Essay On Evaluation Of Teaching

Essay On Evaluation Of Teaching
The Evaluation of Teaching Methods In US Universities Even the smartest students have certain classes that they cannot focus in, no matter how hard
they try. Everyone knows that no one is exactly the same; for example, identical twins may look identical at first glance, if you look more closely, you
will notice differences between the two. This basic concept applies to teachers and professors too. Every teacher has a different teaching method, some
people may think that the teaching methods are the same, but it is slightly different. This difference may be due to the different subjects that the
teachers are teaching or just the difference in personalities and teaching styles that each teacher has. These differences greatly affect students'
performances in numerous of ways that one could not possibly think of. I had observed in several of my classes to compare and contrast different
teaching styles from my professors and the students' behaviors depending on the subject and the professors. The classes that I have observed include
General Chemistry 1, Calculus 2 and Asian Behaviors and Thought (ABT). Two of these classes are the main subjects with the last one is a general
education class in order to see the differences better and if there are any similarities. Calculus 2 and ABT are both classroom based courses. I chose to
observe General Chemistry 1 because unlike the other two classes, this class is a lecture, which means there is no doubt that the teaching methods of the
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How Tobacco Use Teaching Methods
Tobacco Use Teaching Methods
Introduction
Choosing the correct teaching method is important to help the learner retain and learn information in an effective and efficient way. Tobacco use is a
health related topic that needs further education and intervention from a nurse. Group discussion and demonstration, and return demonstration are two
teaching methods of interest to me, which I believe will be beneficial to use when educating a small group of five people about this health–related topic
are. Group discussion involves the deliverance of medical information or education to a small group of individuals which may include their family so
information, opinions can be exchanged with the nurse. This is simple way to deliver information to more than one person at one time if time
management is a concern, and the nurse is able to build trust and rapport with the group as a whole. Demonstration and return demonstration works
more effectively in a small group and involves education or teaching with the nurse and learner(s). This method also allows time for feedback from
both parties. The nurse gives the learner a demonstration of a task to perform and the learner has to attempt to carry out the task back showing
competence, and the nurse is on standby to give cues as needed.
Group discussions Group discussions are beneficial as this teaching method is useful as it allows the learners to share information about their personal
experiences and is both economically and time

Reflection On Effective Teaching
Introduction
In this analysis, my objective is to reflect on effective teaching and learning strategies and methods, using my personal experience in the classroom, as
well as wider reading/research and university lectures, including my contextual analysis on my placement school (see appendix one).
However, since there are so many dynamics to effective teaching and learning, one cannot put a finger on a single aspect and use that as a solution.
With this in mind, I have chosen to look at two foci in depth. These are 'Classroom Management' and 'Questioning Techniques'– but before we analyse
these foci in depth, it is important to understand what 'teaching' and 'learning' are. Not only this, but it is also essential to note they are not ... Show more
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The first teacher, who also happens to be my Subject Mentor, is a very experienced staff member, he has known the students since they started the
school in Year 7, and hence he has a personal relationship with them. Because of this, he is able to joke around with them and therefore be slightly
friendly. This works well in this particular situation, however, it does not mean it would work for every teacher.
Secondly, the other staff member happens to be someone with a practical approach; she involves the students very much so in her lessons– but at the
same time they are encouraged to work on independently too, as she has a slightly softer approach to teaching, hence the pupils behave differently.
Lastly, the third staff member is Assistant Headteacher– he has a very informal way of teaching, to the point where he addresses the learners by their
nicknames. Furthermore, he uses slang in his lessons for better understanding for the learners.
Why teachers use different methods has a deep connection with how learners learn.
How do learners learn?
There are different learning styles, which should be the reason behind teachers using different teaching styles. Studies suggest it is important for
people to be in the right state of mind in order to learn. If a person is not in the right mind to learn, learning can be ineffective.

Different Forms Of Co Teaching
Lauren Dursky and I decided that we would implement different forms of co–teaching for different subjects. It did not seem efficient to use the same
method for each subject, so we decided to vary the instruction. For math, we decided to use station teaching. This allows students to discover a true
understanding of each concept through different activities. This style of co–teaching also allows each teacher to incorporate his or her own unique
perspective into the classroom. This style could be challenging for math because it requires extra planning and you have to make sure both teachers
are teaching similar methods at the same time so movement from one station to the next is smooth. We then decided to use the teaming method for
history. The teaming method allows both teachers to present their own views to the class and bounce ideas off of each other (The Power of 2, 2005).
Instead of using textbooks to teach history, we decided to take a concept and explore its significance through events and debates. We would start off by
each presenting a different point of view on a single event and have students divide into two groups based on their initial thoughts. Each teacher would
then lead their portion of the class through research and constructing a debate. After a couple days spent learning about the situation and preparing an
argument, the two halves of the class would debate.
For language arts we decided to use the parallel teaching method. This method allows for small

Personal Statement : The Teaching Profession
Introduction
In the teaching profession, we often hear terms from colleagues, administrators, and when seeking a higher knowledge, college professors. As a
teacher, we often use these very words ourselves. Such words include blending learning, blooms taxonomy, competencies, individual difference, and
differentiation. In truth, some of these terms are used as justification for ideas or theories, without comprehending fully what we, the teacher, is fully
saying. I chose the topic of differentiation to better understand what it is and what it isn't. I know what differentiation is, or should be, but I am
witness to so many teachers that use this term, but never practice the strategy. To be completely honest, this topic is a way for me to help my
co–workers to actually differentiate the lessons so that every student is learning, not just sitting there passive compliant as the teacher moves on.
Research
The first obstacle in my pursuit for differentiation is finding the need for it. There are hundreds of strategies out there for teachers to learn about and
use. The amount of research and research findings are even more abundant. Why do some kids learn, while others don't? Looking at the data, the
books written, the web pages devoted to answering this question, and everybody has their own answer, yet they all agree that hour long lectures are not
effective, but that is what is often occurring in the classroom: overly drawn out lectures. Facts that we now know as

