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<\/p>\n\n2. What I can do to overcome these struggles
\n3. Side of Botany<\/span><\/p>\n
My Concerns\/Struggles<\/a> with Science Teaching<\/h2>\n<\/div>\n![\"\"](\"http:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/blog2_orig-1.gif\")
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1. This idea of teaching to the test<\/h5>\n\n- worksheets to just cover material<\/span><\/li>\n
- making students read chapters just to say it was done<\/span><\/li>\n
- not going into the margins because we have to stay on track<\/span><\/li>\n
- “there is not enough time to do that”<\/span><\/li>\n
- multiple-choice exams\u00a0<\/span><\/li>\n
- \u200bquizzes and exams every week or every other week<\/span><\/li>\n
- not going outside for activities because you have to finishing covering material for the state test<\/span><\/li>\n<\/ul>\n
2. Managing a Science Classroom<\/a><\/h3>\n\n- during labs making sure you are available to help all of the groups\u00a0<\/span><\/li>\n
- there’s one of you and 20+ of them (purpose of answering questions and helping all of the students)<\/span><\/li>\n
- if working with strong chemicals or fire, making sure that no one is injured\u00a0<\/span><\/li>\n
- time constraints<\/span><\/li>\n<\/ul>\n
\u200b3. Dealing with controversial topics<\/a><\/h3>\n\n- climate change<\/span><\/li>\n
- stem cell research<\/span><\/li>\n
- GMOs<\/span><\/li>\n
- cloning\u00a0<\/span><\/li>\n
- evolution<\/span>\u200b<\/li>\n<\/ul>\n
![\"\"](\"http:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/capture_6_orig-1.png\")
<\/p>\n<\/div>\n
<\/div>\n\n\u200b4. Knowledge vs understanding<\/h3>\n\n- having students not just memorize information<\/span><\/li>\n
- creating a classroom where students understand the material<\/span><\/li>\n<\/ul>\n
\u200b\u200b5. Missing assignments<\/h3>\n\n- what if students are missing lots of assignments…is it on you or on them?<\/span><\/li>\n
- do you give them class time to work on it?<\/span><\/li>\n
- should you cut back on assignments?<\/span><\/li>\n
- how do you handle if a student never turns in work?<\/span><\/li>\n<\/ul>\n
\u200bThese are concerns\/struggles that I think about and wonder how will I address or face these struggles in my future classroom. I think most of these issues stem from a traditional classroom, which is not what I am about. My biggest struggle will be how do I not give into a traditional classroom and make sure that I always try new activities.<\/span><\/p>\n<\/div>\nIdeas on How to Overcome these Challenges<\/h2>\n![\"\"](\"http:\/\/sites.miamioh.edu\/edt222-2017\/files\/2017\/06\/blog1_orig.jpg\")
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\n<\/div>\n\nThe following suggestions are ones that fit how I think I will address these concerns\/struggles:<\/p>\n
\n- Worry more about how will I prepare my students to think critically, make data based decisions, make connections, etc. and not focus my classroom around the state exam<\/li>\n
- \u00a0With time and practice I will learn the best way I can manage a science classroom, but that my first couple of years teaching may be tough<\/li>\n
- Have students talk about controversial activities. If you never talk about them, how will we change anything?<\/li>\n
- Create an inquiry-based classroom where students explore and make their own connections and we will go into the margins!<\/li>\n
- Only give assignments that are relevant and not give students any busy work<\/li>\n<\/ol>\n
I think that struggles can only make us better and more effective science educators!<\/p>\n<\/div>\n
<\/p>\n<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
1. This idea of teaching to the test<\/h5>\n\n- worksheets to just cover material<\/span><\/li>\n
- making students read chapters just to say it was done<\/span><\/li>\n
- not going into the margins because we have to stay on track<\/span><\/li>\n
- “there is not enough time to do that”<\/span><\/li>\n
- multiple-choice exams\u00a0<\/span><\/li>\n
- \u200bquizzes and exams every week or every other week<\/span><\/li>\n
- not going outside for activities because you have to finishing covering material for the state test<\/span><\/li>\n<\/ul>\n
2. Managing a Science Classroom<\/a><\/h3>\n\n- during labs making sure you are available to help all of the groups\u00a0<\/span><\/li>\n
- there’s one of you and 20+ of them (purpose of answering questions and helping all of the students)<\/span><\/li>\n
- if working with strong chemicals or fire, making sure that no one is injured\u00a0<\/span><\/li>\n
- time constraints<\/span><\/li>\n<\/ul>\n
\u200b3. Dealing with controversial topics<\/a><\/h3>\n\n- climate change<\/span><\/li>\n
- stem cell research<\/span><\/li>\n
- GMOs<\/span><\/li>\n
- cloning\u00a0<\/span><\/li>\n
- evolution<\/span>\u200b<\/li>\n<\/ul>\n
<\/p>\n<\/div>\n
<\/div>\n\n\u200b4. Knowledge vs understanding<\/h3>\n\n- having students not just memorize information<\/span><\/li>\n
- creating a classroom where students understand the material<\/span><\/li>\n<\/ul>\n
\u200b\u200b5. Missing assignments<\/h3>\n\n- what if students are missing lots of assignments…is it on you or on them?<\/span><\/li>\n
- do you give them class time to work on it?<\/span><\/li>\n
- should you cut back on assignments?<\/span><\/li>\n
