This document discusses the personal qualities desirable in a teacher. It identifies several key qualities including having a pleasant and attractive personality, the ability to show genuine sympathy and tolerance for students, being intellectually and morally honest, maintaining mental alertness and patience, and having a desire to continuously learn. It emphasizes the importance of a teacher tuning into students' minds and feelings to best support their learning and development. Overall, it provides a framework for the characteristics that make an effective educator.
The document provides an overview of a teacher training workshop covering several topics:
1. The workshop introduces an alternative education system focused on nurturing student talent, innovation, creativity and skills through subjects, labs and teaching methods.
2. Key components of the new system include labs in Islam, English, STEM and character development as well as semester and outcome-based models.
3. Character development, English language skills and outcome-based education are emphasized as important parts of the new system.
Being a Teacher: Section Three - Teaching as a professionSaide OER Africa
Being a Teacher: Professional Challenges and Choices. Being a Teacher: Section Three, Teaching as a profession. The meaning and implications of teachers’ professional responsibilities are developed and extended through comparison with other professions.
At the end of Section Two, we posed a challenge, asking you how you could become ‘part of the solution’ in our current teaching context, and what you could do to empower learners to face their own challenges in the future.
Classroom management involves effectively disciplining and motivating students, providing a safe learning environment, and building self-esteem. It must be tailored to each class as schools and locations have different rules. Teachers must manage both students and lesson content in a heterogeneous class with learners having various mental, physical, emotional, and other differences. Common types of misbehaving students include attention-seekers, power-strugglers, revenge-seekers, and those displaying real or assumed disabilities. For each type, the document provides strategies teachers can use such as discussing goals, acknowledging good behavior, and modifying instructional methods.
This document discusses strategies for achieving quality teaching. It suggests that quality teaching comes from understanding students, establishing good routines, continuously expanding one's teaching repertoire, avoiding burnout, collaborating with other teachers, reflecting on lessons, focusing deeply on certain skills or students, modeling confidence, and increasing one's ability to inspire students. Achieving quality teaching is a lifelong journey that requires strategies, effort, and continual growth and improvement.
The way of teaching new meethodology by boyetBoyet Aluan
This document discusses effective teaching methodologies. It recommends incorporating 3-5 minutes of relaxation between subjects to reduce student stress and anxiety. During this time, teachers can give recognition, updates, announcements, and friendly conversation to engage students. It also advocates starting new lessons with a "motive question" to trigger student thinking, and using exploration and discussion to keep students actively involved in learning. Lessons should include enrichment to convince students of real-world applications and build appreciation. Evaluation should assess higher-order thinking rather than just recall, and allow student self-pacing to enhance cognitive engagement.
This document compares instinctive teachers to inept teachers. Instinctive teachers are born to teach and rely on intuition rather than strict rules. They are creative, motivate students, and have control of their classrooms. Their passion makes them effective teachers. In contrast, inept teachers complain and try to escape teaching. They lack competence and do not love their profession. The document argues instinctive teachers should be supported to do their work freely while inept teachers undermine the educational process.
Being a Teacher: Section Seven – Making a differenceSaide OER Africa
Being a Teacher: Professional Challenges and Choices. Section Seven | Making a difference. What essential qualities do teachers (and schools) need in order to ‘make a difference’? This section provides a platform for teacher agency and reflective practice.
When you have completed this section, you should be able to:
demonstrate a significantly richer understanding of the term professionalism in relation to teaching;
recognize the value of adopting a reflective approach to your teaching in collaboration with colleagues;
practise systematic reflective practice in your teaching; and
appreciate the significance of agency and the scope that it creates for teachers in education.
Strategies to Make Online Learning More Effective - By Mrs. Pooja RathiPoojaIRathi
This presentation will brief about following points:
E-Learning
Online Learning
Electronically Supported Learning
Cyber Learning
Cybergogy
Online Teaching
Benefits of Online Teaching Learning
The document provides an overview of a teacher training workshop covering several topics:
1. The workshop introduces an alternative education system focused on nurturing student talent, innovation, creativity and skills through subjects, labs and teaching methods.
2. Key components of the new system include labs in Islam, English, STEM and character development as well as semester and outcome-based models.
3. Character development, English language skills and outcome-based education are emphasized as important parts of the new system.
Being a Teacher: Section Three - Teaching as a professionSaide OER Africa
Being a Teacher: Professional Challenges and Choices. Being a Teacher: Section Three, Teaching as a profession. The meaning and implications of teachers’ professional responsibilities are developed and extended through comparison with other professions.
At the end of Section Two, we posed a challenge, asking you how you could become ‘part of the solution’ in our current teaching context, and what you could do to empower learners to face their own challenges in the future.
Classroom management involves effectively disciplining and motivating students, providing a safe learning environment, and building self-esteem. It must be tailored to each class as schools and locations have different rules. Teachers must manage both students and lesson content in a heterogeneous class with learners having various mental, physical, emotional, and other differences. Common types of misbehaving students include attention-seekers, power-strugglers, revenge-seekers, and those displaying real or assumed disabilities. For each type, the document provides strategies teachers can use such as discussing goals, acknowledging good behavior, and modifying instructional methods.
