Hey Everyone!
This week was busy with assignments...I guess all weeks are busy with assignments though, right? In trying to keep up with the semester I decided to complete two tasks for this class. One, try out the stuttering experience, and two, teaching the class! I'll have to admit I really enjoyed both of these experiences.
While running to Walmart earlier this week I remembered the stuttering activity assigned in class and took the opportunity to try it out on the cashier. Walking into Walmart with my boyfriend I notified him of what I'd be doing, which I was glad I did because he was able to give me pointers and a little pep talk! While waiting in line to check out I practiced my repetitive "C-C-C's" and "W-W-W's". My boyfriend made it to the cashier before I did and started a polite conversation with him, only to realize that was a mistake as the cashier went on and on about his baby's crib. Finally relieved when I stepped up to the cashier, he gently reminded me to stutter. After our friendly greetings, I stumbled out a quiet "C-C-Can I have C-Cash back?" having to repeat myself because he couldn't hear me I realized I was so uncomfortable doing this! I like to think of myself as a pretty polished speaker, one who can carry out a conversation and actually enjoys talking to strangers (thanks Fresno!). However, with the challenge of stuttering I could hardly muster out a simple question! I can't help but think if I actually had a stutter would I be so confident in my speaking? Probably not. This experience was nothing short of an eye opener.
Later this week I completed my assignment of teaching the class about Traumatic Brain Injury and Orthopedic Impairments. Overall, I think it went pretty well! Working with Kenzie to prepare and teach the class was a wonderful experience, she'll make an excellent teacher. On my part though I feel I did a wonderful job with my delivery (if I do say so myself!). My one goal for teaching the class was to be engaging. Kenzie and I realized we needed to use a PowerPoint for two videos we wanted to show and a picture as well, but we ultimately decided to use it as little as possible. It's one of my biggest pet peeves when people lecture from a PowerPoint, especially when they just read from it. I'm pretty sure the fact that we used the slides at a minimum is what really helped the students stay engaged. This way they had to focus on us as teachers, instead of reading through PowerPoint quickly and spacing off. While giving my point of the lesson I also tried to be engaging by sharing a personal story while moving around the room. THIS WAS CRUCIAL! I really believe that because I moved around the room, I kept the students attention. I noticed a lot more head movement and eye contact on me. I also felt more participation as I asked quick questions "have any of you had a traumatic brain injury?" "What do you know about...?" By doing so I felt more students could share their brief knowledge on the topic being discussed. The last aspect I feel that really helped the students be engaged was to give them an activity or challenge to try for a few minutes. In my experience students can focus more when they have a minute to move around or do something other than just listen to me. Had I given this whole lesson by myself I would have put in a few more activities for the students to work on alone or together to keep them well engaged. After teaching, I knew my lesson went well when two girls came up to me after class and gave me a genuine complement on my teaching. Its in the small moments like that when I'm reminded I love teaching and it's something I feel I'm good at. Though I feel my lesson went well I know for next time to improve by engaging my students more, and pacing myself so all the material can be taught. Kenzie and I definitely deserved a 9 for our teaching though! We worked well together and prepared as best we could! Our delivery was top notch and just about flawless, the only thing we could have done better is make sure we had enough time to teach our final points.
--Julie
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