Second Time Around!

In just a few days, the second offering for this course will begin, and I am getting excited! The first group had four participants, and far exceeded my expectations regarding how enthusiastic people would be and how valuable the information was to their work. This group will be larger, which I hope will open up new possibilities for different kinds of activities, thus making the learning more active — always a good thing.

Students are expected to check the blog regularly for notices, discussions, and ideas, and each student is expected to add to the collection of material by commenting on other people’s posts and by writing posts of their own.  Once the course begins, participants will be named as Authors. An author can edit, publish and delete their posts, as well as upload files/images. Authors do not have access to modify, add, delete, or publish pages.

Posts should always have a Category label to help readers look for information and to help with general organization of this blog. The list may be expanded as needed, and I hope it will help course participants in deciding what to write about. Categories are:

  • About This Course — The article is mainly about the SAUniversity24 course itself.
  • Classroom Management — The article is mainly about how to use knowledge of type in managing student behavior in the classroom.
  • Instruction — The article is mainly about differentiating instruction in the classroom.
  • Making Progress — The article is about how the writer is making changes in instruction or making progress with students.
  • Textbook Talk — The article responds to passages or sections of the textbook, and should be an invitation to others to respond in kind.
  • Theory — The article is mainly about the theory and application of MBTI — how it works, what it means, what it looks like.
  • Troubleshooting — The article is mainly about something tried out in the classroom not working as expected. This could be a call for input and/or help from colleagues and/or other readers.

 

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6 responses to “Second Time Around!

  1. Although we’ve only met twice so far I have already found that the information I have read in the book and the discussions and material covered in class have greatly helped me to better understand my students. When we began this course I was in the nearing the end of a UA rotation so I had built relationships with my students through time, but this class allowed me to connect with them on a deeper level. Now we are in the middle of the 7th rotation and with the knowledge I have obtained about personality types has allowed me to more quickly know and understand my students to better differentiate my lessons and cater to specific types.

  2. Great! I’m glad to hear that it’s making a difference for you AND your students. Can you offer any specific examples so that we can really see what’s happening?

  3. A few specific examples are that I am able to understand better why students make decisions a particular way. I often provide scaffolding for them and recommend they complete their projects by following steps in a specific order. Some students just want to make their steps and are still able to complete the project with the same outcome and quality. I also have noticed that many students who are Js like me really like that there is always a schedule on the board to follow so there are no surprises and they know what to expect each day.
    I now have a deeper personal understanding of the why & how behind the decisions I make when I am doing academic work, planning for classes or even doing something like house cleaning. I have found myself analyzing my daily life situations and those of people who I can easily identify now that I have a greater understanding of the dichotomies.
    Some new strategies or practices I have implemented into my teaching and student interactions are that I have been more willing to allow students to make reasonable adjustments to their projects if they request to. It is sometimes difficult to persuade me to change my mind about something, but it’s something I am willing to give leeway to in student projects to make students, especially Is happier with their final product.

  4. This is a test

  5. I’ve done the same thing Angie, I’ve started looking at my life and now I understand why I have so many projects going at one time. While I’m working on a project I am very often planning the next one with changes/improvements and sometimes I’ve stopped working on the first project to start the improved project. I can see myself in the students that get caught up in making changes, working out details, heading off in what seems like other directions and not staying within the boundaries set. I’ve never understood student that can’t work outside of the box. I’ve always thought that being flexible about assignments would be best for ALL students and here I find that I’ve been wrong about that all these years. I have to work on the Extraversion and Sensing learning style, my opposite.
    Set a realistic deadline – the only deadline I set is the end of the rotation
    Give me examples – I’ve never liked showing examples because I get what I’ve shown, I want them to be creative and explore new techniques.
    Provide clear expectations – most of the time I do this through rubrics and requirements lists but not all the time.
    Give me chances to talk, move and work in groups – Thankfully this is one that I can do, teaching a Unified Arts class most of the student work is through team work or work that can be done while they can talk to each other.
    27 years of teaching and I’m still learning how to teach effectively, I guess that’s what keeps me going. I find it a personal challenge to be a better teacher.

  6. I think that you have made some really valid points here. Sometimes I feel like I might give students too many examples because I do see that some of them do produce almost an exact replica of what I showed them. However, when I give rubrics & we review them together some completely disregard them. Sometimes you can’t win here.
    The fact that I am a J & I have an obsessive need to “plan my work & work my plan” sometimes affects the students because I make them plan everything before they do anything. In many cases it’s essential that they do this to understand the design process in the project they’re completing. Some students definitely have a preference for living in the moment and not planning ahead. I have noticed that this is very challenging for those students.
    Since the beginning of this course I have ventured out of my comfort zone by allowing students to do less planning when it’s not required, give them the freedom to make changes to the requirements, and allow students to write thoughts or answers rather than share them aloud.
    I hope to be able to continue to understand my students and their types so that I can better cater to their needs to differentiate me lessons in the future. I think that with time, practice and trial and error I will become much more skillful at this.

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