Fun for All

By Lacey Hedrick
Learn should be fun for all. Teachers should be excited to teach and students
need to be actively involved but most important they need to be having fun. In order to
achieve this exciting environment, students need to see adults modeling learning in a
positive light, receive realistic and immediate feedback, and self evaluate their own
learning and efforts. (Learning Strategies, 2014)
Human beings learn naturally by imitating others. This is also true in the
classroom. Students look to the teacher for guidance. If you have a smile and find
things interesting they will reflect that positive attitude. The more involved I get the more
they want to learn. If we have to then no one has fun. (Strategy Bank, 2014)Teacher
set the standards in their room and a teacher can make or break the class for a student.
If they care about you and the subject they will try to find interesting activities that
attracts the attention of all students. I plan on using anticipatory sets at the beginning of
each class to grab students interest. I also share a science fact of the day which is
interesting and fun. Sometimes students will bring in facts and it gives me a chance to
learn new things from my students. This helps my students realize science is all around
us and how much I find it interesting. My science fact could even be a scientific joke to
show my humorous side. (Haston, 2007)
Students need reinforcement that helps build their knowledge and self esteem. I
really like to give specific feedback and comments on a rubric sheet while the students

present a project. In addition research shows that students need specific goals with
quick reinforcement. This can be achieved by posting a chart of standards or goals. This
will not only increase feedback but motivation as well. I would use the periodic table
elements and have a sticker to provide once the student has memorized or mastered
the elements in that family. (Setting Objectives and Providing Feedback)
Metacognitive strategies are more difficult to teach because they involve selfquestioning and self-checking techniques. However, learning to use the metacognitive
strategies will enable learners to be successful throughout the learning opportunities in
their lives. Teachers can use self-monitoring forms or structured worksheets to help
students keep track of their own learning. I plan on using self grading tools. This helps
the students understand what grade they will receive, the amount of work they put in,
and it can be used as a checklist to ensure they have completed all the activities. The
self monitoring checklists also reduce the work load on teachers. It will help students
better understand what they need to learn and what is expected of them. I will also use
a standards checklist where students will rank the learning for specific standards. This
helps me understand they knowledge level and them understand what we must master.
(Tanes, 2014)
Overall students can learn by example whether that example is another students
or a teacher. I want to be excited, full of useful feedback, and self monitoring in my
teacher. My positive attitude, standards checklist, genuine feedback, and modeling
abilities will help my student achieve the most out of my classroom. My hope is that all
individuals in the school learn from each other. (Strategy Bank, 2014)

References
Haston, W. (2007). Teacher Modeling as an Effective Teaching Strategy. Music
Educators Journal, 93(4), 26-30.
"Learning Strategies." Access Center: Improving the Outcomes for All Children. Access
Center, n.d. Web. 8 July 2014.
"Setting Objectives and Providing Feedback." Curriculum Based Assessments. N.p.,
n.d. Web. <http%3A%2F%2Fntuaft.com%2FDepartments
%2FResearch___Communication%2FSpecialEd%2FTraining%2520Modules
%2FTraining%2520Modules%2FResearch-Based%2520Instructional
%2520Strategies%2FSetting%2520Objectives%2520%26%2520Providing
%2520Feedback.htm>.
"Strategy Bank." Strategy Bank. West Virginia Education Department, n.d. Web. 09 July
2014. <http://wvde.state.wv.us/strategybank/>.
Tanes, Zeynep, Kimberly E. Arnold, Abigail Selzer King, and Mary Ann Remnet. "Using
Signals for Appropriate Feedback: Perceptions and Practices."Computers &
Education 57.4 (2011): 2414-422. Science Direct. Web. 9 July 2014.
<http://ezproxy.marshall.edu:2054/science/article/pii/S0360131511001229>.