The One Thing All Great Teachers Do | Nick Fuhrman
After watching this video, what is Ranger Nick trying to teach us about teaching? According to him what do great teachers do?
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MINILESSONS
Animal Care
------------------------------------
Rachel Buis
TAL324
Mini Lesson Plan
Lesson Plan: How to
take care of a kitten
I.
How to take care of a kitten
Þ
Course subject: Animal health and care (Visual
Arts)
Þ
Grade level: 4th grade
Þ
Teacher’s name: Rachel Buis
II.
4/1/20
III.
Objective: The objective is based on
personal development as I hope this lesson provides my students with increased
responsibility and allows them to make decisions based on animal care and the
responsibility that comes with taking care of an animal. I want my students to
learn how important taking care of something else other than themselves is, and
show them the value of being kind and giving care to an animal that really
needs it. Students should leave class feeling confident and excited to maybe
foster an animal in need, or take better care of their pets at home with the
information given in the classroom
Component:
Personal Development
IV.
Standard/Competency: The students should
demonstrate a willingness to assume responsibilities, make decisions, and work
cooperatively with others by following classroom rules and procedures, and by
demonstrating a respect for materials, tools, and facilities.
V.
Plan
Þ Introduction
of lesson: explain to the students how I am going to teach and what we are
going to learn today, (explain what fostering is and the benefits of fostering
an animal, talk about the best ways to care for a pet are)
Þ Discuss
rules and make sure that everyone is clear on how to behave
1.
Always be kind and gentle when handling an
animal
2.
Listen when teacher is speaking
3.
Raise your hand with questions
4.
Clean up after activity is over
5.
Be respectful to all classmates and teacher no
matter what
Þ Show
students all of the responsibilities taking care of an animal is, teach them
how to do certain tasks (feed a bottle to kitten, empty litterbox and fill it,
play with the kittens, feed them regular food, show students the proper way to
play and handle them)
Þ Make
it as interactive as possible
Þ Make
sure they ask questions at the end and learn as much as possible about animal
care
VI.
Assessment: ask them to write down on a
piece of paper 3 things they learned today about, after doing so, have them get
with a partner and share their answers with each other
Þ Use
an exit ticket to assess how they liked the lesson and things they found
interesting
VII.
Homework: research their favorite animal,
(can be any animal) and come to class with information about the animal such as
where they live, their habitats, what they eat, how big they get, and the best
way to care for the animal.
VIII.
Cross-Curriculum Standards: I could
incorporate health science as well as language arts in the curriculum as both
of these subjects can be applicable to learning about animals and the topic of
responsibility and writing about it.
IX.
Differentiation: This lesson is
inclusive, as all students can participate regardless of if they have any kind
of disability. Animals have been found to be extremely healing and calming for
people who have disabilities so I think this lesson would be beneficial to all.
Everyone can participate and find joy in caring for animals and learning the
proper way to do so.
X.
Technology: there is very little
technology involved in this lesson, however a student may choose to type up
their homework if they choose to do so at home.
XI.
Written component: the writing component
for this lesson is for the students to write down 3 things they learned in the
lesson, do the exit tickets, and then the students will have a writing
assignment for homework
XII.
Careers Skills: This lesson can prepare
students to take care of their pets and teach them responsibility to have a
family, children, and the responsibility of having to take care of something
-----------------------------
Acting
----------------------------------
Francis Marty
TAL324
Mini Lesson Plan
Component:
- Improvisation
- Characterization
Objectives:
- Sustains character in improvisation
- Develops a role through analysis and application of character motivation
- Maintains and reacts with spontaneity
Competency:
- The student can demonstrate his/her knowledge and control of improvisational techniques in an unscripted performance
- The student can create and sustain a believable characterization in performance of a monologue, scene, and/or play
Standard:
- Theatre Arts Drama III 040002001
- LAFS.8.RL.2.4:
Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or
allusions to other texts.
