The Learner and Learning Nnenna Amechi

Teaching has always been a passion for me. When I immigrated to the United States, I could not

enroll directly in school to obtain my teaching certification. So, I got a job as a Teller and took

my exams on the side. The experiences and transferring them into a school environment, it has

helped me to be a better teacher. When you are a Teller, you have to be diligent, careful,

hardworking, patient and very tolerant. These are behaviors I transferred into the classroom as

well because all these attributes and more are required when you are a Teacher.

While growing up, I have always had a penchant to study Science and everything that has to do

with Science. My main influence was my father – a Pharmacist who was a firm believer in

education and all the opportunities it created for the individual. As a result, I have always found

myself wanting to transfer the same love to my students, to make them active participants of the

learning process in their study of Science thereby making it a situation that is more beyond

‘knowing about Science to making sense of the world. (Schwarz, Passmore, and Reiser 2017).

Another influence has been the process of inculcating/practicing the new Georgia Standards of

Excellence as well as incorporating ADI into the classroom. For some of the courses, we are

teaching, the conversion of texts and labs to reflect the new structure has not taken place. So, in

a situation where we have to implement these changes and help/enable our students to

understand and retain the new material better; having the instructional in an inquiry-based format

and the fact that the students are working together would help them synergize and learn from

each other. This enables each student to contribute to the final product through brainstorming,

questioning and communicating potential solutions and obstacles. (Sungur, Tekkaya, and Geban

2006). This also helps with the development of listening skills, empathy, leadership and problem

solving. (Buchanan, Agnello, and McBride 2003).

The Learner and Learning Nnenna Amechi

Also, eliciting prior information is made easier because the lessons are taught sequentially, so

most times for a new topic, some of the vocabulary/precepts being taught would have been

encountered by the students before that day.

Another consideration would be the learning environment/classroom. This is a very important

aspect to consider so much so that it is condition that has to be satisfied in our Teacher Keys

Effectiveness System (TKES). (The state Evaluation System for Teachers). Maintaining a

positive learning environment through the establishment of rules and procedures helps to foster a

sense of community and belonging. It has to be a place where the students feel safe in and that

they can express themselves without fear or favor. Without this enabling environment being

provided, our students will be unable to do their best because their primary requirement – safety,

has not been met.

To this end, my Classroom Management and Safety Plan explain succinctly the different

situations that may arise in the classroom and how they can be handled to continue to maintain

safety in the classroom. The students know what to do when we are running labs to make sure

everyone is safe. I usually go over the rules before we perform any labs. The key thing is we

must all be safe. My students know to keep the pathways free and clear of obstacles

always. These guidelines have also been advocated by Heide and Henderson 2001. Having

rules and regulations also helps your students with learning disabilities adjust better because for

some of them, knowing what comes next and when helps them to cope with the particular

learning disability they have. (Colarusso, O’Rourke, and Leontovitch 2017).

My classroom is made up of students from diverse cultures and backgrounds. For some of them,

acclimatization then becomes an issue. A teacher should be able to bring all these different

people together with different cultures, races, learning styles and learning abilities to co-exist in
The Learner and Learning Nnenna Amechi

the classroom without making any one feel left out, unsafe or uncomfortable. One extra aspect

added to this mix are the immigrants, who in addition to all this, also have to deal with learning

the language. A teacher who is able to manage these differences while making everyone feel safe

in the classroom is key.

References
Buchanan, A.M., Agnello, M.F., & McBride, R. E. (2003) Teacher and student cognitions during
team building activities.
Colarusso, R.P., O’Rourke, C.M., & Leontovitch, M.A. (2017). Special education for all
teachers. Dubuque, IA: Kendall Hunt Publishing Company.
Heide, A. & Henderson, D. (2001). Active Learning in the Digital Age Classroom. Heinemann,
361 Hanover St., Portsmouth, NH 03801-3912
Schwarz, C.V., Passmore, C. & Reiser, B. J. (2017). Helping students make sense of the world
using Next Generation Science and Engineering Practices. NSTA Press. Arlington, Virginia.
Thousand Oaks London New Delhi.
Sungur, S., Tekkaya, C., & Geban, O. (2006). Improving achievement through problem based
learning. Journal of Biological Education 40, 155-160