This document discusses strategies for achieving quality teaching. It suggests that quality teaching comes from understanding students, establishing good routines, continuously expanding one's teaching repertoire, avoiding burnout, collaborating with other teachers, reflecting on lessons, focusing deeply on certain skills or students, modeling confidence, and increasing one's ability to inspire students. Achieving quality teaching is a lifelong journey that requires strategies, effort, and continual growth and improvement.
The way of teaching new meethodology by boyetBoyet Aluan
This document discusses effective teaching methodologies. It recommends incorporating 3-5 minutes of relaxation between subjects to reduce student stress and anxiety. During this time, teachers can give recognition, updates, announcements, and friendly conversation to engage students. It also advocates starting new lessons with a "motive question" to trigger student thinking, and using exploration and discussion to keep students actively involved in learning. Lessons should include enrichment to convince students of real-world applications and build appreciation. Evaluation should assess higher-order thinking rather than just recall, and allow student self-pacing to enhance cognitive engagement.
This document compares instinctive teachers to inept teachers. Instinctive teachers are born to teach and rely on intuition rather than strict rules. They are creative, motivate students, and have control of their classrooms. Their passion makes them effective teachers. In contrast, inept teachers complain and try to escape teaching. They lack competence and do not love their profession. The document argues instinctive teachers should be supported to do their work freely while inept teachers undermine the educational process.
Being a Teacher: Section Seven – Making a differenceSaide OER Africa
Being a Teacher: Professional Challenges and Choices. Section Seven | Making a difference. What essential qualities do teachers (and schools) need in order to ‘make a difference’? This section provides a platform for teacher agency and reflective practice.
When you have completed this section, you should be able to:
demonstrate a significantly richer understanding of the term professionalism in relation to teaching;
recognize the value of adopting a reflective approach to your teaching in collaboration with colleagues;
practise systematic reflective practice in your teaching; and
appreciate the significance of agency and the scope that it creates for teachers in education.
Strategies to Make Online Learning More Effective - By Mrs. Pooja RathiPoojaIRathi
This presentation will brief about following points:
E-Learning
Online Learning
Electronically Supported Learning
Cyber Learning
Cybergogy
Online Teaching
Benefits of Online Teaching Learning
This document discusses the importance of lesson planning for trainers and provides an overview of the learning process. It explains that lesson plans help ensure objectives are met, keep instructors organized, and serve as a guide for both instructors and backup instructors. It then discusses key aspects of learning including that it is an active process, comes from experience, and involves forming concepts and generalizations. The document emphasizes that meaningful experiences are important for effective learning.
1. The document outlines the tasks and expectations for a pre-service teacher's practicum orientation. It includes completing a responsibility matrix, feeling excited about the practicum site, and preparing tools related to knowledge, attitude, skills, and habits (KASH) for teaching.
2. It describes conducting orientation sessions to define roles, set expectations, and anticipate problems. The pre-service teacher feels enlightened about rules and able to accomplish needed tasks through the orientation.
3. The pre-service teacher reflects that teaching requires ensuring students learn and develop, which can be challenging but rewarding. Though still learning, orientation has prepared them to teach and make a difference in students' lives.
The document outlines a student teacher's practice teaching activities. It includes goals, tasks, and reflections for orientation at a cooperating school, familiarizing with school facilities, observing classroom routines, and preparing for a first lesson plan. The student teacher aims to learn school and teacher expectations, analyze the vision and mission, and establish order in the classroom. Through tasks like school tours and discussions, the student reflects on preparing for the teaching profession and establishing discipline among students.
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.
Direct instruction is an explicit teaching method that involves clearly explaining concepts in small steps, demonstrating skills, and checking for student understanding along the way. It is most effective for teaching basic skills and facts through a step-by-step process. For direct instruction to be successful, the teacher must maintain classroom control, focus on academics, carefully choose and clearly present tasks, and continuously diagnose student progress. Conceptual change and constructivist approaches focus on students developing their own understanding by building on and challenging their prior knowledge through open-ended learning experiences.
The document discusses the different segments of the teaching profession, including teacher preparation, recruitment, responsibilities, salary/benefits, opportunities for promotion, and status/prestige. It notes that teacher preparation involves developing subject matter knowledge and pedagogical skills. Teacher recruitment aims to increase diversity but many schools still have predominantly white teaching forces. A teacher's responsibilities include instruction, record keeping, discipline, and creating a positive learning environment. Salaries start on a scale and increase annually, and benefits include pensions and holidays. Promotion opportunities exist within schools and regions. Teaching is considered a high-status profession vital to society.
The document summarizes several papers on teacher development according to different authors. The first paper by Penny Ur discusses the differences between professionals, technicians, amateurs and academics, arguing that professionals are constantly learning, innovative, and committed to improving their teaching. The second paper by David Hayes speaks about managing innovations in education and proposes the cascade strategy of experienced teachers helping novice teachers. The third paper by Douglas Brown suggests teachers prioritize goals, observe their own teaching, conduct research, and provide constructive feedback to continue developing.
This document outlines the moral and professional responsibilities of teachers. It discusses teachers' moral obligations to provide excellent instruction and care for students. Key responsibilities include coming to work regularly, being well-informed, planning lessons, cooperating with colleagues, and updating practices. Teachers must maintain integrity, fairness, and confidentiality with students and colleagues. Both instructional duties like teaching and non-instructional roles such as supervision are important professional responsibilities.
