Category: Teaching

Introduction

According to Cooper (2010), the process of teaching is rewarding and gratifying. Indeed, the teaching profession is a noble one. Many teachers take pride in helping students discover an effective learning process in school. New teachers however need to learn how to deliver more effective teaching strategies and approach as they begin their journey with their teaching profession on the first day in school.

Some challenges that new teachers need to overcome as they begin their first day in school is how to make good impression and earn the trust and respect of their students. They may find the following tips provided in this paper helpful on how they can overcome these challenges and be productive on the first day of class.

Discussion

Mandel (2009) suggests that new teachers should create a relaxed environment inside the classroom on the first day of class. Teachers can take an early visit to the classroom and familiarize themselves with the facilities inside that they can use for their teaching session.

This will help a new teacher use all the resources available to start the class with better ease and facilitate better learning of the students. A warm introduction is important as a new teacher begins to put the students at ease on the first day of class. Kelly (2008) emphasizes that teachers should know their students by name on the first day of class.

Although one could not normally remember each student’s name instantly on the first day of class, a new teacher can practice getting to know each student by name with each roll call of attendance every day. This is a way of showing students that their teacher cares enough to know them by name. Planning activities in class is another way to build a small community of students in the classroom, giving opportunity for each student to know each other and to know their teacher as well.

New teachers should be able to listen to their student’s concerns too. Just as the new teacher feels anxious about the first day of class, so are the students. Allowing students to express their own expectation about the class and to ask questions to overcome their doubt is a good way for a new teacher to develop good communication with the students. It is also important for new teachers to be organized before they report to work on the first day of class.

They should be able to write down important things to do like class activities, teaching strategies, and taking down notes on what to bring in class. Teachers who show to the students that they know what to do inside the classroom will likely gain respect from their students. Advanced preparation of lesson plan before school starts is vital in delivering more effective teaching procedures for a new teacher.

They can address each student’s concern better regarding their subject and can provide a better overview on what students can expect from their class if they have a definite outline on how to proceed with their lessons. Conserva & Dewees (2007) recognize the importance of creating a lasting impression in class by creating a good first impression to the students of being prepared, organized, and showing a positive disposition inside the classroom.

Conclusion

To conclude, new teachers should take the responsibility of going to the first day of class well prepared. This is a good way of showing authority and confidence that they are capable of handling the class well. New teachers should also strive to create a warm interaction between them and their students to help facilitate better communication to enhance the learning process inside the classroom. This can also help students overcome their anxiety during the first day of class.

When a new teacher is able to gain respect and trust from their students it would not be difficult to establish comfortable learning environment inside the classroom, making it easier for new teachers to attain their goal of providing quality education and learning for their students.

References

Conserva, H.T. & Dewees, J.F. (2007). Tips for Teachers. Great Ideas For Motivating Your Students. USA: Author House.

Cooper, R. (2010). Those Who Can, Teach. 12^th Edition. USA: Wadsworth Cengage Learning.

Kelly, M. (2008). 180 Tips and Tricks For New Teachers. Canada: F+W Publications, Inc.

Mandel, S.M. (2009). The New Teacher Toolbox: Proven Tips and Strategies For A Great First Year. California: Corwin Sage Company.

Introduction

In planning a course, we suggested that most teachers have a choice of three basic methods of instruction. These are mass, group, and individualized. Within each category, teachers have a wide choice of delivery methods. This instruction can be delivered in many ways such as distance learning, flexible learning, resource-based learning, mastery learning, computer-based instruction, or interactive video. We also advised the teachers on factors to consider when choosing delivery methods. These factors include the number of learners, type of support you have available, the type of educational environment you are working in, the physical design of the learning environment, the funds available to develop the course and the learning environment, the funds available to develop the course and the administrative environment.

This is a comprehensive model that covers both educational theory and immediate classroom implementation. According to (Bobbi, 2000). This delivery method consists of using teacher movers that capture the interest and attention of the students. Experience this is a small common experience among learns that helps them relate and can be used to build new contacts. The demonstration is an attribute helping students demonstrate applying their new learning. Lastly, review and reflect, it empowers student process their new content rice reflection.

This delivery method enables students to read and revise properly for exams to avoid failure. It also enables students to be effective lifelong learners responsible for their education.

The research agenda for library instruction of information literacy

This is a delivery method that is divided into a section of the leaner, teaching of organizational context and assessment. These areas pose general questions according to encourage the interest of students in which it emphasizes academic accountability of the evolving education rate for libraries. This skill gained help students learn how to use library resources to revise or even write papers. They would help them in reading to improve students.

According to (Dick, Carry 1996) training is a delivery method. It is divided into two categories:

• Synchronous learning – here real-time instructor-led online learning events in which all participants are available at the same time and they can communicate directly with each other.
• Asynchronous learning is learning in which interaction between leader and students occurs intermittently with no live sessions or fixed meeting times. It is suitable for students with busy schedules examples of synchronous and asynchronous delivery methods. Physical classroom in which all instructors teaches a room of students.

Virtual classroom

In the online learning space where students and instructors interact in live streaming, the instructor’s lectures are digitally encoded and distributed over the network in real-time. Class members can watch and listen to the instructor using a networked computer. A fee telephone number can be given so that students call and ask questions.

• Books – reference guides where the trainee uses books or manuals to train.
• Self-training guides – this is a step-by-step guide that teaches participants how to perform a particular task.

Web-based training – training content is located on a web server that participants can access using the internet content can be interactive but no instructor is involved in this delivery methods for the success of students is that they allow time for reflection, allows the participant to work at their own pace and it is highly structured. More reasons are that these methods provide immediate availability of the instructor for questions and feedback and lastly they allow for real-time collaboration among percipients.

