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Importance of proper communication skills in the classroom
Importance of proper communication skills in the classroom
Importance of proper communication skills in the classroom
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After watching this video several times, I observed the teach demonstrating some of Danielson's guidelines. One of which includes 3a communicating with students. Throughout her lesson, the teacher constantly asks the class questions and gets a dialogue going between her and her students. To go along with that, 3b is also used for using questions along with discussion techniques. Engaging students in learning is also used by the teacher. This is shown by having the students get up and move in order to find a partner. After each student found a partner, they were supposed to read the chapter with each other. This goes along with 3c in Danielson’s theory. Another way the teacher uses 3c to engage students is by her asking the students to write
I found this assignment the most difficult so far in this class. I am glad that I get to write a reflection on the assignment. After reading the professor’s and classmates’ comments along with rereading the text, I realized that I missed part of the correlation of the InTASC model with Danielson’s Framework for Teaching. As a class, we all seemed to agree that there are many similarities between InTASC Model and the Danielson’s Framework for Teaching. Both models purpose is to help teachers and administration to identify individual strengths and areas of growth. We agreed that there were slight differences in the wordage used and the structure of the Domains vs. Standards but that they were interchangeable for the most part. In fact, in the book Enhancing Professional Practice: A Framework for Teaching, Danielson shows the direct correlation of the INTASC Standards with the Framework for Teaching Components on page8 & 9.
how often student have to speak that makes the class great and participation grades take off? According to Schuman and some other professor, who have implemented same teaching processes such as engaging students in a small group presentation, interactive worksheeets, and coerced participation found that class involment helped students to overcome fear. Such activities encourage all kinds of the student to take part in class and establish good participation. However, some Professor didn't care about a students class participation. As a result, the shy student left behind the course. throughout the article, Schuman clearly explains as a mentor to the reticent students and the outspoken students how to plan for course, take part in the lesson and boost grades. For example, Schuman wrote, "The wide-eyed earnestness of a timid but studious young person can melt a professor's overworked little heart." She encourages the shy students to keep touch with the professor and ask a substantive question before or after class, visit office hours and E-mail. In addition, she said, "While you are doing the reading, you will likely find that two or three questions come to your mind. Write those questions down so that you can just ask verbatim during class." She teaches outspoken student how to prepare for a lesson before attending class. She shrewdly contends, that the outspoken student
Charlotte Danielson, an internationally recognized expert in the area of teacher effectiveness, created The Framework for Teaching, which is comprised of four domains of teaching responsibility (Danielson, 1996). Danielson specializes in the design of teacher evaluation to ensure teacher quality and to promote professional learning. Danielson’s framework is based on large amounts of research, including the Measures of Effective Teaching (MET) project, supported by the Gates Foundation (Bill and Melinda Gates Foundation, 2013). Danielson’s framework also aligns with the Interstate Teacher Assessment and Support Consortium (InTASC), which outlines what a beginner teacher should possess in skills. In addition, it is the underlying set of ideas
The idea of inclusion or mainstreaming has been around the education community for a long time. Both of these ideas involve including students with learning disabilities in regular classrooms to be taught by regular teachers rather than special education teachers. The difference between the two is that inclusion allows for a learning disabled student to be in a classroom for the majority of their day and mainstreaming allows or a learning disabled student to be in a regular classroom for a set amount of time if they have shown that they (the special needs student) can keep the same pace as the students in the regular classroom. Both inclusion and mainstreaming that include special needs students in regular classrooms could easily be modified to help students without learning disabilities to excel at their education. Including students from a lower class level in a higher-class level could benefit both the higher level students as well as the visiting students.