The document discusses different ways of viewing the teaching profession: as a profession, mission, or vocation. It defines each view and what it means to consider teaching from that perspective. Teaching as a profession requires long preparation and commitment to excellence. As a mission, teaching is a task one is entrusted with and must continuously learn for. As a vocation, teaching means answering a call to the career and making a lifelong commitment. The document also outlines the rights and obligations of teachers according to Philippine law.
The document introduces the Teaching Perspectives Inventory (TPI), which helps teachers identify their dominant teaching behaviors, values, and beliefs. The TPI includes five teaching perspectives: Transmission, Apprenticeship, Developmental, Nurturing, and Social Reform. Each perspective defines effective teaching differently based on the role of the teacher and learner. The document provides descriptions of each perspective's view of effective teaching. It concludes that it is important for teachers to understand their own perspective to recognize their work and find ways to improve their teaching effectiveness and focus on developing students' competencies.
The document summarizes several models of classroom management:
- The Kounin Model emphasizes withitness, alerting teachers, smooth transitions, and avoiding boredom.
- The Neo-Skinnerian Model uses behavior modification to shape desired behavior through reinforcement and consequences.
- The Ginott Model addresses misbehavior with "sane messages" that are not personal attacks and invite student cooperation.
This document summarizes Zulema Roque's reflections on her goals and experiences during the early days of her teaching internship in the United States through TEA-Guatemala.
Some key points:
- She initially wanted to learn classroom management strategies but focused on methodologies, standards, and student needs support systems.
- Her mentor helped her refine her goals to learning new teaching methods, understanding US bilingual schools, and exploring student support.
- Observing her mentor has been helpful, and she will soon start teaching her own classes with guidance.
1. The document discusses reflective practice in teaching, where teachers systematically analyze their lessons and student responses to improve their teaching methods over time.
2. A reflective practitioner is someone who regularly looks back on their work to evaluate what went well and how it could be improved. Reflective teaching involves collecting information about classroom experiences and analyzing it to identify strengths and areas for growth.
3. Characteristics of a reflective teacher include being purposeful and active in their instruction, open to individual student needs, sympathetic to student perspectives, patient, flexible, self-aware, and focused on both teaching methods and student outcomes.
School Discipline and Classroom ManagementR.A Duhdra
After studying this unit, the trainee teachers can be able to
*Define school discipline and classroom management
*Appreciate the needs and importance of positive schools discipline
*Indicate the principles and techniques for classroom management.
Why Teaching is the Most Important Profession?Deah Galas
Teaching is the most important profession because teachers have the ability to profoundly influence students and shape their futures. Several studies have shown that teachers have significant impacts on student achievement, attendance at college, future earnings, and other life outcomes. Good teachers can improve student performance while poor teachers can negatively affect students. The work of teachers is crucial for building the next generation and developing the leaders and workforce of the future.
The document discusses maxims of teaching, which are simple guidelines or principles that help teachers make decisions during the teaching process. Some key maxims discussed include proceeding from the known to the unknown, from simple to complex, from concrete to abstract, and from analysis to synthesis. The maxims are based on the experiences of educators and are intended to facilitate the teaching and learning process. Examples are provided for how each maxim can be applied in practice.
This document provides an overview of creative teaching and how to promote creativity in learners. It defines creativity as involving flexibility, originality, and thinking outside usual patterns. Teachers should develop creativity by encouraging exploration, original ideas, and multiple responses rather than single answers. The creative process involves preparation, incubation of ideas, illumination of solutions, and verification. Guidelines include cultivating each learner's potential, considering unanswered questions, and facilitating enjoyable, independent learning. Teachers can promote creativity by understanding learners, teaching basic concepts, and rewarding original thinking in a safe, patient environment using humor and real-world examples.
This document outlines the key principles of the Victorian Teaching Profession Code of Conduct as it relates to a teacher. It discusses 6 main principles: [1] professional conduct with students including knowing students, maintaining a safe learning environment, accepting responsibility for quality teaching, having high expectations, considering all viewpoints, and communicating well; [2] treating students with courtesy and dignity by promoting respect, modeling respectful language, protecting students from harm, and respecting student privacy; [3] working within professional expertise such as maintaining well-being and knowing when to refer students to other professionals; [4] maintaining objectivity by interacting without bias and making decisions in students' best interests. The document provides examples for effectively applying these principles
This document discusses the role and qualities of an effective English teacher in Saudi Arabia. It addresses several factors that influence English language teaching in Saudi Arabia's educational system, including students' first language interference, parental attitudes, home environment, and schooling. The document emphasizes that teachers of English should undergo pre-service teacher training to better equip themselves, and those without prior training should participate in ongoing professional development programs. It also examines different philosophical approaches like idealism, naturalism, realism, and pragmatism and their implications for how an English teacher approaches their role and responsibilities.
Professional teacher researcher gezim sukaGezim Suka
This document discusses what defines a professional teacher. It states that a professional teacher is committed to continuous learning, using best practices, and promoting student growth. They are responsible role models both inside and outside the classroom, maintaining high standards for dress, conduct, and competency. A professional teacher recognizes the importance of knowledge and uses instructional time effectively. Above all, they understand the significant impact they can have on students' lives and take their role seriously.
