This document discusses strategies for effective teaching. It addresses how to get students actively engaged in learning through techniques like well-structured questions and think-pair-share activities. The document also discusses maintaining smooth lesson flow by avoiding unrelated tangents and keeping student attention focused. Additionally, it provides tips for communicating clear expectations to students and building personal relationships. These include using achievement contracts, treating students respectfully, and sharing personal anecdotes. The document also offers advice for dealing with resistant students, such as avoiding arguments and not holding grudges. Overall, the document emphasizes preparing engaging lessons, maintaining focus, setting clear expectations, and building rapport to improve teaching effectiveness.
32 Strategies for Building a Positive Learning EnvironmentEdutopia
These tips were contributed by the educators and parents of Edutopia’s community in response to our Start the Year Strong Sweepstakes. There were many amazing entries, and it was a challenge narrowing them down to these 32.
This document discusses what makes an effective teacher. It begins by outlining the objectives of becoming an effective teacher and identifying their qualities. It then examines several definitions of an effective teacher, noting they must concern student learning outcomes and set up a good learning environment. Research identifies five important attributes for effective teaching: personality and will; intelligence; sympathy and tact; open-mindedness; and a sense of humor. To be effective, a teacher must teach to different learning styles, make connections between topics, teach in cycles with review, and focus on good teaching techniques rather than exhausting themselves.
The importance of ‘reflection’ for teachersRonglin Yao
1. The document discusses the importance of reflection for teachers as outlined by Brookfield. Brookfield provides six reasons for why reflection is important, including that it helps teachers take informed actions, develop a rationale for their practices, and avoid feelings of demoralization.
2. Reflection is said to be important for curriculum development, teaching practices like lesson planning, and improving instruction based on student perceptions. It allows teachers to evaluate their effectiveness and make adjustments.
3. Reflection supports teacher development and helps ensure students have a successful learning experience. When used consistently, it can help teachers grow and enhance student outcomes.
The document discusses various strategies and perspectives on teaching and learning. It provides over 20 quotes from experts on topics like the traits of great teachers, how schools suppress creativity, different learning styles, and moving beyond rote memorization to teaching students how to think. The overall message is that education needs to shift its focus from standardized testing to cultivating lifelong learning and problem-solving skills.
The document describes the personal qualities of a good teacher based on a field study. It identifies 9 key personal qualities that make an effective teacher, including intelligence, compassion, emotional stability, innovativeness, fairness, self-confidence, cooperativeness, buoyancy, and reliability. It then discusses identifying and comparing the personal qualities of the author and an experienced teacher they interviewed. The summary concludes with the author reflecting on how to utilize their own personal qualities to become a good teacher.
This document discusses the use of reflective lesson plans to help improve teaching. It explains that reflective lesson plans involve writing notes after each class about what worked and how the next class could be improved. This allows the teacher to test changes and learn through a process of trial and error. The document also notes that reflective lesson plans help teachers be more efficient with their time by reducing extra activities like journals or surveys. Overall, reflective lesson plans form a continuous cycle of reflection, planning, teaching and observing that can help move teachers from novice to professional levels of practice.
Ways to develop_positive_student-teacher_relation__cited_Soushilove
This document discusses strategies for developing positive relationships between students and teachers. It identifies several techniques for building these relationships, including communicating positive expectations, correcting students constructively, developing classroom pride, demonstrating care, and preventing teacher frustration. Specific approaches are provided for each technique, such as monitoring participation, acknowledging success, reviewing misconduct respectfully, and employing stress reduction tactics. The goal is to inspire student achievement through supportive relationships.
The document outlines strategies for developing self-discipline in students and preventing misbehavior. It discusses establishing clear rules and routines, monitoring behavior, responding appropriately to misbehavior through problem-solving meetings, and providing opportunities to practice social and emotional skills through activities like service learning and peer mediation. The overall goal is to manage behavior respectfully while teaching students self-discipline.
32 Strategies for Building a Positive Learning EnvironmentEdutopia
These tips were contributed by the educators and parents of Edutopia’s community in response to our Start the Year Strong Sweepstakes. There were many amazing entries, and it was a challenge narrowing them down to these 32.
This document discusses what makes an effective teacher. It begins by outlining the objectives of becoming an effective teacher and identifying their qualities. It then examines several definitions of an effective teacher, noting they must concern student learning outcomes and set up a good learning environment. Research identifies five important attributes for effective teaching: personality and will; intelligence; sympathy and tact; open-mindedness; and a sense of humor. To be effective, a teacher must teach to different learning styles, make connections between topics, teach in cycles with review, and focus on good teaching techniques rather than exhausting themselves.
The importance of ‘reflection’ for teachersRonglin Yao
1. The document discusses the importance of reflection for teachers as outlined by Brookfield. Brookfield provides six reasons for why reflection is important, including that it helps teachers take informed actions, develop a rationale for their practices, and avoid feelings of demoralization.
2. Reflection is said to be important for curriculum development, teaching practices like lesson planning, and improving instruction based on student perceptions. It allows teachers to evaluate their effectiveness and make adjustments.
3. Reflection supports teacher development and helps ensure students have a successful learning experience. When used consistently, it can help teachers grow and enhance student outcomes.
The document discusses various strategies and perspectives on teaching and learning. It provides over 20 quotes from experts on topics like the traits of great teachers, how schools suppress creativity, different learning styles, and moving beyond rote memorization to teaching students how to think. The overall message is that education needs to shift its focus from standardized testing to cultivating lifelong learning and problem-solving skills.
The document describes the personal qualities of a good teacher based on a field study. It identifies 9 key personal qualities that make an effective teacher, including intelligence, compassion, emotional stability, innovativeness, fairness, self-confidence, cooperativeness, buoyancy, and reliability. It then discusses identifying and comparing the personal qualities of the author and an experienced teacher they interviewed. The summary concludes with the author reflecting on how to utilize their own personal qualities to become a good teacher.
This document discusses the use of reflective lesson plans to help improve teaching. It explains that reflective lesson plans involve writing notes after each class about what worked and how the next class could be improved. This allows the teacher to test changes and learn through a process of trial and error. The document also notes that reflective lesson plans help teachers be more efficient with their time by reducing extra activities like journals or surveys. Overall, reflective lesson plans form a continuous cycle of reflection, planning, teaching and observing that can help move teachers from novice to professional levels of practice.
Ways to develop_positive_student-teacher_relation__cited_Soushilove
This document discusses strategies for developing positive relationships between students and teachers. It identifies several techniques for building these relationships, including communicating positive expectations, correcting students constructively, developing classroom pride, demonstrating care, and preventing teacher frustration. Specific approaches are provided for each technique, such as monitoring participation, acknowledging success, reviewing misconduct respectfully, and employing stress reduction tactics. The goal is to inspire student achievement through supportive relationships.
