Almost everyone has their own type of teaching style. We have always found it interesting to see and hear how our style compares to others. how dows your classroom instruction look now? What is your style? In other words, what does your classroom look like when you are giving a lesson?
48 comments:
I usually have noise. I like my students to be working in groups, collaborating and rotating through different centers (areas).
I learned best by doing, so my classroom always had a lot of hands-on activities to keep them involved. I loved small groups and keeping the students active and excited. I can't imagine what my classroom would look like now with all the new materials and "toys" that can be infused into the curriculum...
Noise....yes, definitely noise. If you were to walk into my classroom, you wouldn't think that my students were actually doing what they were supposed to be doing. I don't believe in sitting in desks and being quiet. If my students are on task, they can work wherever they want to in the classroom, and as long as the conversation is about their assignment, talk on!!
As a science teacher, you would almost always see my students working in small groups on a hands on activity of some sort. I always felt that students would learn more if they were able to share their findings with other students and discuss what we were learning. Now that I have learned so much about available technology tools, I would love to be able to go back into the classroom and further enhance the way my classroom was structured.
I like for my students to work together to find solutions and to celebrate their accomplishments together. You will find hands on activities and group work in my classroom (when feesible.) I also allow students to share their work with the entire class quite often. By doing this the kids can expand their own knowledge of how other students are writing and also get new ideas for themselves. It also builds confidence and encourages more students to participate freely. I do allow noise, in fact I love it, when it is on task. I love to hear a good student discussion on modifiers.
There is alot of noise in my classroom. The students are doing alot of hands on activities in collaborative groups.
I use a lot of manipulatives, pictures, songs and actions during my lessons. Many of my students are ESL, so I have to help them build vocabulary. They have fun singing and dancing while they are learning. There is also a lot of talking going on during independant practice. It is a great way for them to discuss what they are learning. If I had to sum up what my class looks like during a lesson, I would use the words controlled chaos!
When I first introduce a new concept I prefer to have a short lecture period that usually last about 5-10 minutes. I use this time to discuss with the students what they can expect to learn for the day, the expectations for the lesson and how the lessons related to concept will progress for the week. I always use this time to ask students question to get a feel of what prior knowledge the have regarding the concept that will be taught. After this step, I usually have students work in groups or partners to complete tasks after they have been modeled. I really enjoy having students work collaboratively but know that it is important to take the time prior to establish routines and expectations. I am okay with a noisy classroom that is learning. However, during independent practice I ask that the noise level be low and voices be at a whisper so that students can concentrate.
My classroom has a lot of hands on activities going on all the time. It also is created for the kids to be able to take ownership of their learning. We do a lot of station and small group instruction. Students in my classroom are always working together to teach each other!
I like them to know what they are responsible for learning before we start, I usually give them a pre-test to see what they already know, and then introduce the topic with some sort of lab, usually in small groups of 2-4 and often in several stations moving around the room. I can use the lab to refer back to while we are taking notes or working on a webquest on the topic.
I like to have a lot of hands on activities. As a science teacher it is easier to get your students to understand a concept by letting them dig deep in it. I want to know they understand the material before we beging and then let them explore. I like to use as much technology as I can and am looking forward to INTERACT expanding my knowledge.
My room tends to be loud, as well. I usually allow my students to work either at their desks on on the floor, whichever is comfortable for them. I do usually allow quiet talking.
My teaching style varies depending on what I am teaching. In general, I like to discuss the topic as a large group first to assess prior knowledge. I would probably also give a little lecture and set expectations. Then, students work in pairs or groups to complete a task. I like to wrap up with an independent practice/assessment. At that time, the noise level is lower, but as the students finish at different times, there will be different activities going on (such as working on laptops, using manipulatives,doing learning centers).
My teaching style involves small cooperative groups wokring through several learning stations while I am teaching small groups. My learning stations are usually hands on activities using manipulatives, games, and technology (leapsters, Ipods, and computer).
My classroom is noisy, too. I like the students to work in groups at their desks or on the floor. Even when I taught Reading, I never minded where they sat to read. I love hands-on activities where the kids "make" something. I prefer product assessments to tests, so there is a lot of creating and designing in my room. I love for my students to think outside the box and be resourceful. Sometimes I lecture, but only for 5-10 min just to assess prior knowledge and build on what we already know.
My lesson usually starts off with me introducing a skill and modeling for the students what I expect. Then my kids get in groups to practice the skill and work together. I feel like students should collaborate with each other to make the learning experience more meaningful. They learn more by doing and helping each other out.
