Before taking the classroom, the educator acts as a researcher and organiser of information to teach. Upon researching and organising information into a curriculum, educators act as communicators and participants. They effectively are a resource to administer their knowledge and expertise using a variety of pragmatic, visual and audio teaching techniques to instruct, inspire and inform students.
Educators, like many professions, are required to provide results. Through building periodic assessment exams, educators are responsible for gauging how their information was received by students. The feedback enables them to identify which teaching techniques prove effective. If students are struggling, what adjustments can be made?
Different personalities, ideas and learning approaches all in one room can be a challenging task. Good educators inform, but great educators inspire. For tertiary and vocational programmes, individuals would be required to possess a masters or doctorate degree for the courses they teach.
Adaptability is a valued skill that educators will find useful. To command a classroom, to gain the respect of your students and to prove yourself as a knowledge expert will require an assertive character. Students will not respond to passivity or aggression as this leads to classroom chaos. As an educator, you must be skilled in presenting yourself in front a classroom, articulating your information, and having a calm, yet confident demeanour to manage multiple personalities and convey your knowledge effectively. Remember, you are in front of a classroom with eager eyes on you.
You will need a solid foundation in public speaking to act as a communicator, mentor or produce results in your students.
When in the classroom, you and your students are operating together to achieve the list of objectives outlined in the curriculum or lesson plan. To work together, means operating as a team — supporting, encouraging, listening, building trust and rapport to work as a cohesive unit. A great educator needs to use imagination and creative energy to inspire others. Moreover, with shorter attention spans today, educators must formulate unique strategies to engage their students and offer knowledge that is practical, insightful and meaningful to them.
Alternatively, students might instead create interactive, multimedia exhibits about cicadas for their school, a library or some other community area.
For both projects, however, we recommend having students first answer the basic cicada questions posed below as part of Activity 2. In groups, students either buy a sensor, or build one of their own using the these directions , then place it in the ground at school.
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When the soil has reached 64 degrees Fahrenheit, report your results. Then, when you observe the cicadas themselves, report what you see to magicicada. Video of Magicicada nymphs once they have emerged from the ground, from CicadaMania.
Students can work in pairs or small groups to develop an interactive, multimedia exhibit about periodic cicadas for a park, museum or other interpretive center. The exhibit is meant to inform the public about cicadas, both periodical and annual. In many parts of the country, for example, annual cicadas make up part of the nightly insect chorus that buzzes and drones in many backyards, parks and fields. Begin by having students brainstorm about the information the would like their exhibits to include.
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They might start with answers to the questions they brainstormed after reading the blog post, above. Other questions for them to consider might include:. Next, have students brainstorm ways to make their exhibits interactive. How will they use elements such as touchscreens, video and other media?
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What kinds of visuals will they search for, and how will they use them? How might they build in ways to engage small children? How could visitors interact with maps and use other data to determine if they live in a region inhabited by periodical cicada?
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How could they use databases of periodical cicada records? Might they even go so far as to make a cicada recipe, like the one suggested at the end of this article about the last emergence of this type? Students might, for example, plan mapping projects that draw on volunteer spotters, create calendars of the first emergence dates in different regions, contribute data to an already-existing mapping project, or track temperature data in the manner of the Cicada Tracker project.
To wrap up, have students share their exhibit plans. In future classes, they might work to make the exhibits a reality. We volunteers are continuing the traditions of generations of amateur naturalists who have observed and documented the events of the natural world. The first is a growing sense of urgency. Whether they are worried about climate change, population growth or habitat loss, many ordinary people are motivated by a powerful need to engage with events of the natural world.
Add to that a host of new technologies including GPS, digital photography, interactive Web sites and mobile phone apps that allow for the efficient collection and dissemination of data.