- how do you handle if a student never turns in work?<\/span><\/li>\n<\/ul>\n
\u200bThese are concerns\/struggles that I think about and wonder how will I address or face these struggles in my future classroom. I think most of these issues stem from a traditional classroom, which is not what I am about. My biggest struggle will be how do I not give into a traditional classroom and make sure that I always try new activities.<\/span><\/p>\n<\/div>\nIdeas on How to Overcome these Challenges<\/h2>\n<\/h5>\n<\/div>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
\n<\/div>\n\nThe following suggestions are ones that fit how I think I will address these concerns\/struggles:<\/p>\n
\n- Worry more about how will I prepare my students to think critically, make data based decisions, make connections, etc. and not focus my classroom around the state exam<\/li>\n
- \u00a0With time and practice I will learn the best way I can manage a science classroom, but that my first couple of years teaching may be tough<\/li>\n
- Have students talk about controversial activities. If you never talk about them, how will we change anything?<\/li>\n
- Create an inquiry-based classroom where students explore and make their own connections and we will go into the margins!<\/li>\n
- Only give assignments that are relevant and not give students any busy work<\/li>\n<\/ol>\n
I think that struggles can only make us better and more effective science educators!<\/p>\n<\/div>\n
2. Managing a Science Classroom<\/a><\/h3>\n\n- during labs making sure you are available to help all of the groups\u00a0<\/span><\/li>\n
- there’s one of you and 20+ of them (purpose of answering questions and helping all of the students)<\/span><\/li>\n
- if working with strong chemicals or fire, making sure that no one is injured\u00a0<\/span><\/li>\n
- time constraints<\/span><\/li>\n<\/ul>\n
\u200b3. Dealing with controversial topics<\/a><\/h3>\n\n- climate change<\/span><\/li>\n
- stem cell research<\/span><\/li>\n
- GMOs<\/span><\/li>\n
- cloning\u00a0<\/span><\/li>\n
- evolution<\/span>\u200b<\/li>\n<\/ul>\n
<\/p>\n<\/div>\n
<\/div>\n\n\u200b4. Knowledge vs understanding<\/h3>\n\n- having students not just memorize information<\/span><\/li>\n
- creating a classroom where students understand the material<\/span><\/li>\n<\/ul>\n
\u200b\u200b5. Missing assignments<\/h3>\n\n- what if students are missing lots of assignments…is it on you or on them?<\/span><\/li>\n
- do you give them class time to work on it?<\/span><\/li>\n
- should you cut back on assignments?<\/span><\/li>\n
- how do you handle if a student never turns in work?<\/span><\/li>\n<\/ul>\n
\u200bThese are concerns\/struggles that I think about and wonder how will I address or face these struggles in my future classroom. I think most of these issues stem from a traditional classroom, which is not what I am about. My biggest struggle will be how do I not give into a traditional classroom and make sure that I always try new activities.<\/span><\/p>\n<\/div>\nIdeas on How to Overcome these Challenges<\/h2>\n<\/h5>\n<\/div>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
\n<\/div>\n\nThe following suggestions are ones that fit how I think I will address these concerns\/struggles:<\/p>\n
\n- Worry more about how will I prepare my students to think critically, make data based decisions, make connections, etc. and not focus my classroom around the state exam<\/li>\n
- \u00a0With time and practice I will learn the best way I can manage a science classroom, but that my first couple of years teaching may be tough<\/li>\n
- Have students talk about controversial activities. If you never talk about them, how will we change anything?<\/li>\n
- Create an inquiry-based classroom where students explore and make their own connections and we will go into the margins!<\/li>\n
- Only give assignments that are relevant and not give students any busy work<\/li>\n<\/ol>\n
I think that struggles can only make us better and more effective science educators!<\/p>\n<\/div>\n
\u200b3. Dealing with controversial topics<\/a><\/h3>\n\n- climate change<\/span><\/li>\n
- stem cell research<\/span><\/li>\n
- GMOs<\/span><\/li>\n
- cloning\u00a0<\/span><\/li>\n
- evolution<\/span>\u200b<\/li>\n<\/ul>\n
<\/p>\n<\/div>\n
<\/div>\n\n\u200b4. Knowledge vs understanding<\/h3>\n\n- having students not just memorize information<\/span><\/li>\n
- creating a classroom where students understand the material<\/span><\/li>\n<\/ul>\n
\u200b\u200b5. Missing assignments<\/h3>\n\n- what if students are missing lots of assignments…is it on you or on them?<\/span><\/li>\n
- do you give them class time to work on it?<\/span><\/li>\n
- should you cut back on assignments?<\/span><\/li>\n
- how do you handle if a student never turns in work?<\/span><\/li>\n<\/ul>\n
\u200bThese are concerns\/struggles that I think about and wonder how will I address or face these struggles in my future classroom. I think most of these issues stem from a traditional classroom, which is not what I am about. My biggest struggle will be how do I not give into a traditional classroom and make sure that I always try new activities.<\/span><\/p>\n<\/div>\nIdeas on How to Overcome these Challenges<\/h2>\n<\/h5>\n<\/div>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