Materials:
Note taking gear/device
Activity:
- Explain what acting means? (explain Stanislavski, acting is
ACTION, introduce objective vs super objection, emotion, and building a
character)
- Have students stand and find a roomy place to pace back and forth
- Have students pick an emotion/character to play
- Have students begin to think and move like their character
- Ask questions and explain from head to toe (what does the character feel or how the character moves?
- Allow students to move freely with guided questions
- Have students find their seats after 2 or 3 mins and explain the homework assignment.
Evaluation:
Participation: 90%
Homework: 10%
Homework:
Find or think of a scene which you find believable, watch the scene and write a paragraph answering the following questions:
What makes the actor believable? Was
the scene successful why or why not? Is there anything you would
change? If not did the actor do anything that you may not have thought
of, if so what was it?
Cross-Curriculum Standards:
LAFS.8.RL.2.4:
Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or
allusions to other texts.
Differentiation:
This
lesson is taught in English, but the main concepts may easily be
translated as the main theme is self, creating a character,
Stanislavski’s vision for modern acting and allowing the character to be
an addition to yourself rather than an elimination.
Technology:
The
only technology component with this class is the ability to watch
scenes in any mode including but not limited to YouTube, Amazon Prime,
Netflix, Hulu, etc.
Written Component:
Written assignment is the homework analyzing the chosen scene on believable and character development.
Career Skills:
This
class will help improve career skills as it will provide ways to adapt
to changing situations, help make clear objectives (goals), and students
will also learn how to adapt to other people for continued success.
--------------------------------
LINK:
Meditation Lesson by Kaici Aloupis
Meditation
--------------------------------------
Kaici Aloupis
TAL 324 Lesson Plan
Title: 15-minute Body Scan Meditation
Theme: Mindfulness & Meditation
Art Discipline: Theatre Arts
Grade Level: Middle School 6-8
Teacher’s Name: Kaici Aloupis
Volume: II
Date: 4/1/2020
Component: Imagination
Objective: Students will be able to demonstrate flexibility and adaptability in imaginative responses and situations.
Standard (Competency): The students can use imagination and interaction, in dramatic activities and exercises.
Materials: All listed materials are optional–Yoga Blanket (or equivalent), Yoga Block, Wall for support.
Plan
(Activity):
The teacher will preface the students about the upcoming
meditation activity. The teacher will start by discussing the powers of
practicing meditation, especially in times of uncertainty and stress.
The teacher will describe the goal of this meditation session. That is,
this guided meditation systematically and mindfully focuses our
attention on different parts of the body. In the 15-minuted guided
practice, the students will observe their inner-physical sensations as
the teacher promotes relaxation in areas where there is tension.
The
students will be asked to use their imaginations to inwardly interact
with their body during their meditation.
Assessment: The
students will be asked to reflect their experience with their 15-minute
meditation.
Given the activity’s objectives and competency standard,
students will be successful if they were able to use their imagination
to externally and internally scan and isolate their bodily sensations.
Additionally, students will be successful if they demonstrate the
adaptive and flexible abilities to imagine to the guided situations.
Homework:
Students will be encouraged to continue practicing meditation as much
as possible to re-enforce the practice’s longitudinally positive
consequences.
I will encourage students to respond to the lesson with a
song recommendation for a class communal meditation playlist.
Cross-Curriculum
Standards: This activity also considers the content area, dance. For
instance, under the component movement skills and underlying principles,
one objective is that students will be able to demonstrate body part
isolations and demonstrates concentration in movement experiences.
This
ties into the given lesson because the students are tasked with calming
and focusing the mind to isolated body areas as a means to assess and
re-calibrate.
Differentiation: This activity can be shortened or elongated depending on the needs of the students.
Technology: Music choices.
Career
Skills:
Practicing meditation yields focus, clarity, and ease. A person
can psycho-emotionally and physically benefit from mindful meditation.