The document outlines strategies for developing self-discipline in students and preventing misbehavior. It discusses establishing clear rules and routines, monitoring behavior, responding appropriately to misbehavior through problem-solving meetings, and providing opportunities to practice social and emotional skills through activities like service learning and peer mediation. The overall goal is to manage behavior respectfully while teaching students self-discipline.
The document provides an overview of a preschool classroom management plan. It discusses arranging the physical environment into centers, creating an emotional environment to foster relationships, establishing classroom rules and procedures, using transitions activities, implementing a 1-2-3 behavior management plan, and balancing intrinsic and extrinsic motivation. The plan aims to provide structure while allowing preschoolers to explore and develop social and emotional skills.
The document discusses foundations for online learning and teaching. It covers philosophical, psychological, and theoretical bases like motivation for learning and the Community of Inquiry framework. It also discusses institutional considerations around technology selection and preparing faculty for online teaching. The Community of Inquiry framework emphasizes social, cognitive, and teaching presence to support critical thinking in an online community. Motivation theories like andragogy note that adult learners are self-directed and motivated by internal factors like relevance to their lives.
This document provides an overview of classroom organization and management for primary school teachers. It discusses the importance of classroom management, different classroom settings, strategies for effective management including developing positive teacher-student relationships, and guidelines for designing class rules and procedures. The document also covers defining classroom management, approaches to management, goals of management, the nature of classrooms, characteristics of good managers, starting off right with rules and routines, the classroom environment, and strategies for managing problem behaviors.
Attributes of effective teachers: Personality and knowledgeenyscha
Effective teachers display several key attributes:
1. They are enthusiastic about their subject and convey this enthusiasm to students through their dynamic teaching style.
2. They show warmth towards students through positive relationships, friendliness, and interest in students' lives.
3. They establish credibility through their teaching credentials, clear delivery of content, and trustworthy behavior.
4. They hold high expectations for student success and believe that all students can master the material with the right support.
The document summarizes the author's philosophy of classroom management based on their experience and education. Some key aspects of their philosophy include developing positive student-teacher relationships, embracing student diversity, producing well-organized lessons, effectively managing student behavior, and providing a warm learning environment. The author believes these components are necessary for creating a well-managed classroom that supports student learning and achievement.
Effective learning environment by Dr.Shazia Zamirshaziazamir1
The document discusses the characteristics of an effective learning environment from the perspectives of both teachers and learners. It outlines several key components of an effective learning environment, including developing a total learning space that considers learners' needs, goals for teaching and learning, appropriate activities, and assessment strategies. The document also provides strategies for teachers to build a productive learning environment, such as making learning relevant, establishing clear behavioral expectations, teaching positive behaviors, reinforcing positive actions, and serving as a positive role model. Overall, the document emphasizes the importance of creating a learning environment that optimizes students' ability to learn through diverse, personalized, and student-centered approaches.
This document contains a faculty report that evaluates a candidate teacher based on their teaching skills and professionalism. The report covers 14 areas of evaluation, including maintaining a professional appearance, being collaborative and involved in the school culture, adapting instruction to meet student needs, and generating enthusiasm for teaching. For each area, the report provides details on what the ideal teacher should demonstrate and potential issues to avoid. The overall document provides a comprehensive framework for evaluating a candidate teacher's qualifications and classroom performance.
The document discusses various teaching techniques and strategies for effective teaching. It covers topics like understanding the teenage brain, motivation, risk-taking behavior, and handling different student behaviors. It provides examples of direct and indirect teaching styles and discusses ways to address common disruptive behaviors in the classroom like talking, arguing, hostility, and off-topic conversations. It emphasizes building rapport with students, using a variety of teaching methods, and maintaining student engagement.
The document discusses ideas around pillars to promote student success at a college. It includes word clouds and comments related to the pillars of Student Success, Workforce Development & Economic Innovation, External & Internal Community Relations, World-Class Facilities, and Fiscal Stability & Sustainability. The word clouds and comments provide insights into priorities, challenges, and opportunities around each pillar from a student, faculty, community, and facilities perspective.
Teacher Tested Strategies for Differentiated InstructionEdutopia
Most educators agree that differentiated instruction can dramatically help students to succeed, but good differentiation needs careful planning to make sure students of all abilities are engaged and it can be a challenge when teachers are already so pressed for time.
That's why we searched the Edutopia community for tips and strategies that can help with differentiating instruction.
The document provides information from an interview with the parent of a 9-year-old student named Renjie P. Jordan. It includes details about the student's family, physical development, social development, emotional development, cognitive development, and the parent's expectations. The parent reported that the student is healthy, friendly, and does well in math and English but struggles in Filipino. The parent aims for the student to do well in school and has rules around studying and playing.
How to teach English by Harmer, managing the classroom chapter 3.
• CLassroom management
• The teacher in the classroom
• Using the voice
• Talking to students
• Giving instructions
• Student talk and teacher talk
• Using the L1
• Creating lesson stages
• Different seating arrangements
• Different student groupings
The document discusses the philosophy of an elementary school teacher regarding individual student needs. The teacher believes students should be the primary workers and thinkers in the classroom, not just completing tasks. Students learn at different paces and in different ways, so instruction should be differentiated. The teacher aims to systematically develop student independence and give them responsibility for their learning. Providing choices engages students more in what and how they learn. Meaning-based learning creates richer, more permanent knowledge compared to rote learning.
The Role of the Private Christian School Administrator on Teacher Professiona...Scot Headley
This document summarizes a study on the perceptions of private Christian school administrators regarding their leadership roles and supporting teacher professional development. Six administrators participated in a questionnaire and focus groups. Three key themes emerged: 1) The administrators saw their primary role as casting and sharing the school's vision and mission. 2) They viewed success in terms of spiritual impacts on students and teacher growth. 3) The administrators focused on their daily administrative duties and decision-making responsibilities over collaborating with teachers. The study suggests supportive discussions between higher education and private schools could foster administrator growth opportunities regarding servant leadership and mentoring. It also recommends research on teacher perceptions of shared leadership in private schools and supporting pedagogical growth.
The document discusses the principles and techniques of constructive or positive discipline in classrooms. It defines constructive discipline as rewarding positive behavior rather than punishing negative behavior. The principles of constructive discipline include taking a holistic, strengths-based, positive, inclusive, proactive, and participatory approach. Specific techniques described include using rewards, giving choices, modeling good behavior, positive communication, and maintaining order through respect rather than fear or punishment. The document questions old assumptions that punishment is necessary for control or that children need to be controlled rather than engaged as active learners. It emphasizes long-term goals of student well-being and development over short-term reactions to misbehavior.
This document discusses different approaches to classroom management. It defines classroom management as actions taken by teachers to create an environment conducive to learning. It then describes seven approaches: assertive, business management, behavior modification, group managerial, group guidance, acceptance, and success. Each approach emphasizes clear rules, monitoring student behavior and work, positive reinforcement, and addressing issues promptly to prevent further problems. The document also discusses using punishment appropriately, types of power in discipline, basic discipline principles, and responses to support self-control and provide assistance.
