Trilogy effective teaching

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  • 1. A TRILOGYOF By: LATREIA E. ESTABILLOMAED-GenEd, MSU Grad. SchoolEFFECTIVE EDUC 201 PROF. A. PULIDO

2. The illiterate of the twenty-first century will not be those who cannot readand write, but those who cannot learn, unlearn, and relearn. Alvin Toffler "Effective teaching produces beneficialand purposeful student learning throughATTRIBUTES TOWARDS the use of appropriate procedures"THE LEARNING PROCESS (Diamond; 1987). 3. According to the book by Wotruba and Wright (1975) about teaching attributes: Quality teachers socialize with students. T. Dix (1993) defines the socialization process as communicatingQuality teachers model positive social behavior and reinforcing positive expectations, behavior, and attributes. Quality teachers students and reward positive Teachers must demonstrate forproject the thinking and decision-making processes that work toward expectations. good. They must also modela common socialrespectful social skills and workable coping strategies. Quality teachers project authoritative teachingTeachers must expect students to act morally and responsibly.Additionally, successful teachers reward and reinforce positive behavior Successful teachers are leaders who exercise sound decision-making withoutand pro-social traits. being despotic or suppressive. Students must understand clearly the reasonsbehind a teachers demands. Authoritative teachers minimize power struggles,check for understanding, secure student commitment to change, help students cope with difficult situations, and encourage students to solve problems andregulate themselves 4. Quality teachers are effective counselors.TheSuccessful teachers help are patient. Successful is, he shouldwillthe teacher needs to be empathic to teach effectively, that teachers seeQuality teachers students adjust and develop skills in personalpupils he teaches from pupils points personalnot from meaningful listening,relationships, academics, conflicts, of view, control, his realistic of view. persistently work with students to achieve own point goals. self-reflection, and personal responsibility.Such empathetic approach willknowthelevel. Adeyanju A. ethumanly with theAttitudes affect teachers performance teacher relate more al (2004) opine Quality teachers make their content. Not only are pupils,teacher who their problems attitude towards teaching and towards his that a understandteachers knowledgeable, they convey ateacher positive and teach more effectively than the true successful has a understand the learner and his problems. who does not pupils will obviously teach more effectively than the teacher who hasdevelopedof learning, thetowards the learners he has to deal with.love negative attitudes excitement of discovery, and a Since empathy improves natural inquisitiveness. pupils, there is better the teachers understanding ofAccording to Dunhill (2000), a good and this will leads to effectivegeneral knowledgeQuadri et al (2004) contribute teacher good first possess a wide teaching. and teacher-pupil interaction that a must teacher must be caring, kindand within the confinespupils. general knowledge, a sound understanding of the subjectfirm in dealing with of this Firmness means the ability to ensure fair play andgives equal treatment to all students in his class.he is to teach in the classroom.Quadri K. et al (2004) corroborate that a good teacher must be well knowledge versed inhis area of specialization, must know which to teach, when to teach and how to teach. 5. Quality teachers have fun with their students. Teachers are Their classrooms are to have good human the teacher and the students canexpected cheerful, where both relationship, highly tolerant and Quality teachers embrace diversity. express a sensebalanced. A goodis an understanding that learning is a joyful emotionally of humor. There personality trait of an effective teacher isTeacherunderstand profound as an endeavor. assists the egos. to achievemust perseverance.Perseverance knowledge of the learner backgrounds and have They must have that students come from different (Dunhill 2000). He his Quality teachers have beliefs. teacherattribute strongdifferent faces opposition from other teachers in thevalues and of different home environmentsalways remember that thewhen he are product instructional goals even learners they have different potentials (Farrant 1999). school and self-assuredness, and equilibrium and Teachers maintain a sense of calm,opportunity to develop their learning interests. throughout the conflicts that inevitably arise in working with young people.They dont take student behavior personally, rather they work to solveproblems and adjust behavior. 