My classroom starts every day with creative writing. We follow that with singing and chanting to use that whole body kinesthetic approach to learning which is ultimately student led. Lots of literature is shared in every mode availabel throughout the day. A multitude of manipulatives and centers surround the students in order to address every learning style and level. The noise level varies according to activity. Can you tell...this is a kindergarten room?
For the most part, I like to have my class engaged in whole group lessons using the LCD projector to use online textbooks, develop vocabulary, etc. During small group instruction, I like to provide my students with multiple opportunities to grasp certain concepts in a meaningful manner.
Overall, it gets a bit noisy and there's lots of movement.
LOUD, LOUD, LOUD & busy, busy, busy...we are usually in stations exploring/learning or in whole group listening, reading, singing & dancing. Most of our day is filled with literature, talking, listening, modeling, practicing, exploring & working with manipulatives. I teach K!
I vary my technique depending on the lesson we are working on that day. I love to do discovering learning with small groups and lots of hands-on activities. I also enjoy teaching small groups at a time while the rest of my students work in centers. My room is usually very busy, and a times noisey. We do a lot of foldables, singing, dancing, creating, stretching.... I believe in incorporating as much movement as possible when appropriate. I've taught 5th and 4th graders and, believe it or not, they love to sing and dance to learn things!
My lessons generally begin with whole group instruction and practice. Lessons are supplemented with power points, manipulatives and lesson videos. In follow-up lessons, I arrange small group activities and games.
Whole group instruction - students following along with as many hands on items as possible. Small group - lots of talking and exploring. Staying on task gets a bit difficult with other things going on, but for the most part the talking allows me to listen to responses and monitor is mastery is there.
I do a lot of whole group instruction and work in smaller groups with stragglers. When kids know a skill or pick it up quickly, I have extensions for them to work on that the entire class will have time to do some of also. That way, none of the kids rush to finish in order to get to the "fun stuff" but they can work at a speed and level that works best for them
I like to have my kids working in groups, solving problems together and relying on one another to get the answers, rather than me. I love to hear them reasoning with each other about why an answer is or isn't correct or reasonable. When it is time for group work, it gets very noisy. They get so excited about the task and that excitement always leads to noise, but I can easily walk by and know whether they are on task or not. My kids will sit at their desks, on it, stand next to it, sit on the floor, etc. to work...that doesn't bother me. It doesn't matter where you work, just as long AS you work.
I teach Kindergarten so I use a lot of hands on activities and manipulatives. I like to have the children work together and help each other. Usually I will do a mini-lesson and then have my students work in groups. The classroom is pretty noisy unless they need to focus and do independent work. I love circle time and giving the children time to share their thoughts, feelings, and work. I try to build a community in my classroom so that they feel safe expressing themselves. We do a lot of singing and interactive poems. I like to find a variety of ways to get the children excited about learning. :)
It varies depending on what we are learning. For reading I am usually working with a small group while other students are in centers, doing independent work, or working in pairs. For math/science it's more hands-on and we work more in cooperative groups. We explore through experiments, manipulatives, and on-line tools. Whatever we are learning, my students always have the opportunity to reflect and share on what they are learning about. Whether it be a peer discussion, whole group discussion, or through relfecive writing.
My teaching style is as varied as the learning modalities of my students. When presenting new material - it is less interactive and more teacher directed. As we break into groups to practice the skills presented - it becomes more student focused and hands on - each member of the group contibutes ideas - problems - solutions as they become more proficient with each concept practiced.
Wow - I love reading everyone's replies so far... It looks like we will have a fun - and noisy - week! I would say that my teaching style is also very similar to what has been described so far in the comments. There is certainly a lot of activity in my classroom, and a lot of movement. Another component that I feel is very important is to vary the approach, so that there is also enough quiet and reflective time for the students who thrive in that environment as well. Overall, I strive to determine the needs of the individual students, so that I can be sure that I am providing a balance of activity and structure. I try to remember that every student's style is unique, and that I have to be intentional about providing a schedule that meets all of their needs.
Like many of you, my classroom is usually noisy. In math and science, my kids are exploring with manipulatives and experiments as much as possible before putting pencil to paper. They discuss their discoveries at their tables and then share/compare with the class. We have lots of guided practice with myself or a peer tutor as leader as well as partner and independent practice.
My classroom is noisy! I sometimes feel bad about that because the other teachers in the hall are always closing their doors to block our noise. I firmly believe that students need to communicate when they are learning. I limit my "lecture" time to 15 minutes max. Students learn by doing, therefore it's my job to seek out or create engaging activities. Variety is important so that all learners can be reached. It looks like most of INTERACT participants have similar views about instruction. I'm looking forward to this week!