In doing so, a person may be more positively career ready.
---------------------------------------
Dance
--------------------------------
Julie Kim
TAL 324
April 1, 2020
Lesson plan: Wednesday, April 1st, 2020
I. General Information
a. Title: Dance
b. Theme: Learning a variety of dance movements
c. Art discipline: dance
d. Grade Level: 3rd grade
e. Teacher name: Julie Kim
II. Date
a. Wednesday, April 1st, 2020
b. Listen to the song, teach/learn dance, practice dance, record dance and submit to teacher.
III. Objective & Component
a. Movement skills and underlying principles
i. Explores the concept of contrast in movements
IV. Standard (competency)
a.
The students can demonstrate his/her ability to determine the
difference between two opposing qualities of movement by using time
contrasts
V. Plan (activity)
a. 1 week prior to lesson:
i. Students will be told ahead of time to prepare for a physically active class
ii. Students will be told to wear appropriate clothing to move in
iii. Students will be told to bring a bottle of water
b. Day of lesson:
i.
Students will come in the classroom listening to the song that they
will be learning the dance to, so they familiarize themselves with how
the songs melody and rhythm goes.
ii. Students will observe and learn step by step the dance by the teacher.
iii. Students will have time to practice on their owns.
iv. Students will them record themselves and send them to the teacher.
VI. Assessment
a.
Students will be assessed through completion or incompletion
individually based off of their capability to perform the dance routine
with the music.
b. Students will turn in a recording of themselves and send them to the teacher.
VII. Homework
a. Students will be encouraged to practice the dance outside of the classroom
b. Students will be encouraged to teach their family and friends and do the dance with them.
VIII. Cross-Curriculum Standards
a.
To connect this with another curriculum, students can incorporate
emotion and facials while they are dancing. This will bring in the
curriculum, “theatre arts”.
b. Theatre Arts (grade 3-5)
i. Component IX: acting
1.
Objective: create a character by using and applying the components of
an outside element (in this case, music is an outside element).
2. Competency: The student can create a character by applying rhythms and sounds taken from other elements
IX. Differentiation
a.
This lesson will have different levels of ability to accommodate
everyone. The dance will be made fairly simple and can even be done
sitting down for those who aren’t able to do full out movements.
X. Technology
a. Technology will be utilized to play music and to record.
XI. Written Component
a. A written component that will not be utilized.
XII. Career Skills
a.
With this lesson, students will be able to gain confidence and simply
have fun. This can be a way students can take a break from any school
work or stressful times as it is a workout as well.
-------------------------
Cooking
----------------------------
Kai Herbert
-----------------------------
Acting
----------------------------------
Francis Marty
TAL324
Mini Lesson Plan
Component:
- Improvisation
- Characterization
Objectives:
- Sustains character in improvisation
- Develops a role through analysis and application of character motivation
- Maintains and reacts with spontaneity
Competency:
- The student can demonstrate his/her knowledge and control of improvisational techniques in an unscripted performance
- The student can create and sustain a believable characterization in performance of a monologue, scene, and/or play
Standard:
- Theatre Arts Drama III 040002001
- LAFS.8.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Materials:
Note taking gear/device
Activity:
- Explain what acting means? (explain Stanislavski, acting is ACTION, introduce objective vs super objection, emotion, and building a character)
- Have students stand and find a roomy place to pace back and forth
- Have students pick an emotion/character to play
- Have students begin to think and move like their character
- Ask questions and explain from head to toe (what does the character feel or how the character moves?
- Allow students to move freely with guided questions
- Have students find their seats after 2 or 3 mins and explain the homework assignment.
Evaluation:
Participation: 90%
Homework: 10%
Homework:
Find or think of a scene which you find believable, watch the scene and write a paragraph answering the following questions:
What makes the actor believable? Was
the scene successful why or why not? Is there anything you would
change? If not did the actor do anything that you may not have thought
of, if so what was it?
