Knowing the content area is not enough Traditionally, students have difficulty thinking about topics beyond right and wrong answers. For example, students will see a history lesson as a set of dates and events that must be memorized to correctly answer questions on an exam. They fail to see the bigger picture or the impact the story can have on the present world or on their own lives. Likewise, students miss the broader 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 connect a subject to the student's life, that student will achieve a better and more ingrained understanding of the subject. For example, in history, a teacher can introduce a topic by engaging students in a discussion that draws on students' 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 with broader mathematical concepts. This approach replaces the traditional teacher's reliance on abstract number concepts alone. With physical science, a teacher can take advantage of a student's intuitive and common understanding of the physical world to show physical laws in action. Regardless of the lesson 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 to maximize effectiveness… half of the paper… for a teacher to own this, a teacher must also be able to understand how to best teach a student at their level. Another characteristic that I share with the examples discussed in this chapter is the willingness to devote additional time and effort to a lesson. Too often, teachers end up depending on past lessons out of complacency, fear, or reluctance to try a new approach. This dependency creates a state of staleness that inhibits learning. As teachers, we must be willing to keep up with new methods of our craft that are geared toward students of this generation. We must be willing to apply what we learn from teacher conferences and professional development courses in our classroom. I understand that it takes time to develop new lessons, however if a teacher doesn't try new approaches they will never get better at teaching this new generation of students.