Teacher
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This document discusses the ideal teacher from the perspectives of students. It identifies three key categories that make up an ideal teacher: pedagogical knowledge and competency, personal attributes, and professional attributes. For pedagogical knowledge, an ideal teacher has knowledge of concepts, curriculum, teaching strategies and learning styles. Personal attributes include respecting students, empathy, passion for learning and fair treatment. Professional attributes are reflective practice, time management, self-improvement and seeking feedback. The document also provides tips for becoming a good teacher, such as being prepared, engaging students, using varied teaching methods and maintaining standards.
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Assignment 1 fdp
FDP ASSIGNMENT 1 DATED 12-08-2020
POWERPOINT PRESENTATION ABOUTTHE MAIN POINTS OF EDUCATION CONTENTS
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This document discusses modernizing the curriculum for teaching writing at Rutherford Primary School. It advocates for student-centered learning and assessment for learning principles. Key points include:
- Encouraging collaboration, risk-taking, and integrating different approaches like peer assessment and e-learning.
- Using assessment tools like e-asTTle to identify 64 students below writing standards to provide targeted support.
- Brainstorming solutions like cross-school collaboration, mixed-ability groupings, research partnerships, and reconfiguring learning spaces to better meet student needs.
- Taking an inquiry approach and reflecting on practices to continually improve teaching and learning.
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Check out the speaker notes for detailed description of each slide.
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Effective Teaching
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Assignment 1 fdp
FDP ASSIGNMENT 1 DATED 12-08-2020
POWERPOINT PRESENTATION ABOUTTHE MAIN POINTS OF EDUCATION CONTENTS
Modern learning curriculum
This document discusses modernizing the curriculum for teaching writing at Rutherford Primary School. It advocates for student-centered learning and assessment for learning principles. Key points include:
- Encouraging collaboration, risk-taking, and integrating different approaches like peer assessment and e-learning.
- Using assessment tools like e-asTTle to identify 64 students below writing standards to provide targeted support.
- Brainstorming solutions like cross-school collaboration, mixed-ability groupings, research partnerships, and reconfiguring learning spaces to better meet student needs.
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Check out the speaker notes for detailed description of each slide.
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- It outlines dimensions of competency including task skills, task management skills, and contingency management skills.
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- Barriers to learning for adult learners are discussed such as time constraints, language/literacy issues, and fear of failure.
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Skillful teaching involves developing relationships with students, engaging them in learning, and continuously assessing understanding. It requires knowledge of learners, effective communication, cultural proficiency, and lesson planning. Developing deep content understanding, real-world connections, active learning, and critical thinking are also key aspects of skillful teaching. Basic teaching skills include introducing lessons, using reinforcement, non-verbal cues, probing questions, explanation techniques, examples, aids, closure, lecturing, management, evaluation, and remediation.
Effective Teaching
This document discusses effective teaching practices. It provides guidelines for teachers to demonstrate excellence in the classroom, including having strong subject knowledge and pedagogical skills, using engaging teaching methods, clear communication, and good classroom management. It emphasizes treating students with respect, designing instruction to facilitate learning, and encouraging independent thinking in students. The goal of effective teaching is to result in significant student learning.
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This document discusses motivation for adult learners. It begins by outlining the learning objectives which are to explain the differences between andragogy and pedagogy, identify characteristics of adult learners, discuss the six factors that motivate adult learners, and discuss three critical learning strategies for instructors. It then provides background on Malcolm Knowles and his development of the concept of andragogy. It outlines the key differences between pedagogy and andragogy, characteristics of adult learners, the six factors that motivate adult learning, tips for effective instructors, and implementing adult learning principles in distance education.
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24 creative classroom
This document discusses creativity in the classroom and what defines a creative classroom. It addresses three key dimensions of a creative classroom: creative approaches to content, creative teaching and learning practices, and supporting students' creativity. The document outlines specific strategies teachers in creative classrooms employ, such as taking risks, celebrating ambiguity, and modeling a creative spirit. It also notes the benefits students gain, including increased motivation, development of social and thinking skills, and improved performance. Overall, the document suggests teachers can develop more creative classrooms by cultivating a passion for learning and a willingness to try new approaches.
