Teacher's function, operation and activities in teaching
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This document outlines the key functions and operations of teachers. It discusses three main functions of teachers: diagnostic, prescriptive, and evaluative. The diagnostic function involves assessing students' entering behaviors and needs. The prescriptive function includes selecting appropriate content and teaching methods. The evaluative function is assessing student progress and outcomes. The teaching process involves three main stages: pre-active (planning), interactive (instruction), and post-active (evaluation). Key operations of teaching include planning lessons, organizing resources, implementing strategies, and controlling the system through evaluation and modification. Overall, the document provides an overview of the roles and processes involved in effective teaching.
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Task of teaching
The document discusses different levels of teaching - memory, understanding, and reflective.
At the memory level, teaching focuses on rote learning of facts through repetition. Herbart's model of this level involves steps like preparation, presentation, comparison, and application.
The understanding level aims to help students comprehend principles and think intellectually. Morrison's model includes exploration, presentation, assimilation, organization, and recitation.
The reflective level centers around problem-solving and developing independent thinking. Hunt's model has students formulate hypotheses to solve problems presented by the teacher, through collecting data and testing their ideas. Evaluation focuses on attitudes, beliefs, and competencies rather than objective tests.
Need and function of teaching by anand
1. Teaching is the process of imparting knowledge from a more mature person to a less mature person to further their education. It aims to give students knowledge, information, skills, change attitudes and behaviors, and provide life experiences.
2. As part of the teaching process, teachers perform diagnostic, prescriptive, and evaluative functions. Diagnostically, teachers assess students' entry behaviors and abilities to formulate objectives. Prescriptively, teachers select content, techniques, and strategies and provide feedback. Evaluatively, teachers assess progress toward objectives using various evaluation methods.
3. Key variables in teaching include the teacher as the independent variable, the student as the dependent variable, and content, strategies, techniques,
Duties and responsibilities of a teacher
Students are defined as those devoted to learning from teachers or books, who study in an attentive and systematic manner and pay the price for education. Teachers are defined as people who impart knowledge and remove darkness, taking disciples from ignorance to knowledge. They work as torchbearers of change by transferring knowledge, providing enlightenment, aligning teaching with real life, building character, offering a healing touch, nurturing thoughts into reality, and giving lessons shape. Effective teachers are punctual, professionally dressed, knowledgeable about their subject and current affairs, well-prepared, and follow rules and regulations.
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- Manager: Organizes classroom activities and manages student interactions during lessons.
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Teacher fn, oprn, act
This document outlines the key functions and operations of teaching from the perspective of a teacher. It discusses three main functions of teachers: diagnostic, prescriptive, and evaluative. It also describes the three main stages of teaching operations: pre-active, interactive, and post-active. Finally, it lists four main activities of teaching: planning, organizing, leading, and controlling.
Enhancement of teacher
Effective teachers display certain characteristics. They explain objectives clearly, assess student needs and abilities, and respond accordingly. They demonstrate enthusiasm, stimulate interaction, and are approachable. Effective teachers have high expectations, personalize learning to individual students, use a range of teaching methods, encourage responsibility, have strong subject knowledge, create a safe environment, monitor progress and provide feedback, and build positive relationships.
INTRODUCTION TO TEACHING
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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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.
Creating a Unit PlanCreating a Unit PlanChastity.docx
Creating a Unit Plan
Creating a Unit Plan
Chastity Jones
Laura Wilde
07/07/2014
EDU673: Instruct. Strat. for Differentiated Teach & Learn
Introduction
Classroom unit plans are documents used by teachers to map long-term plan throughout the school term or a year. Teachers should have a long-term unit plan that sets their goals and objectives throughout the term in a bid to enhance student performance. Teachers should be able to understand their students as different students come from different backgrounds and environment; exhibiting different personalities, traits, and intellectual capabilities. Students behave differently whenever they are in school and at home and this defines their ultimate achievement.
Some students come from very poor background while others come from rich families and this could contribute to the variations in academic performances; which is the ultimate goal behind learning institutions. Lack of enough learning materials such as stationeries and classrooms could reduce leaning efficiency. Some of the students are drug addicts and lack proper parental guidelines leading them to mischievous behaviors’ thus creating an environment not conducive for studying. A well designed unit plan will enable teachers to plan their work well and this l also favors the weak students who cannot perform very well in class.
First Step: Identification of the objective
The first thing that a teacher should do is to identify the content, unit title and the unit subject. The teacher should identify the area of study and the specific topics to be studied over that specific period. A mathematics teacher for example may decide on the topics to study such as algebra, subtraction, multiplication and division. However, teachers should be able to understand their learning objectives in creating a big goal and a long-term plan. The teacher should also be able to create two measurable unit objectives that will enable students to think critically as like align with the CCSS. A Physics teacher for example should make students to think critically in their practical work.
