Pre-Intensive Blog Assignment Post

Section #1

In reading chapters from section 1, one of the most important ideas I gathered was that teacher preparation for teaching will promote and help the students to learn in the classroom setting. I understand that aside from learning the material, it is vital for teachers to present an environment that promotes student interacting and learning from each other (Svinicki & McKeanchie, 2014). One of the main goals of teaching should be to motivate students to become active learners and thinkers.

The lingering question for section 1 is: What are some of the things professors look for in the materials and readings they select to promote student interest and learning?

Section #2

In reading chapters from section 2, the important idea I gathered was that professors have a variety of means to help students become active learners (Savickas, 2013). Some of the methods of disseminating information include the use of lecture, seminar, and discussion; all these methods can be incorporated throughout the term, depending on what the professor is attempting to accomplish (Svinicki & McKeanchie, 2014). One of the main goals should be to be well prepared to help students become active learners regardless of the instructional method the professor is using.  

The lingering question for section 2 is: Of the teaching methods in this section, what have you found to be the most effective as a learner, and why?

Section #3

After reading the section 3 chapters, the most important idea I gathered from this section was the potential importance of attachment and learning and applied skills (Garzon & Lewis Hall, 2012).   It was very informative to discover that attachment not only relates to emotional health with primary caregivers but that it might also have the ability to impact how individuals learn.  If professors want students to fully know and understand integration, they first must develop a relationship with students.   

The lingering question for section 3 is: As graduate students progress through the program, how does the relationship change between professors and students, and how can professors show they care without crossing boundaries?

Section #4

In section 4, the most important idea I took away was that certain instructor behaviors can create an effective learning environment for students. Two of the most important key elements include instructor organization and clarity regarding learning goals and intentions. I also learned that students are motivated to learn when they perceive that instructors care about them and their learning.

The lingering question for section 4 is: Describe some of the important ethical responsibilities professors have towards students, and why are these important?

Section # 5

In this section, the most important take away was the use of Solution Focused Brief Therapy to engage students in the learning process. Solution Focused skills can be used to engage and evaluate student performance in areas such as complimenting of student personal qualities, and using exceptions to engage students in their own evaluation;  Professors  can also use scaling as a concrete method to help students take ownership and control of their own evaluations and improvements (Svinicki & McKeanchie, 2014).

The lingering question for section 5 is: How can instructors motive students to use the out-of-class learning activities to maximize learning?

 

References:

Garzon, F. L. & Lewis Hall, M. E. (2012). Teaching Christian integration in psychology and counseling: Current status and future directions. Journal of Psychology and Theology, 40,2, 155-159.

Savickas, M. L. (2013). Preparing and presenting lectures that exemplify the ideals of counselor education. In J. D. West, D. L. Bubenzer, J. A. Cox, & J. M. McGlothlin, (Eds.). Teaching in counselor education: Engaging students in learning (pp. 25-36). Alexandria, VA: American Counseling Association.

Svinicki, M. D. & McKeachie, W. J. (Eds.). (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14^th ed.). Belmont, CA: Wadsworth.