The document outlines strategies for effective classroom management in a high school setting. It discusses engaging students through respect, clear expectations and consistent discipline. Specific strategies are provided to help students with attention issues, including explaining directions carefully, varying activities, positive reinforcement, and allowing student group work. Additional tips target at-risk students, such as creating a quiet space, freewriting, ensuring a safe environment, and offering topic choices. Deep breathing is suggested to help students feel calm and focused.
The document discusses student engagement and disengagement in learning. It describes how engaged students learn at high levels, retain information, and can transfer skills to new contexts. Disengaged students show compliance, ritual compliance, or non-compliance. Compliant students learn but superficially. Ritually compliant students learn at low levels and forget quickly. Non-compliant students do not participate and learn little. The document also discusses Csikszentmihalyi's theory of flow and provides examples of lessons that demonstrate engaged learning through challenge, skill-building, choice, collaboration, and celebration of student strengths.
CHAPTER 7Developing a Philosophy of Teaching and LearningTeacJinElias52
CHAPTER 7
Developing a Philosophy of Teaching and Learning
Teacher Interview: Heather Cyra
Heather Cyra has been a teacher at Guild Gray Elementary School for four years. Approximately 600 students attend kindergarten through fifth grade at Guild Gray. The school is located between an older, well-established neighborhood and low-rent apartment complexes. Student enrollment fluctuates at the school, and teachers may be asked to change grade levels when populations at specific grade levels decrease or increase. Ms. Cyra began teaching first grade but after one year she was moved to fifth grade. For as long as she remembers, she wanted to be a teacher. She knew that there would be challenges and rewards in teaching, but teachers make a difference in the world. She wanted to be creative and use the natural skills she possesses for helping people learn.
What do you see when you see excellence in teaching?
I see someone who is organized and has created an enjoyable, engaging environment—teachers who keep the students engaged in learning and also help everyone learn. I see excellence in teaching when I see teachers who have “fun” with their students; teachers who listen to their students and keep the students from being bored. Excellence in teaching is also surprising the students with unexpected activities, rewards, or information.
How do you know when your students are learning?
There are many ways to know that students are learning. You can often tell just by the looks on their faces that show whether they are confused or enlightened. You can tell by verbal cues from how the students respond to the questions you ask or how they contribute to class discussions. You can tell from a written assessment or merely a show of hands. If they are not responding the way I expect them to then I realize I have to reteach a concept or go back over something that may not have been explained in a way that they can understand. If you are tuned in to your students it is quite easy to tell when students have checked out by the way they look at you or don’t and by the responses they give you.
What brings you joy in teaching?
When I see how far the students I started out with grow in a year. By keeping track of their stages of development, I can see how much they have learned and how their attitudes and behavior have developed. When my students tell me at the end of the year that they don’t want to leave, I know that I have created a warm, nurturing environment. I feel like I am doing something right. It’s not entirely about what the tests say. As long as they’re learning, showing growth, and enjoying themselves in school and have enjoyed their fifth-grade experience I am happy and feel like I have done my job.
How did you develop a personal philosophy of teaching?
I constructed my philosophy one course at a time through integration of the most prominent and influential pieces of knowledge from each professor and textbook. During the course in special education my ...
The document provides an overview of key principles of effective teaching. It discusses 7 principles: 1) creating an active learning environment, 2) establishing rapport between students and teachers, 3) providing feedback and communication, 4) ensuring inclusivity, 5) helping students manage time, 6) providing motivation and inspiration, and 7) adapting to changes and improving. The principles emphasize making the classroom engaging for students, building relationships, communicating feedback, catering to all learners, teaching time management, and motivating students through changes.
The document provides an overview of a preschool classroom management plan. It discusses arranging the physical environment into centers, creating an emotional environment to foster relationships, establishing classroom rules and procedures, using transitions activities, implementing a 1-2-3 behavior management plan, and balancing intrinsic and extrinsic motivation. The plan aims to provide structure while allowing preschoolers to explore and develop social and emotional skills.
The document discusses foundations for online learning and teaching. It covers philosophical, psychological, and theoretical bases like motivation for learning and the Community of Inquiry framework. It also discusses institutional considerations around technology selection and preparing faculty for online teaching. The Community of Inquiry framework emphasizes social, cognitive, and teaching presence to support critical thinking in an online community. Motivation theories like andragogy note that adult learners are self-directed and motivated by internal factors like relevance to their lives.
This document provides an overview of classroom organization and management for primary school teachers. It discusses the importance of classroom management, different classroom settings, strategies for effective management including developing positive teacher-student relationships, and guidelines for designing class rules and procedures. The document also covers defining classroom management, approaches to management, goals of management, the nature of classrooms, characteristics of good managers, starting off right with rules and routines, the classroom environment, and strategies for managing problem behaviors.
Attributes of effective teachers: Personality and knowledgeenyscha
Effective teachers display several key attributes:
1. They are enthusiastic about their subject and convey this enthusiasm to students through their dynamic teaching style.
2. They show warmth towards students through positive relationships, friendliness, and interest in students' lives.
3. They establish credibility through their teaching credentials, clear delivery of content, and trustworthy behavior.
4. They hold high expectations for student success and believe that all students can master the material with the right support.
The document summarizes the author's philosophy of classroom management based on their experience and education. Some key aspects of their philosophy include developing positive student-teacher relationships, embracing student diversity, producing well-organized lessons, effectively managing student behavior, and providing a warm learning environment. The author believes these components are necessary for creating a well-managed classroom that supports student learning and achievement.
Effective learning environment by Dr.Shazia Zamirshaziazamir1
The document discusses the characteristics of an effective learning environment from the perspectives of both teachers and learners. It outlines several key components of an effective learning environment, including developing a total learning space that considers learners' needs, goals for teaching and learning, appropriate activities, and assessment strategies. The document also provides strategies for teachers to build a productive learning environment, such as making learning relevant, establishing clear behavioral expectations, teaching positive behaviors, reinforcing positive actions, and serving as a positive role model. Overall, the document emphasizes the importance of creating a learning environment that optimizes students' ability to learn through diverse, personalized, and student-centered approaches.
This document contains a faculty report that evaluates a candidate teacher based on their teaching skills and professionalism. The report covers 14 areas of evaluation, including maintaining a professional appearance, being collaborative and involved in the school culture, adapting instruction to meet student needs, and generating enthusiasm for teaching. For each area, the report provides details on what the ideal teacher should demonstrate and potential issues to avoid. The overall document provides a comprehensive framework for evaluating a candidate teacher's qualifications and classroom performance.
The document discusses various teaching techniques and strategies for effective teaching. It covers topics like understanding the teenage brain, motivation, risk-taking behavior, and handling different student behaviors. It provides examples of direct and indirect teaching styles and discusses ways to address common disruptive behaviors in the classroom like talking, arguing, hostility, and off-topic conversations. It emphasizes building rapport with students, using a variety of teaching methods, and maintaining student engagement.
