Online Instructor Interview
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This document discusses teaching adult learners online. It notes that preparation is essential for providing a conducive learning environment. Adults are motivated differently than children, being more independent and controlling of their own learning. Effective instructors model positive behavior, communicate well using humor, and provide real-world examples. They maintain a high presence through immediate feedback to support rapid skill acquisition and increased student confidence. Interpersonal skills are also important for enhancing learning interactions with students.
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This document discusses the experiences and perspectives of an instructor who teaches both children and adults, with a focus on teaching adults online. Some key points made include: preparation and content knowledge are essential for effective teaching; adults are self-motivated learners who want real-world application; clear expectations and timely feedback enhance the learning process; interpersonal skills and humor help engage students; and high instructor presence supports rapid skill acquisition. The challenges of online teaching include time commitment and variability in student academic skills.
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Developing Teacher Leadership
1) The document discusses developing teacher leadership through collaborative learning communities and distributed leadership. It emphasizes that teacher leadership begins in the classroom and can be nurtured through reflective practice and collaboration with other teachers.
2) Effective supervision focuses on facilitating teacher and student growth through intellectual work, reflective assessment, and understanding teaching and learning. It aims to transform the school into a learning community where teachers take on facilitator and leadership roles.
3) For teacher leadership to flourish, principals must stimulate latent leadership in teachers, encourage collaboration and networks among teachers, and support teacher leadership through targeted clinical supervision and involvement in teams focused on student learning.
Dynamic and traditional school
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Onine Instructor Interview
This document discusses the experiences and perspectives of an instructor who teaches both children and adults, with a focus on teaching adults online. Some key points made include: preparation and content knowledge are essential for effective teaching; adults are self-motivated learners who want real-world application; clear expectations and timely feedback enhance the learning process; interpersonal skills and humor help engage students; and high instructor presence supports rapid skill acquisition. The challenges of online teaching include time commitment and variability in student academic skills.
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Ten roles for teacher leaders
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This document discusses models of developmental supervision, including directive, informative, collaborative, and non-directive approaches. It describes how the appropriate approach depends on the teacher's experience level and ability to address problems independently. Differentiated, contextual, and peer supervision models are also covered. The differentiated model accounts for individual teacher needs, while contextual supervision adapts to situational factors. Peer supervision involves teachers observing and providing feedback to one another to improve practice.
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This document discusses self-efficacy theory, which involves an individual's belief in their own ability to successfully perform a task or behavior. Self-efficacy has two components - outcome expectancy, which is the belief that a specific action will lead to a particular result, and self-efficacy, which is the belief in one's own competence to perform a task. An individual's expectations for success determine their behavioral response, level of effort, and perseverance when facing obstacles. Self-efficacy can be developed through mastery experiences, vicarious experiences, verbal persuasion, and physiological states. The document also discusses how a teacher's sense of self-efficacy is influenced by opportunities for collaboration with colleagues, support from administrators,
Developing Teacher Leadership
1) The document discusses developing teacher leadership through collaborative learning communities and distributed leadership. It emphasizes that teacher leadership begins in the classroom and can be nurtured through reflective practice and collaboration with other teachers.
2) Effective supervision focuses on facilitating teacher and student growth through intellectual work, reflective assessment, and understanding teaching and learning. It aims to transform the school into a learning community where teachers take on facilitator and leadership roles.
3) For teacher leadership to flourish, principals must stimulate latent leadership in teachers, encourage collaboration and networks among teachers, and support teacher leadership through targeted clinical supervision and involvement in teams focused on student learning.
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This document discusses effective teaching methods for primary schools. It outlines key topics like education, teaching, learning outcomes, and evaluation. Education is defined differently but generally involves acquiring knowledge and skills over one's lifetime from various sources. Teaching methods should be tailored to each educational level, from play-based and individualized learning in primary school to more group-focused and lecture-based methods at higher levels. Effective teachers have strong subject knowledge and preparation along with good communication skills. Assessing learning outcomes allows schools to evaluate student performance and identify areas for improvement.
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- Students work together to explore a question or create a project, and are responsible for their own and each other's learning.
- It promotes active, shared learning over passive receipt of information from a teacher.
- Advantages include developing higher-order thinking skills, understanding different perspectives, building community, and enhancing achievement through motivation.
- Potential impediments include preference for teacher-centered learning and objections to group work.
- Effective design involves phases of engagement, exploration, transformation, presentation, and reflection.
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2) Instructional leadership aims to improve teaching and learning by setting goals, providing resources, coordinating instruction, promoting teacher learning, and supporting positive learning environments.
