11-27-2023, 03:30 PM
(This post was last modified: 11-27-2023, 03:37 PM by NOUR MYRA GEHA.)
Session 1:
As an international relations student deeply invested in the subject of climate change, I recently had the opportunity to teach a course on this critical topic to Mrs. Gonzales' class. This essay reflects on my experiences during the first session of this course, highlighting the varied levels of engagement and curiosity among the students, and how I navigated these dynamics to foster a more inclusive and interactive learning environment. The first session of the course commenced with an air of excitement and a bit of nervousness on my part. I was eager to share my knowledge and passion for climate change, an issue that has profound global implications, with the young minds in Mrs. Gonzales' class. As I began, my attention was quickly drawn to a boy in the front row (student A). His demeanor was one of intense concentration, his eyes fixed on every slide and his ears tuned to every word I spoke. His engagement was not just passive; he raised his hand frequently, asking specific and thoughtful questions. Particularly striking was his inquiry about the Los Angeles area – a question that demonstrated his ability to connect global issues to his local context. He further asked how he, as a student, could contribute to making the world a better place. This question not only underscored his concern but also highlighted the role of education in empowering young individuals to take action. However, not all students mirrored this level of engagement. I noticed some students at the back of the class (studenet B), disengaged, their attention tethered to their phones. Recognizing this as a common challenge in contemporary classrooms, I decided to approach them directly. I walked towards the back, gently initiating conversation, and asking them questions related to the course material. My aim was not to reprimand but to re-engage them, to spark their curiosity in a way that perhaps the traditional lecture format had not. This approach seemed to work, as I noticed a few of them putting away their phones and participating in the discussion. Another interesting interaction was with a student in the front row who was constantly drawing (student C). Initially, I was concerned that his drawing was a sign of disinterest. However, as I engaged him with quick, spontaneous questions, I realized that his drawing did not impede his ability to listen or understand the material. In fact, he provided insightful answers, suggesting that his drawing might have been a way for him to process information. This experience was a valuable reminder of the diverse ways in which students engage with learning material. Throughout this session, I learned the importance of flexibility and adaptability in teaching. It became clear that each student has a unique way of learning and engaging with the material. Some might show their interest through active participation and questions, like the boy who was concerned about his local community and the global implications of climate change. Others might appear disengaged at first but can be brought into the conversation with the right approach, as was the case with the students at the back of the class. And then there are students like the one who was drawing, who engage in unconventional but equally valid ways. This experience taught me the value of patience, understanding, and the need to tailor my approach to the diverse needs of students. It reinforced my belief that teaching is not just about imparting knowledge but also about inspiring and engaging young minds, encouraging them to think critically about their world. As an aspiring international relations professional, these lessons are invaluable, not just in the context of education but in any future endeavors that involve communication, understanding, and adapting to diverse perspectives and needs.
