Rangoli Design
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I feel that the number one thing that contributes to student learning is engagement,
so being able to make a connection.
So, engagement in terms of how do we get them feeling like they're part of something more
than just a person sitting in a room listening to another person standing in a room.
The biggest thing I've found, in 25 years, is what brings students to a classroom and
makes them want to be part of a classroom, is that they feel they are making a difference.
So, they way they can make a difference is by making your curriculum real,
by making the projects that you do real-life.
I have three questions on the wall of every classroom I teach in:
What are we learning today?
Why are we learning it?
And, how does it connect to our lives?
I think if I could create the perfect space, it would be a balance between room and functionality.
I would love to see couches and chairs in an area.
I'd love to see computer stations in an area.
I'd love to see a variety of different technologies.
That's the physical part of it, but it's the emotional, it's the intellectual part
of it that's also really important, because they have to feel safe.
Part of the things we do, is we design the classroom, so every time I teach that course,
the classroom changes.
We do research into different designs.
We do research how to do the technology, how it should look, and then the students,
in their groups, take the room that we have, they measure it out, and they look at everything
that's in there and they think, 'How could we rearrange this' to fit what their needs are?
I think that technology is one of the keys to any learning process.
And, the reason is that it's part of the reality of the world we live in.
Technology is a tool, like anything else. It can be distracting.
It can be destructive or it can be constructive;
it can be a device that opens up the whole world to them.
One of the sayings that's on my wall—one of the Toth-isms—is that learning begins
where Google ends, so my focus becomes less of, 'Here's a whole bunch of facts,'
and more of, 'How do we apply these facts?
How do we make connections at a higher level?' because we don't have to worry so much,
you know, about how do we get this information that are the building blocks, because it is available.
My biggest piece of advice for pre-service teachers is the 360-degree feedback approach.
So, they have to focus on themselves as learners and know who they are as people before they
can become the best teacher they can be.
So, the more transparent you can be, the more authentic you can be as a person, as a teacher,
the more effective you will be.
That networking, that mentorship—that to me is absolutely critical to figuring out
who you are as a person, who you are as a learner and who you are as a teacher.
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