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Chapter 1 The Background Information
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- It provides definitions of key terms like teaching style, motivation, and underachieving students. Teaching style refers to a teacher's methods and approaches for instruction. Motivation can be intrinsic or extrinsic. Underachieving students are those performing below their abilities.
- The study aims to investigate teaching styles, student motivation levels, the relationship between the two, and ways to improve student motivation. It seeks to contribute knowledge around how teacher approaches impact underachieving students.
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The document discusses how distributing leadership roles throughout a school organization can foster teacher leadership. It provides an example of how Edison Schools restructured their traditional top-down leadership model by implementing leadership teams, academy directors, lead teachers, and senior teachers to give more teachers leadership responsibilities. This distributed structure allowed for inclusive decision-making, collaborative teams, and internal professional development opportunities. The results were improved student achievement and the school becoming popular with a waiting list. The conclusion is that organizational structures facilitating teacher leadership can change the nature and scope of teacher leadership while also fostering school success.
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Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools and families play vital roles in developing community thinkers and leaders. As an educational leader, she will create safe, positive learning environments and treat everyone with respect. Huff will also focus on short and long-term results, continuous learning, and leveraging leadership at all levels including teachers, parents, and community members. She believes in creating a culture where children learn through experiences and are engaged in critical thinking and collaboration.
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Educational Leadership Platform
Courtney Huff outlines her educational leadership platform which focuses on ensuring all students learn to their fullest potential. She believes schools and families play vital roles in developing community thinkers and leaders. Her philosophy is influenced by authors who emphasize unfolding every child's creative potential, treating people with respect, and pursuing moral purpose and sustainability. As a leader, she will focus on student success, continuous learning, accountability, and developing teacher leaders to implement best practices. Her vision is for an engaging environment where technology is integrated to promote creativity, collaboration and critical thinking for all students.
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1) Students' prior knowledge can help or hinder new learning.
2) How students organize knowledge impacts how they learn and apply it.
3) Students' motivation determines what they learn and how they sustain learning.
4) To develop mastery, students must acquire skills, practice integrating them, and know when to apply learning.
5) Goal-directed practice with targeted feedback enhances learning quality.
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This document discusses collaborative learning, which involves students working together in small groups on a common task or project. The key aspects of collaborative learning covered include:
- Students work together to explore a question or create a project, and are responsible for their own and each other's learning.
- It promotes active, shared learning over passive receipt of information from a teacher.
- Advantages include developing higher-order thinking skills, understanding different perspectives, building community, and enhancing achievement through motivation.
- Potential impediments include preference for teacher-centered learning and objections to group work.
- Effective design involves phases of engagement, exploration, transformation, presentation, and reflection.
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This document discusses teacher leadership and strategies for leading change in schools. It covers several key points:
1) Transformational leadership focuses on second-order change like building shared visions and changing beliefs, as opposed to just making small efficiencies. This type of leadership helps develop collaborative cultures and improve instruction.
2) Instructional leadership aims to improve teaching and learning by setting goals, providing resources, coordinating instruction, promoting teacher learning, and supporting positive learning environments.
3) Leading change involves balancing vision, understanding realities, courageous action, and awareness of how change affects others. It is a three-stage process of ending the old, transitioning, and beginning the new.
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Elements Of A Culture Of Achievement For All
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Instructional leadership focuses on improving teaching and learning, while administrative leadership deals more with managerial tasks. Principals wear many hats and must balance these roles. However, principals often spend little time on instructional leadership due to other duties and a lack of training in this area. Good instructional leadership involves setting goals, monitoring lessons, allocating resources to support instruction, and understanding the classroom perspective. It transforms a school by articulating a vision, being supportive and empowering, and promoting change to benefit students. The characteristics of good instructional leadership include knowledge of change management, confidence, communication skills, and enthusiasm for bringing stakeholders together to improve outcomes.
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- The document discusses the background and context of a study examining the relationship between teaching styles of teachers and the learning motivation of underachieving secondary school students.
- It provides definitions of key terms like teaching style, motivation, and underachieving students. Teaching style refers to a teacher's methods and approaches for instruction. Motivation can be intrinsic or extrinsic. Underachieving students are those performing below their abilities.
- The study aims to investigate teaching styles, student motivation levels, the relationship between the two, and ways to improve student motivation. It seeks to contribute knowledge around how teacher approaches impact underachieving students.
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Teachers and parents play an important role in extrinsic motivation. Teachers should provide positive and frequent feedback, set appropriately challenging tasks, and help students find value in lessons. They must create a supportive learning environment. Parents should provide a warm home, clear guidance, help relate school to interests, and emphasize progress over performance comparisons. The goal is to foster intrinsic motivation by following a child's interests.