Reflection On Micro Teaching
This essay will analyse and highlight on the fifteen–minute micro teaching reflection that is vital for the self–evaluation and professional development
of my teaching practice. It will further identify my strengths and weaknesses through my peer assessment and reflect on the teaching and learning
theories, methods and strategies that are linked and practiced in my micro–teach.
According to the teachers' standards (DfE, 2012) "teachers make the education of their learners their first concern, keep their knowledge up to date and
are self–critical." Therefore, this reflection practice will guide me towards the improvement on my lesson planning strategies and delivery. In addition,
it will also make an enormous difference in my teaching and learning practice which is vital for teacher training.
One of the significant part of this course is micro teaching session, in this session we are required to deliver fifteen–minute planned lesson containing
learning outcome. Furthermore, this session was recorded and observed by the peers to evaluate. Due to my interest in ESOL I decided to deliver my
session on "Boogle Puzzle" to embed a simple literacy/numeracy activity aims to target ESOL (English for speakers of other languages) learners. In
this task, pupils are given activity to make seven – ten words in the English language from the word grid to improve word recognition and spellings.
Based on reflection of my micro–teaching I provided learners with the basic instructions on "Boggle puzzle" and opted for potential instruction
strategy. I used present, practice and produce strategy (English language resource, 2017) to allow pupils to practice and learn new vocabulary in
co–operative way. Similarly, I used co–operative learning method to encourage pupils to learn from each other and gain interpersonal skills. According
to Johnson and Johnson (1995) co–operative learning method have proven effective in increasing motivation, self–esteem and problem solving. Thus,
to enhance inter dependency, the class was divided into two main groups of fours and were further divided into pairs, to finish their task. According to
Mercer (1985) effective communication is as cognitive and social development are intertwined,

The Importance Of Teaching A Past Lesson
One of the greatest aspects of teaching is having the opportunity to engage with students. Engaging in the practice requires that teachers are constantly
reflecting and wondering how they can better enhance their performance. This is often done through reflecting on past lessons as well as actively
seeking appropriate leadership roles and opportunities. Effective teachers are master reflectors who always understand how their actions contribute to
the success of their students, their families and their communities. Effective teachers are also sure that they are using their reflections and new
knowledge to inform their practice. In addition to reflecting on their own practice, new teachers are always reading to collaborate with superiors or
colleagues in order to gain new and innovative information.
My first piece of evidence I have included for Standard 9 is an analysis of a past lesson. In the analysis, I carefully reflect on the effects my choices and
actions in the classroom have impacted my students. Despite how passionately teachers may feel about engaging with students, it is important that we
are constantly wondering how we can improve our performance in the classroom. Little that happens in the classroom happens for no reason. Constant
reflection allows for teachers and students alike to understand how classroom interactions can become more meaningful. In addition to my lesson
analysis, I have also included a lesson plan and its subsequent reflection. The lesson

Teaching Is No Small Feat, No Easy Measure
"Those who know, do. Those that understand, teach," once said by Aristotle (Teaching). Teaching has been an art that requires great skill and enormous
understanding. Teaching is no small feat, no easy measure. All teachers must work tirelessly in making sure their students succeed and learn far more
than just concepts in the classroom. Teachers inspire and encourage their students to go after what they want to do in life. Through observation, I was
able to learn about the best practices that worked well in the classroom setting, helped the students learn best, and showed the benefits of teaching. From
observing teachers and learning what approaches work best, I was able to find the best teaching practices that helped the students the... Show more
Through her individual given time to students that need it, Mrs. Graham helped better student understanding and comprehension. When a student
needed more time, she quietly told that they were able to keep working, allowing them to keep working. This helped her students be able to not worry
about finishing with the class, yet also helped them understand the entirety of the lessons at their own paces. With the age of technology, Mrs. Graham
further her students' interest in English by putting into place with the other seventh grade English teachers dedicated time in each class for students
to be able to read books of their choosing. By allowing students to read what they would like to read, this encourages them to want to read outside of
just books for class and allows them to explore what books they would like as well. These techniques each allowed students understand and be guided
towards what they needed to learn. Through the uses of relatable connections, individual working, and distance from technology, the students in Mrs.
Graham's classes were able to benefit the most from the learning setting. These techniques allowed her students to be able to learn, especially in times
of confusion and distraction. During Miss Stein's class on my third visit using the distance from technology and emphasizing the importance of reading,
several students energetically asked to be allowed to read

Graduation Speech On Teaching And Learning And Interactive...
I enrolled in the Certificate in the University Teaching (CUT) program in spring 2014 right after completing the FUT program in winter 2014. Through
the GS901 workshops, I learned about students' traits and attitudes toward learning and interactive teaching through active learning. With regards to
course design, I learned the importance of having an organized, yet flexible, course plan that is designed in equilibrium with course objectives and
assessments. Teaching observation practicum, provided me with an opportunity to assess my teaching from the perspective of an experienced educator.
Below, I will discuss the elements and strategies that I have experimented with based on the comments and suggestions I received.
COLLECTIVE LEARNING:
One of the key elements in teaching undergraduate classes is to create a learning environment that cultivates critical thinking and mastery of concepts.
As an instructor, I have experienced with various active learning methods to keep my students engaged and motivated. Within the pedagogy toolbox, I
found the element of discovery to be the most effective way of teaching. In my classes, before even explaining a new concept, I usually pose a
question to class and ask my students to find a solution. I ask my students to work in pairs (and sometimes groups) to come up with a solution without
them knowing the new concepts. The idea is to assist them to discover the new concepts by thinking out of the box and trying different approaches.
During

My Teaching Philosophy Statement
Statement of Teaching Philosophy
Stephanie Speicher, M.Ed.
"I regard it as the foremost task of education to insure the survival of these qualities: an enterprising spirit, tenacity in pursuit, readiness for sensible
self–denial, and above all compassion"
Hahn, K. (1957, p.10). Outward bound. New York City: World Books.
Foundation – The Sunrise I stood watching the sunrise on the final day of a weeklong backpack/rock climbing training with my college orientation
program. The tears streamed down my face, without my knowledge, as I processed all that I had experienced that week. I spent much time immersed
learning HOW to teach in an outdoor environment. My tears came from knowing I was heading into student teaching, my final college ... Show more
The environment the teacher creates is instrumental to encouraging or inhibiting learning. It is my job to create a dynamic, exciting, and
interconnected environment that encourages students to be part of thought–provoking conversation and potential learning opportunities. Specifically,
when teaching social studies, it is crucial I treat subject matter as interconnected, emphasizing that everything students are learning fits together into a
complete understanding of the world, from which they develop their personal global perspective.
Finally, I believe the concept of respect must be present and felt by my students and colleagues. Not only to respect and be open to the content
presented in class, but also to motivate them to respect themselves, each other and members of our global community.
Experience is the Key
I consider three overarching goals to each teaching "moment" I am presented with, each of them embedded in my conception of teaching as a
temptation to Experience. First, I ask students to experience the specific course content. As a teacher of social studies, I see my task as creating spaces
for students to encounter and discuss–at both a personal and professional level–fundamental questions of power, justice, identity, equity, and freedom.
Asking my students to experience the course content also means encouraging active and participatory learning.
Second, I ask students to experience "moments" with me and with each other. I model and clearly lay out