Classroom pool space

During the learning process, learners ought to be in a clean and spacious classroom. They should have modern equipment that is enough for all students

Qualified persons with a disability are defined as people who meet the academic and technical standards requisite to admission or participation in the university’s problem of activities

The student should seek reasonable accommodation by informing the authorities of their disability hence they are accommodated in the learning process.

Examination

Assessment must be anchored in case-based material presented in a way that will induce and sample clinical – reasoning activities according to (Joy, Mark 2000).

Distance education delivery method

Since education has become an accepted of oftentimes expected alternative delivery system of academic content (Murphy C. 1996.)( Coggigs.198 ) pointed out over a decade ago no longer in the classroom. Distance learning using technology helps the learner to connect with the institution of listening to the lecture even if far away from the classroom.

Streaming is an emerging technology that allows users to receive nearly real-time an on-demand radio and audio at a computer via the internet. Play too can be watched by literature students other than reading in books. This busts the remembering capacity of the learner and makes learning enjoyable.

High-qualified teachers give quality information to the students. This helps them in quality revision. The teaching methods are also good as the teacher is qualified and experienced enabling the student to enjoy learning hence succeeds.

Open learning is another method of study. Information can be delivered through a textbook, learners’ workbook, and some other types of media such as audio or video cassettes. Teachers can also develop their packages buy commercial ones or adopt extorting ones and improve then give them to the students for effective study.

Academic rewards

The four r’s reward method of deliverance according to the US academy recognition award 2007 is Rigor, Relevance, Relationships, and Results. Rigor refers to the academic depth in this category the instructor and the academicians use effective delivery methods to support the success of their students.

Relevance measures the extent to which education supports the career aspiration of the student. Here the connection between classroom learning of the skills students need to succeed in information technology is discovered.

• The relationship is viewed in two dimensions. One is creating classroom relationships with students to ensure optimal learning.
• The second one is establishing strategic relationships to create more opportunities for student.
• Results are measured by the impact of the networking academy program in creating opportunities for students and graduates.

The teacher uses several teaching methods which suit the student. He uses them interchanging to avoid monotony. Examples of methods used are heuristic; here the teacher allows students to gather information on their own. The teacher contributes by the students giving them resources and organizes the task to be researched. Another method is expository. The teacher in this method will provide information to the learner verbally through lectures, the narration of even dictation.

References

Ian Forsyth, Alan Joliffe, David Stevens, Preparing a Course: Practical Strategies for Teacher, Lectures and Trainers, Rutledge. 1999 160 P.

James Ryan, Race and Ethnicity in Multiethnic Schools: A Critical Case Study Multilingual Matters, 1999. Web.

Cassidy.S, Learning Style Academic Belief Systems, self-report (2005).

Introduction

Dr. Molly Fisher pointed out the importance of the creation of an effective retention strategy for secondary school teachers. This objective was the primary justification for studying the impact of stress and burnout in relation to the significant rise in the high turnover rate within the teaching profession. At the end, she was able to explain the correlation between stress, burnout, and high turnover rate. However, it was not possible to develop an appropriate and relevant retention strategy based on the outcome of the said study. Fisher failed to develop a retention strategy because the research team did not isolate the problem and the factors that contributed to the high turnover rate within the said profession.

The Objective of the Study

The title highlighted the importance of a retention strategy in order to reduce the high attrition rate among teachers in the secondary school level. High turnover rates in secondary schools created tremendous problems for students, parents, and administrators. Thus, the need to solve this problem justified the elements found in the research design. However, it is interesting to note that Fisher did not spend a great deal of time describing the process of creating an effective and relevant retention strategy.

After expressing the ultimate goal of the study, Fisher highlighted two critical factors affecting the high turnover rate. She said that stress and burnout directly affected the decision of teachers to choose another career path. It is therefore crucial to analyze the nature of stress and burnout in the context of the teaching profession. The need to learn more about stress and burnout became the secondary goals for the said study.

The Study’s End Result

Fisher and her team discovered that there was no significant difference in the stress scores between “novice” and “experienced” secondary level teachers. Nevertheless, there was a significant difference when it came to the burnout scores. Fisher pointed out that less experienced teachers reported higher burnout scores. This was a significant discovery, because after the application of a multiple regression analysis on the research data, the team found a correlation between burnout scores and job satisfaction levels. This revelation found support after the application of a statistical measurement called the Pearson correlation coefficient, because the said researcher found out that “as years of experience increases, stress decreases” (Fisher, 2011, p.25). However, the team cannot ignore the contradictory results of the study.

In the multiple regression tests, years of experience had a positive effect on stress scores, but the ANOVA test did not confirm this view. Fisher pointed out that adjusting the years of experience for “novice” teachers from five years to three years may help in harmonizing the results. However, one can also argue that the problem is not in the definition of novice and experienced teachers. The real problem is the failure to understand the nature of the work-related stress in the context of the teaching profession. It is not enough to say that stress affects the burnout rate, and that the high burnout rate serves as a precursor to a higher turnover rate.

It is not prudent to end the discussion at the stress and burnout level, because workers from other industries are also affected by the impact of the said factors, but the turnover rate are lower compared to the attrition rate within the teaching profession (Fisher, 2011). One can also argue about the need to focus more on the correlation factors between years of experience and lower turnover rate, because this is the only way to develop the appropriate retention strategy. In other words, the failure to isolate the problem made it difficult to find a solution to a complicated issue. For example, there are different factors that affect the attrition rate. Teachers leave because of maternity issues or career issues. It is not prudent to develop retention strategies on things that are beyond the control of school administrators. Therefore, a follow-up study requires the need to isolate the problem. It is imperative to focus on teachers with high levels of commitment and desire to teach, and yet forced to quit due to the inability to acquire or develop coping mechanisms. The information collated and the results of statistical measurements support the idea that novice and experienced teachers go through relatively similar levels of stress, but experienced teachers found a way to survive the ordeal.

