Teachingskillsbydr1 Shadiayousefbanjar Pptx 100808053528 Phpapp01

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LANE 462

By:By:By:By:Dr.Dr.Dr.Dr. ShadiaShadiaShadiaShadia YousefYousefYousefYousef BanjarBanjarBanjarBanjar

http://SBANJAR.kau.edu.sa/http://wwwdrshadiabanjar.blogspot.com

Teaching Skills

7/25/2010 1Dr. Shadia Yousef Banjar


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GOOD TEACHINGGood teaching is based on three factors:

1.scholarship,2. personal integrity, and

7/25/2010 Dr. Shadia Yousef Banjar 2


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Scholarship is both the grasp of knowledge and a habit ofmind.

An effective teacher brings about both from his students,

but a habit of mind lasts in a person over a lifetime.Scholarship is not only an affair of the classroom, but away of life which is marked by respect for evidence and

Scholarship


logic, by questioning and finding new meaning in familiardata, and by the ability to see things in context, to relate

specificities to generalities, facts to theories, and theories

to facts.


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Integrity has 2 separate meanings:1.probity: characteristics of honesty, principle and

decent frankness.

2.completeness or unity of character, the sense ofself-confidence and personal identity

most of our students' most ainful trials are in

INTEGRITY


finding their own selves, in gaining proper self-confidence, and

they look to the teacher as who has learned to

control the ambiguities, pressures and restrictionsof life.


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THE ABILITY TO COMMUNICATE WITH THE YOUNG

The ability to communicate with the young is means,obviously, liking young people, enjoying their noisy enthusiasmand intense questioning. A good teacher must be, obviously, acompulsive listener.

It means the ability to empathize, to see a situation as thestudent sees it.


means e s o provo ng more out o a stu ent t an ebelieved possible, of knowing the tests to which to put a youngscholar in order that he be convinced of his own learning and totempt him into further learning.

It means a belief in the dignity of young people and in thestage of life at which they now find themselves. Great teachers

neither mock nor underestimate the young.


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always insisting on the reasons in class and out.

hearing students, and questioning themthoroughly enough to know just how they see or

are confused by an issue

Here are some points to be considered

in order to help students developingrational habits of mind:


showing that you can change your mind, whenevidence and logic suggest it.

being on the edge of your subject and interest;

exhibiting the same questing in your field thatyou would have your students feel.


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Code of ethics for teachers as educators



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The Code of Ethics is a public statement by

educators that sets clear expectations andprinciples to guide practice and inspire

professional excellence.

Educators believe a commonly held set ofprinciples can assist in the individual exercise


Principles

.

This Code speaks to the core values of theprofession.


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Principle 1:

Educators cultivate theintellectual, physical, emotional,

social, and civic potential of eachstudent.



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Principle 2:

Educators create, support, and

maintain challenging learning

environments for all



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Principle 3:Educators commit to their own

learning in order to develop their

practice.



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Principle 4:Educators collaborate with

colleagues and other professionals

in the interest of student learning



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Principle 5:

Educators collaborate with parents

and community, building trust and

respecting confidentiality



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Principle 6:Educators advance the intellectual

and ethical foundation of the learning

community



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Common teaching methods



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1. Lecture 8. Case studies

2. Lecture with discussion 9. Role playing

3. Panel of experts 10. Report-back session4. Brainstorming 11. Worksheets/surveys

5. Video tapes 12. Index card exercise

There are 14 common methods for teaching:


6. Class discussion 13. Guest speaker7. Small group discussion 14. Values clarification exercise


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Each of these methods has its own:1. STRENGTHS,2. LIMITATIONS and

3. PREPARATION



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Common visual aids

Visual aids are of 6 kinds:

1. Flip chart/posters

2. Slides3. Videos

4. Overhead transparencies


5. omputer pro ect ons (e.g., power po nt)6. Samples, examples, and Mock-ups


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There are 11 ways to enhance teaching effectiveness:

1. Seize the moment;2. Involve the student in planning.

3. Begin with what the student knows;

4. Move from simple to complex;5. Accommodate the students preferred learning style;

6. Sort goals by learning domain;


. a e ma er a mean ng u ;8. Allow immediate application of knowledge;

9. Plan for periodic rests;

10. Tell your students how they are progressing;

11. Reward desired learning with praise.


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Is the effectiveness ofteaching enough to motivate

students to learn?