My Original Teaching Philosophy Statement
I honestly would not make any changes to my original teaching philosophy statement because I believe that after reading through the entire phycology
book, the things I read only supported the things I stated in my philosophy statement. When writing my philosophy statement I had not taken any
previous education classes to aid my original teaching philosophy but I have been working with kids my entire life and so I have seen first hand what
things work with children and what does not. This does not by any means mean that I know everything and have all the answers to teaching, it simply
means I have had a little bit of a head start with working with kids. You learn my trying something out, analyzing if it worked, the reflecting on that
and changing it. Even before taking this class and reading that in the text I was already practicing this when I was the Sunday school teacher for 2–3
year olds at my dads church. Another thing that gave me ideas on my teaching philosophy statement was by being in a class and have an amazing
teacher, or a not so amazing teacher. Even without the knowledge I acquired in this chorus I was able to see the things my teacher did in a class and
reflect on if, for me as a student, they were helpful. These two reasons are why I believe my reasoning behind teacher philosophy statement is sound.
An example of something that I wrote in my original statement that was later backed up by the book was when I stated that every child is unique and
therefore each

Model Of Co-Teaching Essay
One model of co–teaching is station teaching. This is done when both teachers have shared responsibility for a lesson and are giving the less at the
same time typically in the same classroom. Students are asked to move around the room in groups to each station after a set period of time so that
they may receive all of the lessons presented at each station.
One major advantage of this particular co–teaching method is that it involves both teachers so that responsibility for lesson planning and delivery is
shared between the two giving both teachers ownership of the lesson. This can ensure that one teacher does not feel as if they are "in charge" while
the other is seen as not as important or, in most cases, just the special education teacher. Another advantage is that it allows for students to hear
multiple lessons in one day rather than just one whole class lesson so more content is being delivered to the students. This model could also help with
discipline because students are sitting with teachers at two of the stations if not more depending on the number of teachers in the room. However,
station teaching also has pitfalls. One key disadvantage is that students will have to transition repeatedly which may cause issues or may become loud.
This would have to be carefully rehearsed and students would have to become familiarized with this model of co–teaching. Also, pacing may be
difficult because different teachers have different styles. The stations would need to

I Have Learned Through Teaching
One of the many things that I have learned through teaching young people is that time goes by a lot faster. In reflecting from my field teaching
lessons, I realized that there were many things that I was pleased with, but I also realized that there were many things I know I need to work on.
Watching a video of you teach a class is the absolute best way to self–evaluate yourself. We are most critical of ourselves when we can see our work
played back to us. This experience has not only been helpful in my teaching methods, but it has helped me to establish a more professional and
authoritative essence in the classroom. Before students had even seen the writing assignment, students picked up a half sheet of paper when they
walked through the ... Show more content on Helpwriting.net ...
When I began the lesson plan on verbals I had students write freely about a significant incident in their lives in which you were taught a meaningful
lesson. Students had complete freedom to write on a topic that had happened to them, or someone they knew. When students are given the opportunity
to write about their lives, that is when we empower students with their own words. The students were able to choose what incident they wanted to write
about from their lived experiences. After my minilesson on verbals I wanted students to incorporate these into their own writing to add action and
precise details about their significant incident. During this lesson plan I wanted to keep in mind the one ELL student at field placement. I had gotten to
know her very well through interviewing her, and knew from previous conversations that she really struggled to understand grammar. When students
were working individually on their writing assignment, I made sure to visit this one student in particular to be sure that she understood the concept
fully. This student works very hard, and I know she is doing twice the amount of work as every other student due to the language barrier. Through
giving this student extra time to process the new information I was able to then check for understanding when students were working independently.
This

Effect Teaching Method for Calculus
The majority of instructors believe that the best method for training scientists is the traditional lecture. In 2011, the Mathematical Association of
America surveyed over 700 calculus instructors on what they believed was the most effective way to teach. Two–thirds of those surveyed agree with
the statement: "Calculus students learn best from lectures, provided they are clear and well–prepared" (Bressoud 2011). There is a common notion in
teaching that, because the instructor is the expert in the room, it his/her job to take the lead role in guiding students through the material. Instructors
with this traditional view would argue that because students are novices, active engagement techniques where students are "teaching" each other could
only lead to an increase in confusion about the concepts.
In addition to serving as the expert, most instructors also believe that their role is to meet their students' expectations in the classroom. Students can be
resistant, at least at first, to new instructional techniques. If students want informative and well–structured lectures, then the traditional lecture meets
students' expectations by allowing them to passively sit, listen, and take notes. To summarize, even though both students and instructors have
considerable experience in teaching and learning, this does not directly translate to them being experts in the assessment of various teaching practices.
Science education literature has dozens of studies that quantitatively

Artifact In Teaching
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her
choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Summary of Artifacts
The artifacts used are peer evaluations on my teaching practices.
Artifact 1, "Classroom Visit," is an observation review of my instructional strategies used during a Shared Reading lesson with my first–grade students.
The USD 501 school district has employed instructional coaches to help teachers successfully improve their instructional strategies in the classroom by
offering instructional reflection, support, and coaching. The ... Show more content on Helpwriting.net ...
During my student teaching internship, I relied heavily on the expertise and opinions of my cooperating teacher. Her insight gave me a realistic and
encouraging viewpoint to help with instructional strategies I was unfamiliar with and at times awkward in implementing. As a professional of her
craft, she guided me though the collaborative process, help me set realistic goals, and was very supportive in offering me suggestions for
improvement. She also provided me quality feedback in identifying my strengths to help build my confidence. Artifact 2 is an example of her
evaluation of my professional performance as a teacher. After her evaluation, we would review her observation notes and set new targets for my
improvement. This proved fundamental in my learning experience as a student

My Teaching Philosophy Of Teaching For Physical Education
EPE 100 has not only taught me so much about becoming a teacher but a ton about myself. Prior to EPE 100, I felt as though I had a solid
understanding of what it meant to be a physical education teacher. Do a quick warm up, Rally the students, put them into teams, explain the rules and
let them go at it. Man oh man was I wrong. Throughout readings, assignments, and practice I now believe to have a much better understanding of what
it means to be a physical education teacher. There has been three major ideas that have begun to influence my teaching philosophy; Teaching for
physical literacy and skill development not just sports, embracing physical activity as a lifelong journey and challenging all students inside and
outside of the classroom. These three concepts are very important to me as I begin my teaching career and are the three highlights in which I took
out of EPE 100. It took me a very poor micro teaching experience to finally understand that physical education is truly about more than just sports.
"You learn more from failure, than you do from success" this is a quote that I hear very often from various coaches and teachers. I think this
perfectly sums up my micro teaching experience, while it was not a completely failure it served as a very important lesson to me. It was not until I
was placed into a teaching situation that I fully realised not everyone is going to excell, and that one cannot expect the whole class to be able to pick
up a sport in one lesson. Nick

