1. Effective teaching produces beneficial student learning through appropriate procedures such as quality teachers socializing with students and modeling positive behavior.
2. New teachers bring enthusiasm and creativity but need support, while mid-career teachers need leadership opportunities and veteran teachers provide wisdom and mentoring.
3. Effective teachers demonstrate caring, share responsibility, accept diversity, encourage creativity, and provide individualized instruction. Their classrooms are cheerful environments where learning is enjoyable.
“It takes a perfect blend of several qualities to create a truly effective teacher who can have a lasting impact on virtually every student.” – Derrick Meador
“It takes a perfect blend of several qualities to create a truly effective teacher who can have a lasting impact on virtually every student.” – Derrick Meador
is a technique for students and teachers as well. Teacher as a facilitator can create a learning situation in which they can engage themselves through active participation. Therefore teachers can adopt the technique for effective and meaningful learning.
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
The presentation was created to introduce the concepts of diversity and inclusive education to teachers of a secondary school located in a far-flung area. The whole activity was part of the extension project of the college.
is a technique for students and teachers as well. Teacher as a facilitator can create a learning situation in which they can engage themselves through active participation. Therefore teachers can adopt the technique for effective and meaningful learning.
Presented by Dr. Richlyn Vicente during the 1st Track of CITE3S Seminar entitled Multigrade Teaching and ICT Integration: Challenges to 21st Century Learners, held at Cebbans Garden Resort, Baluan, Gen. Santos City
The presentation was created to introduce the concepts of diversity and inclusive education to teachers of a secondary school located in a far-flung area. The whole activity was part of the extension project of the college.
a slideshow on what makes an effective teacher. particularly useful to college/school teachers. helps teachers do some quick swot and helps them equip themselves with useful skills.
The Teaching Learning Process: Intro, Phases, Definitions, Theories and Model...Monica P
(MST) The Teaching-Learning Process in Educational Practices
First set of report/discussion
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow.
(MST) The Teaching and Learning Process in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Trilogy Model Of Knowledge Creation Cebrian,MethusaelMethusael Cebrian
This is a knowledge creation model i propose which is entirely built around the classroom learning. The model was based on the SECI, OODA, and Kukkonen Models that are specifically designed for transforming a working organization into a learning organization. With the school, which is primarily a learning organization, some processes in the SECI and other models are no longer applicable. Thus, a dedicated knowledge creation model for classroom must be created.
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
The teaching style is that it is the most effective and efficient means of presenting. the material as long as the style is appropriate for the subject and the students. Teaching styles develop understanding, skills, and values relative to the subject.
Educational Philosophy - A Student's PerspectiveSyed Ali Roshan
This presentation was created as an assignment for the subject "Educational Philosophy". It is meant to reflect a consensus of our own Educational Philosophy based on our learning during the year. It outlines key aspects in an Educational environment such as administration, role of teachers and students, assessment criteria, inclusive education and more.
Let me know in the comments if you want me to upload a video of myself presenting this presentation.
Culture is a shared frame of reference for interacting with one another and for interpreting the world in which we live. This common frame of reference includes communication, values, beliefs, and interpretations of experiences. This seminar presented by Dr. Lourdes tells how culture impacts the learning of all students. Sponsored by www.drlourdes.net.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. A TRILOGY
OF By: LATREIA E. ESTABILLO
MAED-GenEd, MSU Grad. School
EFFECTIVE EDUC 201 PROF. A. PULIDO
2. The illiterate of the twenty-first century will not be those who cannot read
and write, but those who cannot learn, unlearn, and relearn. ––Alvin
Toffler
"Effective teaching produces beneficial
and purposeful student learning through
ATTRIBUTES TOWARDS
the use of appropriate procedures"
THE LEARNING PROCESS
(Diamond; 1987).
3. According to the book by Wotruba and Wright (1975)
about teaching attributes:
• Quality teachers socialize with students.
• T. Dix (1993) defines the socialization process as communicating
Quality teachers model positive social behavior
and reinforcing positive expectations, behavior, and attributes.
• Quality teachers students and reward positive
Teachers must demonstrate forproject the thinking and decision-making
processes that work toward expectations. good. They must also model
a common social
respectful social skills and workable coping strategies.
• Quality teachers project authoritative teaching
Teachers must expect students to act morally and responsibly.
Additionally, successful teachers reward and reinforce positive behavior
Successful teachers are leaders who exercise sound decision-making without
and pro-social traits.
being despotic or suppressive. Students must understand clearly the reasons
behind a teacher's demands. Authoritative teachers minimize power struggles,
check for understanding, secure student commitment to change, help students
cope with difficult situations, and encourage students to solve problems and
regulate themselves
4. • Quality teachers are effective counselors.
TheSuccessful teachers help are patient. Successful is, he shouldwillthe
• teacher needs to be empathic to teach effectively, that teachers see
Quality teachers students adjust and develop skills in personal
pupils he teaches from pupils' points personalnot from meaningful listening,
relationships, academics, conflicts, of view, control, his realistic of view.
persistently work with students to achieve own point goals.
self-reflection, and personal responsibility.
