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The first day of class matters to the rest of the school year, says Professor Horton. Students want to succeed because they see themselves as adults, he says. Teachers' can take the concept of authority vs student and throw it out the window.
The first day of class matters to the rest of the school year, says Professor Horton. Students want to succeed because they see themselves as adults, he says. Teachers' can take the concept of authority vs student and throw it out the window.
The first day of class matters to the rest of the school year, says Professor Horton. Students want to succeed because they see themselves as adults, he says. Teachers' can take the concept of authority vs student and throw it out the window.
Professor Horton EDUC 356- Article Summary #1 Abstract: Research Report 1. Full citation (A.P.A. style) a. Shadiow, L. K. (2009, March). The First Day of Class: How It Matters. The Clearing House, 82(4), 197-199. Retrieved from Pro Quest. 2. Search terms/Keywords (These are normally listed below the abstract but they are not used in all articlesskip if they are not available): a. Keywords: critical reflection, ethic of care, narrative 3. Research questions/hypotheses: a. Why does the first day of class matter to the rest of the school year? How does it set you up to succeed or fail? 4. Method a. This research article does not specifically complete its own study, but what it did was report on another study that talks about the lesson of shared trust. If further detail it dives into a study done by Nel Noddings. In Noddings book, Educating Moral People, she explicates four components of the ethic of care. These being modeling, dialogue, practice, and confirmation. 5. Salient findings: a. Teachers can take the concept of trust between authority vs student and in a way throw it out the window. When teachers create an environment that shows in a way that you are on the same playing field, it opens so many doors and possibilities for discussions and impactful moments in the classroom. Students want to succeed because they see themselves as adults and makes them in a way take the content being taught more seriously. It also creates excitement. When students are excited about a topic they tend to be more engaged and that is what I feel the author of this article is trying to say through first-hand experience. 6. Implications for Practice: a. Modeling- Asking questions like, What is something unique about yourself that brings value to this class and our time together? This builds an instant connection/trust to the relationship between you and the student. You are modeling that you care about the student and what he has to offer, rather than implicating that you are the only one as the teacher who brings value to the class. It should be about the students not ourselves. b. Dialogue- Asking questions like, How can I help you learn better, How do you learn best, and What is a question you have about me or
Tyler Miechiel Mayer
January 20, 2016 Professor Horton the class? This shows that you are here for the student and that you can about helping him/her learn the most from your time together. c. Practice- Asking the question at the end of each class period, What did you not grasp in todays lesson? This type of question creates a reciprocal relationship between you and your students. It puts them in the teachers seat and you in the students seat. You are learning how can I tailor my next lesson to that of my students so that I am ensuring they are grasping the concept of the subject or topic at hand. As teachers it is our job to not just evaluate the student but evaluate ourselves and improve the next class period. d. Confirmation- By confirming and communicating together as one, you are building trust and rapport with your students. When you do this it creates a sense of trust that is indicative of who you are as a person. When you do that, you will be able to dig deeper into conversations not just about academics, but about life. 7. Critical Analysis & Recommendations for Future Studies: a. After reading this article I see how important it is to build trust immediately on the first days of class with your students. It sets the tone for the rest of the semester and for future classes you may have with your students in semesters after. This article shows, not with quantitative data, but with assumption that you will have better discussions and your students will get more out of your class if you build that trust immediately and show them that you care more about them as people, and not just the content that is being taught.