Exploring my teaching improvements through narrative inquiry

 

In 2004, I began teaching. I was handed a textbook and told I was ready to teach. I taught as I was taught. I asked students to reflect how my class influenced them or not. One of students said “you talk too much” and others agreed. I learned that simply lecturing was not conducive for my primarily Chicano students. Students seemed disinterested and lacked agency when selecting topics saying, “I’m bored.” Slowly I learned what learning outcomes were and to vary my instructional strategies. I’ve learned to seek my students’ feedback and reflect on my practices.

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