Such empathetic approach willknowthelevel. Adeyanju A. ethumanly with the
Attitudes affect teacher's performance teacher relate more al (2004) opine
• Quality teachers make their content. Not only are
pupils,teacher who their problems attitude towards teaching and towards his
that a understandteachers knowledgeable, they convey ateacher
positive and teach more effectively than the true
successful has a understand the learner and his problems.
who does not
pupils will obviously teach more effectively than the teacher who has
developedof learning, thetowards the learners he has to deal with.
love negative attitudes excitement of discovery, and a
Since empathy improves natural inquisitiveness. pupils, there is better
the teacher's understanding of
According to Dunhill (2000), a good and this will leads to effectivegeneral knowledge
Quadri et al (2004) contribute teacher good first possess a wide teaching. and
teacher-pupil interaction that a must teacher must be caring, kind
and within the confinespupils. general knowledge, a sound understanding of the subject
firm in dealing with of this Firmness means the ability to ensure fair play and
gives equal treatment to all students in his class.
he is to teach in the classroom.
Quadri K. et al (2004) corroborate that a good teacher must be well knowledge versed in
his area of specialization, must know which to teach, when to teach and how to teach.
5. • Quality teachers have fun with their students.
Teachers are •
Their classrooms are to have good human the teacher and the students can
expected cheerful, where both relationship, highly tolerant and
Quality teachers embrace diversity.
express a sensebalanced. A goodis an understanding that learning is a joyful
emotionally of humor. There personality trait of an effective teacher is
Teacherunderstand profound as an endeavor. assists the egos. to achievemust
perseverance.•Perseverance knowledge of the learner backgrounds and have
They must have that students come from different (Dunhill 2000). He his
Quality teachers have beliefs. teacher
attribute
strong
different faces opposition from other teachers in the
values and of different home environments
always remember that thewhen he are product
instructional goals even learners
they have different potentials (Farrant 1999).
school and self-assuredness, and equilibrium
and Teachers maintain a sense of calm,opportunity to develop their learning
interests.
throughout the conflicts that inevitably arise in working with young people.
They don't take student behavior personally, rather they work to solve
problems and adjust behavior.
6. By: Patrick F. Bassett , Based on a 1996 ISACS poll, Published: June 25, 2004
New Teacher (0-5 years of experience, age 20-29)
Positive Attributes:
Enthusiasm
Creativity
Energy
Knowledge of current thinking
Idealism
Openness, optimism
Needs
To find support/mentors
Experience
Understanding breadth of role
Lesson-planning skills
Skills for working with parents
To have a life outside of /willingness to learn school; to learn how to say "No."
7. Mid-career Teacher (6-20 years of experience, age 30-39)
Positive Attributes:
Experience, expertise
Confidence
Bridge between old and new, continuity
Loyalty, stability, role-modeling, ability to take on new assignments
Needs:
Leadership, mentoring opportunities
Understanding their complex lives
Recognition
Money
8. Veteran Teacher (21+ years of experience, age 40-69+)
Positive Attributes:
Wisdom (about kids, families, school)
Stability (psychological, personal)
Sense of tradition, history of school
Mentoring
Link to outside community
Needs:
Training for challenges of change
Understanding
Security
9. Debriefing Points To Ponder:
1. New teachers are expected to bring vitality; scholarly qualities
are not the primary issue.
2. Heads recognize that new teachers need help; new teachers
should not be afraid to ask for it.
3. Mid-career teachers run the show; pay attention to what they
say and how they operate (and on a bad day, stay clear, because
often life is tough for them).
4. Veteran teachers are an invaluable resource; don't discount
them.
10. Five Attitudes of Effective
Teachers
Bonni Gourneau, University of North Dakota
11. • Demonstrating Caring and Kindness
Research by Larson and Silverman (2000) and Noddings
• Sharing Responsibility
(1984) has emphasized the importance of developing a
•
Carlsonand respectful relationshipteachers’ learning and
caring and Sensitively Claxton (1996) believe that the
Richardson Hastie (1997) student-directed and students’
Zimmerman(1999) statesAccepting Diversity
(1990) and believe between teachers and
Nel (1992)need to that it wouldbe in support of toward that
agendas process overlap and points the all constructivist-
learning stated should be organized in such each other,
curricula have become focal seem for trend a way more
students.
• attitudes inIndividualized practices.
and the end result and learning Instruction
Fostering teachers for positive learning.
pluralisticbased teachingwould be atheir ownlearning into
students take responsibility needs to be translated
aStudents appreciated environment. helped them succeed
• Encouragingwho
teachers
strong and clear commitment to multicultural education,
Creativity
which ultimately couldexperiences. Teachers who used
with their learning result in positive effects on specific
intimidation in stresses the class and attitudes.
This attitude front ofbehaviors resulted in a reluctance to
classroom the importance of stimulating the
volunteer.
students’ creativity. The students appreciated and were
personally motivated when teachers designed lessons that
considered their interests, skills, and needs.
