Chapters 2a, 2b, & 3

Chapter 2a
I am a generally indecisive person, but as a teacher decision making is an integral part of my job. In taking my time and thinking out decisions during the first phase of instruction, the decisions in the following phases become easier. When teaching young adolescents it is important to have a facilitating teaching style that allows for individualized instruction. In order to have the greatest impact on students, teachers need to fulfill non instructional responsibilities. Becoming familiar with the various laws effecting teachers, students, and educational institutions is necessary in order to avoid career damaging accusations.


Chapter 2b
When it comes to building instructional competencies an area I struggle most with implementing a variety of new strategies into instruction. Although I use more than one strategy to teach a lesson, the continued use of the same strategies may become to repetitive to middle school students. The three basic rules for becoming a competent teacher of young adolescents are concise in writing, but mastery of them appears to come with experience. Being consistent and accountable in actions and instruction are two of the most important teacher behaviors for promoting student learning. Using a variety of instructional tools teachers of young adolescents can connect concepts to different learning styles.


Chapter 3
At the middle school level it is important for teachers to not only ask questions to promote high learning, but also teach students how to question. Taking the time to formulate essential and stimulating questions prior to instruction benefits the students immensely. By asking variety of questions types and using different levels of cognitive questions, normally scaffolding from most basic to most analytical, help develop students' intelligent behavior. As a middle school teacher I would encourage students to ask any and all questions, from clarification to higher levels of cognition.