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
This document discusses the importance of lesson planning for trainers and provides an overview of the learning process. It explains that lesson plans help ensure objectives are met, keep instructors organized, and serve as a guide for both instructors and backup instructors. It then discusses key aspects of learning including that it is an active process, comes from experience, and involves forming concepts and generalizations. The document emphasizes that meaningful experiences are important for effective learning.
1. The document outlines the tasks and expectations for a pre-service teacher's practicum orientation. It includes completing a responsibility matrix, feeling excited about the practicum site, and preparing tools related to knowledge, attitude, skills, and habits (KASH) for teaching.
2. It describes conducting orientation sessions to define roles, set expectations, and anticipate problems. The pre-service teacher feels enlightened about rules and able to accomplish needed tasks through the orientation.
3. The pre-service teacher reflects that teaching requires ensuring students learn and develop, which can be challenging but rewarding. Though still learning, orientation has prepared them to teach and make a difference in students' lives.
The document outlines a student teacher's practice teaching activities. It includes goals, tasks, and reflections for orientation at a cooperating school, familiarizing with school facilities, observing classroom routines, and preparing for a first lesson plan. The student teacher aims to learn school and teacher expectations, analyze the vision and mission, and establish order in the classroom. Through tasks like school tours and discussions, the student reflects on preparing for the teaching profession and establishing discipline among students.
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.
Direct instruction is an explicit teaching method that involves clearly explaining concepts in small steps, demonstrating skills, and checking for student understanding along the way. It is most effective for teaching basic skills and facts through a step-by-step process. For direct instruction to be successful, the teacher must maintain classroom control, focus on academics, carefully choose and clearly present tasks, and continuously diagnose student progress. Conceptual change and constructivist approaches focus on students developing their own understanding by building on and challenging their prior knowledge through open-ended learning experiences.
The document discusses the different segments of the teaching profession, including teacher preparation, recruitment, responsibilities, salary/benefits, opportunities for promotion, and status/prestige. It notes that teacher preparation involves developing subject matter knowledge and pedagogical skills. Teacher recruitment aims to increase diversity but many schools still have predominantly white teaching forces. A teacher's responsibilities include instruction, record keeping, discipline, and creating a positive learning environment. Salaries start on a scale and increase annually, and benefits include pensions and holidays. Promotion opportunities exist within schools and regions. Teaching is considered a high-status profession vital to society.
The document summarizes several papers on teacher development according to different authors. The first paper by Penny Ur discusses the differences between professionals, technicians, amateurs and academics, arguing that professionals are constantly learning, innovative, and committed to improving their teaching. The second paper by David Hayes speaks about managing innovations in education and proposes the cascade strategy of experienced teachers helping novice teachers. The third paper by Douglas Brown suggests teachers prioritize goals, observe their own teaching, conduct research, and provide constructive feedback to continue developing.
This document outlines the moral and professional responsibilities of teachers. It discusses teachers' moral obligations to provide excellent instruction and care for students. Key responsibilities include coming to work regularly, being well-informed, planning lessons, cooperating with colleagues, and updating practices. Teachers must maintain integrity, fairness, and confidentiality with students and colleagues. Both instructional duties like teaching and non-instructional roles such as supervision are important professional responsibilities.
The document discusses different ways of viewing the teaching profession: as a profession, mission, or vocation. It defines each view and what it means to consider teaching from that perspective. Teaching as a profession requires long preparation and commitment to excellence. As a mission, teaching is a task one is entrusted with and must continuously learn for. As a vocation, teaching means answering a call to the career and making a lifelong commitment. The document also outlines the rights and obligations of teachers according to Philippine law.
The document introduces the Teaching Perspectives Inventory (TPI), which helps teachers identify their dominant teaching behaviors, values, and beliefs. The TPI includes five teaching perspectives: Transmission, Apprenticeship, Developmental, Nurturing, and Social Reform. Each perspective defines effective teaching differently based on the role of the teacher and learner. The document provides descriptions of each perspective's view of effective teaching. It concludes that it is important for teachers to understand their own perspective to recognize their work and find ways to improve their teaching effectiveness and focus on developing students' competencies.
The document summarizes several models of classroom management:
- The Kounin Model emphasizes withitness, alerting teachers, smooth transitions, and avoiding boredom.
- The Neo-Skinnerian Model uses behavior modification to shape desired behavior through reinforcement and consequences.
- The Ginott Model addresses misbehavior with "sane messages" that are not personal attacks and invite student cooperation.
This document summarizes Zulema Roque's reflections on her goals and experiences during the early days of her teaching internship in the United States through TEA-Guatemala.
Some key points:
- She initially wanted to learn classroom management strategies but focused on methodologies, standards, and student needs support systems.
- Her mentor helped her refine her goals to learning new teaching methods, understanding US bilingual schools, and exploring student support.
- Observing her mentor has been helpful, and she will soon start teaching her own classes with guidance.
1. The document discusses reflective practice in teaching, where teachers systematically analyze their lessons and student responses to improve their teaching methods over time.
2. A reflective practitioner is someone who regularly looks back on their work to evaluate what went well and how it could be improved. Reflective teaching involves collecting information about classroom experiences and analyzing it to identify strengths and areas for growth.
3. Characteristics of a reflective teacher include being purposeful and active in their instruction, open to individual student needs, sympathetic to student perspectives, patient, flexible, self-aware, and focused on both teaching methods and student outcomes.