Teaching Principles Of The Game Teaching Essay
3. Teaching principles in the use of the game teaching
If teachers want to play a better role of game teaching, they must focus more on the following points. First, game contents and methods require national
design. Based on game teaching, teachers will reasonably and flexibly arrange teaching activities, avoiding excessive interference on students. Through
a series of activities, students' attentions are kept so that the whole learning goes toward the direction of teaching principles.
Second, game teaching is more difficult to organize in the classroom because of students' lacking autonomy, and the classroom will become confusing.
All of these should be taken into full consideration while designing class activities. Usually there are five principles that should be noticed(Chen
Shuting,2008).
3.1 Objective principle
English classroom games should have a clear purpose. While designing a game, teachers must be very clear about the purpose of the game is to let
students master something. The objective of the game is not only to activate atmosphere to make students feel at ease, but also allow them to obtain
knowledge, making the game serve the purpose of language training, pronunciation correcting, grammar consolidating. The design should be combined
with teaching purpose of the game, and the game's designing and carrying out have to stick to the teaching content. Thus, the design of the game must
run through the theme, lest students only remember the game but not knowing what

Teaching Growth Analysis
During the Spring semester of 2014, I was placed in a third grade classroom at Charles Elementary. The teacher of the third grade classroom was
Mrs. Doe. The experience in the classroom was one of the biggest learning experience I have had thus far in the education program. The environment
was very welcoming and the cooperating teacher cared about my success, which was very rewarding. Comparing myself as a teacher to the first few
weeks in the classroom, to the last few weeks in the classroom, I would conclude that there was exceptional growth that occurred. I believe my
classroom management skills is something I improved tremendously throughout this field experience. Reflecting on my first lesson taught in the
classroom at Charles, I was constantly talking over the students trying to get them to settle down and listen. After the first lesson, when meeting with
the CT, the first thing she told me, was to pick a management strategy and stick with it throughout the rest of the semester. She noticed I was having a
hard time getting the students to calm down once they would too rowdy. To avoid situations that involved having to yell over the students, I decided to
do the three clap method that Mrs. Vance used frequently to get the students attention. The teacher claps three times and the students repeat, after the
students clap, their voices are off. I started to use this technique throughout the placement, not just on days that I taught lessons to get the

Difference Between Teaching And Teaching Styles
Even the smartest students have certain classes that they cannot focus in, no matter how hard they try. Everyone knows that no one is exactly the
same; for example, identical twins may look identical at first glance, if you look more closely, you will notice differences between the two. This basic
concept applies to teachers and professors too. Every teacher has a different teaching method, some people may think that the teaching methods are the
same, but it is slightly different. This difference may be due to the different subjects that the teachers are teaching or just the difference in
personalities and teaching styles that each teacher has. These differences greatly affect students' performances in numerous of ways that one could
not possibly think of. I had observed in several of my classes to compare and contrast different teaching styles from my professors and the students'
behaviors depending on the subject and the professors. The classes that I have observed include General Chemistry 1, Calculus 2 and Asian Behaviors
and Thought (ABT). Two of these classes are the main subjects with the last one is a generaleducation class in order to see the differences better and if
there are any similarities. Calculus 2 and ABT are both classroom based courses. I chose to observe General Chemistry 1 because unlike the other two
classes, this class is a lecture, which means there is no doubt that the teaching methods of the professors would be different.
I have observed that in

Teaching Philosophy Statement Essay
Teaching Philosophy Statement
Knowing that you have had an impact on someone and ending the day feeling like you changed just one life could be the best job in the world. To me
those feelings and thoughts can only come from one profession–teaching. I have a family full of teachers and it is exciting to see them come home and
have that satisfaction of influencing someone's life. I want to be apart of that feeling and emotion.
I have chosen the route to be a Special Education teacher; I feel that this is going to be the best way to have that feeling and emotion of inspiring
someone else's life each and everyday. I want to work with children with Learning Disabilities (LD), Behavior Disorders (BD), and my ... Show more
That is very important in the classroom, I want them to look up to me for not only teaching but for assistance, I want my students to feel comfortable
with asking questions. I will be there to give them feedback on whatever they are doing. Lastly is Cooperative Learning. This deals with students
working on activities in small groups and being rewarded on their group performance. I like this form of structure in the classroom because some
students work better in groups and they feel more comfortable with working with others and it also gives the ones who do not work well with the
opportunity for them to be better at that.
Along with that there are also certain philosophies that I will use to guide me through teaching, and the ones that I will be the most successful. They
are progressivism, and behaviorism–positive reinforcement. Progressivism deals with making education more relevant to the needs and interests of the
student's. The teacher centers the curriculum on the experiences, interests, and abilities of each student. By this, the teacher pushes for the student to
be at a higher level of knowledge; because one important aspect I learned is that Progressivism in the classroom students are able to solve problems
similar to those outside of the classroom. To me that is very important for the students to take what they learned and take it to another level, even
outside the

My Philosophy of Teaching Essay
My Philosophy of Teaching
Education is an important aspect in the lives of all individuals. From the day we are born until the day we die, we are constantly learning. At a very
young age, children begin attending school. Throughout their educational career, children have many different teachers who hold many different views,
beliefs, and values. Methods of instruction, personalities, and classroom interaction are all unique to the teacher. Some teachers may come in each day
just because it's their job, and they need the paycheck. Yet, the ones who are there for the success of their students are the ones who truly make a
difference.
I believe the success of a student depends tremendously on the teacher. ... Show more content on Helpwriting.net ...
Teachers should pass this enthusiasm onto their students and gain their interest in the subject. Children need teachers who care about them, teachers who
love them. When a student knows you care, they are more likely to succeed.
Teachers should have confidence in their students. They should set high expectations for all students, and then give them the support and
encouragement they need to obtain those expectations. Teachers should praise students. They need to create a comfortable learning environment where
students can make mistakes. Mistakes are a part of learning. As a child my mother always told me, "Practice makes perfect" and "If at first you don't
succeed, try, try again." At times, students may become frustrated. Teachers need to encourage their students and give them positive reinforcement.
They should help their students to never give up.
At times, even the best teachers may not be coming through to their students. What may seem like the perfect lesson plan for one class may not be
such a success in another. Yet good teachers have the ability to recognize this. They monitor and adjust. Teachers need to observe their students to see
if the lesson is coming through to them. If it is not, the teacher should not give up and move on to new material. They need to adjust, and reteach the
lesson in a way that will come though to the