The document discusses ideas around pillars to promote student success at a college. It includes word clouds and comments related to the pillars of Student Success, Workforce Development & Economic Innovation, External & Internal Community Relations, World-Class Facilities, and Fiscal Stability & Sustainability. The word clouds and comments provide insights into priorities, challenges, and opportunities around each pillar from a student, faculty, community, and facilities perspective.
Teacher Tested Strategies for Differentiated InstructionEdutopia
Most educators agree that differentiated instruction can dramatically help students to succeed, but good differentiation needs careful planning to make sure students of all abilities are engaged and it can be a challenge when teachers are already so pressed for time.
That's why we searched the Edutopia community for tips and strategies that can help with differentiating instruction.
The document provides information from an interview with the parent of a 9-year-old student named Renjie P. Jordan. It includes details about the student's family, physical development, social development, emotional development, cognitive development, and the parent's expectations. The parent reported that the student is healthy, friendly, and does well in math and English but struggles in Filipino. The parent aims for the student to do well in school and has rules around studying and playing.
How to teach English by Harmer, managing the classroom chapter 3.
• CLassroom management
• The teacher in the classroom
• Using the voice
• Talking to students
• Giving instructions
• Student talk and teacher talk
• Using the L1
• Creating lesson stages
• Different seating arrangements
• Different student groupings
The document discusses the philosophy of an elementary school teacher regarding individual student needs. The teacher believes students should be the primary workers and thinkers in the classroom, not just completing tasks. Students learn at different paces and in different ways, so instruction should be differentiated. The teacher aims to systematically develop student independence and give them responsibility for their learning. Providing choices engages students more in what and how they learn. Meaning-based learning creates richer, more permanent knowledge compared to rote learning.
The Role of the Private Christian School Administrator on Teacher Professiona...Scot Headley
This document summarizes a study on the perceptions of private Christian school administrators regarding their leadership roles and supporting teacher professional development. Six administrators participated in a questionnaire and focus groups. Three key themes emerged: 1) The administrators saw their primary role as casting and sharing the school's vision and mission. 2) They viewed success in terms of spiritual impacts on students and teacher growth. 3) The administrators focused on their daily administrative duties and decision-making responsibilities over collaborating with teachers. The study suggests supportive discussions between higher education and private schools could foster administrator growth opportunities regarding servant leadership and mentoring. It also recommends research on teacher perceptions of shared leadership in private schools and supporting pedagogical growth.
The document discusses the principles and techniques of constructive or positive discipline in classrooms. It defines constructive discipline as rewarding positive behavior rather than punishing negative behavior. The principles of constructive discipline include taking a holistic, strengths-based, positive, inclusive, proactive, and participatory approach. Specific techniques described include using rewards, giving choices, modeling good behavior, positive communication, and maintaining order through respect rather than fear or punishment. The document questions old assumptions that punishment is necessary for control or that children need to be controlled rather than engaged as active learners. It emphasizes long-term goals of student well-being and development over short-term reactions to misbehavior.
This document discusses different approaches to classroom management. It defines classroom management as actions taken by teachers to create an environment conducive to learning. It then describes seven approaches: assertive, business management, behavior modification, group managerial, group guidance, acceptance, and success. Each approach emphasizes clear rules, monitoring student behavior and work, positive reinforcement, and addressing issues promptly to prevent further problems. The document also discusses using punishment appropriately, types of power in discipline, basic discipline principles, and responses to support self-control and provide assistance.
The document outlines strategies for effective classroom management in a high school setting. It discusses engaging students through respect, clear expectations and consistent discipline. Specific strategies are provided to help students with attention issues, including explaining directions carefully, varying activities, positive reinforcement, and allowing student group work. Additional tips target at-risk students, such as creating a quiet space, freewriting, ensuring a safe environment, and offering topic choices. Deep breathing is suggested to help students feel calm and focused.
The document discusses student engagement and disengagement in learning. It describes how engaged students learn at high levels, retain information, and can transfer skills to new contexts. Disengaged students show compliance, ritual compliance, or non-compliance. Compliant students learn but superficially. Ritually compliant students learn at low levels and forget quickly. Non-compliant students do not participate and learn little. The document also discusses Csikszentmihalyi's theory of flow and provides examples of lessons that demonstrate engaged learning through challenge, skill-building, choice, collaboration, and celebration of student strengths.
CHAPTER 7Developing a Philosophy of Teaching and LearningTeacJinElias52
CHAPTER 7
Developing a Philosophy of Teaching and Learning
Teacher Interview: Heather Cyra
Heather Cyra has been a teacher at Guild Gray Elementary School for four years. Approximately 600 students attend kindergarten through fifth grade at Guild Gray. The school is located between an older, well-established neighborhood and low-rent apartment complexes. Student enrollment fluctuates at the school, and teachers may be asked to change grade levels when populations at specific grade levels decrease or increase. Ms. Cyra began teaching first grade but after one year she was moved to fifth grade. For as long as she remembers, she wanted to be a teacher. She knew that there would be challenges and rewards in teaching, but teachers make a difference in the world. She wanted to be creative and use the natural skills she possesses for helping people learn.
What do you see when you see excellence in teaching?
I see someone who is organized and has created an enjoyable, engaging environment—teachers who keep the students engaged in learning and also help everyone learn. I see excellence in teaching when I see teachers who have “fun” with their students; teachers who listen to their students and keep the students from being bored. Excellence in teaching is also surprising the students with unexpected activities, rewards, or information.
How do you know when your students are learning?
There are many ways to know that students are learning. You can often tell just by the looks on their faces that show whether they are confused or enlightened. You can tell by verbal cues from how the students respond to the questions you ask or how they contribute to class discussions. You can tell from a written assessment or merely a show of hands. If they are not responding the way I expect them to then I realize I have to reteach a concept or go back over something that may not have been explained in a way that they can understand. If you are tuned in to your students it is quite easy to tell when students have checked out by the way they look at you or don’t and by the responses they give you.
What brings you joy in teaching?
When I see how far the students I started out with grow in a year. By keeping track of their stages of development, I can see how much they have learned and how their attitudes and behavior have developed. When my students tell me at the end of the year that they don’t want to leave, I know that I have created a warm, nurturing environment. I feel like I am doing something right. It’s not entirely about what the tests say. As long as they’re learning, showing growth, and enjoying themselves in school and have enjoyed their fifth-grade experience I am happy and feel like I have done my job.
How did you develop a personal philosophy of teaching?
I constructed my philosophy one course at a time through integration of the most prominent and influential pieces of knowledge from each professor and textbook. During the course in special education my ...
The document provides an overview of key principles of effective teaching. It discusses 7 principles: 1) creating an active learning environment, 2) establishing rapport between students and teachers, 3) providing feedback and communication, 4) ensuring inclusivity, 5) helping students manage time, 6) providing motivation and inspiration, and 7) adapting to changes and improving. The principles emphasize making the classroom engaging for students, building relationships, communicating feedback, catering to all learners, teaching time management, and motivating students through changes.