School Discipline and Classroom ManagementR.A Duhdra
After studying this unit, the trainee teachers can be able to
*Define school discipline and classroom management
*Appreciate the needs and importance of positive schools discipline
*Indicate the principles and techniques for classroom management.
Why Teaching is the Most Important Profession?Deah Galas
Teaching is the most important profession because teachers have the ability to profoundly influence students and shape their futures. Several studies have shown that teachers have significant impacts on student achievement, attendance at college, future earnings, and other life outcomes. Good teachers can improve student performance while poor teachers can negatively affect students. The work of teachers is crucial for building the next generation and developing the leaders and workforce of the future.
The document discusses maxims of teaching, which are simple guidelines or principles that help teachers make decisions during the teaching process. Some key maxims discussed include proceeding from the known to the unknown, from simple to complex, from concrete to abstract, and from analysis to synthesis. The maxims are based on the experiences of educators and are intended to facilitate the teaching and learning process. Examples are provided for how each maxim can be applied in practice.
This document provides an overview of creative teaching and how to promote creativity in learners. It defines creativity as involving flexibility, originality, and thinking outside usual patterns. Teachers should develop creativity by encouraging exploration, original ideas, and multiple responses rather than single answers. The creative process involves preparation, incubation of ideas, illumination of solutions, and verification. Guidelines include cultivating each learner's potential, considering unanswered questions, and facilitating enjoyable, independent learning. Teachers can promote creativity by understanding learners, teaching basic concepts, and rewarding original thinking in a safe, patient environment using humor and real-world examples.
This document outlines the key principles of the Victorian Teaching Profession Code of Conduct as it relates to a teacher. It discusses 6 main principles: [1] professional conduct with students including knowing students, maintaining a safe learning environment, accepting responsibility for quality teaching, having high expectations, considering all viewpoints, and communicating well; [2] treating students with courtesy and dignity by promoting respect, modeling respectful language, protecting students from harm, and respecting student privacy; [3] working within professional expertise such as maintaining well-being and knowing when to refer students to other professionals; [4] maintaining objectivity by interacting without bias and making decisions in students' best interests. The document provides examples for effectively applying these principles
This document discusses the role and qualities of an effective English teacher in Saudi Arabia. It addresses several factors that influence English language teaching in Saudi Arabia's educational system, including students' first language interference, parental attitudes, home environment, and schooling. The document emphasizes that teachers of English should undergo pre-service teacher training to better equip themselves, and those without prior training should participate in ongoing professional development programs. It also examines different philosophical approaches like idealism, naturalism, realism, and pragmatism and their implications for how an English teacher approaches their role and responsibilities.
Professional teacher researcher gezim sukaGezim Suka
This document discusses what defines a professional teacher. It states that a professional teacher is committed to continuous learning, using best practices, and promoting student growth. They are responsible role models both inside and outside the classroom, maintaining high standards for dress, conduct, and competency. A professional teacher recognizes the importance of knowledge and uses instructional time effectively. Above all, they understand the significant impact they can have on students' lives and take their role seriously.
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
This document contains examples of activities and assignments for students on various principles of teaching. It includes student responses to prompts about symbols representing intelligence types, describing favorite teachers, drawing ideal learning environments, explaining learning principles, using graphic organizers, classroom management, motivating students, questioning techniques, individualized and group-based teaching methods. The activities allow students to demonstrate their understanding of key concepts in teaching and analyze examples from their own experiences.
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.
A good teacher is described as having several key characteristics according to research. Good teachers are lifelong learners who continually improve their teaching through professional development. They display enthusiasm for their subject and desire to share it with students. Good teachers know how to modify their teaching strategies for different students, subjects, and environments. They encourage critical thinking, problem-solving, and understanding over simple knowledge transmission. Good teachers respect their students and support both their academic and personal growth.
The document summarizes key aspects of teacher education including initial teacher training, induction, and continuing professional development. It discusses how teacher education can be divided into pre-service education, the first years of teaching with support, and ongoing training. The document also outlines common components of teacher education programs including foundations of education, teaching skills, content knowledge and methods, and supervised classroom experience. It emphasizes the importance of ongoing professional development for teachers to continuously improve and adapt to changing needs.
The document discusses the domains, roles, and tasks of teachers. It describes three domains of teaching: 1) professional knowledge, 2) professional practice, and 3) professional engagement. It outlines the standards for each domain. The roles of teachers include planner, educator, activator, evaluator, motivator, and scientist. Teachers have personal, social, and professional tasks to perform. Their personal task involves self-reflection. Their social task is to serve the community. And their professional task is to demonstrate their professional qualifications and mastery of knowledge to educate students effectively.
This document discusses the domains, roles, and tasks of teachers. It is divided into three key points:
1) The domains of teaching are professional knowledge, professional practice, and professional engagement. These domains contain standards related to knowledge of students, content, teaching practices, and professional development.
2) The roles of teachers include planner, educator, activator, evaluator, motivator, and scientist. Teachers serve as the organizers, instructors, mobilizers, assessors, encouragers, and learners within their profession.
3) The tasks of teachers have personal, social, and professional aspects. On a personal level, teachers must understand themselves and reflect on their teaching. Socially
This document discusses the attributes of professional teachers. It defines a professional teacher as one who has technical and moral competence, adheres to ethical standards, and undergoes rigorous training. It also notes that professional teachers see themselves as able to effect learning and have subject matter and pedagogical expertise. The document then outlines several personal attributes of effective teachers, including passion, humor, values, patience, enthusiasm, and commitment. Finally, it discusses research on characteristics of effective teachers such as content knowledge, caring relationships with students, fairness, positive attitudes, reflection, and motivation.
