Knowing your content area is not enoughTraditionally, students have difficulty thinking about topics beyond right and wrong answers. For example, students will view a history course as a set of dates and events that must be memorized in order to correctly answer questions on an exam. They don't see the big picture or the impact the story can have on today's world or their own lives. Likewise, pupils miss the wider aspects of mathematics and science. They rely on formulas and procedures to solve the immediate problem, but fail to see how the formulas and procedures are actually based on broader concepts that apply universally to the physical world. If a teacher can relate a subject to the student's own life, that student will gain a better and deeper understanding of the subject. For example, in history, a teacher can introduce a topic by involving students in a debate that draws on their own experiences. This creates a more personal connection with the student and the subject. In mathematics, a teacher, through the use of models or physical demonstrations, can connect a student's basic understanding of numbers to broader mathematical concepts. This approach replaces a traditional teacher's reliance on abstract number concepts. With physical science, a teacher can leverage a student's shared, intuitive understanding of the physical world to show physical laws in action. Regardless of the course subject, research has consistently shown that effective teachers must understand how a student learns. However, effective teaching approaches in one subject do not necessarily translate to another subject. A teacher must tailor lessons in a way that maximizes effectiveness...... middle of paper ...for a teacher to own it, a teacher must also be able to understand the best way to teach a student at his level. Another trait I share with the examples discussed in this chapter is the willingness to put extra time and effort into a lesson. Too often, teachers end up depending on past lessons out of complacency, fear, or an unwillingness to try a new approach. This dependency creates a staleness that hinders learning. As teachers, we must be ready to follow the new methods of our profession adapted to the learners of this generation. We must be prepared to apply what we learn from teacher conferences and professional development courses to our classroom. I understand that it takes time to develop new lessons, but if a teacher doesn't try new approaches, they will never be able to better teach this new generation of learners..