The document discusses strategies for effective classroom management in a multi-grade classroom. It identifies several key components of classroom management that are important to implement from the start: [1] classroom design, [2] establishing clear rules and discipline procedures, and [3] thoughtful scheduling and organization. It also emphasizes using different instructional techniques tailored to how different grades of students learn best. Classroom management is important as it creates an orderly learning environment, improves academic learning and social-emotional growth, and increases student engagement while decreasing negative behaviors.
Discussion 1An important step in preparing our classrooms and cu.docxelinoraudley582231
Discussion 1
An important step in preparing our classrooms and curriculum is getting to know our students as individuals and building a relationship that is reciprocal and characterized by trust. Jaruszewicz (2013) discusses the importance of building individual connections, stating that
Building trust requires connecting with each child on a personal level, so that they know you care about them and what happens to them, are curious about what they think, and firm with them when they need guidance. These things give children the emotional security they need to share with you their impressions, confidences, questions, and fears—information you can use to develop, adapt, and personalize whatever curriculum you use to best represent what your children know and do. (Jaruszewicz, 2013, section 3.3, para. 32)
Notice how Jaruszewicz emphasizes that knowing the students as individuals allows for designing individualized curriculum which is more aligned with their needs. In this discussion, we explore the importance of building trust with students to gain insights into how to best meet their needs in an education environment.
Initial Post: After reading Chapter 3 of your text, the Tips for Developing Positive Teacher Student Relationships article, and the Reciprocal Relationships article
· Discuss one or more strategies you will use to gather information on your students in an effort to get to know them and their family (interest inventory, home visit, etc.). Include the benefits of the strategy and use a specific example of how you plan to implement it in your classroom.
· Reflect on the reading, “Tips for Developing Positive Teacher Student Relationships.” Discuss two approaches you will use to build trust with each of your students and why you believe these approaches will be effective.
· Reflect on the reading, “Reciprocal Relationships.” Discuss two approaches you will use to build trust with families and why you believe these approaches will be effective.
· Discuss one or more strategies you can use to prepare your classroom to represent the students, such as through a family bulletin board or a community college. Support your strategies with the text and at least one scholarly resource.
The best teachers are capable of maximizing the learning potential of every student in their class. They understand that the key to unlocking student potential is by developing positive, respectful relationships with their students beginning on the first day of the school year. Building a trusting relationship with your students can be both challenging and time consuming. Great teachers become masters at it in time. They will tell you that developing solid relationships with your students is paramount in fostering academic success.
It is essential that you earn your students’ trust early on in the year. A trusting classroom with mutual respect is a thriving classroom complete with active, engaging learning opportunities. Some teachers are more natural at.
Developing positive relationships with parentsDanessa Noriega
An introduction explaining the importance of developing positive relationships.
Practical ways in how the teacher can develop positive relationship with parents. with students and other teachers.
A Successful Educator Essay
An Effective Teacher Essay
My Teaching Philosophy Essay
My Career as a Teacher Essay
Teacher Essay examples
Being a Teacher Essay
Teacher Ethics Essay
Here are some key expectations teachers should have of students:
- Be respectful. Students should respect their teacher, other students, and school property. They should listen attentively when the teacher is speaking.
- Be responsible. Students need to take responsibility for their own behavior, actions, and learning. This involves coming to class prepared, completing and turning in assignments on time, and asking for help when needed.
- Be engaged. Teachers expect students to actively participate in class activities and discussions. This means paying attention, answering questions when called on, and staying on task during work time.
- Try their best. While teachers understand students learn at different paces, they expect all students to put in full effort on their
An Effective Teacher Essay
My Career as a Teacher Essay
My Teaching Philosophy Essay
Being a Teacher Essay
Essay about Teachers and Students
Essay on The Teaching Profession
The document discusses important qualities of effective teachers. It identifies 20 key qualities including empathy, creativity, strong communication skills, interpersonal skills, a positive attitude, fairness, a sense of humor, consistency, rewarding students, reliability, passion, motivation, active listening, nurturing students, honesty, punctuality, a willingness to learn, organization, strong ethics, and treating all students with dignity. These personal qualities and skills help teachers provide challenges, excitement, personal reward and support students in achieving their goals.
School Social Work and Learning Disability Newsletter - Bridge the Gapalen kalayil
Bridge the Gap - Official Newsletter of School Social Work and Research Department of Helikx Open School for Children with Learning Disability. Newsletter includes articles on Visible thinking, Yoga, Functional Skills, School Sanitation and Responsible Chart.
The document provides 10 ways that educators can make classrooms more innovative. They are: 1) have a growth mindset, 2) practice self-reflection, 3) ask open-ended questions, 4) create flexible learning spaces, 5) account for different learning styles, 6) use problem-finding, 7) allow students to fail and try again, 8) consider a flipped classroom model, 9) invite entrepreneurs into the classroom, and 10) use design thinking processes. The overall message is that innovative classrooms require teachers to shift away from traditional lecturing and toward student-centered approaches that encourage creativity, collaboration, real-world problem solving and flexibility.
Children are not things to be modeled but people to be unfolded (Jess Lair). Discuss the process of children learning and tips and strategies for teachers to facilitate children learning.
1. Effective teaching requires teachers to play multiple roles including subject matter expert, pedagogical expert, excellent communicator, student-centered mentor, and systematic assessor.
2. There are various characteristics, qualities, and factors that define effective teaching, such as fairness, preparedness, building success, holding high expectations, and creating an engaging learning environment.
3. Effective teachers employ diverse teaching methods, strategies and techniques including lecture, discussion, cooperative learning, integrating technology, questioning, explaining and modeling to facilitate student learning.
This document discusses classroom behavior analysis and managing behaviors in the learning environment. It notes that behaviors can disrupt learning and teachers may lack tools to deal with difficulties. Effective classroom management includes clear expectations, consequences, and rewards to encourage positive behavior. It is important for teachers to address disruptions consistently and make lessons engaging. Building relationships with students can also help minimize issues, while maintaining an assertive tone. Understanding factors influencing student behaviors can help teachers support students' needs.
This was a sample textbook I made in my Education 406 class. It includes a table of contents with various chapters as well as a further in depth analysis of 2 of the chapters.
Reflective teaching by Anjanette PenillosBSEPhySci14
Reflective teaching conceptualizes teaching as a complex skill requiring teachers to make judgments in how to act. High-quality teaching depends on teachers having professional expertise, which is developed through reflective practice. Reflective teaching supports teachers' professional development throughout their careers from student teachers to experienced teachers. It should lead to improvements in teacher skills and student education outcomes while satisfying performance standards.
Teachers face many challenges in meeting the needs of diverse students. They must develop lesson plans that accommodate different learning styles, cultural backgrounds, and disabilities. The document discusses how teachers can help all students learn by addressing their expectations, social contexts, cultural diversity, and varying abilities. It emphasizes allowing student input, satisfying their psychological needs, holding high standards, and connecting lessons to students' lives.