Conclusion

Fisher and his team were unable to develop a relevant and effective retention strategy because of the failure to isolate the problem and focus on one aspect of the issue regarding the profession’s high turnover rate. The focus of the study was to demonstrate the significant difference in the stress and burnout scores of novice and experienced teachers. However, after the discovery of conflicting results, the team struggled to figure out the unexpected outcome of the study. In a follow up study, it is better to start with the assumption that novice and experienced teachers face relatively the same levels of stress, but it is the inevitable struggles in the acquisition of coping mechanisms that ensures the high attrition rate within the teaching profession. Designing the study using these parameters makes it easier to understand data results that revealed high burnout rate among novice teachers. As a result, school administrators are prompted to develop coping mechanisms based on the success rate of experienced teachers.

Reference

Fisher, H. (2011). Factors influencing stress, burnout, and retention of secondary teachers. Current Issues in Education, 14(1), 3-35.

Introduction

Educational scientists suggest that learning is the process that brings common cognitive emotional and environmental influences and experiences together. They suggest that the sole objective is to acquire enhance and make changes to ones knowledge skill values as well as worldviews. This stand has suffered the influence of the various learning and education methods that have been suggested to make learning a reality. They have all however been skewed towards an agreed criteria that has often failed to ensure that learning takes place.

Literature review

Essentially the learning process concentrates on the happenings and undertakings of the learning exercise. In the hope of comprehensively embracing the process of education or learning there have been several learning theories that create a vivid explanation for the acquisition disposure and or alteration of knowledge (Smith 2000, pp 245). I shall interrogate the various steps taken in the learning process from the perspective of the various proposed styles of learning. I shall also provide a tentative analysis of the successes achievements difficulties and remedies that allow the learning process to continue.

Statement of the problem

There can be a thousand approaches to the learning process. The objective of each approach however should be to provide the relevant vocabulary and conceptual framework for the interpretation and exemplification of the learning objectives. The approach should suggest sources for solutions to the practical problems in learning if not provide them (Honey and Mumford 2006, p 47). The great contention has been to lean on the argument of most theorists that teachers should assess the learning styles of their students and make subsequent adjustments to fit each students specific learning needs. This is often termed the meshing hypothesis (Geary 2005, p 479).

Objectives

This report seeks to establish the following objectives

• evaluate the learning experience against agreed criteria
• Evidence to support your learning against the level 4 indicators
• Reflect on learning :successes, achievements, difficulties and coping mechanisms that will help to identify further development needs and plans

Methodology

The research employed a variety of secondary sources both internal and external. An interrogation of these references provides an adequate review of the ideal learning environment that represents the everyday situation out there. The research has also employed different theoretical premises form various educational scientists in constructing a stand.

Data analysis

Over the years, the empirical evidence that supports learning styles tests and theories has been greatly criticized. In as much as the learning children and adults will express their preferences it is quite impractical to develop an accurately tailored set of instruction that suit the various preferences of the learner. The various concluded attempts in well-designed studies reveal results that plainly go against the mesh hypothesis.

Anthony gregorc an educational scientist makes an attempt at prescribing a learning approach that would be acceptable and applicable to all classes of learners. The model is based on the perceptive skill which is the tendency to percieve of phenomenon in a way that makes most sence. These perceptions then become the foundation and basis for the strenghts in learning. The theory proposes two main perceptual qualities – the concrete and abstract- alongside two main ordering abilities –the random and sequantial ability.

This approach in the theory trys to incorporate how we like to learn. The concrete perception employs all the five common sences in registering information. Learners in this cartegory learn best by whayt they hear touch see taste and smell. They are more attracted to the things in the physical world. Abstract learners on the other hand percieve from the understanding of ideas qualities and concepts that can not be actually seen. They prefer to focus on feelings and ideas as well as reason and intuition when dealing with concepts.

Some people like to follow a sequence of events and or processes. This involves starting from the beginning to the end. For instance if two people were to write a paper, one would choose to collect all the information first create an ooutline then write the paper. This is the sequential process.

The other could prefer a more random approach that will involve writting and getting information when he needs it. This is the random process and approach. The sequential process is more like clockwork that moves strategically step by step over a specific period of time. The random process on the other hand is like a stopwatch thet statrs and stops at will (Sprenger 2003, p 145).

Both qualities and ordering abilities are common among every individual. They however exsist in different combinations that is based on donminance. The concrete sequential forinstance characterises a practical and well organised individual who likes to plan their work. The concrete random combination is rather practical as well alive to the physical world but they mostly learn by trying and failing and do lille or no planning (Dunn and Dunn 1978, p356).

The abstract sequential on the other hand likes to generate ideas in a logical way and bases their perspective on the claim that how an individual feels about something does not change their teality version of the thing. The abstract random works from the heart and gives little time to reason and thinking. Their feelings play a big role in the way the person performs.Essentially the various conbinations present the lines of thought of different individuals and the likey questions thatthey are likly to ask in the learning process.

Sudbury another educational enthusiast suggested that there are many ways to learn and gain knowledge. He sugests a more objective approach that claims that learning is the process undetaken by the learner as opposed to the process that is done to the learner. Implicitly there are more ways to learn that by recieving knowledge from another person or object (Illeris 2004, p 224 ).