The document discusses the qualities of an effective teacher. It notes that teachers should possess both personal qualities and professional competencies. Some key personal qualities include good communication skills, patience, and understanding. Important professional competencies involve using effective teaching strategies, assessing student learning, and engaging with the community. The document emphasizes that both personal traits and professional skills are needed for a teacher to be truly great.
This document discusses qualities of effective language teachers. It explains that while some teachers are naturally gifted, good teachers develop their skills through personality, knowledge, experience and reflection. It emphasizes that teachers should be adaptable to unexpected events, take on different roles like controller and prompter, build rapport with students, and respect students by treating them evenly and listening to them. Good teachers prepare well, keep records to evaluate their teaching, and manage classes effectively through clear instructions and procedures.
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.
Models associated with subject matter/disciplineCatherine Matias
The document discusses various models of discipline and teaching methods. It describes the Kounin model which focuses on the teacher's behavior and techniques like "withitness" and "overlapping" to address misbehavior. It also outlines Skinner's behavior modification model using positive and negative reinforcement. The Glasser model focuses on students taking responsibility for their behaviors. Other models discussed include Dreikur's mistaken goal model and Canter's assertive behavioral model. Teaching methods like lecture, discussion, questioning, viewing-listening, and the inquiry method are also summarized.
This document provides an overview of the DepEd Teacher Induction Program Course 1. The course aims to help new teachers align their teaching philosophy with DepEd's vision, mission and values. It introduces teachers to DepEd guidelines and processes. The course contains 3 modules that are estimated to take 8 hours to complete. Module 1 focuses on understanding DepEd's mandate, vision, mission and values. It includes activities for teachers to reflect on applying these concepts.
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
This document discusses effective teaching skills and classroom behavior management. It identifies several key traits of effective teachers, including enthusiasm, subject matter expertise, clear explanations, varied instructional strategies, and strong classroom management. The document also provides guidance on motivating students to learn, counseling students, and maintaining proper classroom ethics. Specific techniques recommended include recapping previous lessons, setting objectives, using examples and anecdotes, maintaining eye contact, actively involving students, providing feedback, and varying activities to maintain interest. The overall message is that effective teaching requires subject mastery as well as strong interpersonal skills to engage students.
learning strategies for senior childre.pptxKulwantKaur16
This document discusses effective teaching strategies and learning environments. It recommends teachers know their students, set clear objectives aligned with activities, have explicit expectations and policies, prioritize student learning, overcome expert blind spots, play appropriate teaching roles, and provide feedback and reflection. Teaching involves acquiring student knowledge and using it for course design and instruction. Effective teachers set high standards, articulate clear goals, and help students understand relevance. Assessment should encourage demonstrating mastery in different ways and provide motivating feedback.
1. There are professions – vocations – and people surrender themselves wholly to these professions.
Undoubtedly, the profession of a teacher is one of them.
The Personal Qualities of a Teacher
Here I want to try to give you an answer to the question: What personal qualities are
desirable in a teacher? Probably no two people would draw up exactly similar lists,
but I think the following would be generally accepted.
First, the teacher's personality should be pleasantly live and attractive. This does not
rule out people who are physically plain, or even ugly, because many such have great
personal charm. But it does rule out such types as the over-excitable, melancholy,
frigid, sarcastic, cynical, frustrated, and over-bearing: I would say too, that it excludes
all of dull or purely negative personality. I still stick to what I said in my earlier book:
that school children probably 'suffer more from bores than from brutes'.
Secondly, it is not merely desirable but essential for a teacher to have a genuine
capacity for sympathy - in the literal meaning of that word; a capacity to tune in to the
minds and feelings of other people, especially, since most teachers are school
teachers, to the minds and feelings of children. Closely related with this is the capacity
to be tolerant - not, indeed, of what is wrong, but of the frailty and immaturity of
human nature which induce people, and again especially children, to make mistakes.
Thirdly, I hold it essential for a teacher to be both intellectually and morally honest.
This does not mean being a plaster saint. It means that he will be aware of his
intellectual strengths, and limitations, and will have thought about and decided upon
the moral principles by which his life shall be guided. There is no contradiction in my
going on to say that a teacher should be a bit of an actor. That is part of the technique
of teaching, which demands that every now and then a teacher should be able to put
on an act - to enliven a lesson, correct a fault, or award praise. Children, especially
young children, live in a world that is rather larger than life.
A teacher must remain mentally alert. He will not get into the profession if of low
intelligence, but it is all too easy, even for people of above-average intelligence, to
stagnate intellectually and that means to deteriorate intellectually. A teacher must be
quick to adapt himself to any situation, however improbable (they happen!) and able
to improvise, if necessary at less than a moment's notice. (Here I should stress that I
use 'he' and 'his' throughout the book simply as a matter of convention and
convenience.)
On the other hand, a teacher must be capable of infinite patience. This, I may say, is
largely a matter of self-discipline and self-training; we are none of us born like that.
2. He must be pretty resilient; teaching makes great demands on nervous energy. And he
should be able to take in his stride the innumerable petty irritations any adult dealing
with children has to endure.
