The benefits of listening to student’s ideas to re-plan teaching
Often we, as high-school teachers (and even as pre-service teachers) fail to acknowledge the great importance of listening to our student’s ideas. Sometimes their unexpected questions put us in uncomfortable situations because we believe that answers like “I will get back to you with that question n...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2016
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/14687 |
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I10-R316-article-14687 |
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I10-R316-article-146872024-03-05T17:16:36Z The benefits of listening to student’s ideas to re-plan teaching Beneficios de escuchar a los alumnos para rediseñar nuestras clases Giannone, María Laura Raviolo, Sofía Magnetism Teaching practice Re-planning Listening to students Magnetismo Práctica de la enseñanza Re-planificación Escuchar a los alumnos Often we, as high-school teachers (and even as pre-service teachers) fail to acknowledge the great importance of listening to our student’s ideas. Sometimes their unexpected questions put us in uncomfortable situations because we believe that answers like “I will get back to you with that question next class” can undermine our authority. Other times, we know that attending to certain questions can demand more time than expected, and this could keep us from covering the syllabus. Sometimes we even disregard students´ questions simply because we are not paying enough attention, or we are not accustomed to listening to them. In this paper, we describe a part of our experience during our professional practice to become teachers. We show examples in which listening to students in order to plan or re-design our teaching strategies tuned with their interests helped us to achieve our teaching goals. Perhaps it is a good time to start exercising the difficult art of listening. Con frecuencia los docentes de nivel medio (o aun estudiantes como en nuestro caso) cometemos el terrible error de hacer oídos sordos a las ideas de nuestros alumnos. Algunas veces sus preguntas nos incomodan porque nos ponen en jaque y decir: te lo contesto la próxima clase “nos quita autoridad”. Otras veces sabemos que atender cierta duda nos demorará más tiempo de lo previsto y quizás no lleguemos a cumplir con el tan preciado programa; o algunas veces incluso lo hacemos sin malas intenciones, sólo porque no estamos atentos y acostumbrados a escuchar.En este artículo relataremos un extracto de la experiencia vivida durante el desarrollo de nuestras prácticas docentes. Mostraremos con distintos ejemplos cómo el escuchar a los alumnos para planificar y diseñar las clases en función de sus intereses, necesidades e inquietudes, nos llevó a cumplir los objetivos de enseñanza y aprendizaje con creces. Quizás sea un buen momento para empezar a ejercitar el dificultoso arte de escuchar. Asociación de Profesores de Física de la Argentina 2016-06-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaEF/article/view/14687 10.55767/2451.6007.v28.n1.14687 Journal of Physics Teaching; Vol. 28 No. 1 (2016): January - June; 51-58 Revista de Enseñanza de la Física; Vol. 28 Núm. 1 (2016): Enero - Junio; 51-58 Revista de Enseñanza de la Física; v. 28 n. 1 (2016): Janeiro - Junho; 51-58 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/14687/14611 Derechos de autor 2016 María Laura Giannone, Sofía Raviolo http://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-316 |
| container_title_str |
Revista de Enseñanza de la Física |
| language |
Español |
| format |
Artículo revista |
| topic |
Magnetism Teaching practice Re-planning Listening to students Magnetismo Práctica de la enseñanza Re-planificación Escuchar a los alumnos |
| spellingShingle |
Magnetism Teaching practice Re-planning Listening to students Magnetismo Práctica de la enseñanza Re-planificación Escuchar a los alumnos Giannone, María Laura Raviolo, Sofía The benefits of listening to student’s ideas to re-plan teaching |
| topic_facet |
Magnetism Teaching practice Re-planning Listening to students Magnetismo Práctica de la enseñanza Re-planificación Escuchar a los alumnos |
| author |
Giannone, María Laura Raviolo, Sofía |
| author_facet |
Giannone, María Laura Raviolo, Sofía |
| author_sort |
Giannone, María Laura |
| title |
The benefits of listening to student’s ideas to re-plan teaching |
| title_short |
The benefits of listening to student’s ideas to re-plan teaching |
| title_full |
The benefits of listening to student’s ideas to re-plan teaching |
| title_fullStr |
The benefits of listening to student’s ideas to re-plan teaching |
| title_full_unstemmed |
The benefits of listening to student’s ideas to re-plan teaching |
| title_sort |
benefits of listening to student’s ideas to re-plan teaching |
| description |
Often we, as high-school teachers (and even as pre-service teachers) fail to acknowledge the great importance of listening to our student’s ideas. Sometimes their unexpected questions put us in uncomfortable situations because we believe that answers like “I will get back to you with that question next class” can undermine our authority. Other times, we know that attending to certain questions can demand more time than expected, and this could keep us from covering the syllabus. Sometimes we even disregard students´ questions simply because we are not paying enough attention, or we are not accustomed to listening to them. In this paper, we describe a part of our experience during our professional practice to become teachers. We show examples in which listening to students in order to plan or re-design our teaching strategies tuned with their interests helped us to achieve our teaching goals. Perhaps it is a good time to start exercising the difficult art of listening. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2016 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/14687 |
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