Essay on Teaching Philosophy Statement
Teaching Philosophy Statement "Teaching is not a profession; it's a passion. Without passion for your subject and a desire for your students to learn
and be the best in the world, then we have failed as a teacher and failure is not an option." –John F. Podojil. In my opinion, this quotation is very true.
If you do not have the passion to teach your students what is right in the world and what makes them be the best they can be, then you are not really
teaching your students or you have failed and failure is not an option. I want to not only teach my students important subject manner but be an
inspiration to my students as well. I want to be the teacher that students will come back to in ten or fifteen years and say,... Show more content on
Helpwriting.net ...
When I first thought about this I thought, "Oh my God, I'm going to be a role model for most of the male students in my class!" It's kind of
overwhelming when you think about it. But then I thought, "I'm a great guy and a good hearted individual; I have nothing to worry about except for
maybe the first day!" My teaching style will be an eclectic blend of all the teaching philosophies, I think my main teaching philosophy will mostly be a
mix of essentialism and existentialism. As a K–8 teacher I feel that you should teach the "traditional" subjects to students this helps to develop their
character, which will affect them for the rest of their lives in society. I also believe that students should be able to express themselves in some way
throughout the school year by the means of playing games to help them learn to do things and being able to have at least once during the school year a
talent day in which the students show their many talents. I might also have the students keep a journal throughout the school year so that they can
express their own personal thoughts and feelings for the day on paper. This sometimes helps with students who have emotional problems or problems
with other students in the class get their thoughts out so that there may not be as many fights as there could be. I will use direct and indirect methods
of learning to teach my

Teaching Styles in Physical Education
When you become a teacher of any subject you use different styles of teachings that reflect you as a teacher and the lesson you are trying to teach.
Sometimes it can be difficult to find what styles may work best in different situations. When teaching physical education the most helpful and
beneficial styles are indirect, direct, and interactive teaching. These teaching styles are critical when trying to teach physical education because they are
proven to be effective. These styles will help make you an effective teacher because of the way they allow you to control and manage the information
being taught. When teaching physical education these styles when incorporate to your class make you a more affective teacher. These three ... Show
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This method relies heavily on discussion and sharing among participants. "The interactive instruction strategy allows for a range of groupings and
interactive methods. These may include total class discussions, small group discussions or projects, or student pairs or triads working on
assignments together"(4). For example in your class you could have team orientated games, spark, or even adventure ed. These things allow
students to work together such as spark. In spark, students will be in small groups where they try to complete a challenge at hand by working
together. These activities range in goals and rules, but the common concept is that students will be forced to work together. Interactive teaching is
something every teacher should use in their class after using styles like direct teaching. Direct teaching is a lot of one person practice and repetition
to perform a skill correctly. Interactive teaching is the step you would use after those skills are mastered. Being able to incorporate those skills in a
game or group environment would be showing mastery of a skill while using the interactive teaching method. This method doesn't always have to be
the last stage in a lesson plan, but it works well when using it as a final stepping stone in your activity plan. When teaching physical education these
three styles of teaching can be vital to you when

Essay about Teaching Portfolio Analysis
Teaching Portfolio Analysis
In this portfolio, I have documented my first experiences not only teaching social studies, but also teaching an eighth grade inclusion class in an urban
middle school. Although these lesson plans might not as good as my lesson plans of the future will be, I feel they reflect a great deal of work and
dedication that came through creating my first unit for a classroom. With time limitations, I had to base my unit plan on a chapter in the book that was
meant to be an introduction to the studying of world history, including the basics of geography, anthropology, archaeology, and history, for these eighth
grade students. I tried to incorporate as many visual aids and supplemental exercises to the ... Show more content on Helpwriting.net ...
The constraints of following this technique were frustrating at times, but I think I worked well with this teacher and figured out how to get the best of
both our worlds with a mix of his approach and some of my own.
My philosophy of education, which I wrote back in September, has remained relatively unaltered. The fundamentals of my philosophy have stuck,
such as teaching responsibility and life skills, being approachable and creative as a teacher, and allowing the learning/teaching process to be
interactive and beneficial to all. Throughout my portfolio, I continue to stress the importance of students taking notes and participating in lesson
through discussion and other activities and assessments. These skills, which my cooperating teacher is trying to help students develop in his class,
are essential for their survival in a high school environment and also useful in any work scenario when trying to learn a given amount of information.
I was eager to make myself approachable with the students, which I expressed through my willingness to answer all questions and offer my assistance
during any of their assessments or evaluations in the two months that I was there. They seemed very comfortable with me by the end of my stay,
which made me feel very good about my ability to create a healthy classroom atmosphere in the future. Finally, I made my lessons as interactive as

My Teaching Philosophy
Since the beginning of my academic career, teaching has always been an important part of my academic duties.
The interaction that I have with students is not only enjoyable to me, but it also gives me an invaluable perspective on the subjects I am teaching. Since
I started my position at the Mathematical Institute at the University of
Oxford, I have tutored in four classes across three semesters and supervised two projects, as detailed in my CV.
I am also tutoring two new undergraduate classes in the first semester of 2017. I was also a teaching assistant to my PhD advisor for various classes and
given have given multiple practical short–courses on my software library for Uncertainty Quantification, mimclib. Throughout, I was lucky to have ...
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I was particularly happy when a student would give a solution that is different from the one I had in mind. In that instance, I would encourage the
student to give further details and I would ask other students if they had other methods. This ensured that the students were not only engaged but
actively contributing to the lecture. Even though student engagement is easier to accomplish in smaller classrooms, it is even more important in larger
classrooms where students' voices drown in the hollow of the lecture hall. Ensuring that at least a portion of the students is engaged will encourage
certain students to ask questions which are likely to be on the mind of other, more reserved, students.
In my opinion, learning in a class should simulate scientific research as much as possible. When a researcher in mathematics studies a new subject, she
starts with an observation, makes a conjecture, verifies the conjecture with experiments and finally, formulates a generalisation with a proof. This
process enforces a context which the researcher keep referring to, namely the original example. The result is a deeper understanding of the concepts
and the ability to predict the future ones. As a teacher, I try to simulate a faster version of this research process.
I try to start from simple examples that demonstrate some aspect of the topic. I then try to make the

