What Is Teaching Pedagogy?

In our experience, teaching pedagogy means athletes learn better when they are energetic and engaged. Consequently, our first mission as teachers is to study about our athletes – what interests and stimulates them, what they expect to learn, and how they learn best.

We demonstrate our interest by building an intensive attempt to learn all of their names. We also frequently give them several types of “getting to know you” activity. In lessons that will be extremely dialogue oriented, it is frequently a game intended to open them up to sharing burning views with each other. In more customary lessons, we give them preliminary reviews to return to us. As a result of our values about engaged learners, each lesson we teach is exceptional and personalized to our athletes’ security. We are not diffident to use a number of diverse teaching styles one by one to make our point. We are secure with customary lectures, facilitated dialogue, assignments, displays, small-group activities, use of computers and AV material, guest speakers, pop quizzes, essay tests, large-group activities, and any other process of transmitting data that we feel will help.

A second explanation of our teaching pedagogy is the thought that athletes should be critical thinkers. Balancing this is our teaching pedagogy that athletes should be able to truly relate the substance learned in lessons. As a result, many of our assignments and in-lesson activities deal with questioning theories and their real-world effectiveness. For example, we have had athletes question older athletes to see whether they could make logic of their experiences. Also, we often have athletes write journal accounts relating data from lesson to things that have happened in their own lives. we have infused impromptu discussions in order to get athletes thinking about both sides of contentious issues, and we often use assignments and activities that require athletes to deal with things outside their normal range of experiences, such as “being sightless” for a lesson. Athletes often maintain to take pleasure in these kinds of activities quite a bit. They both help solidify knowledge accessible to them in more customary ways (e.g., lectures) and give a pragmatic element that amplifies their understanding.

What Is Teaching Pedagogy?

We connect critical thinking and energetic learning through relying on lesson debate to draw out key points. In doing so, we form a number of important skills. We support them to examine their own reading knowledge via interpreting the text aloud. We also permit them to converse to each other and to us about contentious themes, points of disparity, and so on. This is particularly vital in the women’s training lessons, where themes can often be the subject of heated debate. Because we presently teach at a school that has number of politically conservative athletes, we have had to learn to bargain debates of domination, prejudice, and likewise aggressive topics with care. We feel that our athlete assessments show that we have done just that.

We deem that a teacher should be, in a sense, transparent. In other words, we want athletes to appreciate that we build everything we do in lesson on a teaching pedagogy pedagogy, and we want them to know what those principles are. We want them to appreciate what we anticipate of them and what they can expect of us. We want them to know what they will learn in our lesson and how they will be measured. This permits them to successfully appraise how well they are doing; it also permits them to choose how well we are doing. We are constantly open to athlete criticism, and are willing to make modifications in order to do our job more fruitfully. For example, we take midterm appraisals to see if athletes need us to make modification during the semester. Athletes react positively to this, as we make it clear to them that it is a precedence of ours that they learn and appreciate the substance. We have learned, nevertheless, through years of cooperating with athletes, that there is a fine line between shifting to better serve athletes and simply being an easy target. This is a region of alarm that we repeatedly return in order to make sure that we are being firm and fair, yet suitably flexible.

We believe that a liberal arts education should give skills past straightforward understanding of lesson topics. To that end, we centre on three main “life skills” that we believe athletes will carry with them into their working lives. These skills are

  • writing,
  • public speaking, and
  • technology

Consequently, we frequently have athletes write papers in multiple drafts with a great deal of feedback along the way. We teach them more than just the fundamentals of APA style. We also teach them sentence and paragraph structure, paper organization, and clarity of expression. We persuade, and sometimes necessitate, athletes to submit facts to the lesson. At the end of the day, we provide athletes assignments requiring them to use technology, such as creating a web page or emailing an assignment. Overall, we believe that these key descriptions of our teaching pedagogy add to energetic, engaged athlete learning.