I also have group activities once a day. Reading to each other, playing math games, and other activities are encouraged. Every lesson also has an open discussion. I allow all students to participate with answers, questions, and even stories.
I am at the middle of the constructivist spectrum due to my views on individual teaching. I feel that children can play around or distract when grouped together too often. Interspersing constructivist activities with traditional assignments seem to keep the children focused better. A child does not automatically understand self-control, autonomous behavior, and self-reliance without doing traditional assignments by themselves. On the other hand, after doing a traditional assignment constructivist activities about the traditional assignment are handy. This helps the children do the assignment on their own merits while learning from their and others’ mistakes and successes.
My current teaching habits do reflect my constructivist-based views. I like to mix both traditional and constructivist views. Children cannot be programmed like computers. It is essential to use constructivist-based activities to help the child learn. Upon learning a skill a student can then reproduce the skill alone. For example, creative writing is a test given in the 5th grade. All year descriptive writing is examined by the students. Papers are written and shared by the entire 5th grade. Students bounce ideas off of each other in groups and through open discussion, however when taking the writing test the student must perform on their own. This is why I prefer both methods.
Discipline is another reason I am in the middle on constructivist views. Some students cannot handle group interaction. Often these children have rough backgrounds. These children need a more traditional approach. This is especially true when speaking about emotionally disturbed (ED) children. Every child is different. If a ...Show more