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Teachers and parents play an important role in extrinsic motivation. Teachers should provide positive and frequent feedback, set appropriately challenging tasks, and help students find value in lessons. They must create a supportive learning environment. Parents should provide a warm home, clear guidance, help relate school to interests, and emphasize progress over performance comparisons. The goal is to foster intrinsic motivation by following a child's interests.
Role of teachers and parents in extrinsic motivation
Teachers and parents play an important role in extrinsic motivation. Teachers should provide positive and frequent feedback, set appropriately challenging tasks, and help students find value in lessons. They must create a supportive learning environment. Parents should provide a warm home, clear guidance, help relate school to interests, and emphasize progress over performance comparisons. The goal is to foster intrinsic motivation by following a child's interests.
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This document summarizes key factors at the school, teacher, and student levels that affect student achievement based on Robert Marzano's book review of "What Works In Schools". At the school level, these include having a guaranteed and viable curriculum, setting challenging goals and providing effective feedback, and fostering parent/community involvement and a safe learning environment. At the teacher level, the important factors are instructional strategies, classroom management, and curriculum design. Finally, the student level factors that influence achievement are the home atmosphere, learned intelligence/background knowledge, and motivation. The document also outlines Marzano's framework for implementing changes to improve student outcomes through data-driven phases of examination, intervention, evaluation, and repetition.
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1. The document discusses the importance of research in the teaching and learning process. It notes that effective teaching involves applying new research and theory in the classroom.
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2. It outlines some key principles of effective teaching and learning, including the teacher's knowledge of the subject matter, active learner involvement, interaction between teachers and students, and providing a variety of learning activities.
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The document discusses various definitions and concepts related to effective teaching. It defines teaching as an interactive process between students and teachers that aims to facilitate learning and development. Effective teaching is achieved through subject matter expertise, strong communication skills, student-centered instruction, ongoing assessment, and continuing professional development. Key characteristics of effective teachers include classroom management abilities, subject knowledge, pedagogical skills, and the ability to engage and motivate students.
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This document summarizes a research study that investigated teachers' beliefs about instructional supervision in Malaysia. The study examined how teachers' beliefs may differ based on their position, experience, education level, age, and gender. Seventy teachers from a secondary school in Malaysia completed a survey about their beliefs regarding supervision. The findings suggest that teachers' supervisory beliefs are independent of their demographic characteristics. Directive supervisory behaviors were among the most preferred by teachers. The document provides background on the role and purpose of instructional supervision, as well as common supervisory behaviors, and discusses challenges with supervision in the Malaysian educational system.
Order in the Classroom- Leadership Magazine TTT Article
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Students are not coming to school ready to learn or knowing how to behave. A consistent classroom management system can save instructional time and improve the school climate. Teachers need classroom management skills to create a well-run classroom where students know the behavioral expectations. When rules and procedures are consistently taught and enforced, there is less disruption and more time for learning. Arrangement and Effective Discipline in School
This document discusses effective school management and discipline. It outlines various team structures and roles within a school's management arrangement. It emphasizes the importance of collective responsibility among staff for student learning and well-being. The document also discusses causes of disciplinary problems, types of issues that arise, and acceptable versus unacceptable ways for teachers to deal with misbehavior. It provides examples of easy ways to foster effective school discipline such as increasing parental involvement and establishing clear disciplinary policies.
Empowering Teachers in Ghanaian Basic Schools: Prospects and Challenges
Whilst teacher empowerment is not new in literature, it appears that its practice is novel tomany head teachers of basic schools in Ghana. The study sought to investigate the prospects and challenges of teacher empowerment in Ghanaian Basic Schools. Using the convergent parallel design, a total of 282 teachers were randomly sampled from 32 basic schools in the Central Region of Ghana for the study. Whereas all 282 teachers answered the structured questionnaires, six (6) of them were further sampled to provide responses for the semi-structured interviews. The study revealed that the extent of teacher empowerment in the basic school is high. With regard to the prospects of teacher empowerment, the study established that teacher empowerment makes teachers more effective and helps to create the school‟s vision for students‟ success. The study further found that the main challenges facing teacher empowerment include: the hierarchical school structures, lack of trusts for teachers and favouritism from the part of head teachers. In view of the findings, the study recommended that head teachers of the basic schools should trust and respect teachers, support staff development and teachers‟ decisions. Additionally, head teachers of the basic schools should allocate adequate time for the development of collaborative relationships among teachers.
