FITB- Chapter 7: Teaching Difficult Academic Material

This chapter was very interesting to me because it discussed so many different ways to helps students when tackling difficult material. Many times students feel that they do not have enough freedom or enough strictness in the classroom. This means that there needs to be a happy medium of freedom with guidance in order for the teacher and student to be able to work harmoniously together. In order to begin any subject, topic, or difficult piece of material it is helpful to know what the students have already learned as well as link the hard material to those things they understand well. Breaking down the material that seems to be very complicated can be done in many different ways, with different approaches and connections to their other classes as well as personal interests.

To further push a student’s thinking questions that make them think and ask not only about the material but about their own understanding is important. Relying heavily on just the textbook for support or for the students to learn the material will only end in the majority of the students remaining bored and uneducated. Helping students to find new ways of thinking about the material can begin by helping them to find and use multiple resources. They need to be able to work with what they see before them mentally, physically, and socially. It can be helpful to view some students through the eyes of another. Many times the barrier between a teacher and a student can be broken by a student and a student, working in partners or in groups. If a teacher can monitor this partner or group work and then work with them, not just leave them on their own, then the teacher has the opportunity to clarify, explain further, and tie all tie all the information together.

Changing the way students think is crucial for them to positively view their education. A teacher who asks for feedback, uses assessments that show the students’ understanding as well as put their up coming tests, quizzes or even standardized testing into perspective can help students to better see where they are going with their newfound knowledge. Walking a student through the process of learning is just as important as their actual learning. Realizing their process, struggles, and potential may help them see their education as a journey for something greater. Using different ways to see something such as giving examples that relate to something outside class, not relying on a book too heavily, doing problems or creating drafts for understanding and not drills are all ways that could help students become more engaged in the material at hand. Break down complex pieces into parts, take their questions and responses seriously and best of all introduce humor or props that can help them to view the material as approachable and fun not horrible and frustrating.

Creating fun ideas or “hooks” can enable more students to want to learn and engage in the material. Focusing on the important parts of the problem, the novel, the essay, the facts of history may help the overall understanding rather than the minor details that can cause confusion. Letting each student feel they can find their own opinion and then defend it is crucial. The only way for this to happen is through encouragement. Let your students know from the beginning that you are here to learn and grow with them not apart from them.