I worked on Long Island for several years before transferring to New York City, where I teach inner city students.
My teaching style has evolved to fit the time, place, and culture of wherever I was teaching. However, my core philosophy has always maintained the same: let the students do the learning with as little teacher involvement as possible. I believe that the role of the teacher shouldn't be to shout information down a student's throat, but instead provide all the materials a student needs to teach themselves the information.
Think about it -- do you learn better from someone talking to you for 40 minutes, or do you learn better from watching an engaging YouTube video that you picked on your own? It should be the same process in the classroom. Give the students the materials and let them decide what to go to first and let them find everything on their own -- just like the way you found that video. You had a topic, you knew which resource to use to learn what you wanted to learn, and above all: you REMEMBERED what you learned.
My teaching style had to change drastically when I moved to Manhattan. A lot of people trash talk city schools, but in reality, it's just a matter of being willing to be open-minded. You need to be able to try new things. A lot of teachers out there have stuck to what they're comfortable with, which is fine, but it won't work if you move from a comfortable, laid-back area to a loud, bustling city.
Lecturing with a PowerPoint in front of 25 students just isn't a thing in New York City. The ratio is 1 to 34 with little help, even in good schools where you have the support of the city and administrators. So, what you need to do is generate activities to have students work in groups. If you do this, then you can walk around and visit each group individually. By doing this, you can shrink the ratio from 1:34 to 1:6. You have an easier time getting across to students this way because let's face it -- in a room where you're outnumbered by that much -- nobody is going to listen to one person where 40 people can talk over that one person, and shouting does nothing except show off an inability to maintain control of your material, your class, and yourself.
Authority can be asserted kindly and information can be retained by the students through group activities where you can make each lesson personal and talk to each student individually or in small groups to make sure everyone leaves the room having learned something.
Each of my activities and lessons here can be flexible to function as lectures for a quiet day or also group activities to give you a chance to walk around and engage in debates and discussions.
Be creative -- you're a teacher, which means you are above all an artist -- find unique ways to make these handouts work if you choose to use them and please, please, please let me know how it goes! I am always looking for new ways to approach different topics.
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Certificate in Foreign Language, Georgetown University.
BA, History, Hofstra University.
MSEd, Social Studies Education (7-12) Hofstra University.
I'm just a friendly overachiever, lover of puppies, and supporter of the Oxford comma.