Reading forinstance does not require the imperative intervention of the teacher but still excecutes the learning process. Others learn fom instructions, signs and manuals. Others observe sounds of letters and practise by continously repeating such sounds and subsequently using them in other words.

Clearly, learning or education can not be coerced forced or urged to an individual. The learning process is entirely voluntary and democratic and therefore there can be no false of false learning. The mastery of a skill subject or art requires the voluntary urge to know and one can not be bribed to learn.

As it were this model seems rather impractical since the current institutional setup has a fixed prescribed method of learning. This goes against the democratic concept of the model that gives the learnner the choice of learning at their own pace.

The model suggests an alternative approach such as the sudbury model of democratic education that allows the children a certain measure of personal freedom and are encouraged to embrace a sence of self responsibility. This gives the implication that all the siantifically supported justifictions given by policy makers to support the teacing of literacy are impractical and flaw.these kinds of ridgid approach often leads to learning disabilities.

Implementation and recommendation

The learning process in the 21^st century has benefitted greatly from the various proposed learning styles. The understanding and interpretation of the various learner preferences has allowed for the adjustment of various curriculums to accommodate more learner friendly methods (Ormrod 1995 p 37).

The learning process is an entirely private affair that has for a long time depended on the supervisor teacher and policy makers. This has made the relevance of the various learning styles obsolete. This has been at the expense of learners who end up suffering from authoritarian curriculums and systems of education.

Conclusion

There is a need to require consultation of the various learning styles by the policy-making bodies in education. This has been enacted through research based methods and techniques such as questioners that interactively engage the learners on policy formulation.

References

Dunn, R, & Dunn, K (1978). Teaching students through their individual learning styles: A practical approach. Reston, VA: Reston Publishing Company.p356.

Geary, C. (2005) Folk knowledge and academic learning. In B. J. Ellis & D. F. Bjorklund (Eds.), Origins of the social mind, New York: Guilford Publications. P 479.

Honey, P & Mumford, A. (2006) The Learning Styles Questionnaire, 80-item version. Maidenhead, UK, Peter Honey Publications p 47.

Illeris, K. (2004) Three Dimensions of Learning. Malabar, FL: Krieger Publishing.p 224.

Ormrod, J.E. (1995) Human Learning. Englewood Cliffs, NJ: Prentice Hall. P 37.

Smith, M. K. (2001) David A. Kolb on experiential learning. pp 245. Web.

Sprenger, M. (2003) Differentiation through learning styles and memory. Thousand Oaks, CA: Corwin Press p 145.

Abstract

The present paper is devoted to the research of the notion of effective teaching and the aspects that contribute to being an effective teacher. The paper is aimed at developing a short but apt instruction for becoming an effective teacher, and it argues that knowing how to communicate, manage, and inspire can help one to build the foundation for one’s effectiveness as a teacher. The position is supported by the evidence that is supplied by practitioners and researchers in teaching, which demonstrates that effective teaching is impossible without effective management, can be facilitated and greatly enhanced with the help of inspiration and engagement of a variety of stakeholders, and should be enabled through effective communication. It is concluded that the three elements are interrelated and form the system that can be termed as effective leadership, which is apparently required for effective teaching. The paper emphasizes that the suggested list of the significant elements of effective teaching is not exhaustive; it is maintained that the personal views, professional development needs and priorities of the author are likely to have influenced the choice of the listed components. The work is concluded with the suggestion that the present view needs to be supplemented with other views for a more comprehensive understanding of the “formula” for effective teaching.

Introduction

A Soldier of mine is a translator, and she likes to joke that to be one, you only need to know how to read and write, but both activities are much more challenging than they seem. I wonder if I can offer a similar instruction to becoming a good, effective teacher. As the theory of teaching and learning progress, the education and practice of teachers become more informed but also more sophisticated, and as a result, new requirements are developed that a teacher is supposed to take into account. It is a positive development that enables us to improve the quality of our work, but it may become difficult to bring the qualities of an effective teacher together in a short but apt phrase. However, this essay will attempt to offer a concise overview of what it means to be an effective teacher by arguing that the foundation of becoming one can be built through simply knowing how to communicate, manage, and inspire, even though there is nothing simple about the three activities.

Body

It is apparent that communication is among the most important aspects of teaching that are necessary for the creation of an effective learning environment. For example, when describing an effective classroom, Ornstein, Levine, Gutek, and Vocke (2013) mention at least four aspects that demonstrate a teacher’s communicative skills, including the ability to communicate a point personally and enable students to communicate a point (mostly an issue), the monitoring of nonverbal signs that are demonstrated by the students, and the demonstration of an appropriate culture of communication, in particular, “being careful to avoid embarrassing students in front of their classmates” (p. 450).

Therefore, the authors insist that without extensive and diverse communicative skills, a teacher is unlikely to be able to organize and manage his or her classroom effectively, and disagreeing with them is difficult. Similarly, Walker, Smart, and Frey (2013) consider the significance of communication for effective teaching and describe related skills as a part of professional standards for the position. They also highlight the fact that a professional teacher uses communication skills and the knowledge of communication strategies to improve his or her ability to become a successful facilitator and leader for the students and other stakeholders. Therefore, the authors insist that a teacher cannot be called a professional unless he or she possesses sufficient theoretical knowledge of communication strategies and methods and is able to use them in practice to enhance its effectiveness.

