Hello! It’s good to finally meet.
I see you have difficulties to understand me. Let me repeat it the third time. Uh, what kind of methods you are using in your classroom with taking into account the different types of learners.
I apologize for the misunderstanding. I use a variety of methods, including visual aids, group discussions, and hands-on activities.
What statistical experience you have? Uh uh the most of the students more auditory learners, more visual learners, more kinesthetic learners. What’s your impression uh about the students between the 15 and the 20 year old?
I don’t have statistical experience in the formal sense. But in my experience, students aged 15 to 20 often respond well to visual and kinesthetic methods.
That match with with my experience. The kind or the mass of the students are kinesthetic or visual learners. The auditive learners are very in the minority and so to take them into account into your teaching style, it’s a big effort for a minority and that I mean you have to more put your weight on the first kinds of learners.
I agree that it can be challenging to cater to all learning styles equally. Prioritizing visual and kinesthetic methods makes sense, especially given what you’ve shared. How do you incorporate those styles?
Sometimes I make a test to pick out the auditory learners. I am showing the classroom my back and speaking to the wall, and then I turn back and ask them who understood me. And if I see only two or one understood me, then I know the big rate has to be the visual learners and not the auditory ones.
That’s a very creative test! It sounds like you’re actively working to identify and understand your students’ needs. Do you find that this method is effective?
I don’t know really. Uh, what the kind of activity effectiveness, uh, I have to see, I have to use, uh, no, it’s I don’t know. It’s like a test and gives me a feeling how to teach in this hour or the next one.
It sounds like you adjust your teaching in real time based on that feeling. So, you change it hour by hour?
Not hour by hour, that’s too much. It would be over demanding for the students and perhaps over demanding myself. So, but sometimes I change the style two or three times during the semester.
Changing styles a few times during the semester sounds like a good balance. What prompts those changes in style?
Excuse me, but I’m not sure what do you mean with what prompts changes in styles. it’s not so acquainted as an English idiom for me.
I apologize. What I mean is, what makes you decide to change your teaching style?
Oh, right. The answer is short. Every time if I recognize the most of the classroom didn’t understand.
So, if you notice that students aren’t understanding, you change your approach. What adjustments do you usually make?
Most of the time I’m changing from teaching to discussing, involving all the students in the discussion, which makes more life in the classroom. It can be cross over the classrooms, the discussions and it will be have all the students to involve them and giving them more self-confidence in speaking.
That sounds like a great way to boost engagement and confidence! Do you have a particular discussion format that you find works best?
Sometimes, I pick up one of the students and ask them what’s the greatest question do you have at the moment. And sometimes I find out it gives a great way for coming into the discussion with the whole class.
That’s a fascinating approach! So, you use a student’s question to spark a larger discussion? I can see how that could be effective.
It’s really it’s quite a good way. Every time I find out it’s a best way coming into this discussion. And I think also our discussion was driven by questions by me, and you give me a lot of interesting answers. I will involve it in my teaching and I very thankful for your nice and valuable hints.
I’m glad I could provide some helpful ideas. I wish you the best as you continue teaching. It was great discussing this with you.