Five Teaching Methods And Approaches
TEACHING METHODS OR APPROACHES.
Choosing suitable methods to help learner's master learning content has for a long time been a main area of contention in the field of teaching.
There are two approaches to teaching: the teacher–directed approach as well as the learner–centred approach.
The teacher–directed approach is based on reception learning, which means that the content to be learnt is presented to the learner in its final form.
The learner–centred approach means that the material to be learnt is not given but must be discovered by the learner with help of a teacher.
Five teaching methods/approaches.
1.Telling Method
i.Telling method can be described as "structured teacher–talk aimed at clarifying concepts so that learners are able to ... Show more content on
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This method is time wasting. ii. Clever or gifted learners will lose interest as a teacher will busy demonstrating the very same thing the whole period.
4.Questioning Method
i.It is an approach towards most teaching–learning situations. ii. Learners bring their knowledge and experiences to class, then a teacher will try to
link this knowledge from learners to new information he is about to present o a class. iii. Questions may also be used to gather the attention of
learners to what a teacher is presenting and also towards achievement of learning outcomes. iv. A teacher will use question to test if learners are still
listening or to avid misinterpretation or to help those learners who are still left behind.
v.Again, questions can help a teacher if he wants to stress one or two points. vi. The question–answer method is very demanding for both the teacher
and learners. The teacher must prepare the lesson thoroughly because the answer he may get from learners may be unpredictable.
Advantages of Questioning Method
i.They assess learners understanding. ii. To develop learners' skills such as critical thinking, communication, listening skill and cooperation with other
learners.
Disadvantages of Questioning

Self Reflection On Teaching And Learning
I believe a successful learning experience is engaging and valued by the students. I believe students' will value what they are learning if they believe
what they're learning is relevant. Relevance is important to teaching and learning because it is directly related to student engagement and motivation
(Frymier & Schulman, 1995; Martin & Dowson, 2009). Marsh (2008), states a positive classroom environment provides a sense of security,
community, belonging and identity (Marsh, 2008). Based on my experience as a practicing teacher, I have found establishing clear expectations
within the classroom assist in maintaining control and discipline, to create a safe learning environment (Fatt Hee, 1996). I believe within all
classrooms, students' diversity should be valued. This creates a discrimination free environment and ensures students feel safe and included (Philips,
2010). According to Stanford & Parkay (2007) students are more engaged in class when learning experiences are satisfying, challenging and friendly.
There is no one size fits all teaching strategy for all students. Therefore teachers must use a variety of teaching strategies to cater for a variety of
different learners (Gill, 2013). It is important for teachers to regularly evaluate their practices and whether they are meeting the learning needs of all
students (Zeichner & Liston, 1987). Self–evaluation can assist teachers to improve the educational experiences provided for students and assist in
identifying the professional education you need to further develop your capacity to teach well (Schwartz, n.d.). As a future teacher developing learning
programs, teaching, assessing, providing feedback on student learning and reporting to parents/carers are skills I must be proficient in. Standard 3:
Plan for and implement effective teaching and learning On my most recent placement I taught a series of lessons (artefact) for a year 8 Health and
Physical Education class. I had full responsibility for planning and teaching the lessons. I planned multidimensional lessons which enriched my
pedagogical approach and students learning outcomes. When teaching the lessons it was essential I implement strategies and practices that would
enable me to

Objectives Of Micro Teaching
A teacher training technique which is known as micro teaching is practiced all over the world. This technique helps the teachers to improve their
teaching skills. The history of microteaching goes back to the early and mid–1960's, when Dwight Allen and his colleagues (Bush, McDonald, Acheson
and many more) from the Stanford University developed a training program aimed to improve verbal and nonverbal aspects of teacher's speech and
general performance. According to D.W.Allan (1966), "Microteaching is a scaled down teaching encounter in class size and class time". Micro
teaching enhances the presentation and reinforcement skills which further aid in real time teaching experience. During teaching in real classroom, it is
not only a simple matter of transferring the knowledge from one to another. Actually it is a complex process that directly influences the process of
learning. Quality of a teacher is estimated on how much the students understand from his/her teaching. Before entering in class, a teacher should know
about teaching skills. Actual classroom cannot be used to acquire primary teaching skills. Students learning process will be affected if new teachers
make the classroom an experimental place. The main objectives of micro teaching as stated by Otsupius (2014) are that it helps teacher trainees to
learn and practice new teaching ... Show more content on Helpwriting.net ...
Teachers get a chance to teach a single concept of content by using specified teaching skills for a short time to a very small member of pupils. These
specific conditions allow the trainees to practice the teaching skills in observable and controlled environment. They do the practice repeatedly to attain
the mastery in teaching. The complexities of the real teaching practice are scaled down by providing immediate feedback. Trainees come to know about
their strengths and weaknesses after watching the video of their micro teaching

Teaching Methods Essay
1.Discuss the reasons for selecting the teaching methods used.
In the micro teach session delivered to my peers at college as part of an Assessment, I chose to use the following teaching methods: * Initial assessment
* Brainstorming * Group work * Differentiation * Constructivist teaching.
Science is a practical subject that requires an academic approach. The methods used are to promote active learning strategies that engage the student.
As I already teach at KS4, I assumed that this particular group would already be at the level of teaching and learning in my class, although I did
consider initial assessment methods in my planning. I set out the learning objectives and learning outcomes so that each ... Show more content on
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One of the methods I used was to allow the students to share their knowledge with each other through mind–mapping and then through working
together on a true /false questionnaire.
2.Critically discuss two of the teaching methods used and examine each one in terms of their strengths and weaknesses.
The first method I would like to discuss is the constructivist approach – an active way of building on students' knowledge, ensuring students use and
apply the knowledge given. In my view this method covers all the positive points for exploring a specific subject, by using the method of the students
building their own interpretations of the information given, as Petty explains: "What does it mean exactly to have a full grasp of a new topic, and to be
able to use your learning successfully even in new situations?" (Petty 2004, p. 7), going on to explain the theory behind Bloom's taxonomy, a hierarchy
of learning and putting the attributes to learning in order. In simple terms, the knowledge a student requires at the beginning is rather basic; then
comprehending the knowledge means that a student has been able to move on by understanding and explaining.
Once a student has comprehension they (with the help of a teacher) can apply that comprehension. For example, during the micro teach session once I
had given an overview of the heart, students were able to complete a questionnaire. I could see from the answers that they had gained