Finally, I think a teacher should have the kind of mind which always wants to go on
learning. Teaching is a job at which one will never be perfect; there is always
something more to learn about it. There are three principal objects of study: the
subject, or subjects, which the teacher is teaching; the methods by which they can best
be taught to the particular pupils in the classes he is teaching; and - by far the most
important - the children, young people, or adults to whom they are to be taught. The
two cardinal principles of British education today are that education is education of
the whole person, and that it is best acquired through full and active co-operation
between two persons, the teacher and the learner.
(From Teaching as a Career, by H . C. Dent)Standard
The National Professional Standards For Teachers
The seven Standards identify what is expected of teachers within three domains of
teaching. Teachers’ demonstration of the Standards will occur within their specific
teaching context at their stage of expertise and reflect the learning requirements of
the students they teach.
1: Know students and how they learn
Standard 2: Know the content and how to teach it
Standard 3: Plan for and implement effective teaching and learning
Standard 4: Create and maintain supportive and safe learning environments
Standard 5: Assess, provide feedback and report on student learning
Standard 6: Engage in professional learning
Standard 7: Engage professionally with colleagues, parents/carers and the
community
Teachers job
The word teach is unhelpfully ambiguous. It can refer to our all-encompassing job as educator in the broadest sense
(we are all teachers). It can refer to different kinds of approaches (teach by questioning, teach by telling). And it can
imply a range of purposes (inform, expand awareness, develop performance ability). It can even refer to isolated
teacher behavior, irrespective of the results, as in the old joke, ―I taught them, but they didn't learn.‖ So how should
we best clarify the job of the teacher?
Backward design suggests one answer. The teacher's role, behavior, and strategies must stem deliberately from
established mission and goals, the curriculum, and agreed-upon learning principles. In other words, the particular
approaches, methods, and resources employed are not primarily subjective ―choices‖ or mere matters of style. They
logically derive from the desired student accomplishments and our profession's understanding of the learning
process. We teach to cause a result. Teaching is successful only if we cause learning related to purpose.
More specifically, we can distinguish mandatory from optional teacher roles and approaches by recalling the
categorization of intellectual goals mentioned in Chapter 1 (academic excellence, understandings, key competence,
3. habits of mind, mature conduct). Mortimer Adler, in The Paideia Proposal (1982), presents us with three broad
categories of instructional roles for teachers related to these intellectual goals: (1) didactic (or direct) instruction, (2)
facilitation of understanding and related habits of mind, and (3) coaching of performance (skill and transfer). (See
Adler's The Paideia Program [1984] and follow-up volumes for further insight into the rationale for the three
categories and how to decide what kind of teaching best suits what kind of objective.)
Didactic/direct instruction. In this role, the teacher's primary goal is to inform the learners through explicit
instruction—that is, telling and lecturing, supplemented by textbooks and demonstrations.
Facilitation of understanding. Facilitative teaching seeks to help students ―construct‖ meaning and come to an
understanding of important ideas and processes. Teachers in this role guide student inquiries into complex problems,
texts, cases, projects, or situations. Their principal methods are questioning, probing, and process-related
commentary, with little or no direct instruction.
Coaching performance. Coaching seeks to support the learners' ability to transfer their learning to succeed in
complex and autonomous performances. The teacher/coach establishes clear performance goals and then
supervises the development of skills and habits through ongoing opportunities to perform, accompanied by specific
feedback and modeling.
The professionalization in teaching
A professional teaching qualification does not make you a professional, in the true sense of the
word. Belonging to a particular profession does not automatically guarantee that the service you
provide is a professional one. Read this article to find out how you can stand out as a true
professional in your field: the classroom and larger school community.
1. Inspire the trust of your clients - the students and parents. Create a good first impression from
day one of the academic year.
Dress like a professional. It is important for teachers to dress tastefully. Revealing clothes are the
number one "no-no" for female teachers. Male teachers should remember that a tie and jacket worn
to work, can easily be removed, should the need arise. Teachers should arrive at work, looking the
part.
Always be on time for work. A professional teacher understands the need to start the day well,
every day. Truly professional teachers will make sure that they arrive at least ten minutes before the
first bell rings, so as to prepare themselves mentally for the day ahead.
Be prepared. Check your diary the night before and plan the day ahead. Professional teachers plan
thoroughly too for every lesson and class. They stick to their work programme and assessment
schedule, to ensure that not only syllabus content is covered, but also the necessary skills for their
students' longer-term success in their specific subject or learning area.
Follow procedures and the protocol expected at your school. Professionals embrace the
corporate identity and values and model these for the clients - in this case, the children they teach.
Take charge of your classroom. Manage your students' behaviour. A professional teacher will not
keep running to school management for assistance with classroom discipline, for example.
4. Take pride in the process and product. Make sure your notes and handouts are professionally
presented. Professional teachers should never have to be asked to re-do a piece of work because
its presentation is shoddy.
Never miss a deadline. Professionals keep their work up to date and plan ahead. Amateurs leave
work until the last minute.
Keep up to date with your marking and grading of students' tasks. A three day rule of thumb
should apply. If you take too long to hand back class tests and so on, the students will have lost
interest in the task and their results by the time you return their work.
Treat your colleagues and supervisors with respect. Model respect for authority for your
students and gaining their respect will be much easier for you.