I absorbed many teaching strategies and classroom management skills while observing Mr. Fauth interact with his students. One instructional strategy Mr. Fauth does well and often in his class is modeling. One way he does this is through his modeling of critical thinking skills. I have observed his students become more critical about the sources they read and are always encouraged to ask questions. Another strategy that is used often in Mr. Fauth’s classroom is reciprocal teaching. Classroom discussion is a large part of the class and Mr. Fauth creates an atmosphere in which the students feel comfortable about sharing their ideas,
Since as far back as the 1940’s, psychologists and philosophers had a theory that adults had particular ways in which they learned. Researchers believed that the practice and education should reflect these particulars in order to properly engage adults. This paper will go into the theory behind adult learning and a few influential people behind the theories. It will look at learner centered approaches to adult learning. This paper will also define the different learning styles as well as how to engage those learning styles. For the purpose of this paper an adult is defined as an individual in the age range of 18 or older, someone who has really started to experience life.
Instead of teaching us how to do projects and essays, how to use the quadratic formula, how to understand the concept of war, teach us instead the art of persuasion. Teach us the ways of entertaining an audience, the dilemmas that the world faces. Teach us that there are an enormous amount of issues in the world and they come with an abundant amount of solutions. To learn how to engage an audience is to learn how to teach one.
“Motivation is a complex part of human psychology and behavior that influences how individuals choose to invest their time, how much energy they exert in any given task, how they think and feel about the task, and how long they persist at the task” (Urdan & Schoenfelder, 2006). The biggest question educators face in today’s classroom is what motivates a student to do something and why? Virtually all students are motivated in one way or another. Research of student motivation suggests a theory that emphasizes a social-cognitive perspective. The cognition of students regarding academic work are influenced by social factors, such as messages from the teacher about the difficulty of the task, the perceived abilities of classmates, and the information about the importance of learning the material (Urdan & Schoenfelder, 2006). In this paper the focus will primarily be on those elements within the classroom that influence student motivation and engagement.
Do you remember the teacher that inspired you to do your best? Or maybe the teacher who believed in you when the rest of the world had turned against you? Teachers have a way of touching students’ lives, whether in a large or very minute way. I can think of numerous times that a teacher made a difference in my life. I am so appreciative of them, and I want to do for other students what many of my teachers have done for me. That is why, after I obtain, both, my Bachelor and Master degrees, I plan to enter the teaching profession.
It is first important to understand how motivation works in the classroom. There are infinite procedures teachers use to achieve desired effects from their students, but there are general patterns these motivational tools follow. In order for teachers to communicate with their students, they must identify with their needs on an individual basis (Gawel, 1997). This proposal is much akin to Maslow's Hierarchy of Needs, which states five basic needs that must be met in order to achieve full motivation. These needs, in ascending order, are as follows: physiological, security, love and belongingness, esteem and self-respect, and self-actualization (Gawel, 1997). Each of these needs details a very important issue in motivation inside the classroom and out.
My main goal as a teacher is primarily to provide students with the knowledge that will help them further excel in their everyday lives, but also to teach students to apply the knowledge they gained and take advantage of opportunities that will enrich their lives. Many times, students learn better when they feel a certain subject is relevant in their lives. I feel that it is important to have a curriculum that is based on the student’s interest, experience and capabilities. Having a textbook integrated in a curriculum is important, but a student will have a better understanding of the subject area when experience is involved. Although there are many different techniques to education, I feel that the philosophy of progressivism and essentialism best fits my style and belief of teaching. These teaching philosophies focus around student needs, democracy, and the basics of education.
What is the role of the teacher, and what steps will you take to ensure that you are fulfilling this role?
As educators we wish to have the students gain knowledge, through our efforts, and continue to expand their minds using the basics we have taught them. In an era when so many outside interests often cloud the minds of our impressionable youth, we often wonder how we can accomplish this task.
Education should be a part of everyone's life. A good education offers something for everyone, whether it be on the simple level or a more complex one. Education should provide provide an opportunity for students to develop a strong sense of creativity, a high self esteem, and a life long respect for learning. Education should help students establish a strong sense of confidence in themselves. A teacher will be one factor that helps a student learn and progress along their way through life. Teachers combine their own ideas with other people's to be able to give a good education to their students.
The second step in developing an engaging lesson is to focus on the instructional strategies used to help the students understand the material. It is at this point, the teacher decides what activities they will use to help address the “big ideas” or the “essential questions”.