As a result, without communication skills, a teacher is unlikely to be able to perform his or her duties effectively and professionally. It is also apparent from this evidence that Walker et al. (2013) discuss communication skills in the context of effective teaching leadership and consider the former to be a part of the latter. Lyon (2013) and Ornstein et al. (2013) also express this idea. Therefore, communication skills are a component of the leadership abilities that a teacher is supposed to exhibit. It can be concluded that communication skills are a significant part of effective teaching practice, which justifies its choice for the formula of the phenomenon. However, this element is not the only important component of effective teaching or effective teacher leadership.

The second aspect of an effective teaching practice that is going to be discussed here consists of the teacher’s ability to manage a classroom, which is a very complex activity that requires creativity and individual approaches to the majority of cases. Ornstein et al. (2013), for example, offer twelve aspects that can help to manage a classroom effectively, including the above-mentioned communication as well as the content of the lesson and the form of its presentation with an emphasis on the means of “ensuring that all students are part of a classroom learning community” (p. 450), and these twelve points do not appear to be exhaustive. It can be suggested that communication skills predict the ability to manage to an extent, but the latter is not composed solely of the former, which is why the two elements can be distinguished and considered separately. Similarly, Marshall (2016) also discusses the challenge of appropriate management in teaching and introduces several elements that Ornstein et al. (2013) do not mention, including time management, goal setting and communication, and the existence of appropriate transitions between lesson segments. It can be suggested that when it is compared to communication, management is a more extensive phenomenon that partially includes communication together with other multiple activities that are predominantly aimed at structuring the lesson, thus improving its effectiveness.

Marshall (2016) also points out that given the typical level of multitasking that teachers are usually expected to exhibit, effective management strategies are necessary for a successful lesson. The author uses the example of time management to demonstrate how multitasking can be facilitated with the help of appropriate planning, goal-setting, and the monitoring of the use of time. The evidence suggests that the lack of suitable classroom management is likely to result in inefficient lessons, and the teacher who is not familiar with management techniques and methods is likely to work ineffectively. As a result, the element of management is absolutely necessary for an effective teacher.

To sum up, the ability to manage and managerial skills are a significant component of effective teaching, and their combination with communication skills is likely to enhance one’s teaching practice greatly. It is also clear that the two factors are interrelated, but they do not appear to be sufficient for an exhaustive definition of effective teaching practice, and I suggest taking into account another leadership element and applying it to teaching.

The third aspect of an effective teaching practice that I propose to take into consideration is the ability of an effective teacher to inspire and engage every stakeholder, in particular, the students, their families, and their communities. For example, Zacarian and Silverstone (2015) advocate the need to engage various stakeholders throughout the process of facilitating students’ education and development. The authors insist that this process can become much more effective and meaningful “when we are in it together” (p. 4), implying the collaboration of all the people who are somehow connected to it. However, the authors emphasize that while the teacher is not unlikely to be assisted in the process, particularly if stakeholders exhibit genuine interest in it, he or she is bound to play a central role in searching for the means of engaging and inspiring others.

According to the authors, the aim of the engagement is to develop relationships that are directed at collaborating to improve student learning. In other words, the ultimate aim of engagement is the improvement of the effectiveness of the teaching process. The alternative is disengagement, the lack of interest and collaboration, which leaves the teacher without any support and reduces the effectiveness of teaching. This idea also implies that an effective teacher is not limited to the management and inspiration of the classroom itself; the engagement of other stakeholder is also a requirement for effective practice, which is aimed at employing all possible stakeholders in the common “enterprise” of learning, as Zacarian and Silverstone (2015) put it (p. 2).

The specific outcomes of stakeholder engagement should also be mentioned. Positive relationships with stakeholders are most significant for effective teaching: the need for their establishment is pointed out by Marshall (2016), Ornstein et al. (2013), Walker et al. (2013), and Zacarian and Silverstone (2015). These authors believe that appropriate collaboration with multiple stakeholders brings along multiple benefits that depend on the particular type of stakeholder. For example, a successful relationship with a student improves the effectiveness of instruction and provides a vehicle for support and empowerment. On the other hand, the parents who collaborate with the teacher can learn how to supervise their children with greater success, which has a positive impact on the learning processes of the latter. Also, the empowerment of parents to supervise more effectively can have a positive effect on the relationships between the parents and the children, which improves the quality of life of the family.

While this effect is not directly connected to teaching effectiveness, it can also have an indirect positive impact on the learning and teaching process. Apart from these direct stakeholders, a teacher can improve the relationships with the community. For example, the teaching community is likely to contribute information and share ideas; also, the community together with parents can be engaged in various advocacies that are aimed at the improvement of the learning environment or local and even governmental educational policies (Ornstein et al., 2013; Zacarian & Silverstone, 2015). Additionally, Zacarian and Silverstone (2015) emphasize the fact that all the stakeholders are capable of contributing ideas concerning the improvement of the learning and teaching processes. To sum up, the potential value of the development of relationships with stakeholders is immense while the alternative (disengagement) is harmful to teaching, and, therefore, the choice of the final element of the effective teaching practice that is described here is justified.

Conclusion

Finally, it should be mentioned that, as pointed out by Walker et al. (2013), the relationships between a teacher and stakeholders are enabled through successful communication. The previously discussed evidence demonstrates the interrelation between communication, management, and the engagement of stakeholders (which involves the development of relationships and the inspiration and empowerment of stakeholders). Therefore, it can be suggested that the three elements that I have chosen for the description of an effective teacher are interrelated and can be united in a system that may be termed as effective teaching leadership. Having defined the key elements of this system and explained their significance for effective teaching, I can draw some conclusions based on the information that is presented above.