This document provides 20 tips for motivating students in the classroom. Some of the key tips include engaging students at the start of class through activities, clearly defining objectives, creating a safe learning environment, varying teaching methods to engage different types of learners, using friendly competition and rewards, giving students responsibility, praising success, relating material to student interests, helping students set goals and track progress, and making learning fun. The overall message is that motivating students requires teachers to understand their students, engage them through varied approaches, set clear and attainable expectations, and recognize success.
My goal is to challenge students to reach their full potential through group work and a curriculum tailored to individual learning styles. I want to provide straightforward instruction while also giving students freedom to explore on their own and find answers independently. It is important to help students help others and to enjoy them for all they offer.
Similar to Learning log of Arcel Marie Emeliano (20)
The document describes the author's experience on a 3-day educational tour. Some of the key places visited included the University of Immaculate Conception (UIC), Mindanao Kokusai Daigaku or Mindanao International College, and Davao City Special School. At UIC, the author was impressed by the peaceful environment and care given to students. At Mindanao International College, the author found the welcoming presentation and opportunities for international study remarkable. Finally, at Davao City Special School, the author was moved by the dedication of teachers in helping students with disabilities communicate and learn. Overall, the tour provided valuable exposure and insights into different educational institutions.
The document summarizes the observations of various schools and places visited during an education tour. Several areas were observed at each location, including school plants and facilities, learning environments, classroom management policies, core values and philosophies, instructional practices, learner behavior, best practices, faculty and administration, and other notable features. In general, the schools provided conducive learning environments with a variety of modern and traditional teaching methods. Facilities were well-maintained and policies focused on respect, discipline and student development.
Mr. Renato Valdez views teaching as a vocation, mission, and profession. As a vocation, his deepest desire is to genuinely serve his students and impart what he has learned, not just about subjects but about reality. His mission is bringing contentment and happiness to students, and learning from them as well. As a profession, he is dedicated to teaching and imparting knowledge so students become better equipped citizens for the future. He studies hard and works consistently for student success.
This document summarizes an interview with Mr. Renato Valdez, who is described as a role model teacher. According to Mr. Valdez:
- His deepest desire in teaching is to genuinely serve his students and impart both subject knowledge and lessons about reality, drawing on his own experiences.
- His mission in teaching is bringing contentment and happiness to students, not money or position. He aims to make students functionally literate and equipped with life skills and values.
- His profession as a teacher is being dedicated to teaching and imparting knowledge to students. He studies hard and works consistently to ensure the success of his teaching and positively impact students, both now and in the future.
This document summarizes an interview with Mr. Renato Valdez, who is described as a role model teacher. According to Mr. Valdez:
- His deepest desire in teaching is to genuinely serve his students and impart both subject knowledge and lessons about reality, drawing on his own experiences.
- His mission in teaching is bringing contentment and happiness to students, not money or position. He aims to make students functionally literate and equipped with life skills and values.
- His profession as a teacher is being dedicated to teaching and imparting knowledge to students. He studies hard and works consistently to ensure the success of his students, both now and in the future.
The document discusses strategies for being an effective teacher. It suggests building good relationships with students to get them engaged in learning. It emphasizes the importance of being well-prepared with materials to keep lessons flowing smoothly. It also notes the value of communicating expectations to students and parents through orientations and meetings. Adjusting teaching styles and lessons to engage different learning styles is also discussed.
The document discusses strategies for being an effective teacher. It suggests building good relationships with students to get them engaged in learning. It emphasizes the importance of being well-prepared with materials to keep lessons flowing smoothly. It also notes the value of communicating expectations to students and parents through orientations and meetings. Adjusting teaching styles and curriculum to accommodate different learning styles is also presented as important.
The document discusses developing rubrics for essay tests. It explains that rubrics are evaluation tools that provide qualitative and quantitative descriptions of performance levels. There are two main types of rubrics: holistic rubrics, which provide an overall rating, and analytic rubrics, which rate different criteria separately. The document provides examples of holistic and analytic rubrics for assessing student essays. It explains the steps for writing effective rubrics, such as setting the rating scale, defining performance levels, and ensuring the criteria are clearly described and understood.
This document outlines 10 chapters and 4 learning objectives for understanding education for sustainable development. It discusses how sustainable development has 3 components: environment, society, and economy. The environment component focuses on resource awareness and impacts of human activity. The society component focuses on social institutions and democratic participation. The economy component focuses on limits of economic growth and its social and environmental impacts, as well as consumption levels.
The document describes Howard Gardner's theory of multiple intelligences, which posits that intelligence is not a single entity but rather composed of at least eight different intelligences. It lists the eight intelligences as visual/spatial, verbal/linguistic, logical/mathematical, bodily/kinesthetic, musical, interpersonal, intrapersonal, and naturalist. For each intelligence, it outlines key sensitivities, skills, and potential career paths. It provides classroom activity examples to engage each type of intelligence and gives an activity using multiple intelligences for teaching punctuation.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. Emeliano, Arcel Marie Arreglado BEED – IV
EDUC 125 (LEARNING LOG)
LEARNING LOG
1. How do I get students to pay attention and actively participating?
As a teacher for you to have an active participation from your students,
you need to develop ACTIVE LEARNING in which you teacher should apply a
strategies that not only you are the one who’s involved it should be a strategy
"that involves students in doing things and thinking about the things they
are doing" (Bonwell, C., & Eison, J. (1991).
In addition, to have an active learning teacher can apply these following
strategies such as involving students in well structures questions and answer
sessions in lecture classes in which they can share their ideas and opinions
about the questions given. Also, teacher can have an activity that learners need
to think individually to develop their critical thinking and those ideas that they had
can be shared to others through “think, pair, and share”.
Lastly, through the use of Active learning technique Chickering & Gamson
(1987) states that "Learning is not a spectator sport. Students do not learn much
just sitting in classes listening to teachers, memorizing prepackaged
assignments, and spitting out answers. They must talk about what they are
learning, write reflectively about it, relate it to past experiences, and apply it to
their daily lives. They must make what they learn part of themselves."
2. How do I keep the flow of events moving with smooth and rapid transition?
In order for the teacher to have smooth and rapid flow of events he/ she
must be well – prepared for the lesson that he/she is going to teach. Also being
ready and aware to what should a teacher must do inside the classroom can help
the learners process the information that they must acquire.
In addition, teachers must avoid A “flip-flop” is somewhat like a “dangle”. It
occurs when a teacher is teaching a lesson on one topic, but then inserts
unrelated material from a previous lesson. This act destroys student
concentration, and they are now confused as to where to focus their attention.
