comprehension.  Many of my students are still in the Novice Skill set and as mentioned last week, one must walk before they can run.  Thus I informed my students that comprehension is the first goal, grammar will follow.

Baby Steps.

P.S.  Baby Steps are not acceptable for my teaching skills since that this is wat I am being paid to do, but I also have to realize that teaching IS a skill, and "perfection" takes both time and practice.  It's still a long road ahead, but at least I now have direction.