24 creative classroom
This document discusses creativity in the classroom and defines what makes a classroom creative. It begins by explaining that a creative classroom focuses on opportunities provided by the teacher rather than seeing creativity as a personality trait. It then outlines three dimensions that define a creative classroom: creative approaches to content, creative teaching and learning practices, and supporting student creativity. Several strategies creative teachers use are described, such as situating learning in a meaningful context. The document also discusses benefits students gain, such as increased motivation, development of thinking habits, and stronger understanding. It concludes by emphasizing that developing a creative classroom requires ongoing effort to incorporate new techniques and take risks.
Fu Classroom Management
This document provides tips and strategies for effective classroom management. It discusses establishing a safe learning environment and focusing on student-centered learning. The author emphasizes understanding students, motivating learning through engagement, and using proactive approaches. Specific techniques are recommended, including making the content fun and easy to understand. The document also stresses the importance of getting support from the school community and knowing your students, content, methods, and rights as a teacher.
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This document discusses the attributes of professional teachers. It outlines four key models of teaching: the teacher as manager of instruction, caring person, expert learner, and cultural/civic person. Qualities of good teachers include being eager about their subject and viewing themselves as lifelong learners rather than experts. Teachers should be reflective practitioners who continuously improve. They are also committed to their students and profession through moral and ethical principles. Overall, the document emphasizes that teachers act as role models who guide students' development through caring, honesty, and understanding.
Rigorintheriverwoodclassroom
Administrators look for rigor when visiting classrooms by examining several factors: how learning objectives are communicated and reinforced; whether students are actively engaged in work that requires applying the intended concepts; how teachers assess and track student learning through formative and summative assessments; and how teachers support students who are struggling. Specifically, they look for evidence that students are challenged to think deeply and apply concepts in multiple contexts, have opportunities to explain and teach new ideas to others, and receive scaffolding until they can demonstrate independent mastery. Rigor is demonstrated through high-level questioning techniques, open-ended assessments, and revision-focused assignments rather than worksheets.
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Teacher
- 2. : 1. Today we will speak only about teaching and teachers! Nothing else!;)
- 3. “Believing in what you teach and teaching what you believe creates a powerful role model for our students.”
- 4. Why do we go to school?
- 5. Three Categories: Pedagogical Knowledge and Competency(компетенция) Personal Attributes Professional Attributes
- 6. Pedagogical Knowledge and Competency Knowledge of key concepts. Knowledge of governing curriculum. The teaching of relevant and engaging content. Knowledge of available resources and technologies. Awareness of different learning styles. Awareness of different pedagogical strategies.
- 7. Personal Attributes Modelling student respect. Empathic understanding. Nurturing. Passionate about learning. Personally committed to teaching as a vocation. Fair and non-authoritarian.
- 8. Professional Attributes Reflective practice. Time management skills. Evidence based self-correction. Seeks feedback and constructive criticism. Ongoing development of current pedagogical thinking.
- 10. This is an example of a bad teacher…
- 15. Page How to recognize a “good” teacher. Spelled out
- 16. Page 16 Know Your Students
- 17. Page 17 Provide Success
- 18. Page 18 Keep It Simple
- 20. Page 20 Know Your Students!
- 21. Page 21 Have a Philosophy
- 22. Tips for these who want to become good teachers Get silence before you start Be prepared in advance; Arrive at class before students; Prepare furniture and apparatus; Be mobile; walk around; Start lesson with a bang and sustain curiosity Scan; Develop question technique; Time management; Vary teaching techniques; Be firm and consistent in giving punishments; Insist for the standard you require.
- 23. What do student’s from Harvard university think? A good teacher should be a positive role model(Nicole) A good teacher must be smart. He/She should wear clothes which are clean and acceptable by the social standards.(Jack) A great teacher is the one who is always willing to help his/her students. They are the ones that don't stop teaching when the bell rings.(Phoeby)