The Evolving Landscape of Teaching: How Education Affects My Methodology
Teaching is an ever-evolving profession, where continuous learning and adaptation are key to success. In my role as a High School history teacher, I have witnessed firsthand how my education in the process of education has shaped my teaching methodology. From the traditional “Stand and Deliver” approach to more interactive and student-centered methods, my approach to teaching has transformed over the years.
The Early Days: The Stand and Deliver Approach
I began my teaching career as a History instructor at the Junior College level, where the prevailing model was the “Stand and Deliver” method. This approach involved a professor delivering a lecture while students took notes, absorbing the information like a vessel. It was a straightforward, teacher-focused model that was prevalent in most universities and colleges at the undergraduate level, including my early education in higher education.
During my early years, I relied heavily on slides to present information, which marked a step towards visual aids. However, many of my professors did not utilize slides, sticking to the traditional whiteboard and chalkboard for their lectures.
The Shift to Modern Teaching Techniques
My path to becoming an experienced educator took a significant turn when I underwent formal education courses to teach at the High School level. These courses provided me with valuable insights into the process of teaching, transforming my approach to a more engaging and interactive method.
Incorporating a range of assignment types, from multiple-choice tests to essay tests, I moved away from the sole reliance on multiple-choice assessments. Students were also encouraged to engage in activities such as creating crossword puzzles with key vocabulary and making posters, which helped in reinforcing their understanding of historical concepts.
The Introduction of a Flipped Classroom
More recently, my district, as part of its educational reform, has embraced the concept of student-led classes. Inspired by my Master’s Degree studies, I have adapted the flipped classroom model to better suit this new approach. The flipped classroom model reverses the traditional relationship between learning activities, with students taking ownership of their learning through self-study outside of class, and class time being used for deeper discussions, problem-solving, and other interactive activities.
To implement this, I have structured the class as a “flipped classroom” where students deliver the content. They are responsible both individually and in groups for understanding the material they are presenting. Each student in a group, as well as each individual, must ask a question and engage in a conversation with me about what they are learning, allowing for differentiation in teaching based on individual needs.
Once the students have presented their content, it is then checked for understanding with a “spinner” question, which randomly calls on a student to answer. This mechanism ensures that students stay engaged and attentive, as they do not want to be embarrassed by answering incorrectly.
A Continuous Process of Learning and Adaptation
My education about teaching is an ongoing journey, as new techniques and methods are continuously introduced. The field of education is dynamic, and staying updated with the latest research, pedagogical strategies, and technological tools is crucial for effective teaching.
Beyond pedagogical methods, ongoing professional development through workshops, conferences, and peer-to-peer learning has greatly enhanced my teaching skills. These experiences have not only broadened my knowledge but also fostered a deeper connection with my students, making the learning process more impactful and meaningful.
In conclusion, my education in the process of education has significantly influenced my teaching methodology, moving me from a traditional lecture-based approach to a more interactive and student-led model. The evolving landscape of teaching necessitates adaptability and a continual commitment to learning, which, in my case, has enriched both my professional development and my students' educational experiences.