Students personal lives can affect their performance in the classroom. It may be something minor that happened before class, or a reoccurring issue happening at home. As educators, it is important to be able to detect when something is not right with our students, and to be able to offer them, or point them in the right direction of a feasible solution to their problem. Through this chapter, I learned that there are four categories of biology, degree of privilege, positioning for learning, and preferences that can effect students learning within the classroom. The chapter really opened my eyes to how much more complicated teaching can be than just simply preparing and executing a lesson plan. Teaching also requires paying attention to student’s personal lives, as well as their learning styles to create the most successful environment possible.
As a teacher, I want to have an open door policy with my students. If they are experiencing a personal crisis, I believe it is important that they have a support system whether they agree too or not. To my students, I want to appear as approachable, and if my students do come to me with personal issues, to be able to refer them to where I think is necessary, or simply just to listen to them.
I also thought it was interesting how the chapter focused on responsive teaching. I noticed some interesting examples, such as students writing two bullet points on an index card at the end of a class summarizing what they took away from the lesson. I could envision myself definitely using that in my classroom to stay tune with my students, and up to date with their learning progress.
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