Cross-Curriculum Standards:
LAFS.8.RL.2.4:
Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or
allusions to other texts.
Differentiation:
This
lesson is taught in English, but the main concepts may easily be
translated as the main theme is self, creating a character,
Stanislavski’s vision for modern acting and allowing the character to be
an addition to yourself rather than an elimination.
Technology:
The
only technology component with this class is the ability to watch
scenes in any mode including but not limited to YouTube, Amazon Prime,
Netflix, Hulu, etc.
Written Component:
Written assignment is the homework analyzing the chosen scene on believable and character development.
Career Skills:
This
class will help improve career skills as it will provide ways to adapt
to changing situations, help make clear objectives (goals), and students
will also learn how to adapt to other people for continued success.
--------------------------------
LINK:
Meditation Lesson by Kaici Aloupis
Meditation
--------------------------------------
Kaici Aloupis
TAL 324 Lesson Plan
Title: 15-minute Body Scan Meditation
Theme: Mindfulness & Meditation
Art Discipline: Theatre Arts
Grade Level: Middle School 6-8
Teacher’s Name: Kaici Aloupis
Volume: II
Date: 4/1/2020
Component: Imagination
Objective: Students will be able to demonstrate flexibility and adaptability in imaginative responses and situations.
Standard (Competency): The students can use imagination and interaction, in dramatic activities and exercises.
Materials: All listed materials are optional–Yoga Blanket (or equivalent), Yoga Block, Wall for support.
Plan (Activity):
The teacher will preface the students about the upcoming meditation activity. The teacher will start by discussing the powers of practicing meditation, especially in times of uncertainty and stress.
The teacher will describe the goal of this meditation session. That is, this guided meditation systematically and mindfully focuses our attention on different parts of the body. In the 15-minuted guided practice, the students will observe their inner-physical sensations as the teacher promotes relaxation in areas where there is tension.
The students will be asked to use their imaginations to inwardly interact with their body during their meditation.
Assessment: The students will be asked to reflect their experience with their 15-minute meditation.
Given the activity’s objectives and competency standard, students will be successful if they were able to use their imagination to externally and internally scan and isolate their bodily sensations.
Additionally, students will be successful if they demonstrate the adaptive and flexible abilities to imagine to the guided situations.
Homework: Students will be encouraged to continue practicing meditation as much as possible to re-enforce the practice’s longitudinally positive consequences.
I will encourage students to respond to the lesson with a song recommendation for a class communal meditation playlist.
Cross-Curriculum Standards: This activity also considers the content area, dance. For instance, under the component movement skills and underlying principles, one objective is that students will be able to demonstrate body part isolations and demonstrates concentration in movement experiences.
This ties into the given lesson because the students are tasked with calming and focusing the mind to isolated body areas as a means to assess and re-calibrate.
Differentiation: This activity can be shortened or elongated depending on the needs of the students.
Technology: Music choices.
Career Skills:
Practicing meditation yields focus, clarity, and ease. A person can psycho-emotionally and physically benefit from mindful meditation. In doing so, a person may be more positively career ready.
---------------------------------------
Dance
--------------------------------
Julie Kim
TAL 324
April 1, 2020
Lesson plan: Wednesday, April 1st, 2020
I. General Information
a. Title: Dance
b. Theme: Learning a variety of dance movements
c. Art discipline: dance
d. Grade Level: 3rd grade
e. Teacher name: Julie Kim
II. Date
a. Wednesday, April 1st, 2020
b. Listen to the song, teach/learn dance, practice dance, record dance and submit to teacher.
