If I was to repeat the same experiment, with the teaching experience now under my belt, I assume my response would be very different, and in agreement to the reaction provided in this article. I would have spent more time focused on the responsiveness of the students and really mentally situated myself as a student. Gratefully, this article has reminded me how we were all students once. I know we sometimes forget how busy our students are outside of our classrooms and my empathy for them falter at times. Reflecting on the experiences of this veteran teacher, I must admit, I've been guilty of showing frustration over repetitive questions. However, this never happens during exams,when I'm actually the most patient and understanding.
For the rest of the veteran teacher's experience I was quite surprised at how consistently mundane all the attended classes were. No group or partner work? No sharing? No stretching? I always try to get my students to stretch when I feel like I've been speaking too much. The trouble was, some students felt awkward to stand up. I'd always go ahead and stretch anyway, (I get tired of standing up front for long periods of times too), and more students realize I'm serious and follow along giggling. I could understand that we are tight on time to go through all the required material, but it's also important to have class engagement. Teachers can't expect students to work on their creativity, when they themselves don't practice it.
The importance of positive interactions in the classroom reminds me of a keynote speaker, named Gary Anaka, at a Youth Worker's Conference. He explained the importance of how the teenage brain is still developing and needed to be stimulated with physical exercises during class time to function best. For example, one activity would be: right hand touch left ear, while left hand touch right elbow, and then switch. Repeat and continually go faster and faster. This would connect the left brain with the right brain and vice versa, activating full engagement for the rest of the lecture. Another exercise would be to wiggle your toes, and do tip-toes to get blood pumping back up from the legs to the brain. Another and most important exercise that I remember, is to get the students to proclaim the word "YES" with volume and enthusiasm. Saying this word releases dopamine, and again stimulates the brain positively.
The article has done a great job encouraging me to recognize areas of improvement and the importance of integrating breaks and variety. Thank goodness my teachable courses require active participation; because, learning is best when you're having fun.
References
"Gary Anaka: Brain Health & Wellness Educator." (2014). Squarespace. Retrieved from
http://www.braincoach.ca
Wiggins, Grant. (2014, October 10). A veteran teacher turned coach shadows 2 students for 2 days - a sobering lesson learned. Wordpress. Retrieved from https://grantwiggins.wordpress.com/2014/10/10/a-veteran-teacher-turned-coach-shadows-2-students-for-2-days-a-sobering-lesson-learned/