D170__Task_3.docx D081 K J M 2 — K J M 2 TA S K 3 : T E A C H E R - S T U D E N T I

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D170__Task_3.docx D081 K J M 2 — K J M 2 TA S K 3 : T E A C H E R - S T U D E N T I N T E R A C T I O N S A N D R E F L E C T I O N CREATING AND MANAGING ENGAGING LEARNING ENVIRONMENTS �... �€” D170 A1: PROBLEM One problem that I might prevent or solve by interacting with students is finding out the barriers to completing their homework assignments. Without interaction with them, I would not know their personal stories and we would not be able to brainstorm solutions to the barriers. For example, when one student was worried that he would not pass the class because he would not be able to write the paper due to having to babysit his sister after school. Without interacting with the student, I would not have known there was an issue. However, since I was able to interact with him, I suggested that we come up with a strategy that would enable him to complete the paper. I suggested we do an outline together and work on it during class or on lunch breaks. The solution seemed logical and I am sure we could have made it successful with two dedicated people tackling the barrier. A2: ONE SUCCESS A successful aspect of the interaction with students was the rapport I was able to build in a short amount of time. Finding out about the students home life, interests, barriers to completing school work, and their quirky traits were all areas that were explored while interacting with the students and building rapport. I feel rapport is very important in relationships with students as bonds and tru. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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