Once a lesson has been concluded, and another one begun, avoid reminiscing
2. back to previous material (except to relate the earlier material directly to this new
subject matter in order to facilitate comprehension). Teachers should avoid
leaving a topic on which the students are focused in order to introduce unrelated
material. Also, Teachers should not allow themselves to be distracted by outside
stimuli, move the class’ attention to that distraction. The students are now off-
task, have trouble re-engaging in the task, and engage in misbehavior. Teachers
also become bound up in the wrong focus when they draw student attention
away from the lesson to make spontaneous announcements or attend to non-
essential conversations with other teachers who walk into the room
(http://www.behavioradvisor.com/TeachingTips.html).
3. How do I communicate to students what I expect of them and are my
expectation correct?
In order for the teacher to have a good rapport and for him or her to know
what he/she must expect to his/her students and if his/her expectations are
correct, it will all begins on the first day and should be reinforced on a daily basis.
Teachers can use these methods in order for them know what they must
expect (Melissa Kelly, 2014)
1. Get students to sign an “Achievement Contract” at the beginning of the year. The
contract outlines what you expect of them and what they should expect from you.
2. As students work, give them enough time to find answers on their own, providing
only hints and ideas instead of jumping right in to tell them the correct answer.
3. Periodically allow students to express in writing how they think they are doing in
the course and what suggestions they have to make the class better.
4. Speak to students in a positive manner at all times, stressing that you know they
have the ability to learn what you are teaching.
5. Try to get to know your students and allow them to see you as a real person; this
attitude will motivate some of your students to work harder in order to please you.
6. Remain in charge of your students as their teacher, and do not allow yourself to
fall into the trap of trying to be their friend.
7. Make your standards for assignments and activities absolutely clear by telling
students exactly what you expect from them.
3. 8. Make sure you let all students know that they can earn a top grade in your
course if they work hard enough.
9. Promote mastery learning by allowing students to revise assignments that
received low grades.
In addition, Students will have a much better chance to succeed if their
teachers and parents work together. Parents need to know not only what you expect
of their children but also what you expect of them. Teachers must be consistent and
fair at all times in their classroom and you as a teacher will model integrity to your
students. They will better understand what is expected of them if they can see you
living up to your own high expectations. Furthermore, expectations must be
reinforced daily. Sometimes students might need gentle reminders. At other times,
however, you might need to stop the normal course of study to discuss your
expectations for the students. Only through repetition and constant reminders will
students' attitudes change. This reinforcement might seem redundant, but it is well
worth the effort (http://www.netplaces.com/new-teacher/from-expectations-to-
results/communicating-your-expectations.htm).
4. How do I build personal relationship with students?
Building personal relationships with students has to do with how the student
perceives how she is treated and how the student perceives the teacher as a
person. Building personal relationship to students is very important to a teacher for
them to gain trust but building that relationship students must feel that they are
treated equal and fare of those opportunities that a teacher gave regardless of their
physical appearance, gender, status, culture and religion.
*In relation to that here are some questions that a teacher can reflect in order
for him/her to build personal relationship to his/her students:
How the student is treated
o Do students feel that they are treated fairly? If not, the relationship is
unpromising.
o Are students treated with respect? Teachers who belittle or embarrass
students are obviously unlikely to gain their affection or their respect.
Treating students with respect starts with recognizing them as individuals
and understanding that they have ideas, opinions and values of their own
(although they do not have right to their own facts.) Treating students
4. courteously is a form of showing respect. It also tends to prompt courtesy
in response.
o Does the teacher re-establish personal contact with a student when there
has been a dispute? The teacher must not be seen as holding a grudge
after a discipline action. The teacher should signal that the relationship
has returned to normal.
o Does the teacher listen to students and feed back their feelings? Letting
students know that you've heard what they said and you understand the
feelings they're expressing helps the teacher understand and lets the
student know that the teacher is making a connection and that she cares
about what the student is feeling.
o Affirm that the student is more important than what they do
o Be open to student feedback
o Send notes to students asking for what you want or expressing
appreciation for improvement
o Offer genuine compliments
o Devote two minutes a day for ten days to building a relationship with a
difficult student without discussing poor classroom behavior
o Use lunch time to ask for behavioral change
o Discuss what is and is not working in class with small groups of students
Characteristics of the teacher
o The teacher's appearance and manner reflects how she feels about
herself and the respect she has for her students.
o A teacher's sense of humor can help reduce tension and demonstrate
confidence. She need not tell jokes nor should she accept being the butt
of jokes, but demonstrating the ability to see humor in everyday situations
can help build bonds with students.
o Sharing personal stories, experiences and anecdotes with students help to
create a connection. They not only can enrich the instruction but they
5. allow students to see the teacher as a person with experience and
feelings.
o Use humor to add levity but still get your point across
o Display a photo of yourself at the same age as the students
o Share stories of yourself from when you were a student
*Sources
Mendler, Allen N., Motivating Students Who Don't Care: Successful Techniques for
Educators. Solution Tree Press, 2000.
Saphier, Jon, Robert Glower. The Skillful Teacher: Building Your Teaching Skills.
Research for Better Teaching, Inc., 1997.
http://www.edclick.com/wiki/WP.cfm?FID=2852&SectionID=
5. How do I deal with very resistant students?
According to the Columbia Electronic Encyclopedia, motivation means “the
intention of achieving a goal, leading to goal-directed behavior. Some human activity
seems to be best explained by postulating an inner directing drive;” whereas,
learning is “the process by which a relatively lasting change in potential behavior
occurs as a result of practice or experience” (Columbia Electronic Encyclopedia,
2005; Encarta Dictionary: English [North American]). On the other hand, resistant
means having “a force that tends to oppose, or retard motion,” “to withstand,”
“oppose actively, and “fighting against” (Columbia Electronic Encyclopedia, Agnes,
1999, p.549).
Based on the above understanding of motivation, learning and resistant,
teaching should be goal based, aimed at changing behavior, and establishing lasting
learning experiences. Teachers should also establish positive ways of breaking walls
of resistant learners by “giving a reason to act,” creating “enthusiasm” in the
teaching and learning processes, and tapping into “forces determining behavior,”
6. such as “biological, emotional, cognitive, or social forces that activate and direct
behavior” (Encarta Dictionary: English [North America]).
In addition, here are the following lists of 7 rules–all don’ts–that will help you
avoid the most common pitfalls, and turn your most difficult students into valued
members of your classroom (Michael Linsin, 2011):
Rule #1: Don’t question. It’s normal for teachers to force explanations from difficult
students as a form of accountability. But asking why and demanding a response
from them almost always ends in resentment. And angry students who dislike their
teacher never improve their classroom behavior.
Rule #2: Don’t argue. When you argue with difficult students, it puts them on equal
footing with you, creating a “your word against theirs” situation. This negates the
effects of accountability. It also opens the floodgates: everybody will be arguing with
you.
Rule #3: Don’t lecture, scold, or yell. Lecturing, scolding, and yelling will cause all
students to dislike you, but when you direct your diatribe toward one particular
student, it can be especially damaging. Creating friction between you and your most
challenging students virtually guarantees that their behavior will worsen.
