Teaching and Learning in the (dis)Comfort Zone pp 103-121 | Cite as
Teaching Effectively Means Learning from Our Students
Chapter
Abstract
Jennifer’s dilemma is one that novice teachers face every day. The teacher in her tells her to follow a well-organized plan. She had designed the plan carefully around the district’s curriculum goals. She had included the content she knew the children would need to move on to later topics. But she cannot ignore the subtle signals the students are sending her: they seem to be bored and disaffected, many keep glancing at the clock on the wall, and twice they needed to be reminded what they were supposed to do. Should Jennifer implement the plan she designed to meet the instructional goals she had previously determined her students needed? Or should she abandon the plan and listen to what the children are telling her they need, instructionally, at the moment?
Keywords
Student Learning Lesson Plan Class Instruction Novice Teacher Comfort Zone
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© Deborah Ann Jensen, Jennifer A. Tuten, Yang Hu, and Deborah B. Eldridge 2010