6. By: Patrick F. Bassett , Based on a 1996 ISACS poll, Published: June 25, 2004New Teacher (0-5 years of experience, age 20-29) Positive Attributes: EnthusiasmCreativityEnergyKnowledge of current thinking Idealism Openness, optimismNeeds To find support/mentors ExperienceUnderstanding breadth of role Lesson-planning skillsSkills for working with parents To have a life outside of /willingness to learn school; to learn how to say "No." 7. Mid-career Teacher (6-20 years of experience, age 30-39)Positive Attributes: Experience, expertiseConfidence Bridge between old and new, continuityLoyalty, stability, role-modeling, ability to take on new assignmentsNeeds: Leadership, mentoring opportunitiesUnderstanding their complex livesRecognitionMoney 8. Veteran Teacher (21+ years of experience, age 40-69+) Positive Attributes:Wisdom (about kids, families, school)Stability (psychological, personal) Sense of tradition, history of school Mentoring Link to outside community Needs: Training for challenges of change Understanding Security 9. Debriefing Points To Ponder:1. New teachers are expected to bring vitality; scholarly qualities are not the primary issue. 2. Heads recognize that new teachers need help; new teachersshould not be afraid to ask for it. 3. Mid-career teachers run the show; pay attention to what theysay and how they operate (and on a bad day, stay clear, becauseoften life is tough for them). 4. Veteran teachers are an invaluable resource; dont discount them. 10. Five Attitudes of Effective TeachersBonni Gourneau, University of North Dakota 11. Demonstrating Caring and KindnessResearch by Larson and Silverman (2000) and Noddings Sharing Responsibility(1984) has emphasized the importance of developing a Carlsonand respectful relationshipteachers learning andcaring and Sensitively Claxton (1996) believe that the Richardson Hastie (1997) student-directed and students Zimmerman(1999) statesAccepting Diversity(1990) and believe between teachers andNel (1992)need to that it wouldbe in support of toward that agendas process overlap and points the all constructivist-learning stated should be organized in such each other,curricula have become focal seem for trend a way morestudents. attitudes inIndividualized practices.and the end result and learning Instruction Fostering teachers for positive learning.pluralisticbased teachingwould be atheir ownlearning into students take responsibility needs to be translatedaStudents appreciated environment. helped them succeed Encouragingwhoteachers strong and clear commitment to multicultural education,Creativity which ultimately couldexperiences. Teachers who usedwith their learning result in positive effects on specificintimidation in stresses the class and attitudes. This attitude front ofbehaviors resulted in a reluctance toclassroom the importance of stimulating thevolunteer. students creativity. The students appreciated and were personally motivated when teachers designed lessons that considered their interests, skills, and needs. 12. There is potential in every student, and a teachers attitude andactions can leave lasting impressions. Teachers need to be risktakers by being themselves and by trusting their students. 13. ELEMENTS OF TEACHINGEFFECTIVENESS Teaching effectiveness is important because effectiveteaching helps student learning. It has become even moreimportant as the emphasis on quality in higher educationhas increased. 14. The style viewTeaching Student actionsoutcomes A common view of teaching effectiveness which focuses on how teachers teach. Teaching effectiveness is determined by what theteacher does. 15. The style view Effective teachersPersonality characteristics display warmthTeaching techniques provide an overview at the start of teaching something newTeaching approaches minimise the amount of time they are teaching the whole class from the front (direct instruction) 16. The style view FLAW 1 FLAW 2 FLAW 3 TeachingLooks in DebatesComplexStudentactions wrong aboutcontext outcomesplace researchfindings Flaw 3 Flaw 2 -Debates aboutcontext findings -Complex researchFlaw 1 -The teaching outcomes relationship is complicated by context: -It assumes that the research generalizations are unequivocal. Looks in thewrong place not what the teacher does -But consider the debates of is students It the nature about: the use of rewards, the subject beingthat matters taught Whatthe role of questioningday happening forpredetermined. list of qualities the teacher demonstrates (against a the students the time of inis it is what discussion, deemed use of effective)of the teaching environment the nature rather than in history the to be storytelling and narrative what is happening for the students. phonicsand whole language. the availability of resources personal mood. 17. The outcomes approachTeachingStudent actions outcomes Teaching effectiveness... is determined by what students achieve.The effectiveness of teachers is best determined by: comparing the achievement of the students they teach. comparing the added value they contribute to theachievement of the students they teach. 18. The outcomes approachTeaching FLAW 1FLAW 2FLAW 3Student PriorDiminishes Measurement actionsknowledge student of learning outcomescontribution Flaw 3 2