The document outlines the foundational aspects of teaching, emphasizing the teacher's role in facilitating learning through effective communication and supportive environments. It differentiates between good and bad teachers, supported by students' perceptions, and highlights key characteristics that contribute to successful teaching. Additionally, it discusses the significance of recognizing teachable moments and accommodating individual differences among students to enhance learning outcomes.

1. Dr Dennis Francis
Commonwealth Education Trust
Being a Teacher

2. Course 2: Being a Teacher
Week 1: What is a Teacher?
Lecture 1.1: What does a Teacher Do?
Foundations of Teaching for
Learning

3. “All teachers have some theory of what
teaching is when they are doing it, even if
they are not explicitly aware of that
theory...”
Gow and Kember, 1993 cited in Biggs and Tang, 2007, p.15.
What is Teaching?

4. What is the Role of a Teacher?
 Teaching is a process intended to support
learning by inducing a change in the person
taught.
 Teaching is an art of communicating a message
that will have impact on your audience.
 Pedagogy is the art or profession of teaching.

5. Connecting my Teaching to their
Learning
If my students have not
learned, how can I call myself
a teacher?
But he is
not
throwing
it.
I am
teaching
Spot to
throw a
frisbee.
I said I am
teaching him,
not that he’s
learning.

6. What makes a teacher good
and what makes a teacher
not so good?
Good Teachers and Bad
Teachers

7. ‘Good’ teachers…
 Are helpful and supportive.
 Take time to explain material in depth.
 Are friendly.
 Understand and know the subject well.
 Use a variety of teaching style and innovative
approaches.
 Are fair and have equal standards and expectations of
pupils, regardless of test scores.
Students’ Perceptions of ‘Good’ and ‘Bad’
Teachers

8. Students’ Perceptions of ‘Good’ and ‘Bad’
Teachers
‘Bad’ teachers…
 Are mean and unfair.
 Are judgemental of pupils’ parents and siblings.
 Are unwilling to change their teaching methods.
 Are disrespectful of pupils.
 Are unsympathetic to pupils’ personal problems.
 Are intimidating and verbally abusive.

9. What
makes
a good
teacher?
Helps us feel
Part of the class
Protects our rights
And prevents name
calling
Gives interesting
lessons
Explains things
clearly
Treat us with respect
And as individual
Helps us if we
make mistakes
Knows our name
Has sense of humour
Does not make fun of us
If we get things wrong
Believes in you
Helps us with our
Work even outside
Lesson time
Is approachable if
We have a problem
Is fair and consistent,
Treating everyone equally
Shows an interest in us and
What we do outside school
Is ready to be flexible and
acknowledge
Mistakes if he makes any
Is prepared to acknowledge
He does not know everything

10. The environment for learning is
developed by:
 The way in which we set up the
classroom.
 The way we ask questions.
The Task of the Teacher:
Setting the Environment for Learning

11. Teachable Moments
A teachable moment is an unplanned opportunity to recognise what is
happening within the class to make connections and to extend and
enrich learning.
Teachable moments can happen anywhere,
any time and occurs when the student:
 Is receptive
 Is open to learning
 Is actively seeking information

12. Examples of Teachable
Moments
 When a student asks a question.
 When the student demonstrates knowledge that has been acquired
formally.
 When the student makes a provocative statement, such as, “This always
happens to me.”
 When the student expresses misinformation or lack of information.
 When a student expresses a need for change.
 When you are performing a procedure or giving treatment.
When you have a teachable moment consider; the environment, who
is present, and your approach to the student’s openness.

13.  How does it look and feel?
 Is it an inviting and stimulating
environment?
 What do you think of the décor,
materials on show, your desk, student’s
desk and student and other pictures on
the wall?
 Is it well laid out?
 Could it be improved?
 What is good about it?
 What is lacking?
Establishing a Classroom
Environment

14. The Task of the Teacher Clarifying
Objectives
Clarifying Objectives
Setting realistic goals.
Identification and clarification of associated
objectives:
 knowledge
 skills
 dispositions
Teachers
BRING
DREAMS
TO LIFE

15. The Task of the Teacher:
Motivating Students
 Creating materials and activities
to arouse interest.
 Engaging in goal setting with the
students.
 Using rewards and (sometimes)
competition.
 Providing students with
knowledge of their progress.

16.  Organizing what will happen in the year, in the
term, each week.
 Organizing different classes during the day.
 Organizing activities of each class in a way that
will encourage students’ learning.
 Connecting new knowledge to the outside world.
The Task of the Teacher:
Sequencing Subject Matter

17. Considering Individual Differences means:
Being able to recognise and understand differences in your classroom
such as:
Gender, race, culture,
language, social
class.
The Task of the Teacher:
Understanding Individual Differences

18. Doing something about individual differences means:
 Taking account of ways in which students’ background impact on
how they learn.
 Trying to group students in ways that will maximize their learning.
 Using resources that are appropriate to the range and differences
among your students.
The Task of the Teacher:
Providing for Individual Differences

19. Make a list of all the things that you
have do as a teacher. Ask your
colleagues to add to your list.
Out of your long list pick what you
think are the ten most important
things that teachers do. Think about
how you might get better at doing
these things.
What Next?

20. Slides © Commonwealth Education Trust. All Rights Reserved.
1, 2, Images: © schoolsonline.britishcouncil.org
5, 17, 19, Images: © Microsoft Clip Art
11 Image: Courtesy of Professor Dennis Francis
Foundations of Teaching and
Learning
Copyright Notice
Week 1, Lecture 1