III. Objective & Component
a. Movement skills and underlying principles
i. Explores the concept of contrast in movements
IV. Standard (competency)
a. The students can demonstrate his/her ability to determine the difference between two opposing qualities of movement by using time contrasts
V. Plan (activity)
a. 1 week prior to lesson:
i. Students will be told ahead of time to prepare for a physically active class
ii. Students will be told to wear appropriate clothing to move in
iii. Students will be told to bring a bottle of water
b. Day of lesson:
i. Students will come in the classroom listening to the song that they will be learning the dance to, so they familiarize themselves with how the songs melody and rhythm goes.
ii. Students will observe and learn step by step the dance by the teacher.
iii. Students will have time to practice on their owns.
iv. Students will them record themselves and send them to the teacher.
VI. Assessment
a. Students will be assessed through completion or incompletion individually based off of their capability to perform the dance routine with the music.
b. Students will turn in a recording of themselves and send them to the teacher.
VII. Homework
a. Students will be encouraged to practice the dance outside of the classroom
b. Students will be encouraged to teach their family and friends and do the dance with them.
VIII. Cross-Curriculum Standards
a. To connect this with another curriculum, students can incorporate emotion and facials while they are dancing. This will bring in the curriculum, “theatre arts”.
b. Theatre Arts (grade 3-5)
i. Component IX: acting
1. Objective: create a character by using and applying the components of an outside element (in this case, music is an outside element).
2. Competency: The student can create a character by applying rhythms and sounds taken from other elements
IX. Differentiation
a. This lesson will have different levels of ability to accommodate everyone. The dance will be made fairly simple and can even be done sitting down for those who aren’t able to do full out movements.
X. Technology
a. Technology will be utilized to play music and to record.
XI. Written Component
a. A written component that will not be utilized.
XII. Career Skills
a. With this lesson, students will be able to gain confidence and simply have fun. This can be a way students can take a break from any school work or stressful times as it is a workout as well.
-------------------------
Cooking
----------------------------
Kai Herbert
--------------------------------
LINK:
Meditation Lesson by Kaici Aloupis
Meditation
--------------------------------------
Kaici Aloupis
TAL 324 Lesson Plan
Title: 15-minute Body Scan Meditation
Theme: Mindfulness & Meditation
Art Discipline: Theatre Arts
Grade Level: Middle School 6-8
Teacher’s Name: Kaici Aloupis
Volume: II
Date: 4/1/2020
Component: Imagination
Objective: Students will be able to demonstrate flexibility and adaptability in imaginative responses and situations.
Standard (Competency): The students can use imagination and interaction, in dramatic activities and exercises.
Materials: All listed materials are optional–Yoga Blanket (or equivalent), Yoga Block, Wall for support.
Plan (Activity):
The teacher will preface the students about the upcoming meditation activity. The teacher will start by discussing the powers of practicing meditation, especially in times of uncertainty and stress.
The teacher will describe the goal of this meditation session. That is, this guided meditation systematically and mindfully focuses our attention on different parts of the body. In the 15-minuted guided practice, the students will observe their inner-physical sensations as the teacher promotes relaxation in areas where there is tension.
The students will be asked to use their imaginations to inwardly interact with their body during their meditation.
Assessment: The students will be asked to reflect their experience with their 15-minute meditation.
Given the activity’s objectives and competency standard, students will be successful if they were able to use their imagination to externally and internally scan and isolate their bodily sensations.
Additionally, students will be successful if they demonstrate the adaptive and flexible abilities to imagine to the guided situations.
Homework: Students will be encouraged to continue practicing meditation as much as possible to re-enforce the practice’s longitudinally positive consequences.
I will encourage students to respond to the lesson with a song recommendation for a class communal meditation playlist.
Cross-Curriculum Standards: This activity also considers the content area, dance. For instance, under the component movement skills and underlying principles, one objective is that students will be able to demonstrate body part isolations and demonstrates concentration in movement experiences.
This ties into the given lesson because the students are tasked with calming and focusing the mind to isolated body areas as a means to assess and re-calibrate.
Differentiation: This activity can be shortened or elongated depending on the needs of the students.
Technology: Music choices.
Career Skills:
Practicing meditation yields focus, clarity, and ease. A person can psycho-emotionally and physically benefit from mindful meditation. In doing so, a person may be more positively career ready.
