ciri ini telah memberi inspirasi kepada saya bahawa seorang guru perlu mempunyai ciri tersebut bahawa dapat menarik minat murid dalam kelas

Menjadi tanggungjawab untuk seorang cikgu untuk menjadikan sesuatu subjek atau apa yang diajar untuk lebih menyeronokkan. Ini kerana manusia lebih mudah memahami mahupun mengingati sesuatu perkara ketika bermain. Namun,

. Dia memberitahu saya, "saya mungkin mengajar cara yang tidak selesa bagi saya, tetapi itu halus. Kejayaan saya datang dari kejayaan pelajar-pelajar saya." Untuk memupuk kejayaan yang lebih besar, saya kini berusaha untuk mengajar pelajar saya sebagai individu, bukan sebagai kolektif, dan pada masa-masa yang memerlukan pengajaran dan merawat pelajar yang berbeza berbeza. Sebagai Wormeli juga memberitahu saya, "Adil tidak selalu sama rata," dan saya mahu melakukan apa yang sesuai dengan perkembangan bukan hanya untuk peringkat umur dan kelas saya mengajar, tetapi juga bagi setiap pertuduhan yang unik. Saya tidak selalu berjaya, tetapi saya berusaha untuk menerima pengajaran yang dibezakan. Saya juga merancang untuk menggunakan masa musim panas ini bekerja untuk memperbaiki, dan saya akan menyimpan hikmah Wormeli yang rapat di rumah.

Begitulah cara saya mengajar murid saya semasa praktikum Fasa 1 dan saya, tidak mempelbagaikan untuk memenuhi gaya pembelajaran yang unik bagi setiap individu.

Seorang profesor MIT,Massachusetts Institute of Technology, Walter Lewin merupakan antara contoh yang terbaik. Gaya ia mempersembahkan subjek Fizik amat menyeronokkan sekali. Ini menjadikan kelasnya sentiasa penuh dan meriah.

Picasso pernah berkata, "Aku tidak mampu mengajar kamu tetapi aku akan membuatkan kamu semua berfikir." Lebih menarik sekiranya cikgu tidak sekadar mengajak pelajarnya untuk menghafal semata-mata tanpa ada praktikaliti yang jelas. Aplikasi lebih penting berbanding teori semata-mata. Bahkan subjek yang sukar juga menjadi seronok dan menjadi lebih mudah difahami. Contohnya fizik, kimia, biologi dan lain-lain lagi.

Kemungkinan, anda masih ingat seorang atau dua guru kegemaran sewaktu zaman persekolahan. Mungkin ia adalah seorang pengajar matematik yang ajar pesakit telah membantu anda memahami bahawa formula algebra; atau seorang guru Bahasa Sepanyol yang melatih anda sehingga anda telah bergolek Rs anda dengan sempurna; atau mungkin seorang guru homeroom yang membuat semua projek kelas benar-benar, benar-benar menyeronokkan, serta pelajaran.

Kemungkinan besar, ini adalah guru-guru yang baik atau lebih tinggi, yang menerangkan dan menunjukkan cara anda untuk pembelajaran benar. Tetapi guru-guru yang benar-benar menjadi sumber inspirasi dalam liga semua mereka sendiri.

These are the ones who change people's lives -- forever.

There is no denying that public and non-public schools are different. Yet my interactions with public school teachers have helped shape me into the private school teacher I am today. I encourage you to reach out not just to teachers beyond your own school, but also beyond your type of school. Following are my experiences, which have shown me that best practices have a place in every classroom.

1. Differentiate InstructionAs a new teacher, I expected that each student learns the same way, mostly by reviewing the same assigned readings and class notes -- and I did a poor job of differentiating instruction to cater to an individual's unique learning style. Two summers ago, all of that changed when I spoke with Rick Wormeli, one of Americas first National Board Certified teachers. He told me, "I might teach the way that's uncomfortable for me, but that's fine. My success comes from my students' success." To foster greater success, I now strive to teach my students as individuals, not as a collective, and at times that calls for teaching and treating different students differently. As Wormeli also told me, "Fair isn't always equal," and I want to do what is developmentally appropriate not just for the ages and classes I teach, but also for each unique charge. I don't always succeed, but I strive to embrace differentiated instruction. I also plan to use time this summer to work on improving, and I will keep Wormeli's wisdom closely in mind.