Characteristics Of Teaching: What Is Teaching?
What is Teaching? Teaching means interaction of teacher mutual benefits. Both have their own objectives and target is to achieve them.
Teaching includes all the activities of providing education to other. The person who provides education is called teacher.
The teacher uses different method for giving best knowledge of his students. He tries to his best to make understand student. His duty is to encourage
students to learn the subjects. (Charles Bonwell 1991).
Some Characteristics of Teaching
The main character of teaching is to provide guidance and training.
Teaching is a science to educate fact and causes of different topic of different subjects.
Teaching is formal as well as informal.
Teaching is communication of information to ... Show more content on Helpwriting.net ...
A good teacher will use strategies, such as discussion among student to gain student attention and the support the learning races (Beck Robert H, 2009).
What is Teaching Method?
According to Charles, Bonwell and James Eison, (1991) teaching method comprises the principles and method used for instruction. Commonly used
teaching method may include class participation, demonstration, recitation, memorization or combination, recitation, memorization or combination of
these. The choice of teaching method or methods to be used depends largely on the information or skill that is being taught, and it may also be
influenced by the aptitude and enthusiasm of the student.
Good Teaching
Good teaching as much about passion as, it is about person. It's about not only motivating students to learn, but teaching them how to learn, and doing
so in a manner that is relevant, meaningful and memorable. It's about caring for your craft, having a passion to everyone, most importantly to your
students.
Good teaching is about listening, questioning, being responsive and remembering that each student and class is different. It's about obtained responses
and developing the oral converging skill of the quite

ELL Teaching Lesson Plan
Lesson plans are developed and used to guide the course of instruction given to the classroom by the teacher. It will give information on state standards
that will be covered during the lesson. Also stating, the length of the lesson and the targeted goal for all students. The first lesson plan that will be
evaluated Nocturnal vs Diurnal Animals. As I begin to browse the lesson, the teacher has a very detailed lesson. The grade and standards, along with
objectives (content and language), the strategies used to teach this lesson, and the key vocabulary words the students will need to understand and be
knowledgeable of as they move through the lesson. Not limited to, the teacher has listed materials needed for the project pertaining to this lesson. In
addition to, there is information listed on how he or she will motivate them to learn the material at hand and the use of different presentations. There is
also information listed about application and the assessment process.
Of the SEI strategies and ELL teaching strategies researched this lesson plan addresses the following. First, it states the language objective clearly
states what the students will be to do during the lesson. Secondly, it states, on the left hand side of the lesson plan ways to incorporate students'
background knowledge, and one the many ELL ... Show more content on Helpwriting.net ...
In other words, for students to understand the motivation questions, they must first understand certain key vocabulary and have a clear prior
knowledge linking. These questions and other methods listed within the motivation portion of the lesson plan support the instruction of

Advantages Of Talk And Chalk Teaching Method
PART 1
INTRODUCTION
1.1 Introduction
This section will discuss about the teaching strategy employed by the teacher in teaching Accountings to the secondary school students. The "Talk and
Chalk" teaching method will also be discussed.
1.2Background to the Study
Rena (2010) informed that the UNESCO commissioned Report 2009 commented that "Talk and Chalk" teaching method may not be appropriate to
prepare students to move into the 21st Century. Gatto (1999) commented that the traditional teaching is inappropriate, teacher–centered with no
opportunity for students to learn problem solving skills and to experience the real world situation. Abd. Aziz (2013) believed that too much emphasis
on the pen and papers will result in students being able to do well in written work but weak in communication skills. Hence, good grades do not reflect
that ... Show more content on Helpwriting.net ...
The aim of this study is to establish the challenges of teaching financial accounting in secondary schools. The result showed that only 25–36 percent of
the students in the 9 schools obtained a credit and others are either failures or ordinary pass. It was recommended to use guided discovery in order to
teach effectively. Guidedlearning is the teaching of concept in an orderly manner from general to specific.
Cantrell (2004) suggested that there are two different teaching methods to teach financial accounting and they are exposition and inquiry. The
exposition method is considered to be the conventional way which involves leader–centered, leader–active, learner passive and content emphasis. Some
of the examples are lecture, traditional demonstration, discussion, panel discussion, guest speaker, storytelling, reading of textbooks, drama and
handouts or manuals. While the inquiry method is characterized as leader–facilitated, learner–centered, leader–facilitated, learner–active and learning
process

Teaching Methods And Strategies For Teaching Styles
There has always been a debate on what kind of teaching styles work best, what the best curriculum to teach is, or how to effectively organize your
classroom. Yet, nobody has discovered what the most effective teaching methods are. As future teachers, we must constantly be making decisions that
will shape us into the teacher we would like to become. Over the course of the next four years, and even once we become teachers with classrooms of
our own, we will be exposed to many different teaching methods and strategies. There is no one right or wrong way to teach, and it is up to us to
decide how we would like to structure our classroom. While there are many teaching styles, it seems that there is predominantly two types of teachers
according to John Dewey: those that are reflective, and those that are not. Unreflective teachers tend to accept the routines that are given to them by the
school they are working for. They spend their days working to solve problems who have been created by others for them. Reflective teachers on the
other hand, are constantly evaluating their beliefs, teaching methods and behaviors and modifying those things so that it works with the situation they
are in. Dewey believe that in order to be a reflective teacher, you must have three different components to your attitude: open–mindedness,
responsibility, and wholeheartedness. In being open–minded, you must be willing to listen to both sides of the argument and willing to use an
alternative way of

Traditional and Alternative Teaching
Chapter 1 INTRODUCTION
THE PROBLEM AND ITS BACKGROUND It is well known that children learn in various ways and have their own individual styles and strategies.
Some may enjoy group works, others individual works. Some may prefer teacher instructions with worksheets and firm direction, rather than
self–generated research projects. There are numerous ways children learn, but how does the surrounding environment, affects a child's learning ability
and influence the learning strategies that employ? Our society these days are divided into two different ways of thinking on the education. Some may
believe that alternative methods are better than the traditional methods of teaching but yet these two methods are both a successful ways. ... Show more
With the view of functionalist, Skinner (1953) developed his theory of learning on the concept of operantconditioning . He offer the organism operates
in the environment doing whatever it does. According to Skinner , while operating, the organisms encounters stimuli to which he referred as
reinforcing stimuli.
Cognitive Leaning Theory A founding father of Cognitive Learning Theory, GagnE (1985) contended that it is more realistic to assume that there are
different kinds of learning, arranged in a hierarchy, with one sortbeing the prerequisite for the next. For example, solving an algebraic problem depends
on understanding algebraic function, which depends on knowing basic mathematical skills and computations, which depends on recognizing simple
numbers and symbols. For GagnE, simple conditioning only provided the basis for more advance kind of learning. He built on the behaviorist model
by adding processing or cognitive component to Skinners' model.
Conceptual Framework For a better understanding of the study, the conceptual framework is presented in the paradigm below which consist of
independent and dependent variables.
Figure 1: Paradigm of the Study The research paradigm of the study in figure 1 has the dependent variables which consist of the subjects, materials and
classrooms. While the independent variables consist of the alternative teaching method and traditional

