Introduction
As part of the module practical teaching programme, I have been helping out in the homework club of an inner city primary school, one hour per week for the past twelve weeks. All in all I think I it was a very interesting experience and very beneficial in terms of my learning as a teacher. I had a number of valuable experiences and below are two of the most important in my opinion.
Reflection 1: Critical Incidence of Learning 1
On one of my first days of school placement I learned the importance of teachers having good questioning skills. I was helping out one afternoon when a young child, pulled out the chair of a classmate as he was about to sit down and the student fell on the floor. It was quite a dramatic incident and I was very impressed by the way the teacher used questioning to deal with the wrongdoer and make him think about his actions and see the error of his ways using leading questions without getting angry and shouting at the child. The teacher’s conversation with the student, who for privacy reason’s we’ll call John, went something like this.
Teacher: “John, do you see anything wrong with what you just did there to Paddy?” John: “Yes” Teacher: “Do you think that is a suitable way to behave in the classroom?” John: “No” Teacher: “Why, what is dangerous about what you did?” John: “Because Paddy could have got hurt” ...
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...ry information in the library or online. These are all skills a teacher uses on a daily basis and will be fundamental to my teaching in the future.
Bibliography:
Cooper, J (1994). Classroom Teaching Skills. 5th ed. Massachusetts: D. C. Heath and Company. p115-150.
Cooper, P. Simonds, C (1999). Communication for the Classroom Teacher. 6th ed. Needham: Allyn & Bacon. p1-2.
Hodge, B (1993). Teaching as Communication. Essex: Pearson Education Limited. p1-2.
Kyriacou, C (1998). Essential Teaching Skills. 2nd ed. Cheltenham: Stanley Thornes (Publishers) Ltd. p1-2.
McCaslin, M. Good, T (1996). Listening in Classrooms. New York: HarperCollins College Publishers. p1-2.
Muijs, D. Reynolds, D (2001). Effective Teaching - Evidence and Practice. London: Paul Chapman Publishing. p1-2
Petty, G (2009). Teaching Today - A Practical Guide. 4th ed. Cheltenham: Nelson Thornes Ltd. p1-2
As part of the Framework for teaching, Danielson suggested 22 components, which are categorized into four domains with various related elements in each domain (Danielson, 1996). Domain 2 of the Framework comprises skills related to interactions that occur in the classroom deemed necessary for effective instruction. Danielson’s Framework in domain 2 aligns with the CCT Rubric at domain 1. Indicator 1a exists within domain 2 of the Framework for Teaching, but for the purposes and focus of the following synthesis, it will be referred to as domain 1 in the CCT Rubric.
Brooks, J.G. &Brooks, M.G. (1995). Constructing Knowledge in the Classroom. Retrieved September 13, 2002 for Internet. http://www.sedl.org/scimath/compass/v01n03/1.html.
Tchudi, Susan J, and Stephen Tchudi. The English Language Arts Handbook: Classroom Strategies for Teachers. Portsmouth, NH: Boynton/Cook, 1999. Print.
Teacher knowledge has always been the basis to an effective learning experience. Without a knowledgeable teacher, students are not able to receive a quality educational experience. This pillar encompasses the influence teachers have on student learning and achievement, possession of research based knowledge, and effective teaching practices. I thrive to be educated and knowledgeable on the information presented to my students. By having a variety of teaching techniques that work and I use often in my classroom, I am able to mold my instruction around student needs and provide efficient and
Teachers: What Do We Really Know? Journal of Research on Educational Effectiveness , 2 (3), 209-249.
Introduction This essay explores different concepts learned throughout this course demonstrated during my field experience. In this essay I will give several examples of situations I encountered in the classroom and how I related them to the topics we have learned about. Also, I will examine the teaching methods used by the teacher I observed and how she used different theories based on different students. Other topics discussed in this paper will include diversity, learning styles, development, and the teacher efficacy that I observed. My field experience involved many challenges and lessons learned by myself and those topics will also be explored.
In this elementary school, there are three first-grade classrooms and they have pretty much the same decoration and organization.
Tobey, E., Rekart, D., Buckley, K., & Geers, A. (2004). Mode of communication and classroom
The information that was given in this course was valuable and can be applied into the classroom when I become a primary school teacher.
This paper will identify different definitions of an effective teacher, along with how to assess teachers for being effective. Teacher Effectiveness: Characteristics and Skills of an Effective Teacher. Teacher effectiveness has generated different definitions depending on how it is viewed. Jupp and Education (2009) define effectiveness as “the practical outputs of teachers”. These outputs take place in two different forms, quantitative and qualitative.
Another concern that some students might have is communication. Some students might not need to have a teacher in front of them and teach the course material to them, to whereas some students might need the te...
In order for learning to take place in the classroom the teacher has to put in place an effective teaching and learning strategy. Being an effective teacher is not something that can be achieved instantaneously but rather something that has to be continuously developed and improved upon over time. Petty mentions how good teachers are not born but rather make themselves and that effective teaching comes from learning from your mistakes and successes. Petty, p. 516, 2009. This process involves teacher reflection and assessment of the effectiveness of different teaching strategies used in the classroom. It is only then that teachers can learn and advance themselves.
The biggest challenge before a teacher is the presentation of a lesson. If a lesson presentation is effective, students can reach the goals of life by acquisition of knowledge; and if the teacher is unsuccessful in his presentation, it is impossible to achieve the educational objectives. The method of teaching is directly related to the presentation of the lesson. The method of teaching depends on the nature of the subject, and the tact of the teacher. This essay is aimed at assessing teaching methods and strategies used in schools and discuss innovations that should take place to make them more effective and learner centred. Brandes and Ginnis (1996:167) acknowledge that the movement from established well-known ground to explore new teaching strategies is a tough challenge to teachers.
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,
The most successful teaching begins with clarity about important learning outcomes and about the evidence that will show that learning has occurred (Marzano, 2010, p. 74)