My research indicates that the foundation of an effective teacher practice consists of complex components, and the definition and explanation of these elements requires a certain amount of investigation and consideration. Also, their definition is complicated by the fact that they are interrelated and interconnected and are unlikely to be able to exist without each other. Here, I propose that communication, management, and inspiration (engagement) are the key aspects, the pillars of an effective teacher practice. I also demonstrate that a number of practitioners and researchers would agree with this view and that the amount of evidence, which proves that these elements are important for teaching, is immense. I suggest that all the three components can be united in the system that may be termed as good, effective leadership, which, apparently, is a requirement for an effective teacher. However, in this paper, a simplistic approach, which is similar to the joke of my Soldiers, is used: the mentioned aspects are rather unlikely to be exhaustive, and I do not hope to produce a universal or final recipe of effective teaching.

In fact, I am not certain that such a recipe can be developed: every teaching practice is likely to be unique and created in accordance with one’s individual views and principles. As a result, I believe that the presented system of skills and abilities is likely to reflect my personal view on teacher effectiveness, and some components of an effective practice might have been overlooked in this paper. As pointed out by Marshall (2016), the needs of a teacher are individual, and I suppose that my view is likely to support my personal needs and priorities in professional development. Since I am able to provide evidence to my ideas and prove the importance of the three elements, I suggest that this view can be regarded as a justified one, but it cannot offer a final formula for effective teaching. If such a formula can be expressed (which is questionable), it should be developed with the help of multiple ideas from different people with different worldviews and priorities. As a result, I think that searching for other perspectives that are capable of complementing mine could lead to the development of a more comprehensive picture of effective teaching, and I would welcome a discussion of the topic.

References

Lyon, H. (2013). Person-centered management and leadership. In T. Rogers, H. Lyon, & R. Tausch (Eds.), On becoming an effective teacher (pp. 95-103). Hoboken, NJ: Taylor and Francis.

Marshall, J. (2016). The highly effective teacher. Alexandria, VA: ASCD.

Ornstein, A., Levine, D., Gutek, G., & Vocke, D. (2013). Foundations of education. Boston, MA: Cengage Learning.

Walker, S., Smart, M., & Frey, P. (2013). Standards of practice for teachers. Hoboken, NJ: Taylor and Francis.

Zacarian, D. & Silverstone, M. (2015). In it together. Thousand Oaks, CA: Corwin Press.

Introduction

For hundreds and thousands of years, the world has been experiencing a drastic change in the teaching strategies adopted by the teachers today. As compared to the olden times, students then were taught concepts and theories without much practical knowledge. Studies were not given much importance until the beginning of the 18th or 19th century, studies have been given prime importance in our lives. For studies to be optimal the best schools were chosen and subsequently, they had the best teachers. This confirmed the optimum education of a child. The major part has to be played by the teacher involved. The following paper discusses the teaching strategies from the book- “The Art and Science of Teaching” by Robert J. Marzano.

Main text

Teaching is believed by many to be a form of science. But, conversely, there is no formula for effective teaching. The three general characteristics of effective teaching have been articulated in the framework presented in the book- “The Art and Science of Teaching” are as follows:

• Use of effective instructional strategies
• Use of effective classroom management strategies
• Effective classroom curriculum design

The above characteristics are also known as “classroom pedagogy” and they are highly independent of each other.

The initial question, which keeps a teacher’s mind occupied, is “ What will I do to establish and communicate learning goals, track student progress, and celebrate success?”

After a teacher completes a particular section of the unit in the class, the teacher must ask questions regarding what has been taught in the previous section. Every student must get a chance to answer. At the end of the unit, completing it section-wise, every student gets a sense of accomplishment since each one knows something or the other about the unit.

One strong finding from the research on formative assessment is related to student academic achievement. Every test helps in increasing the student’s comprehension. Continuous tests must be scheduled to assess the student’s ability to understand the content of the unit.

Researches indicate that when verbal rewards are employed i.e. positive comments about good performance or acknowledgment of knowledge gain, the possibility of a student’s increasing scores and confidence increases manifolds. Occasionally, a learning goal involves a substantial amount of declarative and procedural knowledge. A teacher must frame his/her report in terms of

Students will understand _________ and be able to _______ (p.16).

Also, to rate a student according to his/her ability to comprehend, the teacher must write a rubric or scale for each Learning Goal. This rubric is as follows:

There is also a complex scale, which is a logical extension of the simplified scale. The teacher should also make sure that-

• He should make students chart their progress on each learning goal
• He must access students using a formative approach
• He must have students identify their own learning goal
• In the end, he must recognize and celebrate the student’s growth

The next puzzle is- “What will I do to help students effectively interact with new knowledge?”

Every student must be given a chance to express what has he/she understood of the unit taught and later allowed to be taken complete notes. Researchers Cobb, Yackel and Wood (1992) describe the process in the following way:

“The teaching-learning process is interactive in nature and involves the implicit and explicit negotiation of meanings.” (p.5, Accessed from: ‘The Art and Science of Teaching’: p.31)

Other questions in consideration are: “What should I do to help students practice and deepen understanding of new knowledge?”

“What should I do to help students generate and test hypotheses about new knowledge?”

And “What should I do to engage students?”

Robert J. Marzano has also listed various macro strategies in the book. They are:

• Previewing
• Summarizing and note-taking
• Questioning students
• Co-operative learning

Previewing is an activity that starts students thinking about the content they will encounter in a critical input-output experience. These activities appear particularly useful for students who do not possess a great deal of background knowledge about the topic. (Mayer, 1979, West & Fensham, 1976)

Lastly, various action steps have also been listed by Marzano that are:

• Identify critical input-output experiences- by showing videos and demonstrations to the students.
• Preview the content prior to a critical input-output experience.
• Organize students into groups to enhance the active processing of information.
• Present new information in small chunks and ask for descriptions, discussions and predictions.

