In our last chapter, we posited that
the teacher’s primary responsibility in the classroom is setting and
maintaining a healthy atmosphere of lively, respectful engagement. The coming chapters are dedicated to helping
you achieve a classroom atmosphere that will bless you and your students. A good atmosphere will vary some from teacher
to teacher or even day to day for you. Some
subjects benefit more from particular strategies; some teachers have unusual
gifts. A good teacher leverages assets
rather than rues deficiencies; no one but Christ has the corner on the market
of best teaching; students enjoy variety in methods and personality just as you
do. Signs of a poor classroom atmosphere are fairly universal: student
disrespect and disengagement. Students
may be ignoring the directions of the teacher, speaking rudely to one another
or the teacher, failing to accomplish much in the allotted class time, or
expressing themselves through other body language that shows a carelessness
about the academic goals set by the teacher.
1: Respect and Your Role (The Good Teacher Series Begins!)
In the spirit of youthful ambition, my goal here is for us to become good teachers. I know we’re
heading into thin atmosphere as our very Lord questioned such a title (Mark 10:17-18),
but I also know that, as His beloved children, we are to be imitators of God,
and we look to the Author and Perfector of our faith, the only truly Good
Teacher. He loves our students and will
help us love them better.
Surveys, Get Your Surveys!
* Open
* Party Goodness
* Surveys: Please take these surveys to help me and my deans judge, encourage, and improve my teaching.
* Class Discussion: Identity
● Do you think that the culture you have grown up in has sent you confusing signals
concerning your identity and direction? Explain.
● Anthony Esolen, as he concludes, says this: “[Children] need millstones to be in mills where they belong.” What is this alluding to from the Bible? Why is that allusion appropriate for his essay subject?
● Matthewes-Green tells us the main argument that people use in support of a gay identity. What is it? She then tells us what argument many conservatives use against a gay identity? What is that? Why does she say that both are “red herrings” (arguments that mislead or distract from a relevant or important issue)? What should we be asking instead?
● After having read these articles and considered a bit, is your understanding of identity better informed? Or do you just feel more confused? Explain.
● What does the Bible imply or directly state concerning identity to those who listen to and love God? To those who do not? Consider characters, teachings, and promises.
* STAR Test (Language Only)
HW:
- Review for the Exam
- Please Log Into Naviance to Take a Survey to Encourage and Improve Student Services.
You May Turn Your Paper Essay in On Friday
Hi,
I had a couple of requests from those who were at the awards night to allow a Friday turn-in. That is fine. So I extended that to all students in period 4-7 to be fair. You may turn in your paper on Friday, regardless of your class period.
All the best,
Mr. S
I had a couple of requests from those who were at the awards night to allow a Friday turn-in. That is fine. So I extended that to all students in period 4-7 to be fair. You may turn in your paper on Friday, regardless of your class period.
All the best,
Mr. S
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