It totally depends on the lesson and the group of children! Last year, it was almost always noisy and there was a lot of giggling, but they somehow accomplished the tasks at hand even if you could swear no work was happening. This year, work time was much more subdued. My Writer's Workshp is the quietest time of day. We usually have a whole group mini-lesson (10-15 minutes)followed by silent writing time while I am conferencing with students. There is usually quiet music coming from my iPod, but for the most part, it is really quiet. Guided Reading time is usually accompanied by the dull roar of my reading group as well as students asking each other and their classroom helpers questions. Math and science are much louder and more collaborative times. We usually have some brief quiet whole group time followed by more small group work and math games and centers going on. I generally introduce new material with a little small group experimentation followed by a whole group lesson and guided practice. The majority of the independent practice in my classroom is done in partners or small groups.
I have students complete lessons on laptops and as they develop their skillsthey begin to teach other students. I monitor their work closely however because they always try to slip onto internet sites. I consider that quite normal but it is important that they spend the majority of time on their coursework. Additionally, my students are required to speak in front of the class using powerpoint presentations on different subject materials quite frequently.
I take the student-centered approach when presenting lessons. I model, demonstrate, help the students make connections and use many visuals throughout my lessons. The students then try things on their own while I guide and direct them as needed.
My lessons begin with a whole group activity which captures the students' interest while at the same time allows me to determine their knowledge levels. The resulting small groups and individual instruction are geared toward the deficits found during the group activity.
I like to have as many hands-on activities as possible. I have stations throughout the room for the students to work collaboratively to complete each activity.
Depending on lesson...books ready, TV up and going with powerpoint for info, illustrations, or 1-2 minute videos. Students are free to share comments and life stories. Many lab days as well, many small groups. Very much hands-on and students sharing ideas. Interactive.
I teach 5th grade Science, so each day is different in my classroom. We are constantly doing hands-on experiments, stations, etc, but at the same time we do practice transferring their hands on experiences to paper. Most of the time when other teachers walk by my class they see complete chaos, but I like to think of it as an organized chaos.
As a 3rd grade Reading/ELA teacher, we spend a lot of time in learning stations. Here the students are involved in activities that support the whole group lesson or build on past learning. This time enables me to meet with each group to assess areas of difficulty or strength.
I usually introuduce lessons with a whole group activity that lasts about 15 minutes then I move to small groups. In my small groups I enjoy working with manipulatives and can truly assess where students are having problems and excelling. This also helps me plan for future lessons. While I am working with a small group the other students are also working cooperatively on hands-on activities and rotating around the room.
I tried to have as many hands on activities available depending on the content. My students loved the powerpoint center b/c they got to do research on a certain subject and then they were to create a powerpoint showing what they had learned. They did this with partners and had a blast. I did a lot of partner/group work so they came up with lots of ideas together. So, lots of noise and mess in my classroom was pretty normal. And my students were always all over the floor area more than in their desks.
Some noise but the noise is the noise of student collaborating and working in small groups. Most of the time in my classroom the week starts out with a whole group lesson and then breaks down to small groups from there.
My room is always noisy as well and usually multiple projects going on at once. We do lots of hands on and try to tie it into daily life as much as possible. I also love to take my students on field trips. I do activities before and after to prepare and then follow up.
The kids love writing about these trips.
I usually do whole group mini lesson that includes lots of songs and interactive books or poems. We then move to small groups and stations. Lots of talking about what we are learning.
Mine is usually pretty noisey. Students may be working independently in groups, and sometimes are even moving around.
At times my classroom can be a little noisy. It really just depends on what the lesson is and what we are working on. I usually introduce a lesson whole group first. Then I like to have my kids work together in small groups at times with manipulatives. I am walking around to listen to the discussion that is going on within the group.
Wow, I am actually answering this late due to the fact that I have never blogged before. Sorry, I had answered the wrong question before. My class would be considered oranized chaos. The students seem to the outsider to be out of control, when in actuallity they are all completing everything that they should be, while learning to work with one another. The students know that the first bit of instruction needs to be quiet so that we receive all instruction, then they have their knowledge to move forward and express themselves.
Usually quiet, me talking, occasional activity involving trial and error... business channel on and stock ticker goin
At first 9th grade students are very apprehensive. Partially, because they have moved to the "big school," they are not sure where or how to fit in. As the year goes on, the students relax a bit. I use lots and lots of humor in my classroom, and I think that my passion for learning comes through to all the kidos. Also, I try to show each child just how important they are to me, personally. I am not an organized person, but I know where things are (unless of course, I've tried to organize myself and then I can't find a thing!) By the end of the year, my past students always beg me to teach 10th grade so they can have me again.
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