MODULE 1: Understanding What Makes a Good Teacher, Physical Development, and Cognitive Development (ZPD)
What Makes a Good Teacher?
Summary:
In chapter 1 of Woolfolk, she starts by discussing what makes a good teacher and not one that simply glides by. Woolfolk speaks about the importance of teacher-student relationships and how they impact the educational process "Even when the gender, ethnicity, cognitive ability, and behavior ratings of the student were accounted for, the relationship with the teacher still predicted aspects of school success. So students with significant behavior problems in the early years are less likely to have problems later in school if their first teachers are sensitive to their needs and provide frequent consistent feedback." (Woolfolk, pg. 8). Woolfolk then goes on to state "Teachers must be both knowledgeable and inventive. They must be able to use a range of strategies, and they must also be capable of inventing new strategies. They must have some basic research-based routines for managing classes, but they must also be willing and able to break from the routine when the situation calls for change. They must know the research on student development, and they also need to know their own particular students who are unique combinations of culture, gender, and geography." (Woolfolk, pg 10). Being able to be flexible and understanding each student's attributes can really help a teacher be exceptional.
Reflection:
Woolfolk through chapter 1 does a great job guiding us through what makes us a good teacher. She does a great job breaking down the different topics teachers can use today to help them further make an impactful connection to their students. Working in a multi-cultural, very diverse, and large enrollment pubic high school I can truly see teachers who are putting forth an effort to get to understand their students and the ones who are just going through the paces.
Physical Development
Woolfolk starts to dive into how physical and social development impacts students during chapter 3. She speaks on how from an early age through later maturation "can be a frightening, disappointing, exciting, and puzzling time." (Woolfolk, pg. 74). I can still see this today in my high school. The "late bloomers" as we call them, tend to start off shy, timid, physically smaller, and distant their freshman year and by the time they are seniors are the most social "butterflies". Being an inspiring physical education teacher I was drawn to her section about the play, recess, and physical activity. When I graduated high school I was drawn to fact children in America were seeing a huge increase in obesity which lead me to pursue a degree in Recreation (to help children/parents achieve their physical goals of maintaining a healthy lifestyle). Woolfolk quotes "Play is particularly important for both children’s happiness and their social and cognitive development (Hopkins, Dore, & Lillard, 2015; Lillard et al., 2013) (pg.77). I would agree this isn't for only children, but adults as well. This is quite important in today's society with COVID-19. Having to deal with 4,000 students daily I was also drawn to Woolfolks section on Urie Bronfenbrenner and his bioecological model. When he explains how we develop in our "ecosystems", I couldn't agree more. I truly believe we are a product of our environment and how we are brought up.
Cognitive Development
Vygotsky's Zone of Proximal Development (ZPD) is the area between the child’s current performance (the problems the child can solve independently without any support) and the level of performance that the child could achieve with adult guidance or by working with “a more fully developed child” (p. 202) (pg 61). When I was growing up our school district had a program that high school and middle school students would join a few different elementary classrooms and do different activities (sports, reading, writing, homework help, etc.) Being on both ends of this program I can see how it correlates back to Vygotsky's ZPD. The extra guidance that I received as a small child from a high schooler really showed me that I could achieve certain goals that I could not before and the flip side of being the older student showed me what I wanted to do in life was to help children/adults achieve their goals.
It's interesting that you could truly see a difference between the teachers who really put forth an effort and the ones who were just sliding by. I'm curious about what you actually saw. What was the evidence that made you believe that a certain teacher was not putting forth effort? What effect did this attitude have on the students? Having taught at the middle school level for 23 years, I'm pretty sure I could also pick out the ones who were sliding by. I know what I saw, but I'm wondering if we saw the same things. I always thought that some teachers did whatever they could to get students to like them, but didn't really consider the long-range ramifications of how they did this and how their actions (or lack of actions) had an impact on how well their students learned.
ReplyDeleteHey Jeff,
ReplyDeleteI remember those days in high school when you're a freshman and you don't know what to expect. I guess I've always been a social butterfly and never afraid to talk to anyone but I did have friends that fit the description of your "late bloomers." Some of my friends would be very timid their freshman year but by the time senior came around it was if they changed who they were completely. I think a lot of that has to do with learning who you are as a person and developing confidence within yourself. As an inspiring P.E. teacher as well I, too am concerned on where this nation is heading in regards to the obesity rate of Americans. The lack of knowledge children have about physical fitness is what motivates me to want to help like you said not only children but adults. I do believe that for the most part we are a product of our environment and that is why I want to create an environment in my classroom where students can learn how to live actively and healthy.
Thanks for your post Jeff! I really enjoyed reading it!
Hey Jeff
ReplyDeleteI enjoyed your blog. I like the first chapter diving right into what makes a good teacher. It's weird learning all these strategies through our education courses that some of us have probably used but I didn't really realize it was a strategy. Just things I remember teachers and coaches doing that have helped me in my career thus far.
I Was a personal trainer before and have always been an advocate of a physically healthy life style. Our levels of obesity are scary and I think a lot of it is education. I also got in to P.E. for similar reasons. I see a shift in P.E. from when I was in high school, I even see a shift in it since I was first in college back in 2009ish. I don't want to be a gym teacher that rolls out some balls and says run around. There is real education in P.E. and we can really help people gain knowledge they will use forever. I mentioned on my blog about play, recess and physical activity. Humans need it! Thanks for sharing.