Influential Teaching:
A Narrative
Through talking with each other we've realized, though we've come from different schools, most of our experiences have been similar. In regards to the article, "Epistemology Entanglements: Preservice Elementary School Teachers 'Apprenticeship of Observation' and the Teaching of History," by Timothy Slekar, we have agreed that we feel the same way Rachel did. We believe we do not have enough knowledge in the subject of social studies in higher grades, because of the way we were taught. Similarly, we all remember positive experiences in elementary school, because the information was presented hands-on and rarely from the text.
For Dave and Jackie, this continued into middle school, however, Mike's feelings changed. The projects were minimal and the use of the text increased. Once high school and college set in, the projects seemed to disappear and classes became primarily lecture-style with a lack of enthusiasm. We all feel social studies was taught throughout school to teach us how the past has shaped the present. We have all agreed our best social studies teachers taught using a more visual approach, consisting of projects and field trips, where as, our worst social studies teachers relied on lectures, memorizing, and the textbook.
We all have confidence that we will be able to teach elementary social studies due to our enjoyment and quality teachers throughout our elementary years. In regards to the teaching styles from the article, the consensus is we would benefit more from a Ms. Kelsey rather than a Mr. Barnes, because she encouraged the children to participate, making the class more memorable.
In conclusion, we feel the teachers who motivate us in the classroom, have made us aware of different learning and teaching styles.
to Social Studies Page