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Motivating Students

To encourage students to become self-motivatedindependent learners, instructors can do the following:

Give frequent, early, positive feedback that supports students'

beliefs that they can do well. Ensure opportunities for students' success by assigning tasksthat are neither too easy nor too


difficult. Help students find personal meaning and value in the material. Create an atmosphere that is open and positive.

Help students feel that they are valued members of a learningcommunity.


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To motivate students, the

teacher may consider somegeneral strategies, instructional

behavior, other general

principles, and motivationfactors & strategies by time .



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General Strategies

1. Capitalize on students existing needs

2. Make students active participants inlearning

3. Ask students to analyze what make their


classes more or less motivating


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According to Sass (1989), major contributors

to student motivation are eight:



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Six Incorporating Instructional Behaviors That

Motivate Students

1111 Hold high but realistic expectation for your students

2222

Help students set achievable goals for themselves3333 Tell students what they need to do to succeed in your course

Learning is most effective when an individual is ready to learn,


a s, w en one wan s o now some ng. Avoid creating intense competition among students

Be enthusiastic about your subject


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General principles of motivation are five:1111 The environment can be used to focus the students attention on what

needs to be learned

2222 Incentives motivate learning3333 Internal motivation is longer lasting and more self-directive than

external motivation

GENERAL PRINCIPLES


, ,

when one wants to know something. Motivation is enhanced by the way in which the instructional material isorganized


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Motivation factors and strategies differ according to timeperiod: beginning, during, and ending.

MOTIVATION FACTORS & STRATEGIES



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There are four more points for theteacher to consider to motivate his/herstudents:

structuring the course to motivate students2222 de-emphasizing grades


mo va ng s u en s y respon ng o e r wor motivating students to do the reading


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The course can be structured in a way that

motivates students by using four methods:1. to work from students strengths and interests,

2. to let students choose what they will be studied,3. to increase the difficulty of the material as thesemester ro resses and


4. to vary your teaching methods


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The teacher may de-emphasize grades by threemethods:

1. to emphasize mastery and learning rather than

grades,2. to design tests that encourage the kind of learning

you want students to achieve, and


3. to avoid using grades as threats


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The teacher can motivate students by responding to theirwork through six methods:

1. she/he may give students feedback as quickly as possible,2. reward success,

3. introduce students to the good work done by their peers,4. be specific when giving negative feedback,


. ,

6. avoid giving in to the students pleas for the answer tohomework problems.


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The teacher can motivate his/her students to do the reading

using eight ways:1. assigning the reading at least two sessions before it will be

discussed,

2. assigning study questions,3. having the students turn in brief notes on the days reading

that they can use during exams if the class is small,


4. asking students to write a one-word journal or one-wordsentence,

5. asking nonthreatening questions about the reading,6. using class time a reading period,

7. preparing an exam question on a new reading material,8. giving a written assignment to those students who have not

done the reading


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Ideas to Encourage Student Retention

There are 63 ideas to encourage student retention which aresubdivided into four general categories:

1. faculty/student interaction,2. general classroom management,3. student-initiated activities, and


. faculty initiated activities.


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The teacher may

learn the name of each student as quickly as possible and usethe students name in class.

tell the student by what name and title s/he prefers to be called(Prof., Dr., Mr., Mrs., Miss, Ms, First Name).ask one student to sta for a minute to chat at the end of each

Faculty/Student Interaction


class periodinstead of returning tests, quizzes in class, ask students to stopby the teachers office to pick them up which gives the chance to

talk to the student informally.


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call students on the telephone if they are absent, or make an

appointment with them to discuss attendance, make-up work, etc.get feedback periodically from students on their perceptions ofthe teachers attitude toward them.

socialize with students as the teachers style permits byattending their clubs or social activities, or walking with thembetween classes, etc.


conduct a personal interview with all students sometime duringthe semester.

provide positive reinforcement whenever possible; give students

a respectful answer to any question they might ask.listen intently to students comments and opinions so they feel

that their ideas, comments, and opinions are worthwhile.


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be aware of the difference between students classroom

mistakes and their personal successes/failurebe honest about his/her feelings, opinions, and attitude toward

students and toward the subject matter. If the teacher does not

know the answer, s/he should admit that.lend some of his/her books to students and borrow some of

theirs in return.


give his/her telephone number to students and the location ofoffice.

at a first class meeting, pair up the students and have themacquainted with one another.

have the students establish a buddy system for absences,work missed, assignments, tutoring, etc.


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General Classroom Management

In day-to-day operations of class, the teacher may

1. circulate around the class as s/he talks or asks questions.This movement creates physical closeness.