2. Foster a Flexible Learning EnvironmentAlong those lines, I also owe equal gratitude to Mark Barnes, a celebrated teacher and education author, for helping me rethink my classroom management skills -- or lack thereof. Up until a few years ago, I made ill use of classroom time by obsessively checking that students paid attention and made appropriate use of the laptop. I also expected that each student progress at the same pace, with the same resources. This bred lack of interest, mistrust, and animosity, but things improved after I spoke with Barnes. "I've got kids in bean bag chairs, and they're reading books," he told me. "I've got kids at tables, and they're talking to each other, and kids on their cell phones doing something, using a tool, and then kids on computers. It looks like it's crazy, but really it's just kids engaged." My classroom still doesnt look like Barnes', but thanks in large part to him, I allow students agency over how they use classroom time, and what sources they use to master concepts and complete work. Still, I also plan to work on further improving my management.

3. Don't Harshly Penalize FailureUntil speaking with Barnes and Wormeli, I rarely allowed students to retake assessments or submit late work for credit. After a certain point, this rigid policy proved effective in just one way -- helping struggling students sense the futility in trying to recover. Teachers keep students "incompetent" by failing them for not submitting work on time or not completing work successfully, Wormeli told me. He asked, "Is that really the legacy I want to carry forward? Incompetence, but being able to tell all my colleagues in the larger society, 'Oh, I caught him. He couldn't get past me with missing a deadline, let me tell you.' Or is it, 'Hey, you screwed up, child. Let me walk side by side with you and develop the competence and the wisdom that comes from doing something a second and third time around, where you'll get your act together.' Both of those are greater gifts, in the long run, than simply labeling a child for a failed deadline." Following that advice, if a student approaches me within two weeks of receiving a disappointing grade, in most cases he can retake a similar assessment for full or partial credit. After all, the end goal is mastery, and I'm not nearly as concerned about when an individual masters a concept -- just that it is in fact mastered.

4. Encourage Problem Solving and InnovationI've also drawn inspiration from Simon Hauger, a math teacher who in the 1990s grew interested in doing more to connect students with their passions and creative energies. A few years ago, he co-founded The WorkShop School, a part of the Philadelphia School District, which fully embraces project-based learning to help students learn about and solve real-world problems.

Who was the teacher that inspired you to become one too? Does that question inspire you to tell a story? I believe every teacher should have at least one poem and one piece of prose that they've written and feel comfortable sharing with their students. I can think of no better topic for this purpose of writing then this: who was the teacher that inspired you to teach?

cerita ini banyak memberikan inspirasi, idea, ilmu dan kemahiran bagi profesion perguruan itu sebenarnya. saya sangat menyukai cerita ini. Ron Clark,seorang guru yang patut kita contohi untuk menjadi seorang pendidik yang berwibawa pada satu hari nanti. Dia seorang yang banyak bersabar dan bijak untuk mencari jalan penyelesaian bagi masalah yang dihadapinya. Bukan itu sahaja, dia turut menyelami jiwa murid-muridnya dengan cara untuk mengambil hati mereka bagi memudahkan sesi P&P.. bahkan, kata-kata beliau DREAM BIG! TAKE RISK! telah memberi pengajaran agar kita keluar dari tampuk kebiasaan dan mencari suatu kelainan. Oleh itu, saya berharap, cerita ini dapat memberi satu inspirasi kepada para pelajar opsyen prasekolah khasnya untuk menjadi seorang guru yang berwibawa dan berjaya pada satu hari nanti..

When I do demonstration lessons in elementary classrooms, I often begin by telling the students a "Mr. Borilla story." Michael Borilla was my fourth and fifth grade teacher at Bullard Elementary in Fresno, California. He was the first male teacher I had ever had, and he was also the first teacher whose classroom control methods scared me more than just a little. I find that students like to hear about their teachers' own teachers, especially the strict ones.

When Mr. Borilla yelled, he yelled loudly and he got in your face. To this day, I believe his disciplinarian voice could have cut glass. Truth be told, in fourth grade, I needed someone to teach me respect, and Mr. Borilla was there at an ideal time in my development. And the most important fact about him is this: he was one of the best teachers I've ever had. He did things for me that no teacher had ever done, and that no teacher has been able to do since. I became a teacher because of Mr. Borilla.