Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

G201 Final

Different teacher scenarios regarding competence and effective teaching methods.
by

Jessica Schumacher

on 27 April 2010

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of G201 Final

COMPETENT INCOMPETENT COMPETENT INCOMPETENT INCOMPETENT COMPETENT G203
Final presentation Sarah Long, Laura Day, Alison Stoffel, Claire Ronner, Jess Schumacher, Derek Kroning Divide into 3 Groups In your groups you will...
Be assigned skills to identify
Watch the INCOMPETENT clip and discuss how to inprove, in regards to your skills
View the COMPETENT clip and identify where your skills were used First Scenario The overzealous student Group 1 Group 2 Group 3 Intercultural communication
Behavior management
Humor Community building
Group Dynamics Feedback
Addressing groupism/stereotypes What we found What we found What we found Group 1 Group 2 Group 3 Intercultural communication: teacher did not embarrass student for her pronunciation of New York in Spanish, knew what the student was trying to say and said what she meant
Behavior management: the teacher told the hyper-active student that we do not cut other students off when it is their turn to answer; teacher also clarified that classroom rules state we don’t make fun of other students
Humor: the student was trying to be harshly funny with her “in America, it’s called NEW York” comment; teacher neglected to address her comment
Community building: Again, teacher told student that “we aren’t mean to other classmates,” trying to create that equal classroom environment
Group Dynamics: The teacher tried to regulate the “groupist” comments that the over-active student was saying by directly addressing how we are supposed to treat other classmates; reminded offender of the open classroom environment
Feedback: Although not overly present in this scene, the teacher was giving feedback to the students by verifying their responses with a “that is correct”
Addressing groupism/ stereotypes: in the incompetent scene, the teacher completely ignored the comment made by the student about “in America…” He neglected to address the different parts of that simple statement that are insulting to many cultures Second Scenario The Busy Parent Group 1 Group 2 Group 3 Parent-teacher communication
Professionalism
Reflecting Self-disclosure
Feedback/Validation
Reframing
Questioning Skills Listening/Attending
Genuineness
Summarizing
Conflict Resolution What we found What we found What we found Group 1 Group 2 Group 3 Parent- teacher communication: The teacher provides the parent with a way to contact her and follow up after the meeting; she also provided the links and papers to the after-school tutoring options
Professionalism: The teacher did not try to pry into the parent’s business as she did in the incompetent scene; shook hand, thanked her for coming, was accurate and detailed when describing the parent’s son
Reflecting: Teacher provided information about different things she had noticed concerning the student’s declining performance, provided a few different approaches for how to help the student

Self-disclosure: “I completely understand, I have a family I have to go home and take care of as well,” related to the busyness of being the parent in a family who has a full-time job
Feedback/ Validation: When the parent inquired as to what the conference was about, the teacher could say how the student’s performance had been in the classroom. Teacher provided evidence of student’s work as well as ideas on how to help him improve
Reframing: at the start of the conference the teacher did not immediately jump into critique of the student; instead, put his positive attributes first, talked about how he was doing very well and then started his decline
Questioning skills: Both the teacher and the parent were very cooperative; the teacher tactfully asked questions to find out about the boy’s home life and what his normal homework routine is, asked what the parent was capable of doing for the child Listening/ Attending: Teacher heard what the parent was saying about her child’s performance in the classroom and what he normally does after school for studying, did not fidget or mess with other papers on her desk while the parent was talking
Genuineness: Teacher cared very much about helping the student succeed and reach the point he was at previously in his schoolwork because she knew he had that potential
Summarizing: Teacher was able to describe the student’s struggles in a concise manner that was very clear and not overly insulting; also summarized the various options for after-school care
Conflict resolution: Parent and teacher collaborated to figure out the best way to help the student succeed in the classroom; provided resources, additional help, etc
Third Scenario The Struggling Student Group 1 Group 2 Group 3 Self disclosure
Reframing
Reducing gender bias
Paraphrasing Credibility
Discussion leading
Empathy
Agency Identity
Genuineness
Validation What we found What we found What we found Group 1 Group 2 Group 3 Self disclosure: When the student stated that she was struggling with math, the teacher shared that she had once struggled but made it through: More so, that she is now a math teacher.
Reframing : Noticing that the student wasn’t absorbing the information through the current teaching method, she readdressed the issue in a new, creative way so the student could comprehend
Reducing gender bias: The student believed that she couldn’t do math because she was a girl; the teacher was living proof that a girl could excel in math
Paraphrasing: The teacher gave a brief overview of the lesson plan

Credibility: The teacher understood the information well enough that she could adapt to different teaching methods
Discussion leading: Teacher giving lesson and allowing for individual freedom
Empathy: The teacher was caring enough to take time and catch her up, plus she offered additional help before/after class
Agency: The teacher was adapting to different students needs, varying between their individual learning methods

Identity: The teacher was telling the student that just because she's a girl doesn't mean anything; saying girls CAN do things instills the sense of empowerment
Genuineness: The teacher was very willing to help, above and beyond her job
Validation: correct methods, students getting right answers (understanding)
Thanks for participating!
Full transcript