becoming an effective teacher
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Becoming an Effective Teacher
Chapter 11
Effective Teachers are…
1. Made2. Born
Beyond knowledge of self…knowledge of why you are teaching: A well developed educational philosophy
Unpacking your deeply held assumptions about: what is education, the nature of the learner, what subjects are most important, the role of schools in society
Pedagogical Content Knowledge Knowledge of the organization and
presentation of subject matter in a way that makes it understandable to and applicable by others
Teachers are able to “psychologize” the subject matter for students. (Dewey)
Scaffolding from the known to the unknown (Vygotsky)
Knowledge about how Students Learn and Grow Educational psychology studies how students
develop physically, socially, and cognitively Our conceptions of ourselves and of others
develop in a unique way as we interact with our world…who we think we are, who we think others are, and what we think is the purpose of being here
Knowledge of Curricular Content No Child Left Behind Act defines a “highly
qualified teacher” as: holds at least a bachelor’s degree, full state licensure, subject area competence, has passed rigorous state tests in the subject(s) s/he is teaching
The Knowledge Base of Effective Teachers Culturally responsive teachers: 1. believe all
students can achieve and succeed, 2. build a community of learners, 3. build connections to families and the community, 4.are continual learners, 5. vary instructional methods, 6.know their students, 7. are introspective and reflective
Good teachers have
Pedagogical skill to implement teaching strategies…and pedagogical content knowledge
Reflective skills to analyze and act of teacher-generated data
Communication and collaboration skills to build relationships
Management skills to arrange successful learning environments
Technological skills
The attitudes and Dispositions of Effective Teachers Star teachers tend to be nonjudgmental, are
not moralistic, not easily shocked, truly listen, recognize their own weaknesses, don’t see themselves as “saviors”, network, see themselves as “winning”, enjoy their interactions with kids, see their primary impact as raising kids self esteem and helping them be more humane, derive satisfaction of lots of needs teaching kids…but not power needs
It is most important that a teacher has high levels of
80%
0%20%
Knowledge that s/... Skills in teachin... Positive disposit...
1. Knowledge that s/he is teaching the students
2. Skills in teaching the subject to the students
3. Positive dispositions, values, attitudes
Effective Teachers Employ These Tools Structure and Clarity Motivation High Expectations Questioning
Styles of Teaching on Ends of a Spectrum Authoritarian – characterized by:
Teacher-Centered Traditional Structures Rules-Based Transmission of Knowledge Centrality of Teacher Knowledge
Styles of Teaching on Ends of a Spectrum Constructivist, characterized by:
Student-Centered Democratic, egalitarian ideals Student experience of learning Teacher as Learner who Models
Styles of Teaching and Management P. 217 & 217 in your text:
Constructivism…Alfie Kohn We punish and reward too much. Student
learning should be motivation in its own right.
Behaviorism…Assertive Discipline….Lee and Marlene Canter. Use of rewards and punishments.
My most effective teachers were….1. Authoritarian2. Constructivist3. Somewhere in the
middle
Academic Learning Time
This concept is dynamically intertwined with styles of teaching. It has to do with curriculum (more on that later), but also how a teacher thinks about using time available.
Allocated Time Engaged Time Academic Learning Time
Classroom Management
A direct function of teaching style
Group alerting “withitness” Overlapping Least intervention fragmentation
The Pedagogical Cycle
What is the set of actions, responses, communications that define activity in the classroom?
1. Structure 2. Question 3. Response 4. React
Academic Structure as a Goal: Objectives Review Motivation Transition Clarification Scaffolding Examples Directions Enthusiasm Closure
Questions and Effective Teaching Learning to Question well is part art, and part
skill:
Lower order questions – factual, naming, etc. Higher-order questions – evaluate, analyze,
compare, solve a problem….
Bloom’s Taxonomy:
Knowledge Comprehension Application Analysis Synthesis Evaluation
I experienced Bloom’s Taxonomy in…1. All of my high
school classes2. 1 class at best3. None of my classes4. 2 or more of my
classes
NBTS Description of Effective Teachers Committed to students and their learning Know their subject matter and subject matter
pedagogy Responsible for managing and monitoring
student learning Teachers think systematically about their
practice and learn from experience Teachers are members of learning
communities
Stages of Teacher Development 1. Survival 2. Consolidation 3. Renewal 4. Maturity
Knowledge about the Community Connecting students to the outside world
requires that teachers know their students’ community
Eating in the community, living in the community, reading local community papers, talking with community members, going to meetings of the community
At present, my most developed teaching tools are:1. Content knowledge2. Pedagogical skills3. Reflective skills4. Communication
skills5. Management skills6. Positive attitude
and dispositions
Reflective teachers
Open-minded Wholehearted Responsible An ethic of caring relationships Learning communities
It’s most important for me to build1. Pedagogical skill2. An ethic of caring3. An educational
philosophy4. Reflective practice5. Pedagogical
content knowledge
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