\n<\/div>\n\nThe following suggestions are ones that fit how I think I will address these concerns\/struggles:<\/p>\n
\n- Worry more about how will I prepare my students to think critically, make data based decisions, make connections, etc. and not focus my classroom around the state exam<\/li>\n
- \u00a0With time and practice I will learn the best way I can manage a science classroom, but that my first couple of years teaching may be tough<\/li>\n
- Have students talk about controversial activities. If you never talk about them, how will we change anything?<\/li>\n
- Create an inquiry-based classroom where students explore and make their own connections and we will go into the margins!<\/li>\n
- Only give assignments that are relevant and not give students any busy work<\/li>\n<\/ol>\n
I think that struggles can only make us better and more effective science educators!<\/p>\n<\/div>\n
<\/p>\n<\/div>\n
\u200b4. Knowledge vs understanding<\/h3>\n\n- having students not just memorize information<\/span><\/li>\n
- creating a classroom where students understand the material<\/span><\/li>\n<\/ul>\n
\u200b\u200b5. Missing assignments<\/h3>\n\n- what if students are missing lots of assignments…is it on you or on them?<\/span><\/li>\n
- do you give them class time to work on it?<\/span><\/li>\n
- should you cut back on assignments?<\/span><\/li>\n
- how do you handle if a student never turns in work?<\/span><\/li>\n<\/ul>\n
\u200bThese are concerns\/struggles that I think about and wonder how will I address or face these struggles in my future classroom. I think most of these issues stem from a traditional classroom, which is not what I am about. My biggest struggle will be how do I not give into a traditional classroom and make sure that I always try new activities.<\/span><\/p>\n<\/div>\nIdeas on How to Overcome these Challenges<\/h2>\n<\/h5>\n<\/div>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
\n<\/div>\n\nThe following suggestions are ones that fit how I think I will address these concerns\/struggles:<\/p>\n
\n- Worry more about how will I prepare my students to think critically, make data based decisions, make connections, etc. and not focus my classroom around the state exam<\/li>\n
- \u00a0With time and practice I will learn the best way I can manage a science classroom, but that my first couple of years teaching may be tough<\/li>\n
- Have students talk about controversial activities. If you never talk about them, how will we change anything?<\/li>\n
- Create an inquiry-based classroom where students explore and make their own connections and we will go into the margins!<\/li>\n
- Only give assignments that are relevant and not give students any busy work<\/li>\n<\/ol>\n
I think that struggles can only make us better and more effective science educators!<\/p>\n<\/div>\n
\u200b\u200b5. Missing assignments<\/h3>\n\n- what if students are missing lots of assignments…is it on you or on them?<\/span><\/li>\n
- do you give them class time to work on it?<\/span><\/li>\n
- should you cut back on assignments?<\/span><\/li>\n
- how do you handle if a student never turns in work?<\/span><\/li>\n<\/ul>\n
\u200bThese are concerns\/struggles that I think about and wonder how will I address or face these struggles in my future classroom. I think most of these issues stem from a traditional classroom, which is not what I am about. My biggest struggle will be how do I not give into a traditional classroom and make sure that I always try new activities.<\/span><\/p>\n<\/div>\nIdeas on How to Overcome these Challenges<\/h2>\n<\/h5>\n<\/div>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
<\/p>\n
\n<\/div>\n\nThe following suggestions are ones that fit how I think I will address these concerns\/struggles:<\/p>\n
\n- Worry more about how will I prepare my students to think critically, make data based decisions, make connections, etc. and not focus my classroom around the state exam<\/li>\n
- \u00a0With time and practice I will learn the best way I can manage a science classroom, but that my first couple of years teaching may be tough<\/li>\n
- Have students talk about controversial activities. If you never talk about them, how will we change anything?<\/li>\n
- Create an inquiry-based classroom where students explore and make their own connections and we will go into the margins!<\/li>\n
- Only give assignments that are relevant and not give students any busy work<\/li>\n<\/ol>\n
I think that struggles can only make us better and more effective science educators!<\/p>\n<\/div>\n
\u200bThese are concerns\/struggles that I think about and wonder how will I address or face these struggles in my future classroom. I think most of these issues stem from a traditional classroom, which is not what I am about. My biggest struggle will be how do I not give into a traditional classroom and make sure that I always try new activities.<\/span><\/p>\n<\/div>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n The following suggestions are ones that fit how I think I will address these concerns\/struggles:<\/p>\n I think that struggles can only make us better and more effective science educators!<\/p>\n<\/div>\nIdeas on How to Overcome these Challenges<\/h2>\n
<\/h5>\n<\/div>\n\n
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