Session 2:
In the second session of my course on climate change for Mrs. Gonzales' class, I implemented several changes based on feedback from the first session and my own observations. My goal was to create a more engaging and interactive learning environment, which I believed was essential in communicating the complexities and urgencies of climate change. This essay reflects on these changes and their impact on the students, particularly focusing on the transformed behaviors of specific students and the integration of multimedia and practical examples to enhance learning. After the first session, Mrs. Gonzales suggested making the course more interactive. Taking this advice to heart, I structured the second session around discussion questions and made a conscious effort to move between tables, engaging students in small group discussions. This approach not only facilitated a more dynamic classroom environment but also allowed me to interact more personally with each student. One significant observation was the change in Student A. During the first session, I noticed his lack of attention. However, after consistently engaging him with direct questions, I was pleased to see a marked improvement in his attentiveness in this session. This shift underscored the importance of personalized attention in education, especially in topics as vital and complex as climate change. However, not all challenges were so easily overcome. During the session, I noticed Student B sleeping. Recognizing the need to re-energize the class, I led everyone in a brief physical exercise. We all stood up, jumped, and stretched, breaking the monotony and reinvigorating the classroom atmosphere. This spontaneous activity not only woke Student B but also brought a sense of liveliness and enthusiasm to the entire class, reminding me that learning can be both educational and fun. A key focus of this session was the discussion of floods, a topic highly relevant to our reality in California. To illustrate this, I showed videos depicting the devastating impacts of floods in our state. Ater this, a studnet C talked about how this reality was very close to what he had seen next to house. These visual aids were not just informative but also emotionally impactful, helping students connect the abstract concept of climate change with real-world consequences. The use of multimedia in teaching complex subjects like climate change proved to be a powerful tool in enhancing understanding and empathy. Additionally, I incorporated a global perspective by discussing the situation in Libya. Standing in front of a world map, I explained the geography of the area and how it relates to climate change issues. This visual and geographical context helped students grasp the global nature of climate change, understanding that it is not a localized issue but one that affects different parts of the world in various ways. The inclusion of Libya as a case study demonstrated the interconnectedness of our world and the diverse ways in which different regions are impacted by and respond to climate change. In conclusion, the second session of the climate change course was a significant learning experience for me as an international relations student and as an educator. It highlighted the importance of adaptability, the effectiveness of interactive learning, and the power of personal engagement in teaching. By making the session more dynamic and incorporating practical, visual, and global examples, I was able to foster a more engaging and informative environment. This experience reinforced my belief in the necessity of education in addressing global challenges like climate change and the role of educators in shaping informed, empathetic, and proactive future citizens.
Session 3:
In the third session of the climate change course I taught to Mrs. Gonzales' class, I, along with my group, decided to implement an even more interactive approach. Our aim was to engage students more actively in the learning process, encouraging collaboration and deeper understanding of the material. This essay reflects on the outcomes of these changes, focusing on the varied responses from the students, including the challenges and successes encountered during this session. The central strategy for this session was to have students work in groups to review the course material. Each group was assigned specific questions related to climate change topics we had covered. This approach was designed to foster teamwork and peer learning, with the expectation that students would not only learn from us but also from each other. As the groups worked, we circulated around the classroom, assisting and interacting with them, ensuring they grasped the concepts being discussed. One of the notable observations during this session was the change in behavior of a boy (student A) who had previously been one of the most engaged students. He always sat in the front row, actively participating in every session. However, this time, he was seated next to another student who was often distracted, frequently on his phone. This proximity seemed to affect the previously attentive student negatively; he was less focused and more prone to distraction. Witnessing this shift was disheartening, as it underscored how peer influence can significantly impact student engagement. It was a stark reminder of the delicate balance required in managing a classroom and the need to be mindful of seating arrangements and group dynamics. Contrastingly, another table in the class, which had previously been known for talking and not paying much attention (student B), showed a remarkable turnaround. The students at this table were fully engaged, listening attentively, and actively participating in the group discussions. They responded thoughtfully to our questions and seemed genuinely interested in the material. This positive change was particularly gratifying and highlighted the effectiveness of our interactive approach. It was encouraging to see that with the right methods, even those students who initially seemed disinterested could be drawn into the learning process. This session taught me several valuable lessons about teaching and engaging with students. Additionally, the student that had been sleeping in previous classes (student C) seemed to be very interested in this class in particular and was even taking notes. First, the importance of interactive and collaborative learning cannot be overstated. By involving students in the process, making them active participants rather than passive recipients, we were able to foster a more engaging and dynamic learning environment. Second, the influence of peer dynamics on student engagement was more profound than I had anticipated. It became clear that as an educator, one must be observant and responsive to these dynamics to ensure that all students have the opportunity to engage optimally with the course material. In conclusion, the third session of our climate change course was both challenging and rewarding. It provided insights into the complexities of classroom dynamics and the power of interactive learning. The experiences from this session will undoubtedly inform my future endeavors as an international relations student and as an educator, underscoring the need for adaptability, awareness of student interactions, and the continual search for effective teaching strategies. These lessons are invaluable not only in the context of teaching but in any collaborative or leadership role, particularly in the multifaceted field of international relations.