---------------------------------------
Dance
--------------------------------
Julie Kim
TAL 324
April 1, 2020
Lesson plan: Wednesday, April 1st, 2020
I. General Information
a. Title: Dance
b. Theme: Learning a variety of dance movements
c. Art discipline: dance
d. Grade Level: 3rd grade
e. Teacher name: Julie Kim
II. Date
a. Wednesday, April 1st, 2020
b. Listen to the song, teach/learn dance, practice dance, record dance and submit to teacher.
III. Objective & Component
a. Movement skills and underlying principles
i. Explores the concept of contrast in movements
IV. Standard (competency)
a. The students can demonstrate his/her ability to determine the difference between two opposing qualities of movement by using time contrasts
V. Plan (activity)
a. 1 week prior to lesson:
i. Students will be told ahead of time to prepare for a physically active class
ii. Students will be told to wear appropriate clothing to move in
iii. Students will be told to bring a bottle of water
b. Day of lesson:
i. Students will come in the classroom listening to the song that they will be learning the dance to, so they familiarize themselves with how the songs melody and rhythm goes.
ii. Students will observe and learn step by step the dance by the teacher.
iii. Students will have time to practice on their owns.
iv. Students will them record themselves and send them to the teacher.
VI. Assessment
a. Students will be assessed through completion or incompletion individually based off of their capability to perform the dance routine with the music.
b. Students will turn in a recording of themselves and send them to the teacher.
VII. Homework
a. Students will be encouraged to practice the dance outside of the classroom
b. Students will be encouraged to teach their family and friends and do the dance with them.
VIII. Cross-Curriculum Standards
a. To connect this with another curriculum, students can incorporate emotion and facials while they are dancing. This will bring in the curriculum, “theatre arts”.
b. Theatre Arts (grade 3-5)
i. Component IX: acting
1. Objective: create a character by using and applying the components of an outside element (in this case, music is an outside element).
2. Competency: The student can create a character by applying rhythms and sounds taken from other elements
IX. Differentiation
a. This lesson will have different levels of ability to accommodate everyone. The dance will be made fairly simple and can even be done sitting down for those who aren’t able to do full out movements.
X. Technology
a. Technology will be utilized to play music and to record.
XI. Written Component
a. A written component that will not be utilized.
XII. Career Skills
a. With this lesson, students will be able to gain confidence and simply have fun. This can be a way students can take a break from any school work or stressful times as it is a workout as well.
-------------------------
Cooking
----------------------------
Kai Herbert
Ranger Nick is telling us that teaching is not all about the information that is conveyed to their students. That pure knowledge and strict guidelines in that field is not what makes a teacher great. Despite having more authority in the classroom setting, teachers are human also. They make mistakes just like their students do. Capitalizing on these mistakes, and paying attention to detail when encouraging students goes a long way, even if it may seem minimal to others. Each student learns differently, and recognizing these differences as a teacher is what makes teaching unique and challenging. Great teachers care about their students and their futures. To truly care about your students is what makes teachers great, they can make each student feel motivated and at ease, and this encouragement will allow their students to reach their full potential and change their lives.
ReplyDeleteSonny Qadir
Nick is letting us know that the value of a great teacher goes much beyond the four walls of a classroom or the quality of a lesson plan. The value of a great teacher comes in the form of transforming lives and helping to shape futures. Transformative teachers take personal investments in students' lives, encourage creativity, and celebrate individuality. The goal of a teacher should be to provide their students with lessons that change their lives and help them reach their ultimate successes.
ReplyDeleteLuke Didriksen
Nick explains to use how teachers are just like everyone else. Teachers make mistakes and learn from those mistakes. Teachers practice the art of educating but also live this as a lifestyle. A teacher is always teaching, even outside of the classroom. Also, teachers are always learning. It is important for teachers to continue to learn so that they can improve their teaching capabilities. Nick explains how the best teachers are able to connect with all of their students and understand how each student learns best.
