I think the reason this jumped out at me was because I went to a very small school where teachers often were involved with most extracurricular activities, and had a better-than-average understanding of other things demanding students’ time. Even with a vague understanding, I recognize it is better to have a clear and spelled-out estimate of how much free time students can devote to schoolwork.
Thursday, January 22, 2009
Chapter 1: Knowing Students Well
I was surprised that the chapter suggested asking students about their daily schedules. I could relate with this, even without having a busy schedule crowded by sports. The author was saying that because students can have surprisingly busy schedules and teachers are somewhat detached from extracurriculars in most situations, teachers should try hard to understand the time requirements of students, along with getting to know them better.
I think the reason this jumped out at me was because I went to a very small school where teachers often were involved with most extracurricular activities, and had a better-than-average understanding of other things demanding students’ time. Even with a vague understanding, I recognize it is better to have a clear and spelled-out estimate of how much free time students can devote to schoolwork.
I think the reason this jumped out at me was because I went to a very small school where teachers often were involved with most extracurricular activities, and had a better-than-average understanding of other things demanding students’ time. Even with a vague understanding, I recognize it is better to have a clear and spelled-out estimate of how much free time students can devote to schoolwork.
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