Teachers should be able to create a description of what they want their students to master and understand. Taking students out in the field will really make them understand what they are studying. An Environmental teacher for example should take students out for field studies to make them think critically through exposure.
Second step: Evidence of learning, pre-assessments, formative assessments and summative assessments.
· Pre-assessment: In this step, teacher should be able to detect the preparedness of the students. They should test the thinking of the students if indeed their thoughts are in the content of the subject that is about to be studied. In this case, teachers should be able to understand the interest and capability of the students before the learning process begin. Besides that, teachers should be to identify the learning materials.
· Formative assessme.
Multiple roles of teacher
The document outlines the multiple roles of teachers, which include leader, knowledge worker, facilitator, supervisor, mentor, scaffolder, social engineer, and reflective practitioner. As a leader, teachers take on roles like instructional specialist and catalyst for change. As knowledge workers, they think critically in their subject area. As facilitators, they encourage independent learning and maintain a balance of direction and freedom. Other roles involve supervising students, mentoring new teachers, structuring learning through scaffolding, socializing students, and engaging in self-reflection to continually improve. Overall, the teacher's role in society is pivotal for transmitting knowledge between generations.
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This document discusses concepts and definitions of teaching. It provides perspectives on teaching from educational experts such as it being a process of influencing behavior change or arranging situations to promote learning. Traditional teaching is described as imparting instruction, while modern teaching causes learning of knowledge, skills and values. Good teaching includes providing information, stimulating learning, efficient planning, and being sympathetic. It also discusses teaching as a planned activity with goals and engaging activities. Elements of effective planning include objectives, materials, instructional sequences, and assessments.
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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.
Criteria for Curriculum Assessment Defined
The document discusses different approaches to instruction - the generative approach and the supplantive approach. The generative approach positions the teacher as a facilitator and emphasizes student-directed learning through constructing their own understanding, while the supplantive approach involves direct, explicit instruction from the teacher with a focus on mastery of component skills. The document provides details on the underlying beliefs and common errors associated with each approach, and offers guidelines for selecting an instructional approach based on factors like the student, the task, and the setting.
Supervised school visit ppt
This document discusses key aspects of elementary and middle school teaching. It covers 4 common aspects: the teacher, learner, content, and school environment. The teacher must be expertly organized, inspire students, and continually improve their skills. Learners have diverse backgrounds and develop through social interaction. Content includes the intended curriculum and managing risks. The school environment involves different classroom structures and maintaining a positive academic culture.
General method of teaching edited
This document discusses definitions and concepts related to teaching. It provides 7 definitions of teaching from various scholars focusing on teaching as influencing students and changing behaviors. It also discusses concepts of effective teaching including monitoring progress, encouraging student responsibility, having content mastery, and building relationships. Additionally, it distinguishes teaching from related concepts like conditioning, instruction, and indoctrination.
Impact on Student Learning and Instruction
This document discusses factors that impact student learning and identifies teacher effectiveness as having the greatest impact. It summarizes a study that tracked students over 2 years in different school and teacher environments. The study found that students taught by ineffective teachers for 2 years dropped from the 50th to 3rd percentile, while those with effective teachers rose to the 96th percentile. The document provides research supporting direct instruction models and instructional strategies proven to improve student achievement, such as setting clear learning objectives and checking for understanding. It emphasizes the importance of recruiting and retaining effective teachers to provide students with an exceptional learning environment.
Educations' Students Perception on the Professional Qualities of CUP Teachers...
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This document discusses differentiated instruction for developing reading in ESL classes. It states that teachers must understand students' interests, learning styles, intelligence types, and backgrounds to effectively plan instruction. The document recommends that teachers use interest inventories and other tools to identify this information about students. It also discusses Vygotsky's theory of social interaction in cognitive development and Gardner's theory of multiple intelligences. The document advocates differentiated instruction and incorporating varied activities to engage students with different abilities and learning preferences.
Teacher roles and responsibilities, functions, competencies, qualities
The document discusses the roles and responsibilities of teachers. It defines a teacher as someone who provides education to students and outlines several key roles including instructional, faculty, and individual roles. The main responsibilities of a teacher are planning instruction, managing the classroom, assessing student performance, developing relationships, and acting as a role model. Effective teachers display characteristics like organization, enthusiasm, and building rapport with students.
Theory of Teacher Education Behavioral Perspective
The document discusses teacher education from a behavioral perspective, specifically operant conditioning. It covers several topics:
1. The objectives of pre-service teacher training programs, which include imparting subject matter knowledge, developing pedagogical skills, understanding child psychology, and developing proper teaching attitudes.