ReplyDeleteKyle Riegler
DeleteAccording to Ranger Nick, the best teachers are not the ones that are the smartest in the world or know everything there is to know about their subject. The best teachers are the ones that care the most about their students and about what they are teaching. Great teachers celebrate mistakes instead of punishing them, appreciate differences in their students, relay feedback to help students improve, and evaluate their own teaching just as they evaluate their students.
ReplyDelete-Remi Petit
DeleteI think a lot of what Nick is saying is that education is so much more than just lessons in a classroom and content and information. Teaching is so much more. When he said what do you think of when you say great teachers and I think of words like mentorship, support, positivity, critical. I feel like he is pointing out that things like "teachable moments" are well rounded and specific to the individual and every situation. I think he makes a lot of good points about teaching tracing it back to why teaching and learning is important in the first place.
ReplyDeleteRanger Nick is trying to convey the message that teaching is more than just the content of your lecture. That by making somebody feel a certain way and be driven to learn or do on their own is the biggest impact a teacher can make. In Ranger Nick's case, a 45 minute lecture led to a lifetime of learning and teaching in the animal field. That 45 minute talk was a catalyst towards the future that Nick wanted. Great teachers care, by caring you are better able to inspire and empower your students to be better. It's hard to motivate alone, its much easier when you feel the support of others.
ReplyDeleteMichael Barnett
Teachers can have a profound impact on their students, to the extent that students will remember little things their teachers did years down the line. He says that all great teachers don’t ignore their mistakes; rather, they celebrate them and learn from their mistakes. Great teachers also appreciate differences, and understand that these differences can be the basis of learning for both the educator and fellow students. - Faith
ReplyDeleteRanger Nick is trying to teach us that teaching is not only presenting information but relaying a great message and hopefully making an impact on the listener's life. People never forget how you made them feel. According to him, great teachers celebrate mistakes. They do not just ignore it and instead they use it as a teachable moment. Second, they appreciate differences. Students do not want to feel different than others, instead they want to feel understood and welcome. Thirdly, great teachers relay positive feedback. Students enjoy feeling like they did a good job. It motivates them to do as well in future assignments. Finally, great teachers evaluate themselves.
ReplyDelete-Jessica Maristany
Great teacher CARE about their students. They Celebrate mistakes. These teachers understand that everyone is different and they Appreciate those differences. They Relay feedback and Evaluate themselves based on what students say and behave. He is trying to teach us that students matter and things like motivating them and positive reinforcement (his stamp lol) is important.
ReplyDelete-Ambur Clark
Nick is explaining that teaching is more than just the profession. A lot of time and care go into the process to create a meaningful impact for students. Teachers are there to create a positive difference in the student's learning experience and environment. Teachers are human and make mistakes but it is how they go about the mistake that makes the difference and use it as an example for the future. Also he shares that positive reinforcement makes a great teacher, it is important to give feedback to students as it helps students grow.
ReplyDeleteRanger Nick teaches us that teaching isn't about the words that come out of a teachers mouth, but the impact that a teacher has on a student. That the CARE portion of the job or giving a hoot is really all about acting like they have so much more to gain than just a paycheck and so much more to lose than time. A good teacher adapts not just to situations on a daily basis but also to each classroom and student as he/she needs to. Ranger Nick teaches us that the passion, enthusiasm and one’s spirit is what really sells for a creditable or a good teacher other than knowing an abundant amount on one topic.
ReplyDeleteFrancis Marty
DeleteI think Nick is saying that being a teacher is more than just standing in front of people and talking. That the best teachers are the ones that students remember and develop relationships with. Teachers can act as more than just a teacher to a student, a good teacher will be able to do more for student they just teach them, they’ll be able to help them through problems both inside and outside of the classroom.
