Oh wow.... I feel like chapter 16 personally attacked me. More specifically in the "Level of Required Learning Is Inappropriate" section of the chapter (Brookfield, 2015). At the end of this section on resistance to learning the author mentions "enthusiastic teachers who say to much to fast often leave learners behind" (Brookfield, 2015). In my first year this was me (oh wow, was it ever), I'd have studied all night and prepared my lesson plans, gone into the classroom the next day, and in my excitement for my learning and understanding I'd fly through the material I was instructing that day and be met with glazed eyes and open mouths. It didn't take long for a student of mine to bravely put their hand up and ask me to start over.
I'd love to say the I've overcome this and set a much steadier pace to my lessons.... alas I have not. What I have done is embrace this fact about my teaching style and explain it to all my students at the beginning of the course and many times throughout. I believe that my excitement and energy that I bring to my classroom, as long as it is kept in check (by myself and my learners) it can truly benefit the learning environment.
I look forward to implementing the new feedback assessment tool that I created in this PIDP course, I look forward to the new ideas, benefits, and enhanced engagement it will hopefully bring to my classroom in the future.
References:
Brookfield,
S, D. (2015). The skillful teacher: On technique, trust, and responsiveness
in the classroom (3rd ed.). Jossey-Bass.
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