Education: CDC Essays Example

The ratio in which a teacher spends the day connecting, directing, and correcting a class can be reflective of how well a classroom is performing. Previously I have spent the majority of my day directing and correcting. I attribute this to my lack of knowledge about the students. Individual connection to students as an educator is important as it gives the educator a chance to understand how a student communicates, as well as how they learn. Significant learning or behavioral issues can be understood, as well as anticipated, and this can change the rest of the day’s ratio for the educator, as well as the student, leaving more time for education itself. Now that I have been able to connect more with students, the ratio in which I spend my day between these three elements has begun to shift in toward a more positive dynamic wherein I spend the majority of my day connecting with students, and slightly more of the remainder directing. The rest is dedicated to correcting, which is not ideal, but still allows for the majority of the day to be used for understanding each student’s needs, and allowing each student to learn, rather than to be disciplined.
Connecting with a classroom of students is a basic element of teaching, as an educator. It is important to connect with students as a group, but also individually in order to get a sense of who they are and how they learn. Fortunately, I am able to spend the bulk of my time as an educator making a connection with my students. Connection is important not only in order to bond with students, but also to assess needs. In some cases, more students have educational needs at one time than I am able to meet. The ability to connect with them sometimes allows me to anticipate these needs and meet them before any issues occur. Not only does this cut down on the time I spend directing, but also it also significantly diminishes the time spent correcting students. I have also noticed the more time I am able to connect with students, the less discipline problems I encounter in the classroom. As such, at least half of my time in the classroom is spent connecting with students in an effort to assess their needs and better educate them in terms of directions.
Directing a class can be just as challenging as connecting, if not more. If there are behavioral issues, or variances in learning styles, it can be challenging to satisfy the needs of everybody who is present in the room. An educator must be able to do this, however, in order to ensure everybody receives an equal education. The process may take time, depending on the diversity of the classroom, as I have found. As such, the remainder of my time in the classroom is split relatively evenly between directing and correcting. It is a balancing act between dolling out directions and correcting those who struggle with directions. Connecting with students allow for any directions given in class to go much more smoothly than if I did not know students as well as I do, or if I was not able to communicate with them as well as I am able to as this time. Directing the children, or telling them what to do, does not take a lot of time because the direct and meaningful interaction I am allowed based on connection gives me the chance to know the best ways in which to direct most of my students, as well as the few who require a different style of direction. Once more, this has significantly cut down on the time I spend correcting, though it has not eliminated it, unfortunately.
Prior to the vast amount of time I spend connecting and the relatively significant amount of time I spend directing students, most of my time was split between directing and correcting the classroom. My time is slowly shifting in a more positive direction and now I spend the least amount of time, by a slight margin, correcting students. Some still require correction because they misunderstand the directions and need to be told what to do more than once. Others have behavioral issues and require extra attention. They simply ignore the instructions the first time or cause disruptions for themselves and other students, which can be time-consuming during later instances in class. The time spent connecting has cut down on these instances considerably, but it has not eliminated them. Behavioral issues are difficult and complicate for each child to understand, especially if they are unsure of why they are acting out; each situation is unique and I attempt to be understanding, even when correcting. Still, I am attempting even when correcting a student by telling them what not to do, to connect with them, or understand them better. It is my hope that through the technique I will eventually turn my time spent correcting students into a hybrid of correction and connection, enabling me to help students process their emotions or behavioral issues in a more constructive way. Until the tactic begins to work, or if it ever works, I spend about one-fourth of my day, or slightly less, correcting students in various ways.
In sum, the ration in which I connect, direct, and correct students is shifting in a positive way that benefits the students in the classroom and myself. The educational process is better for it because it allows me to assess students’ needs in a more thoughtful way thanks to the extra time I am able to spend connecting in a more meaningful way with each individual. Communication is important in education; many educators sometimes forget it is essential to know and understand the student in order to teach them effectively. Now that I am connecting more deeply with students, I am learning their communication and learning styles. I am able to direct the class more quickly when assigning homework and different tasks, and I am able to direct individuals who need special help. I can anticipate their needs. This has cut down on time I have spent correcting which leave time for connecting, but also, and most importantly, learning.