The Importance Of Teaching Writing
Writing, according to the students, is a secondary in comparison to how the other skills are thaught such as reading and listening. The students view
writing in ELI a subordinate skill that is used to practice vocabulary and grammar with limited attention put on the writing skill per se. It is used to
reinforce vocabulary items taught in the reading, practice grammatical rules, and recompose correct sentence structure containing the topic assigned.
Teachers expressed that writing is a sub skill. Teacher E says, "[i]t's a sub skill of course. It's a sub skill but they are marked on it" (D3, line172). Like
teachers, students perceive writing in the same way, Banan observed that teachers do not give much importance to teaching writing: I've ... Show more
I think the curriculum is useful" (Banan, F3, line 8). Students noticed a difference between the workshops' teaching approaches to writing, and their
regular classes. Banan describes the rigid teaching method practised by teachers saying; "They tell us a topic and you have to write in a certain way,
but here we learn how to write and we learn the basics of writing" (Banan, P3, line 4). Banan describes how learning is applied in the workshops
whereas in their ELI classes, learning takes place at a minimum. For instance, even though the students take vocabulary in their classes, they lack the
skills to use the words in their writing: I originally didn't know grammatical rules or writing principles, so the workshops helped me in that way
even in level one, they didn't used to tell us the organization of the sentence like first subject and then verb. I never knew anything like that, so in the
workshops you gave us rules in the beginning and benefited a lot from it. Also the vocabulary, there are words in the books but we don't benefit from
them in writing, even when you write, you don't think of using them, which is the opposite of the workshops, the words we take are varied and can
use them in the writing, so it helps a lot. (Banan, P3, line 6)
From the quote above there appears to be a lack in meeting the students' needs in ELI classes. Nawal describes this saying, "[l]ike now, she doesn't
give us words, gives us a topic and tells us to write about it"

Teaching Philosophy Statement Essay
Teaching Philosophy Statement
In the movie The Matrix, Morphis says to Neo "I can only show you the door, I can't open it for you." The door that Morphis is talking about is this
incredible vast knowledge that is unknown to Neo. What better person to show, to teach, to inform Neo than his teacher, Morphis. You see, I see
myself as Morphis, the teacher, whenever I step into a classroom. As I look across the room, there isn't just one "Neo", but there are thirty or forty
Neos. This is an extreme job for someone that understands how hard it is to open that door.
I have always heard throughout my life that the key to life is knowledge; the key to success is knowledge. These are two different subjects that can be
touched upon. Knowledge ... Show more content on Helpwriting.net ...
Although English didn't inspire me, Science was what inspired me to be a teacher. As a junior in high school, I was taking what my science teacher said
and teaching and helping my classmates. Most of those classmates were the students that had a higher GPA then myself. It proved to be worthwhile,
because that was my first teaching experience. Somebody may have said that isn't anything, that can't be the only thing that inspired you to teach. It
isn't, I had my life figured out. I loved the ocean, I loved the creatures of the ocean, I loved the sound of the waves as they lapped against the shore, I
wanted to become a marine biologist. That was my goal. That is what I wanted to do with my life. Then it hit me, I'm being selfish. I have a talent that
not everybody on this earth has. This talent wasn't teaching, but this talent was the ability to talk to anybody and everybody, at any time of the day
about anything that popped into out heads.
It took me awhile to think about what I wanted to do with my life after I realized what I had inside of me. At first I wanted to be a psychologist. I
was thinking, if I wanted to use what I had, why not get paid an extreme amount of money for it. Then it hit me again. That is being selfish. There was
something else that was wrong with being a psychologist that just didn't set with me correctly. The thing is, whenever I met somebody and get to
know him or her, they become a part of me. I learn different aspects from different

Teaching Methods and Student Achievent
Introduction There are many views on how to educate children of the 21st century. Today's education world is focused on student achievement based
on standardized test scores. Each year, teachers, districts, and states participate in state testing which shows progress toward a common goal per state,
proficiency in academic core content. However, these standardized tests vary from state to state and examined at the national level. Therefore, the
level of accuracy cannot be determined as to which states, school districts, and school sites are making great strides to close the achievement gap.
Effective teachers are closing the gap by using a variety of strategies and methods in the classroom.
Statement of the Problem Since the adoption of the No Child Left Behind laws of 2002 states, school districts, and teachers have been on a mission to
find ways to make instruction and learning meaningful to students while meeting the goals set forth by the national and state legislatures while closing
the achievement gap and making sure students are successful. Over the years, many new trends as to how to close the achievement gap have
flourished. With these trends come numerous amounts of research proving why a particular new teaching methodology is going to work over another;
states, school districts, and school sites are at the mercy of these trends to help close the gap to meet the national educational goal of all students must
be successful in school. The notion NCLB brings

My Teaching Experience In Education
Am I a better teacher after working in the classrooms at BSES and KES? Absolutely. Before student this experience, my teaching strategies were
limited to book knowledge and my experiences of teaching dance and theatre for the past five years. Working within the school setting, I learned the
importance in being flexible. Each time I entered a school, I generally knew what age student I would be teaching, the progression of skill I planned to
teach them, and how much time I had to complete my lesson plan. What I did not know was how many students I would be managing, if my
students could speak English, what level of physical competency my students had mastered, or if I would be dealing with any physical or mental
impairments. I learned to think quickly on my feet and to adapt to the class size; for instance, on my last day of teaching, I had prepared a lesson
around using scoops, because I thought my students already knew how to use them. When I found out they did not know how to use them, I adapted,
by changing from the games I had planned on teaching, to teaching the basics of handling the scoops and practicing over–hand and under–hand throws
and catching with the scoops. The new skills were easy for some, yet hard for others; therefore, I adapted exercises to meet the needs of diverse
students. For some, I simplified, and, for others, I made the tasks more difficult. Ultimately, the students enjoyed learning a new set of skills. Similarly, I
learned to be flexible in how I

Choosing The Correct Teaching Method
Teaching Methods
Introduction
Choosing the correct teaching method is important to help the learner retain and learn information in an effective and efficient way. Tobacco use is a
health related topic that needs further education and intervention from a nurse. When selecting two teaching methods that are of interest to me, which
would be beneficial to use when educating a small group of five people about this health–related topic are group discussion and demonstration and
return demonstration. Group discussion involves the deliverance of medical information or education to a small group of individuals which may include
their family so information, opinions can be exchanged with the nurse. This is simple way to deliver information to more than one person at one time
if time management is a concern, and the nurse is able to build trust and rapport with the group as a whole. Demonstration and return demonstration
works more effectively in a small group and involves education or teaching with the nurse and learner(s). This method also allows time for feedback
from both parties. The nurse gives the learner a demonstration of a task to perform and the learner has to attempt to carry out the task back showing
competence, and the nurse is on standby to give cues as needed.
Group discussions Group discussions are beneficial as this teaching method is useful as it allows the learners to share information about their personal
experiences and is both economically and

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