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How would you currently describe your overall approach to teaching in your classroom: traditional, process mastery, or constructivist? What works well in your approach? What needs improvement?
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134 Replies
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I think that I have a more traditional approach because we have curriculum that needs to be covered for mathematics classes. However, I do also use student’s feedback from work to help guide lessons and some review if concepts are more difficult than others.
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I would describe my teaching approach as traditional with some process mastery.
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Traditional is more of my style. However, there’s still some intersection at some point. As a whole, my classroom takes the traditional mode but could have an infusion of process mastery and constructivism.
I prefer to build a system for learning, once I have understood the learning capacity of my children. However, in that system created, there’s room for flexibility, where constructivism could be applied, but still under the dictate of the system that has been put in place for students to be able to achieve their learning objective based on the curriculum. One method is the back-end design method.
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I use more of a constructivist approach to learning. My students and I embark on a learning adventure together at the start of the school year and witness our struggles and achievements in real-time. However, this approach doesn’t work well in a setting of learners with a huge disparity in their school readiness skills. I typically have to do small groups and extended classes, even for kindergartners to bridge their achievement gap. The constructivist approach doesn’t give a lot of room for traditional teaching and drilling which is required for effective learning to occur.
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I would describe my overall approach to teaching in my classroom as a combination of traditional, process mastery, and constructivist methods. This blended approach allows students to become independent learners while mastering necessary skills and knowledge. What works well is catering to different learning styles and needs, providing structure, clarity, and encouraging active learning and creativity. One area for improvement is further personalizing instruction to provide tailored support and challenges for each student.