particularly true in the case of Mauro (Chapter Five), who
made changes to seating arrangements in his classes
based on suggestions from students. Because students
were aware that the suggestions had come from them,
it’s likely that they wanted to make it succeed.
Karla Ojeda, another Champion Teacher, whose reflections
we first heard above, in this chapter, said this:
“You end up finding out that what the students say to you helps you to think of a variety of ways to plan your lessons and to approach them. So, you find yourself having more opportunities to gain inspiration, motivation and confidence for your teaching practices.” Roberto Delgado, another Champion Teacher, also stresses
the value of considering students’ opinions. This is what he
said about this;
“You have to interact with them. In the future if I see some things that are not working. I don’t want to take any measures without considering their point of view – I’ve come to see it as a kind of dialogue, and that helped me a lot because from now on when I do classes I will start with that.” Considering Roberto’s words, have you ever asked your
students’ suggestions for class activities? If so, what did
you ask them about?
Source of teaching ideas Tick (if it applies
to you)
A. your students’ suggestions
B. from inside yourself
C. from conversations with
other teachers
D. training manuals
E. conferences
F. teacher group or association
discussions
G. academic research
H. other teachers’ research
I. other sources (where?)
