Having a one on one meeting with a teacher is already painstakingly hard; you have to make sure you say the right things and sound professional, and frankly, it's just difficult. In addition to that, add your teacher getting up and throwing himself at the wall. By then you might just hang your mouth agape and try to search for an explanation. Though, of course, no teacher would do that without having a purpose to it. At the time, it might seem strange, but for me, things like that stick with me forever. According to your learning style teacher's method of teaching will impact you differently.
In this situation, my teacher, Mr. Roehl, was trying to demonstrate the concept of inertia to me. It started out with him jokingly shoving me with his chair causing me to sail across the desk. To play along I pushed him back, but he didn't budge. He just sat there and laughed. He told me that was inertia, and, of course, I didn't have a clue what that was. Mr. Roehl then got up and threw a stack of sticky notes against the wall. Following that he ran straight into the wall, which made many eyes turn around in their seats to see what was happening. You see, inertia is the tendency to do nothing or to remain unchanged. The principle of inertia is one of the fundamental principles of physics which are used to describe the motion of matter and how it is affected by applied forces. When I moved my chair that was inertia. Then when I hit Mr. Roehl he stopped my inertia because he was in the way. In the example with the sticky notes, their inertia was while they were in the air flying toward the wall. The same is true for when Mr. Roehl ran into the wall, he had inertia until he hit the wall. As Newton's First Law of motion says, that an object not subject to any net external force moves at a constant velocity. Thus, an object will continue moving at its current velocity until some force causes its speed or direction to change. Mr. Roehl purposefully explained this concept to me by visuals, because he knew it was the best way for me to comprehend what he was demonstrating.
I've always known that I'm a very visual learner because I can vividly remember watching or seeing something better than hearing it, that is why I understood Mr. Roehl's way of explaining inertia. When I was in sixth grade, for me, science class consisted of reading straight from our science books and answering the questions at the end of the chapter -- no science experiments or demonstrations. I found it very difficult to learn the certain concepts because it was just a bunch of words. After staring at the book for so long the words would started to mesh together and spin in circles in my mind. I tried to keep focused, but I just couldn't picture anything. I can truthfully say that I don't remember a thing I learned in science that year. Though, that teacher's method of teaching wasn't helpful to me, personally, auditory learners may have gotten more out of it than me. Being a teacher you have to take into consideration that everyone learns differently. You need to make sure visual, auditory, and kinesthetic learners can all hear and understand your message in a way that's best for them.
According to our school district, thousands of people apply for one particular teaching job. If there is such a vast number of applicants to choose, then why are we sometimes stuck with a teacher that doesn't adhere to our learning styles? Based on our different learning styles we comprehend teachers differently. Maybe if a teacher doesn't teach to our likings, we have to do something to make it so we can understand it better. For example, if a teacher gives a long lecture, we could take notes and draw pictures to help us stay concentrated. We need to be the initiators of our learning; we need to take matters into our own hands; and we need to be responsible for how we learn.