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The document provides information on the concepts of teaching, effective teaching, and the roles of teachers. It defines teaching as an interactive process between teacher and students aimed at changing student behavior. Effective teaching is achieving teaching objectives and involves effectively managing classrooms, clear objectives, engaging questioning, lesson consolidation, and diagnosing/correcting errors. An effective teacher is a subject matter expert, pedagogical expert, excellent communicator, student-centered mentor, and systematic assessor who facilitates learning through knowledge sharing, classroom activities, assessment, and feedback.
Peer education
This document discusses peer tutoring strategies and programs. It provides details on structured and incidental peer tutoring. It outlines the benefits of peer tutoring, such as higher student achievement and engagement. It also notes challenges like time investment and ensuring tutor effectiveness. The document recommends training tutors, monitoring sessions, and selecting partners strategically. Research supports peer tutoring's social and cognitive benefits based on theorists like Vigotsky and Erikson. The school described implements a high school to elementary tutoring program to benefit both levels.
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Online Instructor Interview
- 1. Natalie Rodriguez HE521 Teaching Adult Learners
- 2. Instructor Background Formal setting Adjunct Teaches at an online university in the College of Graduate Education Teaching Adults- 5 yrs. Teaching Children- 20 yrs.
- 3. Teaching Adults Online vs. Teaching Children All learners need to be motivated Humor creates a natural connection Gets the brain more actively involved Eases the learner Motivation differs from adult and child Adults are self-motivated based on value Children are motivated based on expectations set by their parents
- 4. Motivating Adults Teachers need to personalize instruction. Make the content relevant to the student. The process of teaching impacts the effectiveness of the students learning.
- 5. Likes Most About Teaching Online Being inspired by the responses of some students. How students apply what they are learning to their current work settings. Content is applicable across all ages of learners (adults, leadership, children, middle schooler’s).
- 6. Challenges Teaching Online Time commitment Grading assignments in a timely manner. Feedback for growth Instructor presence Adjunct- working late nights Feedback Sandwich approach Positive, constructive, and ends positive. Learners academic skills Some could have stronger writing skills Impedes understanding the content
- 7. Learned By Teaching Online Communication Word choice Direct communication must be softer Don’t over emphasize the negative What students really want To apply knowledge to the real-world
- 8. Personalization Apply to students work setting Repetition Expectations Weekly announcements Clear and consistent Examples/Samples Students previous work
- 9. Advice for New Instructor Prepare Quality will improve with time and planning Knowledgeable with the content Review new editions of text when implemented Be consistent Understand the time commitment Feedback is better if timely Balance time with returning assignments. Use track changes.
- 10. Clear expectations Rubrics are adhered to by instructor and student Use the Power of 20 Chunk learning into 20 minute intervals Use humor Communicate often
- 11. Summary Preparation is essential to provide a conducive learning environment Knowledgeable of the content Galbraith (2004) states that knowledge of content is associated with the "characteristics of successful adult educators" (p.98). Adults are motivated differently as we mature; more independent and controlling over their learning (Spear’s model) (Galbraith, 2004).
- 12. Model behavior Teachers who genuinely model positive behavior will project credibility and students will begin to model this behavior with their peers through high levels of collaboration. Communicate effectively An effective teacher must also possess good personality characteristics, interpersonal skills, and positive behaviors (Galbraith, 2004). Use humor Interpersonal skills are essential when interacting with students to enhance learning (Malik & ul Ain, 2012).
- 13. Use real-world examples (Garrison’s model) (As cited in Merriam et al., 2007). High instructor presence In Brydges, Nair, Ma, Shanks, & Hatala’s (2012) study of instructor-led and self-regulated learning, rapid skill acquisition and an association with increased confidence comes from immediate and concurrent feedback during practice.
- 14. References Brydges, R., Nair, P., Ma, I., Shanks, D., & Hatala, R. (2012). Directed self-regulated learning versus instructor-regulated learning in simulation training. Medical Education, 46(7). Retrieved from http://ehis.ebscohost.com.lib.kaplan.edu/eds/pdfviewer/pdf viewer?vid=2&sid=beb29e30-b214-462f-88dec8a1d4c6e08f%40sessionmgr4005&hid=4208 Galbraith, M. W. (2004). Adult learning methods: A guide for effective instruction (3rd ed.). Malabar, FL: Krieger Publishing Company Malik, S. K., & ul Ain, Q. (2012). Prospective teachers’ awareness about interpersonal skills- A comparative study. Interdisciplinary Journal of Contemporary Research in Business, 3(11). Retrieved from http://journalarchieves16.webs.com/514-522.pdf
- 15. References Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass. Slide one image- Adapted from “Can Virtual Classrooms Recreate a Traditional College Experience, ?” by K. Freeman, 2013, http://mashable.com/2013/01/25/virtualclassroom-experience-online-education/