References

Cobb, Wood & Yackle (1992), In “The art and science of teaching”- Marzano J. R.

Mayer (1979), In “The art and science of teaching”- Marzano J. R.

West & Fensham (1976), In “The art and science of teaching”- Marzano J. R.

The credibility of a speaker entails the ability of the audience to clearly have the right perception on the contents that are being laid forward. This comes about in the context that the speaker in mind has to give some attribute that seem convincing to the audience at hand. In essence a credible speaker does not entail the possession of characteristics of literacy but bring about how the massages are being viewed by the audience.

Fear presents a feeling of emotional distress that can emerge when ea person is threatened or has a perception of an event that is not going to happen in the right direction. in most case this usually occur as a result of a response to an event that has totally gripped and sound attacking or painful to the person in the same context.

Power can be referred to as the ability of an individual to posses certain unique attribute that enables him or her to be able to control the environment that surrounds them.In this case he or she commands great respect among the people that ought to be under the reign of the individual. In most cases this is usually in accordance to the authority that one has that is able to even command the control of various behaviors.

Dynamics on the other hand entails the concepts that are able to clearly force the changes to an individual’s point of focus. This basically entails the ability to explore all the relevant aspect in life by considering their nature and impact to the other people’s affairs.

Immediacy entails the concept of being able to tackle the issues as they emerge for example having to immediately tackle an issue that has emerged. As a first year teacher I embraced the aspect of credibility but this was after some long struggle since I was not able to face the students directly.The aspect of fear was also in my mind but after quite some time i managed to totally concentrate and through this I was able to have corrective speech patterns and through his the students managed to have an understanding of the concept that I used to pass across to them. Convincing the student’s afterwards was easy since what I taught them the totally understood.

On the other hand I had to tackle my fears owing to the power that I had. Through this I manager to inflict fear to he students who seamed more disturbing in class and from this i managed to command some little respect from the students. As a high school teacher, I employed the concept of dynamics by totally influencing my ideas to the students and understanding all the problems that seemed to be disturbing them. I had to confine myself to the opposition of the student and shared all their belief during the time of socialization.

To ensure that i had effective student output I hade to immediately give them examinations after every topic so that they were able to comprehend immediately all the concepts that they had learned in class so this could stick to their minds. As a high school teacher I had the power to control the behaviors of the student in that I was cres0pescted by them.trough this I had to embrace all that entailed in my areas of jurisdiction to foster the performance of student in class work

Reference

Andersen, (2000) Emerging with an ethical gratitude in communication : educational techniques.

Black, J. (1991). Gualified choices of decision making and special moral in communication. 46(4), 5-9.

Johnson, M. K. (2001). Cooping with the theoretical language. social linguistic. Longman EA publications 17, 349-358.

Smith T, A common language of cultural descents: communication preview and reliability :central focus (2).56-78.

Introduction

Collaborative teaching has emerged as a preferred practice in the learning process. This approach brings together special and general teachers to share responsibilities in order to support the educational needs of the targeted students. The team-based strategy encourages these professionals to plan lessons, evaluate learners’ needs, and deliver the right content. The collaborative teaching process is associated with numerous benefits such as increased performance, effective decision-making, and the ability to address the needs of the students (Loughran, 2010). The educators will also widen their teaching skills.

Best Practices: Implementation

A collaborative teaching process promotes the development of a good environment. Consequently, the environment supports the implementation of the best practices. Such initiatives play a positive role in fulfilling the needs of many learners (Wylie, 2011). Some of the best practices associated with collaborative learning environments are presented below.

Collaboration Teams

One of the best practices supported by collaborative learning is teamwork. This kind of teamwork encourages the teachers to focus on the changing needs of the learners. Different professionals are brought together such as special educators, teachers, psychologists, and educationists (Hogan & Daniell, 2015). The educational needs of the students are identified and addressed using evidence-based teaching practices.

This best practice can be implemented using a powerful strategy. The first stage is attracting the right professionals depending on the diverse needs of the children. The individuals should then select a competent team leader (Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010). The expert should go ahead and set the right vision for the team. The administrators in the school should be supportive throughout the process. The development process can, therefore, be divided into four stages. These phases include formation, storming, normalization, and performance (Wylie, 2011). After the teams are formed, the individuals work together in order to deliver the best learning goals.

Interpersonal Skills

Collaborative teaching is known to support the best interpersonal skills. Instructors with diverse skills come together in an attempt to empower the learners. Shared decision-making is common in collaborative teaching (Hogan & Daniell, 2015). The individuals listen attentively to one another, make positive decisions, and communicate throughout the teaching process. The presented questions are answered in a professional manner.

This best practice can be implemented using a simple approach. The administrator should be supportive and guide the teammates to focus on the needs of one another. It is appropriate to create the best environment for collaborative learning (Friend et al., 2010). Conflicts should be addressed by the members. These measures will make this practice part of the targeted school.

Group Processing

This is the third-best practice capable of transforming the learning outcomes of the targeted students. This practice makes it easier for learners and teachers to identify specific achievements. The areas for improvement are also outlined (Loughran, 2010). The students will benefit from the process and eventually realize their learning goals.

Schools that have implemented the collaborative initiative can use a powerful process to develop this best practice. The educators and leaders involved throughout the learning process should engage in constant conversations with the students. The learners should present their reviews and questions to the teachers. On the other hand, the instructor should analyze the reviews in a professional manner and deliver the most appropriate responses (Friend et al., 2010). The members of the team will develop evidence-based initiatives to improve the learning outcomes of the targeted students. This approach will make the above practices a reality and empower more children.

