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” ...
... middle of paper ...
...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
Lee, D. L., & Belfiore, P. J. (1997). Enhancing classroom performance: A review of reinforcement
Wallis, Claudia. “How to Make Great Teachers.” Time Online. 13 Feb. 2008. Web. 16 March 2011.
Rogers, C., Lyon, H., & Tausch, R. (2013). On Becoming an Effective Teacher. New York: Rutledge.
Fumto, H. Hargreaves, D. Maxwell, S. (2004): The concept of Teaching :a reapprasil Early Years , 24 (2) pp.179-182
Over the course of this term, I have learned several helpful techniques to incorporate in my own tutoring sessions. I’ve also learned about problems that can arise when tutoring and how to avoid making poor decisions.
Kyriacou, C. (2001) Effective Teaching in Schools: Theory and Practice, 2nd ed. Nelson Thornes Ltd.
Teachers: What Do We Really Know? Journal of Research on Educational Effectiveness , 2 (3), 209-249.
5. The authors mentioned that they worked with cooperating teachers, however, the role of the teachers was not clear in the manuscript. This issue is connected to another question about “good or exemplary practice.” How do you decide which good practices are happening at a school and how do you connect theory to practice in that
Both teachers and student teachers will benefit from reading this book. Besides providing many teaching strategies, lists of books suitable for particular stages of the syllabus are included (Tucker, 2004, pp. 210 – 214), as well as some useful web resources (Sawyer & Watson, 2004, p.
Cohen, L. Manion, L. Morrison, K. and Wyse, D (2010) A guide to teaching practice. London: Routledge.
Teacher effectiveness has generated different definitions depending on how it had been viewed. Jupp and Education (2009) define effectiveness as “the practical outputs of teachers”. These outputs take place in two different forms, quantitative and qualitative. Quantitative means it can be measured or expressed in numerical form. Qualitative is related to the character of something. Test scores and assessments of students are quantitative and teacher observations of their students are qualitative. In their article, Jupp and Education (2009) strongly feel teacher effectiveness cannot be looked at based on one point in time; instead students learning should be evaluated from the beginning of a school year to the end looking at what students know before and what they know exiting.
Evans, D. N. (2006). Models, strategies, and methods for effective teaching. Upper Saddle River, NJ: Pearson.
The idea of working one on one with a student had me feeling nervous and excited all at the same time. Even though I was assigned to only one student in the classroom, I wanted to make sure that I was able to spend time with all of the students in the classroom. This way I would be able to see a variety of student behavior and student learning. The classroom I observed this quarter was a kindergarten class with 18 students, six of those students had severe behavioral issues. The students with behavior issues received a lot of attention from the teacher and other adults in the classroom. My learning partner, let’s call him K, was assigned to me because my cooperating teacher thought that it would be good for him to get more attention. I was able to spend a lot of time with K in the classroom, at lunch and during recess. In this paper I will talk about my observations of my learning partner, support strategy and
Killen, R. (2007). Effective Teaching Strategies, Lessons from Research and Practice. (4th .ed). South Melbourne: Thomson.
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)