2. avoid standing behind the lectern or sitting behind the deskfor the entire period.

-


. must do to improve.

4. tell the students (orally and in writing) what the attendancepolicy is


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5. conduct a full instructional period on the first day ofclasses

6. list and discuss the course objectives on the first day, letstudents know how the course can fit in with their

personal/career goals, let students know how, tell themwhat they should expect of the teacher and s/he will

contribute to their learning.


. let students know that the learning resources the teacheruses in class (slides, tapes, films) are available to themoutside of class.


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8. have students fill out an index card with name, address,telephone number, goals and other personal informationthe teacher thinks is important.

9. if the subject matter is appropriate, use a pre-test to

determine their knowledge, background, expertise, etc.10.return tests, quizzes, and papers as soon as possible,

and write comments (+ and -) when appropriate.


.vary instructional techniques ( lecture, discussion,debate, small groups, films, etc.)12.if the student asks a question, be sure that the student

understands the teachers answer.

13


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13.get to class before the students arrive, and be the last one to

leave14.use familiar examples in presenting materials, explicate rules,principles, definitions, and theorems with concrete examplesunderstandable to the to the student.

15.If the teacher had to miss a class, explain why and what s/hewill do to make up the time and/or materials.


. acceptable and unacceptable behavior in a classroom, andbe consistent in enforcing these rules.

17.realize the importance of eye contact with students both inand out of class.

18


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18.distribute an outline of the lecture before the class starts. This

approach assists students in organizing the materialpresented by the teacher.19.if the teacher requires a term paper or research paper, the

teacher should take the responsibility of arranging a library

orientation.20.have the counselors visit the classes to foster an awareness


.

21.allow students to switch classes if work schedules change orother salient reasons develop.

22. be prepared to use an alternate approach if the one theteacher has chosen seems to bog down. The format ofinstruction can be changed according to student interests and

concerns.

23 throughout the course but particularly during the first


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23.throughout the course, but particularly during the firstclass sessions:

stress a positive attitude (you can handle it) emphasize his/her willingness to give individual help point

out the relevance of the subject matter to the concerns

and goal of the students capitalize on opportunities to praise the abilities and


doubt utilize a variety of instructional methods, drawing on

appropriate audio-visual aids as much as possible.

urge students to talk to the teacher about problems, suchas changes in work schedule, before dropping the coursefor them.

Student Initiated Activities


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To produce positive results in getting the students to work with one

another, the teacher may:1. have students one anothers papers before they turn them in. This activity

could help them to locate one anothers errors before being graded.

2. if the class lends to a field trip, have the students plan it and make someor all of the arrangements.3. ask students to submit sample test questions (objective or subjective)

Student-Initiated Activities


.

course objectives.4. create opportunities for student leaders to emerge in class; use their

leadership skills to improve student performance.5. if students are receiving tutoring help, ask them to report the content and

results of their tutoring6. have students set specific goals for themselves throughout the semester

in terms of their learning and what responsibilities they will undertake.

FACULTY INITIATED ACTIVITIES


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To be more creative faculty member, the instructormay:

1. utilize small group discussions in class whenever

feasible.2. take the initiative to contact and meet with students

who are doing poor work

FACULTY INITIATED ACTIVITIES


. encourage students who had the first part of a courseto be in the second part together.4. ask the Reading Faculty to do a reliability study of

the texts s/he uses in the classroom

5. develop library/supplementary reading lists whichcomplement course content. The instructor may select

books at various reading levels.

6 hi /h b k d i d k l d i


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6. use his/her background, experience, and knowledge to inter-relate the subject matter with other academic disciplines

7. throughout the semester, have students submit topics that theywould like to cover or discuss.

8. take students on a mini-tour of the learning resources center,

reading/study skills area, counseling center, etc.9. work with the division counselor to discuss procedures tofollow-up absentees, failing students, etc.


.

student accomplishments and try to avoid placing students inembarrassing situations, particularly in class.

11.create situations in which students can help the teacher (thestudent may get a book from library, look up some reference

material, conduct a class research project)

12 set up special tutoring sessions and extra classes especially for


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12.set up special tutoring sessions and extra classes, especially forstudents who are doing poorly.

13.confer with other faculty members who have the same students inclass

14.look at his/her record book periodically to determine student

progress (inform the latter)15.team teach a class with a colleague, switch classes for a period ortwo, or invite a guest lecturer to class.


.

and tell the students that some question will be taken from the oldtest in the next test.

