A
Foundation for Effective Teaching:
Part
One
Teaching students to be are learning the ways to
enhance learning based on the constructivist theory, where the idea that
individuals are capable in the construction of their own knowledge and
understanding, by experiences and reflection. Being a constructivist teacher
connects with the idea that effective teaching is achieved as a process, where
traditional teaching methods are mixed with modern day practices of teaching.
This is so that when dealing with students as individuals, specific changes can
be made within in the curriculum to fit the differences in each students
needs. Teachers
today are using this theory to enhance student learning by opening up their
classrooms to the world (Drake, Kolohon & Reid, n.d.)
Here’s a look
at between the traditional theory and the constructivist theory:
In
allowing a classroom to be adaptable to students, teachers are thus able to
collaborate and develop their own professional development that will enrich
their growth in effective teaching.
As a student learning to become a teacher, I believe
that the beginnings should first reflect on these fundamental goals of
effective teaching. And how the goals of effective teaching are based on the
ideas that involve relevancy and accountability, and how they come connect to
our reading about planning, curriculum and the classroom.
Part
Two
How can you start effective teaching? In order to begin being an effective
teacher, education students must start the process of developing a variety of
perspectives and strategies that are flexible to change in order to fulfil the
diverse needs of the students they will have in their future. To aid in this, education students are
looking at how teachers of today are striving to develop the skills of
effective teaching by the choosing effective practices when dealing with
students.
Now, what are these characteristics of effective
teaching?
Today’s educators aim towards effective teaching by
these following guiding characteristics (Santrock, Woloshyn, Gallagaher, Di Petta &
Marini, 2007) :
- Having a sense of humor.
- Able to make the classroom interesting to students.
- Are knowledgeable about the subject matter.
- Are clear in their explanation of content.
- Spend time with their students.
- Are fair and treat students with dignity.
- Treats students as individuals.
- Relate well to their students.
- Are considerate.
- Do not show favouritism.
These are fairly basic characteristic of teachers;
however this characteristic lists focuses on the aspect of effective practises
of teaching, which with further placement practice can help you learn to become
an effective teacher.
Effective
Practices:
Effective teaching practices such as teachers
involving social and ethical issues by understanding the importance of decision
making when referring to students, and how to properly group students together
that will benefit their learning. Students will have different levels of
intellectual ability, personalities, interests, incomes, motivation, goals,
family and religion (Santrock, Woloshyn, Gallagaher, Di Petta & Marini,
2007). For effective teaching to occur,
a teacher will want to try to reach and teach each student effectively by meeting
their learning needs.
Effective teachers should know their subject matter.
As well should be able to present good instructions to their students that are
supported by planning and efficient classroom management. They should demonstrate
good communication and social skills while also are aware of the uses that
technology can play in a classroom (Santrock, Woloshyn, Gallagaher, Di Petta
& Marini, 2007).
Other
examples of effective practice skills include:
- Assessment to gather data about students.
- Reflect on your teachings practices (self-assessment).
- Provide feedback to students/ peer assessment.
- Allow students to use feedback to improve their work before a grade is assigned
- Makes adjustments for work for when student learning needs happen.
A Final Note
I believe that as a final note it is important for
teachers to be, to understand that the classroom and its students are ever
changing, and that the educational theory learnt, may not work in the
classroom.
Yet it is the characteristics of effective teaching
and its foundation in theory that acts as a guideline in the desire for wanting
to connect with students and contribute to their learning process. You must remember that effective teaching is not just a lot of big things teachers do right but a matter of small things that over time contribute to student achievement (Muijs & Reynolds, 2005).
Furthermore, effective teachers must adapt to their students to provide them with the help they need. This sometimes can only be done by combining traditional practices with those of modern day practices (Santrock, Woloshyn, Gallagaher, Di Petta & Marini, 2007). However I believe that is it still important to have a primary goal when leaning about educational theory and a goal to strive to achieve during placements in the classroom. For me, trying to learn the reasoning behind the teaching methods of today allows me to develop a sense of self awareness in the process of teacher education.
Reference:
Drake, S., Kolohon, W.,
& Reid, J. Interweaving curriculum and classroom assessment.
Muijs, D., & Renyolds, D, (2005). Effective Teaching. London: SAGE Publications.
Santrock, J., Woloshyn, V., Gallagaher, T., Di Petta, T., & Marini, Z. (2007). Educational
Psychology
(2nd ed., pp. 6-11). U.S.A: The Mc Graw-Hill Companies.
