What is teaching ?
IN education, teachers facilitate student learning, often in a school or academy or perhaps in another environment such as outdoors. A teacher who teaches on an individual basis may be described as a tutor.
EFFECTIVE TEACHING MEANS ACADEMIC GROWTH
Checker is right that defining effective
teaching is the easy part. Hopefully we can all agree that effective teaching
means helping students learn what they’re supposed to learn—a teacher’s most
important responsibility. So, student academic growth should be the predominant
factor in determining effectiveness (although not the only one).
WHAT
IS EFFECTIVE TEACHING
Effective teaching involves the ability to apply research
finding to classroom practice. Effective teaching also combines human relations
skills, judgment, intuition, knowledge of subject matter, and understanding of
learning into one unified act, resulting in improved learning for students.
CHARACTERISTICS OF EFFECTIVE TEACHERS
1. Fairness Effective teachers know how to
be fair and just and try their very best not to have “pets,” or students that
are given unfair advantages over other students.
2. Positive Attitude Good teachers are happy to be
teaching. They share their positive attitude by praising and recognizing effort
and success in their students. This “positive” influence is contagious.
3. Preparedness Some teachers still don’t
realize, students can tell when the teacher is not prepared and is just trying
to “wing it.” Great teachers are always prepared.
4. Personal Touch Students have fond memories of
teachers who connected with them in a personal way. Some teachers do this just
by asking students individually, how they are doing. Others intertwine personal
stories and experiences with the day’s lesson.
5. Sense of Humor It is nice when a teacher can
effectively deliver one-liners that give everyone a chuckle. It’s a bit
trickier to have the quick ability to react with good humor and diffuse
difficult situations. This is a truly admirable skill of a great teacher.
6. Creativity Students will often remember
unusual assignments, use of props, decorations or costumes that inspired them
to really think “outside the box.” Such is the calling card of the effective
teacher. It could also be a saying such as, “A stitch in time saves nine.”
(Benjamin Franklin).
7. Willingness to Admit Mistakes An outstanding teacher will
recognize when they have made a mistake and apologize for it. A simple act, yet
a rarity among many teachers. It demonstrates the profound power of humility.
8. Forgiving Students too often think of
those teachers that would never give them a second chance. Fortunately, a few
students had highly effective teachers who let students know, each day, each
student started with a clean slate.
9. Respect Since teachers expect to
receive respect from their students, it only makes sense students expect the
same from teachers. For example, Students appreciate teachers who keep grades
confidential. They are also grateful when teachers speak privately to them
about behavior issues. Teachers practicing this quality rarely have discipline
issues.
10. High Expectations Having high expectations
affects the way a teacher teaches and the way the teacher interacts with
students. Great teachers express that they believe in their students’
abilities. Such teachers energize and encourage students to reach new heights.
They monitor those expectations and never give up on students.
11. Compassion Effective teachers understand
the importance of nurturing students in a safe environment. These are the
teachers that notice when children are left out of games or other activities
and take action to remedy this. Students remember these teachers.
12. Sense of Belonging Students feel like “they
belong,” in the classroom of a great teacher. This teacher gives the class a
feeling of family. They work cooperatively on mutual goals and with mutual
caring. This may be the most important one.
Conclusion: Blog postings are great for
gathering information and I’m truly hoping this one helped you. But, the best
learning is done when one studies independently. With that in mind, my
suggestion is: Take these twelve principles, compare them with your own
experience as well as what you find in your own study, and come up with your
own list. And when you do, don’t you dare forget to share that list with me.
“Teaching is the highest form of
understanding.” Aristotle
STRATEGIES FOR EFFECTIVE LESSON PLANNING
A lesson plan is the instructor’s road map of what students
need to learn and how it will be done effectively during the class time. Before
you plan your lesson, you will first need to identify the learning objectives
for the class meeting. Then, you can design appropriate learning
activities and develop strategies to obtain feedback on student learning. A
successful lesson plan addresses and integrates these three key components:
·
Objectives for student learning
·
Teaching/learning activities
·
Strategies to check student understanding
Specifying concrete objectives for student learning will
help you determine the kinds of teaching and learning activities in class.
Learning Objective
Learning objectives focus on student performance. Action verbs that
are specific, such as list, describe, report, compare, demonstrate, and
analyze, should be used to describe the behaviors students will be expected
·
Instructional Goals and Learning
Objectives
·
Course Design Guidelines
·
Resources an
INSTRUCTIONAL GOALS AND
LEARNING OBJECTIVES IMPORTANCE OF
GOALS AND OBJECTIVES
Clearly defined goals and objectives form the foundation
for selecting appropriate content, learning activities, and assessment
measures. If objectives of the course are not clearly understood by both
instructor and students, if your learning activities do not relate to the
objectives and the content that you think is important, then your methods of
assessment, which are supposed to indicate to both learner and instructor how
effective the learning and teaching process has been, will be at best
misleading, and, at worst, irrelevant, unfair, or useless.
Course Design Guidelines
·
Select learning
objectives according to clearly determined student needs.
·
Analyze learning
objectives to determine course content.
·
Use course
objectives to develop learning activities and methods of assessing student
performance.
·
Analyze student
characteristics to identify those factors that should influence the way these learners
are taught. (Chapter 4: Knowing Your Students presents information about
various student characteristics.)
·
Select learning activities
that will maximize student achievement of course objectives.
·
Use media to support
learning activities and their intended outcomes. (Suggestions for using media
are presented in Chapters 9 and 10.)
·
Evaluate the
effectiveness of your learning activities, media, and teaching performance to
identify areas for improvement.
Adapted with permission from Teaching at The Ohio State
University: A Handbook, Center for Teaching Excellence
Teaching large group effectively
Teaching
large classes is particularly challenging, and newer faculty are likely to be
assigned to teach at least a few of them. The resources below can help you keep
your students actively engaged and minimize the time you spend grading,
effectively and efficiently.
Keeping students engaged in large lecture classes
Large
lecture halls impose physical and logistical constraints on what you can do
effectively. But there are tried and true techniques to keep students
interested:
Interactive
Lecture techniques can be used in any size classroom.Interactive lectures are
lectures interspersed with brief in-class activities that require students to
use the information or concepts presented in the lecture. In Just-in-Time
Teaching, students respond electronically to web-based assignments, due a few
hours before class. The instructor then briefly reviews student responses to
see what to focus on during the class period.
MAKING TECHNOLOGY WORK FOR YOU
As technology
becomes more complex, it becomes more daunting. But it can also be quite
helpful. Here are some examples of time-saving, effort-saving technologies
proven to be effective in teaching, especially in assessment.
GETTING GROUPS TO WORK WELL
Many students,
particularly high-achievers, resist group work. Yet the ability to work well in
a group is an essential skill for most college graduates. In addition, students
who learn in collaborative settings both learn and retain 1.5 times as much as
students who learn individually
USING SMALL GROUPS AND STUDENT TEAMS
Using
Small Groups and Student Teams can be
effective in both small- and large-class settings to encourage student
participation and critical engagement with course materials. Group assignments
can be as simple as a 15-minute in-class activity or as involved as a
quarter-long research project.
Successful group
assignments are well-structured, have clearly stated goals that are relevant to
the course, and incorporate opportunities for students to receive feedback.
Students won't necessarily enter your class with the skills needed to engage productively
in groups, so providing guidance about students' roles and group dynamics can
also increase the effectiveness of group assignments
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any suggestion on my side