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Tips to become an effective teacher
 

Tips to become an effective teacher

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tips to become an effective teacher

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    Tips to become an effective teacher Tips to become an effective teacher Presentation Transcript

    • Teaching for Academic Learning Professor Bill Bauer EDUC 202 Marietta College Chapter 12 Copyright 2001 by Allyn and Bacon
    • Reflection Questions    Think of a teacher that was particularly encouraging for you. What motivation strategies did that teacher employ? Do you have any biases or behaviors that may send messages to students that they lack competence? How will you monitor possible biases that you may have? Copyright 2001 by Allyn and Bacon
    • Strategies to Encourage Motivation and Thoughtful Learning Copyright 2001 by Allyn and Bacon
    • Necessary Classroom Conditions  Organized classroom  Free from interruptions  Safe-to-fail environment  Challenging but reasonable work  Authentic, worthwhile tasks Copyright 2001 by Allyn and Bacon
    • Critical Student Questions    Copyright 2001 by Allyn and Bacon Can I do it? Do I want to do it? What do I need to do to succeed?
    • Building Confidence & Positive Expectations       Match tasks to student ability level Move in small steps Clear, specific, attainable learning goals Stress self-comparison Communicate that academic ability can be improved Model good problem solving Copyright 2001 by Allyn and Bacon
    • Seeing the Value of Learning     Younger students: intrinsic/interest value Older students: utility value Attainment value: achievable Intrinsic value     Tie class activities to student interests Arouse curiosity Make learning fun Use novelty and familiarity Copyright 2001 by Allyn and Bacon
    • Seeing the Value of Learning: Instrumental    Explain connections Provide incentives and rewards if needed Authentic tasks:   Ill-structured Real world problems Copyright 2001 by Allyn and Bacon
    • Staying Focused on the Task       Frequent opportunities to respond Have students create finished products Avoid heavy emphasis on grades and competition Reduce task risk without oversimplifying the task Model motivation to learn Teach particular learning tactics Copyright 2001 by Allyn and Bacon
    • Beginning Teachers & Motivation Approaches by Rank     Reward/punishment Attention-focusing Relevance Confidence-building See Figure 11.5, Woolfolk, p. 425 Copyright 2001 by Allyn and Bacon
    • Beginning Teachers’ Motivation Strategies Reward/Punish Build Confidence Focus Attention Relevance Copyright 2001 by Allyn and Bacon
    • Student Views of Motivation     Copyright 2001 by Allyn and Bacon Know YOUR students Expect developmental differences Expect individual differences Use TARGETT to help meet the needs of YOUR students
    • Honest Enthusiasm Is Contagious Western Michigan University Men’s Basketball Coach, 1975 Copyright 2001 by Allyn and Bacon
    • Scenarios The next three slides highlight three scenarios based on real students. Reflect on each scenario. How will you apply the principles of motivation to help each student succeed? Copyright 2001 by Allyn and Bacon
    • Heidi : 1st Grade  Very quiet: shy  Will not speak out loud in class  Will not maintain eye contact  Poor reading skills  Draws beautifully  Writes poetry Copyright 2001 by Allyn and Bacon
    • Josh : 4th Grade  ADHD  Child of divorce  Monday depression  Dad is ex-Marine drill sergeant  15% homework handed in  Loves class discussions Copyright 2001 by Allyn and Bacon
    • Adam : Junior High  Low grades  Physically big & athletic  Vandalism with police record  Interview: honest, intelligent, & witty  Helpful with other students  No homework handed in Copyright 2001 by Allyn and Bacon
    • Reflection Questions    What are ways of soliciting information about what motivates your students? If several members of the French Club are in your math class, how could you tie their interests in French with your math content? In your discipline, how will you connect content with real world, authentic tasks? Copyright 2001 by Allyn and Bacon
    • Summary  Motivation to Learn in School  On TARGETT for Learning  Teacher Expectations  Strategies to Encourage Motivation and Thoughtful Learning Copyright 2001 by Allyn and Bacon
    • Review Questions       Define motivation to learn. What does TARGETT stand for? How do tasks affect motivation? What does it mean for students to “negotiate a task”? What are the three kinds of task value? Distinguish between bounded and unbounded choices. Copyright 2001 by Allyn and Bacon
    • Review Questions     How can recognition undermine motivation and a sense of self-efficacy? What determines whether a goal structure is cooperative, competitive, or individualistic? How does evaluative climate affect goalsetting? What are some effects of time on motivation? Copyright 2001 by Allyn and Bacon
    • Review Questions     What are some sources of teacher expectations? What are the two kinds of expectation effects and how do they happen? What are the different avenues for communicating teacher expectations? What are four conditions that must exist in a classroom before any motivational strategies can be successful? Copyright 2001 by Allyn and Bacon
    • Review Questions    What else can teachers do to motivate students? What are the most commonly used motivational strategies of beginning teachers? What can we learn from students about motivation? Copyright 2001 by Allyn and Bacon
    • End Chapter 11 Copyright 2001 by Allyn and Bacon