Be passionate, positive, and enthusiastic about your work. A professional teacher will not create
negativity in a staff room or engage in mindless gossip and the spreading of dissent.
Embrace change. A professional teacher will not be a doomsayer and throw cold water on new
ideas or suggestions for positive change. A professional will not vocalise negative thoughts like "That
will never work at this school."
Take an interest in every child. The better you get to know your students, the more influence you
will have on their attitude towards your subject, and on their lives in general. Remember the adage:
"Teachers touch eternity, they never know where their influence may end."
Treat your students with respect. Follow the maxim "Do unto others." Never publicly humiliate or
belittle your students. Do not discuss their results or grades in front of other students. Don't
personalise issues with students.Leave their family, background, religion,behaviour, and personal
circumstances out of public disciplinary processes and discussions.
Be a mentor not a friend. Model responsible adult values, exhibit self-control, choose your words
carefully and consider the impact they may have on a particular student or group of students.
Maintain confidentiality. A professional teacher will use students personal information to assist in
helping a child to reach his or her potential. Confidential information will not be disclosed over tea
during recess, or used as a weapon against a student. Confidential information such as the content
of staff meetings too will be treated in the strictest of confidence.
Consult parents. Try to include parents in the educational process and encourage their support of
the school's disciplinary processes and procedures. Be polite and calm when dealing with parents.
Keep reminding them that every discussion about the child needs to be undertaken with the child's
best interests at heart.
Put safety first. Remember that as a professional teacher you are offering a service to the students
and the school community. You are duty-bound to take your "in loco parentis" role seriously. Explain
why certain rules are in place and follow all institutional risk management procedures.
Support your colleagues and school management. Walk the talk. Put the needs of the institution
above your own. Remember you are one person in a group of professionals who share a common
goal and vision.
Let excellence be your aim. Constantly provide benchmarks for improvement for your students.
Give praise when it is due, lots of it. Draw gently alongside those who are in need of help and find
creative ways to assist them to improve their grades.
5. Take responsibility for your students' results. As a professional teacher, the grades your
students achieve are a reflection on you. Bear this in mind, in all you do.
Behave professionally in public. Always support your school if negative people are bad-mouthing
the institution. Swearing and being drunk in public will cause community members to lose respect
not only for you, but for the profession at large.
Keep abreast of education policy and legislation.
Constantly seek new subject knowledge and share this with your students. Take short courses
to keep yourself mentally stimulated. Your renewed enthusiasm for your subject will be rewarded by
increased student interest and enthusiasm for the subject itself.
Simplify your lessons: Good teachers make it easy to understand complicated things. Use
examples, models and colored pictures and Photographs. Teach in illustrations that your students
can relate to.
Keep your students attention. Teach your students why the knowledge you convey is important
and how they can apply what they learn in their daily lives. Then they are more likely to remember
what you teach.
By DariaBitsigan, 11th year pupil
The Provostial Guidelines also include criteria for the assessment of teaching effectiveness, which might
help you in selecting and contextualizing the information in your dossier. These criteria will be assessed
based both on the information in your dossier, as well as the information provided by your department.
These criteria are:
A faculty member demonstrates capabilities as a teacher in lectures, seminars, laboratories and tutorials
as well as in less formal teaching situations, including directing graduate students and counselling
students. The guidelines for tenure and promotion prescribe in detail the procedures to be followed in the
evaluation of teaching activities. The level of achievement deemed necessary will depend on the rank
being sought. According, there will be some variation in the components and emphases of the
documentation collected for each process, reflecting the different stages of an academic career.
Educational implications
Experience has taught us how effective we can be when supported by a team of colleagues who are equally invested in
the mission of providing high quality, future-oriented educational opportunities for all children, both locally and
globally. We know that we are not just one in this mission. We are many. We believe that educational partnerships are
the key to building and sustaining schools that effectively help each learner reach beyond his or her potential and to
becoming better prepared for the challenges we face both now and in years to come.
6. Teachers are lifelong learners. In fact, ongoing education is a requirement for teachers of every public
school level, from kindergarten through 12th grade. Known as professional development, this education --
usually in the form of workshops, seminars and training courses -- helps teachers stay up to date with
new trends and learn fresh strategies, techniques and methods for classroom challenges. The overriding
idea behind professional development is that increased knowledge helps teachers improve student
achievement. That's because professional development focuses on what each teacher needs to fine-tune
his or her classroom practice.
for teachers to continue their education. Sometimes there are financial incentives, such as salary
increases. But often, the rewards aren't found just at the completion of professional development, but all
along the way. According to U.S. Secretary of Education Arne Duncan, professional development
transforms the nation's best teachers. "It's a lot of hard work but arguably the most important growth and
learning you're ever going to have as a teacher,"
Teachers, young and old, new and established should be given the time to develop; to share and to
train in order to meet the needs of an evolving audience.
Trying out new ideas in the classroom has the additional benefit of making the activity of teaching much
more interesting. Having an exploratory attitude towards teaching helps to prevent the feeling of being
stuck in a rut, i.e. working on the same teaching points in the same way year after year.
Becoming more skilful at a certain activity has a lot to do with being aware of one’s own strengths and
weaknesses, which is the aspect that is discussed in the next section.
lately, the teaching profession has never been given so much limelight.
TEACHER