17.engage in periodic (weekly) self-evaluation of each class (e.g. whatwas accomplished this past week?; how did students react?)

18.at mid-term and at final exam, the last test question asked by theteacher is that whether the student is going to continue at the

college. If a potential drop-out is identified, the teacher can advise

the student to work with a division counselor.


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Teaching can be more effective by

a) lesson planning,b) course designing, and

c) syllabus designing.



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DESIGNING A SYLLABUS

Three aspects are to be considered whilst designing asyllabus:

1. steps for syllabus planning,2. principles that foster critical thinking,3. and syllabus functions.


P f t ll b t i l i bdi i i


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Perfect syllabus contains eleven main subdivisions:

1. course information,2. course description,3. course objectives,

4. instructional approaches,5. course requirements & assignments,6. course policies,


.grading, evaluation,

8. texts/resources/reading/supplies,9. course calendar,10. study tips/ learning resources, and11. student feedback on instruction

Lesson planning


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Lesson planning takes place in three stages: Pre-Lesson Preparation,

Lesson Planning and Implementation, and Post Lesson Activities

Lesson planning


Lesson Planning Procedure


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Stage 1: Pre-Lesson Preparation1.goals2.content3.student entry levelStage 2:Lesson Planning and Implementation1.unit title2.instructional goals

Lesson Planning Procedure


.objectives4.rationale5.content6.instructional procedures

7.evaluation proceduresStage 3: Post Lesson Activities1.lesson evaluation and revision

COURSE DESIGN


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A GOOD COURSE DESIGN CONTAINS FIVEPRINCIPLES :

1. challenges students to HIGHER LEVEL OF LEARNING,

2. uses ACTIVIVE FORMS OF LEARNING,3. gives FREQUANT and IMMIDIATE FEEDBACK tostudents on the ualit of their learnin

COURSE DESIGN


4. uses a STRUCTURED SEQUENCE OF DIFFERENTLEARNING ACTIVITIES,5. and has a FAIR SYSTEM FOR ASSESSING AND

GRADING STUDENTS.

FIVE PRINCIPLES OF GOOD COURSE DESIGN


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PRINCIPLE 1:challenges students to HIGHER LEVEL OF

LEARNING

all courses require some lower level learning, i.e.,comprehending and remembering basic information


. .

Examples of higher level learning include problemsolving, decision making, critical thinking, and

creative thinking.


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PRINCIPLE 2:uses ACTIVIVE FORMS OF LEARNINGmeans not passive (i.e. reading and

listening), active learning means learnsolving problems and thinking critically.



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PRINCIPLE 3:

gives FREQUANT and IMMIDIATE FEEDBACK to

students on the quality of their learning

frequent means weekly or daily ,immediatemeans during the same class if possible, or at the

next class session. Fre uent and immediate


feedback for students are needed to know whetherthey are doing it correctly.


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PRINCIPLE 4:

uses a STRUCTURED SEQUENCE OF DIFFERENT

LEARNING ACTIVITIES

Different learning activities such as lectures,discussions, small groups, writing, etc are to be

structured in se uence in which earlier classes la


the foundation for complex and higher level learningtasks in later classes.

PRINCIPLE 5


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PRINCIPLE 5:

has a FAIR SYSTEM FOR ASSESSING ANDGRADING STUDENTS

Students should have a fair grading system:

objective, reliable, based on learning,

flexible, and communicated in writing.


RESOURCES:


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GOOD TEACHINGhttp://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teach...

Code of Ethics for Teachers as Educators

http://www.highered.nysed.gov/tcert/resteachers/codeofethics.html

COMMON TEACHING METHODS

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/comteach.htm

COMMON VISUAL AIDS

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip

RESOURCES:


v sua s. tm

ENHANCING YOUR TEACHING EFFECTIVENESShttp://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teacht

ip/enhance.htm

MOTIVATING STUDENTS

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip

/motiv.htmIDEAS TO ENCOURAGE STUDENT RETENTIONhttp://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip

/studretn.htm

LESSON PLANNING PROCEDURES

http://honolulu hawaii edu/intranet/committees/FacDevCom/guidebk/teachtip/lesspln1 ht


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http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/lesspln1.ht

m

COURSE DESIGNhttp://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/finks5.htm

Designing a Syllabus

http://cte.udel.edu/instructional-topics/designing-courses/designing-learning-centered-

syllabus.html


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Teachingskillsbydr1 Shadiayousefbanjar Pptx 100808053528 Phpapp01