Motivating the unmovable
What does it take? How much is too much?
These are questions that had me pondering after the first week of practicum. What does it take to encouraging kids/students to want to try? It sometimes seems like they have packed it in, and they are only in Gr. 11. When did we give up on them? When did they give up on themselves? And what can be done?
It would seem we would cover something like this within our Educational Psychology course, but not as of yet. It is tough too as well, because in order to maintain your classroom and move the materials along, you almost have to leave some kids behind. This works in a class that doesn't have work/information that builds, but in a classroom where it does, what about those left behind?
How much can you offer of yourself, without sacrificing yourself?
These are questions that had me pondering after the first week of practicum. What does it take to encouraging kids/students to want to try? It sometimes seems like they have packed it in, and they are only in Gr. 11. When did we give up on them? When did they give up on themselves? And what can be done?
It would seem we would cover something like this within our Educational Psychology course, but not as of yet. It is tough too as well, because in order to maintain your classroom and move the materials along, you almost have to leave some kids behind. This works in a class that doesn't have work/information that builds, but in a classroom where it does, what about those left behind?
How much can you offer of yourself, without sacrificing yourself?
Labels: Teacher's College Stuff
posted by Darren Giles at
7:33 AM
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