12. There is potential in every student, and a teacher’s attitude and
actions can leave lasting impressions. Teachers need to be risk
takers by being themselves and by trusting their students.
13. ELEMENTS OF TEACHING
EFFECTIVENESS
Teaching effectiveness is important because effective
teaching helps student learning. It has become even more
important as the emphasis on quality in higher education
has increased.
14. The style view
Teaching Student
actions outcomes
• A common view of teaching effectiveness which
focuses on how teachers teach.
• “Teaching effectiveness is determined by what the
teacher does.”
15. The style view
Effective teachers…
Personality characteristics
• display warmth
Teaching techniques
• provide an overview at the start of teaching
something new
Teaching approaches
• minimise the amount of time they are teaching the
whole class from the front (direct instruction)
16. The style view
FLAW 1 FLAW 2 FLAW 3
Teaching Looks in Debates Complex Student
actions wrong about context outcomes
place research
findings
Flaw 3
Flaw 2
-Debates aboutcontext findings
-Complex research
Flaw 1
-The teaching – outcomes relationship is complicated by context:
-It assumes that the research generalizations are unequivocal.
• Looks in the•wrong place not what the teacher does
-But consider the debates of is students
It the
nature about:
• the use •of rewards,
the subject beingthat matters –
taught
• Whatthe role •of questioningday happening forpredetermined. list of qualities
• the teacher demonstrates (against a the students
the time of inis
it is what discussion,
deemed use •of “effective”)of the teaching environment
the nature rather than in history
• the to be storytelling and narrative what is happening for the students.
• phonics•and whole language.
the availability of resources
• personal mood.
17. The outcomes approach
Teaching Student
actions outcomes
Teaching effectiveness
... is determined by what students achieve.
The effectiveness of teachers is best determined by:
• comparing the achievement of the students they teach.
• comparing the added value they contribute to the
achievement of the students they teach.
18. The outcomes approach
Teaching FLAW 1 FLAW 2 FLAW 3 Student
Prior Diminishes Measurement
actions knowledge student of learning outcomes
contribution
Flaw 3 2
Flaw
•Linking achievement to teaching actionsFlaw 1 of teaching of the student’s:
The complexities of measurement:
While the assessment diminishes the role
•Prior•knowledge is a powerful influence on student
personal •organisation,must factors to achievement.
socio-economic attend
effectiveness
• interest, • bias toa teacher’s role in developing
outcomes and the easily measured
• •
compare external assistancenot determine
•Unfair tomotivation, summative achievements of students and to
these, outcomes do
attributepersonal•attributions of success or failure, teaching.
• “black” box.
the difference to superior or inferior
effectiveness.
• beliefs about and motivations for particular subjects and tasks.
•Influence rather than change.
19. The inquiry approach
• More than style and it is more than
outcomes.
• Continual interrogation of the relationship
between these two dimensions with the aim
of enhancing student achievement.
• Quality of inquiry into the relationship
between teaching actions and student
learning.
20. The inquiry approach
Question
posing Data collection
and analysis
Evidence 1
Inquiry 1
What is happening?
Pre- Inquiry
Teaching Opportunity to Student What is worth
actions Learn outcomes spending time on?
Working hypothesis
Inquiry 2 The cycle of inquiry established
What are the by the processes of Inquiry 1
possibilities? and Inquiry 2 enhances the
opportunity for teachers to
Evidence 2
learn about their own practice,
Craft and students to increase their
knowledge Researcher engagement and success.
knowledge
21. The inquiry approach
Knowledge and Skills Attitudes
Inquiry 2
Knowledge and skills Inquiry 1 areas as:
relate to such
•Openness teaching actions for improvement
Identifying possibilities on student outcomes
Impact of
-how to pose questions that capture the main
•
Sources: ordered, about:
Posing questions deliberate analysis
dimensions of the relationship between teaching and
• ideas from
•• outcomes all of other teachers (craft
learning the experiences sources.
• knowledge)
alignment
-to collect valid and reliable information that helps
answer the questions about the relationship between
• engagement
• researcher knowledge.
teaching success.
•Fallibility learning
• and
Seeking:
-how to analyse data to identify patterns and issues
Collection of high quality evidence: truths
-how •• observe and analyse the teaching of others in
to conjectures not absolute
strongest possible warrants
ways • student achievement data
that identifies actions that impact positively on
•• evidence of impact on student learning.
student learning documentation but that it is important
hypotheses may fail
• teacher
-how to locate andsearching
to keep observation: student responses
• classroomevaluate research that provides
Outcome:
strong evidence of impacts on student learning.
• student feedback.
•• working hypotheses.
searching for disconfirming evidence.
22. SEVEN ESSENTIAL AREAS OF EFFECTIVE
TEACHING
(Christine Coombe, Univ. Dubai)
• Affective/Personality Factors
• Attitude Towards the Profession
• Verbal Ability
• Professional/Content Knowledge
• Instructional Effectiveness
• Teaching Experience
• Intercultural Competence
23. “The art of teaching is the art of awakening the natural
curiosity of young minds.”
Anatole France, French novelist and poet, 19th century