Rule #4: Don’t give false praise. Teachers often shower difficult students with
praise for doing what is minimally expected. But because these students can look
around at their fellow classmates and know that it’s a sham, false praise doesn’t
work. Instead, give only meaningful, heartfelt praise based on true accomplishment.
Rule #5: Don’t hold a grudge. “Every day is a new day” should be your mantra with
difficult students. They need to know that they have a clean slate to start each day–
and so do you. To that end, say hello, smile, and let them know you’re happy to see
them first thing every morning.
Rule #6: Don’t lose your cool. When you let students get under your skin and you
lose emotional control, even if it’s just a sigh and an eye roll, you become less
effective. Your likeability drops. Classroom tension rises. And when difficult students
discover they can push your buttons, they’ll try as often as they can.
Rule #7: Don’t ignore misbehavior. Given that there is an audience of other
students, ignoring misbehavior will not make it go away. It will only make it worse.
Instead, follow your classroom management plan as it’s written. If a difficult student
breaks a rule, no matter how trivial, enforce it immediately.
7. http://www.nssa.us/journals/2007-29-1/2007-29-1-16.htm
http://www.smartclassroommanagement.com/2011/04/23/7-rules-of-handling-
difficult-students/
6. What does it take to explain things clearly?
For a teacher to explain things clearly it really needs effort, skills, strategies and
patience because you cannot consider and tell that all your students already
understand the lesson, some students are not quick learners and needs guidance
for them to understand things clearly.
But the most important thing for a teacher to explain things clearly he/she must
have a clear and brief instructional
Here are some things that we must take note of whenever we are trying to explain
things to our members or students:
1. Don't speak too fast. The prescribed rate of speech would be 180-200 words per
minute.
2. Pronounce and enunciate your words clearly. Stay conscious of how you say
things.
3. Speak clearly. Don’t garble or swallow your words. Move your mouths with effort
and not laxly.
4. Make sure you know something about the subject you are talking about.
5. Be aware that almost everyone has a view, so let them express their points of
view too. Respect what they have to say at the same time incorporate what you
have to say in relation to what our members are saying.
6. Don't waffle or talk foolishly
7. Take your time. As the old Chinese proverb states “Patience is Virtue”
Always keep in mind to think before you speak, don't be discouraged to say what
you feel and remember the three C's: Cool, Calm and Collected. People may be
offended by what you say so be aware. Some people may also think you are a boff
when you say smarty-pants stuff so keep it simple and try not to complicate things
when explaining. Avoid jargons or technical terms. Whenever this is unavoidable do
explain as to what it means.
9. in the area that cannot cause distractions and harm to your students.
http://www.spacesforchildren.com/enhanc.html
9. How can I vary my teaching style?
My teaching style reflects on what you value in education, what methods you
believe are effective, and how your students learn your subject best.
So here are some teaching styles that we can consider for us to be more
effective teachers:
1. Develop your own teaching style - Develop approaches that you are
comfortable with and that maximize student engagement and learning in
your subject-area
2. Consider learning styles and diversify your approach. - Students have
different learning styles. Hence, more students are reached through a diversified
approach to delivering course content. Familiarity with learning style differences will
help you understand implications of your chosen teaching style.
3. Teacher-centered approaches have pros and cons. –
(http://sc.edu/cte/guide/teachingstyles/index.shtml)
4. Student-centered approaches have pros and cons.
(http://sc.edu/cte/guide/teachingstyles/index.shtml)
5. A student-centered approach does not undermine the teacher’s
authority role in the classroom. - Learn to find a good balance between your
role as authority/content expert and co-learner/facilitator. Students appreciate teachers
who make the effort to communicate on their level. It is important to find the
appropriate balance of how to present yourself with confidence but also to engage as a
co-learner to minimize faculty-student distance.
6. Consider using technology to diversify teaching approaches. - Think of
different ways to deliver information and different ways to use class time. If students
access prepared lectures outside of class via Blackboard (using Camtasia for voiceover
Powerpoint or Adobe Connect, for example) you can use in-class time to discuss
challenging or interesting information found in the prepared content. On the flip side, if
class time is devoted to lecture, post compelling discussion questions on Blackboard for
students to engage in outside of class. Integrate the Blackboard time into course grading
and class participation rubric.
7. Try new things! - think about your teaching. Whether you are early career faculty
or have been teaching for years, you may want to adjust your teaching style. Ask yourself
questions about how you teach, why you do it that way, and how successfully the
students learn the material.
10. http://sc.edu/cte/guide/teachingstyles/index.shtml
10. How can I adjust the students learning styles?
For me to adjust the students learning styles I will provide my students
activities that will satisfy and enhance the three learning styles of the student; the
auditory, visual and kinesthetic or tactile learning styles also I will consider whether
my students belong to the analytic or global learners. In addition, I will provide them
aids while teaching that will help them in their learning process whether it is a
general or specific instruction but still those activities must be reliable and valid for
the learners not to learn false ideas.
11. What is my hidden curriculum?
My hidden Curriculum was to develop physical and business education and
student cultures, with attention to messages about race/ethnicity, disability, and
gender/sexual orientation as well as social class, politics, and culture that will help
learners to give awareness about the surrounding where they belong.
School Curriculum - Hidden Curriculum - Messages, Students, Schools, and Political -
StateUniversity.com http://education.stateuniversity.com/pages/1899/Curriculum-School-
HIDDEN-CURRICULUM.html#ixzz35YzovuTQ
12. How do I know what students have really learned?
ASSESSMENT. For me to know that my students really learned I will assess
their learning. We know that the typical multiple-choice and short-answer tests aren't
the only way, or necessarily the best way, to gauge a student's knowledge and
abilities. Many states are incorporating performance-based assessments into their
standardized tests or adding assessment vehicles such as student portfolios and
presentations as additional measures of student understanding. These rigorous,
multiple forms of assessment require students to apply what they're learning to real
world tasks. These include standards-based projects and assignments that require
students to apply their knowledge and skills, such as designing a building or
investigating the water quality of a nearby pond; clearly defined rubrics (or criteria) to
facilitate a fair and consistent evaluation of student work; and opportunities for
students to benefit from the feedback of teachers, peers, and outside experts.
11. With these formative and summative types of assessment comes the ability to
give students immediate feedback. They also allow a teacher to immediately
intervene, to change course when assessments show that a particular lesson or
strategy isn't working for a student, or to offer new challenges for students who've
mastered a concept or skill (http://www.edutopia.org/comprehensive-assessment-
introduction)(By Edutopia Staff March 16, 2008)..
Through this I will be able to know whether my learners learned from my
lessons or not.
13. How do I build or adjust curriculum for maximum effectiveness?
For me, to build or adjust curriculum for maximum effectiveness I will apply all
the things that a teacher must be done in the classroom and also in the institution. I
must develop a good relationship to both my students and the parents of my
students and also to the people outside and inside the school community for they
are also helping us teachers and the institution to develop and enhance the learning
of my students by giving the classroom that is conducive for students learning
processes.