References

Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20(1), 9-27.

Hogan, V., & Daniell, L. (2015). Collaborative teaching and self-study: Engaging student teachers in sociological theory in teacher education. Australian Journal of Teacher Education, 40(4), 1-11.

Loughran, J. (2010). Seeking knowledge for teaching: Moving beyond stories. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 6(3), 221-226.

Wylie, C. (2011). Opportunities for teacher collaborative practices in a self-managed school system: The New Zealand experience. AERA, 1(1), 1-20.

Introduction

I have a Bachelors’s Degree in Psychology and will be soon completing my Masters Degree in Psychology. I love working with young people and help them discover things both socially and academically. I have once worked as a mental health counselor and hence able to deal with almost any kind of individual and help them cope with their problems. In high school, there are students who are young adults and some of them are not even sure about what they want in life, so I want to use my experience and passion to help these students realize their potential and work hard to achieve their dreams. It is only through school that I will be able to guide and counsel these youth on the importance of morality and why they should be well-behaved.

The other strong factor that makes me want to teach is my high school history teacher who made me love the teaching profession. There is nothing that I value as helping the country mold the young people develop into responsible citizens because it is these students that will take over the leadership of this country in the coming years. I always feel sad seeing many young people drop out of school because of not knowing the value of education. My friends and I therefore decided to launch a campaign of returning these children to school. We organized different interactive forums where all types of children would come and interact. So we could have time to talk to them about the importance of education and schooling. I find the school environment a very ideal place to handle the problem of students dropping out of school and truancy among our youth and as a teacher I find myself with the responsibility of doing exactly this. As a trained psychologist I am able to handle all the social issues among the students. The students at this level experience many sorts of bad treatment from their colleagues and I feel that I can help fight this out of school.

Help and inspiration for victims

I have volunteered my time as domestic violence and rape crisis counselor and I always feel proud whenever I give hope to a victim of domestic violence or rape. These are the two groups of people I sympathize with most. They have gone through very dehumanizing experiences and are now very hopeless. Making them come back to the normal life and go on with schooling makes me a very happy person and I am sure that there are such students in high school.

I am very proud of having successfully gone through the schooling system and graduating with a bachelor’s degree. I was able to do this because of my teachers, they were always encouraging and gave me the impetus to always work hard and be what I want to be. By being a high school teacher, I will also be able to inspire students because I am also a beneficiary of the scheme.

I am now dreaming of very big things and it makes me feel very energized and gives me a reason to also help others be like me or even better than I am. In the classroom, I will be able to effectively guide the students in the best possible ways to help them learn and be better persons. I know that using my life as an example I will be able to inspire many students to rise to high levels of leadership both here and in all the other parts of the world.

Conclusion

Lastly, I would one day like to be the headteacher of a school so I can put in place good policies to help root out all cases of moral decadence which has taken root in some of our schools. To the poor students who cannot afford school fees, I will help them get scholarships as right now I am already sponsoring two girls through school.

Slave auction refers to the events whereby slaves are sold to donors in an auction style. This means that the highest bidder becomes the ‘owner’ after close inspection of the slave he/ she is interested in. The purchaser pokes, prods and forces the slave to open the mouth for appropriate scrutiny. The Virginia teacher demonstrated civil war by placing black students and mixed race students up for a slave auction. The white children proceeded to bid for the black and mixed race students who were being auctioned (Ricks 12)

Demonstration is a good teaching technique that makes lessons interesting and easily understandable but the extent of demonstration should be considered to avoid exposure of its disadvantages which include accusations of being biased , incompetent and the psychological effects it had on the black students .

The black and mixed race students should consider this as any other ordinary class demonstration aimed at making them understand the topic of civil war better. Demonstration could also help in making such events seem real. The teacher was objectively keen on fulfilling her duty. Since they were in two groups they should understand that the other group that comprised of white students could also have been placed on auction for demonstration purposes and that the chance of either group being put for slave auction was 50/50.

The parents of the black and mixed race students were concerned because their children were placed on a slave auction and in their view this is an act of racism and mockery. Despite the demonstration being without any ill motive there was poor timing.

This is because the day (Tuesday, 1^st April) of the lesson came just two weeks before the 150^th anniversary of civil war. The school was named after one of the civil war’s bloodiest battles and therefore there were still some fresh memories of the battle. The demonstrations and exercises of the Virginia teacher were untimely and off-limit.

After a careful review of both sides’ opinions, I believe that demonstrations are a way of making the content of the lesson easily understandable. It showed the teacher’s inventive approach and good intentions to boost performance of her students by making the lesson on civil war easily understandable among all the students.

The teacher could have however demonstrated the civil way differently. For example, by randomly handing over two different colored papers say blue and red that the students would then pick randomly. The group with either color could then represent either the blacks or the whites to demonstrate a similar situation without raising feelings and making either group feel uncomfortable and inferior. The students could then switch sides to see a very impartial circumstance without either side feeling segregated.

It is important to note that the lesson was properly planned to meet the instructional objectives of civil war and the teacher had the freedom to make the content of her lesson understandable to all students. This, she did by use of demonstration using black students as auction slaves and the white students as the buyers of the ‘slaves’. Despite the teacher’s demonstration being good, she acted with bias, prejudice and her execution was narrow sighted, poor and unsatisfactorily timed.

Works Cited

Ricks, Mary. Escape on the Pearl: the Heroic Bid for Freedom on the Underground Railroad .New York: HarperCollins Publishers, 2007. Print.