2. The role of teacher educators is to transmit knowledge to prospective teachers and train them in research-backed pedagogical behaviors. Prospective teachers receive extensive practice and repetition to reinforce learning.
3. Behaviorist principles like Thorndike's law of exercise are applied, with a focus on rote learning, drills, repetition to prevent extinction of behaviors, and assessing mental states for optimal learning. The goal
Variation skills
The document discusses teaching effectiveness and stimulus variation skills. It provides background on how variation skills help engage students and avoid boredom. It then reviews several studies that examined the importance of stimulus variation techniques for sustaining student attention and improving achievement. Specifically, it analyzed survey results from 70 students rating their lecturers' use of 9 variation skills, including movement, gestures, voice, and eye contact. The results showed that lecturers were dominant in using voice skills, while physical contact skills were used the least. Overall, the findings highlighted the need for lecturers to employ diverse stimulus variation skills to effectively engage students.
Formative assessment final
Formative assessment is used during instruction to evaluate student understanding and provide feedback to improve learning. It identifies gaps in knowledge through techniques like quizzes, discussions, and observations. Teachers use formative assessment to adjust their instruction, provide feedback to students, and promote student involvement in the learning process. The goal is to continuously monitor progress towards learning objectives through techniques that are learner-centered and help close the gap between current and desired understanding.
Introduction to Curriculum studies
The document discusses various concepts related to curriculum, including:
1. It defines curriculum as prescription, experience, system, plan, and field of study.
2. It examines models of curriculum like the product model and process model, outlining their advantages and criticisms.
3. It describes seven additional types of curriculum - written, observed, learner-centered, knowledge-centered, society-centered, hidden, and null curriculum.
4. It discusses curriculum approaches like the humanistic approach and social reconstructionist approach.
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Teacher's function, operation and activities in teaching
- 1. TEACHER FUNCTIONS & OPERATIONS AND ACTIVITIES IN TEACHING SHASHI KANT PANDEY M.Ed (2010-11) School of Education Pondicherry university
- 2. TEACHING “Teaching is a form of interpersonal influence aimed at changing the behavior potential of another person.” - American Educational Research Association Commission (1962)
- 3. TEACHER Teacher is the yardstick that measures the achievement and aspirations of the nation. The people of a country are enlarged replica of their teacher. Teacher is the nation builder.
- 4. “Every teacher and educationist of experience knows that even the best curriculum and the most perfect syllabus remains dead unless quickened into life by the right method of teaching and right kind of teachers.” -secondary education commission
- 5. Teaching is a tri-polar process SOURCE OF THE TEACHING Teaching process STUDENTS ACTIVITIES OF TEACHING Teacher is the human source of teaching.
- 6. Structure of teaching Teacher Student Content and strategy Independent variable Dependent variable Intervening variable Teacher is the independent variable of teaching process which influence the student with the help of content and different strategies.
- 7. Functions of teacher Function of teacher is to help the students learn by imparting knowledge and setting up a situation in which the students can and will learn effectively Diagnostic function Prescriptive function Evaluative function
- 8. DIAGNOSTIC FUNCTION Diagnose entering behaviour Formulate educational objective Analyze the content, instructional material and environmental condition
- 10. Selection of appropriate teaching methods, media and strategies
- 14. Managing appropriate means and ways of presentation
- 15. Deciding appropriate strategies and tactics
- 17. INTER-ACTIVE STAGE Perceiving the size of the class Diagnosis of the learners Action or achievement (initiation or response) Selection of stimuli Presentation of stimuli Feedback or reinforcement Development of strategies
- 18. INTER-ACTIVE STAGE TEACHER ACHIEVEMENT PRESCRIPTIVE DIAGNOSIS STUDENT
- 19. CLASS ROOM INTERACTION VERBAL INTERACTION NON VERBAL INTERACTION TEACHER STUDENT OFF TASK ON TASK INITIATION INITIATION RESPONSE TEACHER STUDENT RESPONSE TEACHER STUDENT
- 20. Post active stage Assessing the suitability of objectives determined Deciding regarding reteaching or further taking up the content Assessing the suitability of instructional material and aids Changing or improving teaching strategies
- 21. IMPORTANCE OF TEACHING OPERATIONS To develop the teaching skills Provides scientific basis for developing effective instructions of teaching Classroom teaching and interaction can be made effective Create appropriate conditions of learning for achieving goals Teaching can be organized effectively Provide empirical evidences about relationship of teaching variables
- 22. Activities of teaching Four steps of teaching including these activities PLANNING ORGANISING LEADNING CONTROLLING
- 24. Task analysis
- 32. Modification in teaching system