Comment on Week 1 Readings by steenhoffman

Thanks for the post! You mentioned the fact that you are or were involved in a youth correctional center; I look forward to hopefully hearing more about your experience in our future meetings.
I wanted to take a brief shot at your question.
There is a strong argument to be made on the importance of teaching our students how to learn and continue to learn, rather than just feeding them information that they would be able to find themselves if given the tools and the need. I believe that if certain knowledge is of value to certain individuals, they will be interested in acquiring it. We must attempt to give students the tools that will help them succeed in accumulating ideas, as well as an underlying want to gain knowledge.

-Steen Hoffman

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Comment on Week 1 Readings by tarynbuhler16

Hey thanks for your insightful post! I can see that you also paid close attention to adolescents needing to sleep in more and also the problem with being afraid to talk in front of the class. I too have struggled with this and still do today although I believe it’s getting better. Do you think that as teachers we should require our students to give presentations so that they become familiar with talking in front of an audience or should we just give them the option? The readings this week said there should be a equal balance of challenge and support; too much challenge can cause anxiety which can lead to unsuccessful learning. Could talking in front of a class create such anxiety that the students will not learn properly from the activity? Is there a different way the teacher could exercise presenting skills but in a more comfortable way?


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Comment on Week 1 Readings by Rilynn Epp

In reply to your question… In my opinion a combination of the two would work as a most efficient route. I say this as I think back to elementary school and learning the multiplication table. It seems to me, that we learned the process in which you obtain your answer; so we learnt how to learn. Yet, after that initial learning took place, then it was just simply memorization from there on out. Playing games like “around the world” where you would stand up at your desk beside the “traveler”, the teacher would then give you a multiplication question and whoever could say the answer correctly the fastest got to move on. The student who could go around the whole class without getting any questions wrong won the game. There is no way that I, or the students that were doing well and winning were solving the question our heads, it was pure memorization. Do I think the memorization itself has benefitted me in my math career? I sure do. Do I also think that learning the process of solving problems and coming up with solutions is crucial? Of course. I really they compliment each other and go hand-in-hand.

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