ReplyDeleteNoah Singer
I believe Ranger Nick is teaching us that teachers are also human beings. That the best teachers don't just teach, but goes so much more. That theres so much that goes into planning a lesson plan or lecture slides. A great teacher will do more a student because they want to see them grow instead of just doing the minimum requirements.
ReplyDeleteI think that Ranger Nick is trying to teach us that teachers provide more value to our lives that just what they teach in their lectures and lessons. Great teachers are those that celebrate mistakes and errors, things that happened that were not planned. Instead of ignoring mistakes, they turn them into "teachable moments" and capitalize on these mistakes. The second thing that great teachers do is appreciate differences, and the third thing is relay feedback. Ranger Rick uses an owl stamp to relay positive feedback to his students. Little things like that do matter to students, it shows students that as a teacher you are proud of them, and motivates students to do better. Teachers who evaluate themselves in their environment and are constantly trying to do better for their students, who genuinely care about their students, are the greatest teachers and this is what Ranger Nick is trying to express to us.
ReplyDelete-Lexie Fioto
DeleteRanger Nick used this TED Talk to talk about the importance teacher have on their students outside of the lessons they teach. Outside of math or history they are teaching kids how to behave, how to look at the world, and what a role model should look like. When teachers take the time to actually get to know their students and care about those people it makes all the difference. You can come as prepared as possible and make a lesson plan but as a teacher you need to be able to understand your students and figure out how all of them learn best. You want your students to leave knowing more than just the curriculum, you want them to leave inspired because kids are the future. Teachers that are able to do that and can truly be there for their students to support and encourage them, and help students learn from their mistakes are the teachers who make the biggest impact on their students lives.
ReplyDelete- Val Ferrante
DeleteRanger Nick is trying to show us that the teaching profession is so much more than just books & lesson plans, & the huge impact that teachers can have on students. He explains that teachers are people too, & should make mistakes in order to learn & be better. He said that teachers that can make mistakes & make it a positive & its all about how the teacher decides to handle the mistake going forward. According to him, teachers can make mistakes & learn from them. A good teacher can adapt to different situations depending on what is going on & what is needed.
ReplyDelete-Rachel Buis
Ranger Nick is trying to convey the value of a teaching profession; that is, teaching is beyond the four walls of a school. He is emphasizing how the many decisions, collaborative efforts, and commitment that ties into effective teaching. Ranger Nick is exemplifying the overlooked responsibilities of teachers that aren't considered as important or valued. According Ranger Nick, he is saying that great teachers embrace their mistakes as opportunities for learning and growth. Kaici Aloupis
ReplyDeleteRanger Nick is telling the audience about the importance of passion, mentorship, and teaching. According to Ranger Nick, teaching is more than just presenting information. Great teachers value the education of their students and they are passionate about the content you are teaching. Students are very suspetible and can learn skills about how to be a good leader/mentor by learning from their mentors.
ReplyDeleteRanger Nick is expanding on the complexity of teaching. It's not simply about the information being taught but the methods and ways its taught in. I always felt that my teachers were always so caught up with how much they have to cover especially in middle and high school and less about how it's taught. I am glad Nick is enlightening everyone regarding this topic.
ReplyDelete-Prince Hassan
Ranger Nick spoke about how educators can really make an influence in someone's whole life path. Educators have the ability to inspire people. This one guest speaker who only spoke to him for 45 minutes changed his entire life and helped him find his true passion. I really enjoyed how Ranger Nick also spoke about the things great educators should do and pointed out how educators don't need to know everything about their subject or be perfect, but they need to be open to change and celebrate mistakes. I loved the open to change and evaluate themselves part. My favorite professors are those who take students' feedback and truly listen to It. It's important for all people to continually improve themselves to be the best version of themselves and also truly make an impact. Ranger Nick's story was inspiring and really influenced my viewpoint on the characteristics I should try my best to have while teaching others.
ReplyDelete- Millie Chokshi
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