1 Kathryn J. Ley Eng.

111 AMS Impacting classrooms

What in the world is he talking a o!t"# I think to mysel$% sitting thr! a & ho!r science class. Its not that I don't like science or my teacher% its the way it is presented. A so$t monotone (oice talking o$ erele(ant topics% $licking thr! nonstop power points. Many stories o$ sel$ and grammar o$ a )!clear *hysicist% I was interested% annoyed% and clearly +!st wanting to hear the point. , ho!rs le$t-# I think to mysel$. .eachers methods and styles in the classroom ha(e a lot o$ impact on st!dents. /rom 01 years ago to today teachers and ed!cators ha(e een sc!lpted to $ollow old style# and mi2 it !p with a modern day twist o$ their own. 3.hesis4.eachers who em race change and adapting well while wanting the est $or their st!dents' can ha(e methods that a$$ect st!dents a ility to learn. 3M*14 Simply ha(ing a teacher with a method o$ his own em racing his own style and demonstrating that within the classroom is important $or st!dents growth. 3Ela orate on Al$ord in paragraph 54 3M*54 As well as ha(ing a teacher in yo!r li$e with methods that is li$e changing and has made an eternal di$$erence changing a st!dent6s li$e.3Ela orate on 7ose with his teacher in paragraph ,43M*,4$78M .EA9:E7S ;IEWS 8) .:E E<=9A.I8)AL S>S.EM /I)<I)? /A=L.S A)< <8I)? S8ME.:I)? A@8=. I.. ody 1 al$ordA3$ind new point4

ody 5 roseA3ela orate4Any ody in one's li$e that can stirs an am ition% creates B!ality moti(ation% and p!sh to make a di$$erence in ones li$e% sho!ld e pro!d $or in$l!encing a healthy

5 pattern within a h!man eing. Mike 7ose a pro$essor in the school o$ ed!cation at =9LA% wrote a ook called% Lives On the Boundary. A chapter was e2cerpted $rom the ook and shared e(ents o$ Mike 7ose's li$e% $oc!sing on Mike 7ose B!estioning the instit!tional mechanisms that classi$y st!dents as !nderprepared.3Sorting st!dents o!t according to their ed!cational le(el. 9onsidering his own e2periences shared in the chapter yo! realiCe why this topic is so important to him a part o$ him i$ yo! will. @!t what stood o!t to me is altho!gh 7ose is a teacher now% he was immensely in$l!enced y a teacher o$ his own Mr. Mc/arland. .his teacher changed 7ose's li$e.3ela orate on how he changed his li$e% add B!otes%4 ody , Jack MeCirow% a pro$essor o$ ad!lt ed!cation s!mmariCes the trans$ormation theory o$ ad!lt learning in a chapter disc!ssing practical implications $or ed!cators. Jack does not directly speak a o!t teachers and st!dents !t rather ha its o$ mind and points o$ (iew. 9onsidering how m!ch time a st!dent spends in the classroom aro!nd the teacher% the (iews and opinions and methods o$ that teacher will ha(e an a$$ect on the st!dent. 7athers its teaching methods% how well the teacher can comm!nicate their point% or what the st!dent gains $rom the teacher6s !niB!e personality and knowledge. .ime spent aro!nd in$l!ential people with dominating points o$ (iews and the thirst to teach a st!dent knowledge. :ow co!ldn't yo! e in$l!enced y a teachers methods" .eachers are sharing their ha its o$ mind% what works $or them% and sho!ld in t!rn work $or !s. MeCirow states% When circ!mstances permit% trans$ormati(e learners mo(e towards a $rame o$ re$erence that is more incl!si(e% discriminating% sel$Are$lecti(e% and integrati(e o$ discriminating% sel$A re$lecti(e% and integrati(e i$ e2perience.#3p.5DE4 :e said% When circ!mstances permitF# 9irc!mstances within the classroom is in the hands o$ the pro$essor. .he pro$essor is to somehow disco(er the st!dents to assess their learning methods%

, what they already know% what the st!dent doesn6t know% what the st!dent wants to learn% and one that commonly is o(erlooked in college is a indi(id!al st!dents limitations. .he teacher has to est disting!ish the est way to get across to complete strangers thro!gh comm!nication and any other a(en!e that may assist in their e$$orts. Which takes a lot..here are so many di$$erent points o$ (iew within the ed!cational world% thats why teachers methods play s!ch a ig role. :ow the teacher comm!nicates will a$$ect the st!dents comprehension and attit!de towards the class. :ow do they reach the st!dent" :ow do they get thro!gh to the st!dent% so they comprehend% are dri(en within the s! +ect and mo(e $orward" MeCirow G!otes% We trans$orm o!r $rames o$ re$erence thro!gh critical re$lection on the ass!mptions !pon which o!r interpretations% elie$s% and ha its o$ mind or points o$ (iew are ased.#3p.5DH4 :e's saying we change or trans$orm one's sel$ thro!gh o!r e2periences while eing tr!e to one's sel$% to decide to grow into new in$ormation eca!se it's !se$!l% i$ not it's d!e to not critically thinking or eing tr!e to one's sel$. I $eel like he's saying the only way to grow is to e tr!e to the etter yo!. 3.hank yo! $or reading I still ha(e work to do !t I $eel etter a o!t my new direction I $o!nd and need to ad+!st the other ody paragraphs accordinglyFand I ha(e to do work citied 4