teaching skills by dr. shadia yousef banjar
TRANSCRIPT
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By:
Dr. Shadia Yousef Banjar
http://SBANJAR.kau.edu.sa/
http://wwwdrshadiabanjar.blogspot.com
Teaching Skills
LANE 462
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GOOD TEACHING
Good teaching is based on three factors:
1.scholarship,
2. personal integrity, and
3. the ability to communicate with the young.
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Scholarship is both the grasp of knowledge and a habit of
mind.An effective teacher brings about both from his students,
but a habit of mind lasts in a person over a lifetime.
Scholarship is not only an affair of the classroom, but a
way of life which is marked by respect for evidence andlogic, by questioning and finding new meaning in familiar
data, and by the ability to see things in context, to relate
specificities to generalities, facts to theories, and theories
to facts.
Scholarship
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Integrity has 2 separate meanings:1.probity: characteristics of honesty, principle and
decent frankness.
2.completeness or unity of character, the sense ofself-confidence and personal identity
most of our students' most painful trials are infinding their own selves, in gaining proper self-
confidence, and
they look to the teacher as who has learned tocontrol the ambiguities, pressures and restrictions
of life.
INTEGRITY
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THE ABILITYTO COMMUNICATE WITHTHEYOUNG
The ability to communicate with the young is means,obviously, liking young people, enjoying their noisy enthusiasm
and intense questioning. A good teacher must be, obviously, a
compulsive listener.
It means the ability to empathize, to see a situation as the
student sees it.It means the skill of provoking more out of a student than he
believed possible, of knowing the tests to which to put a young
scholar in order that he be convinced of his own learning and to
tempt him into further learning.It means a belief in the dignity of young people and in the
stage of life at which they now find themselves. Great teachers
neither mock nor underestimate the young.
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Acts which may appear trivial in themselves,
create a standard and a style from which young
people can learn.
Examples:knowing the students name, and calling them by name,
greeting students and colleagues pleasantly ,
remembering something that had earlier worried a
student, and asking about it,
resisting the hurtful sarcastic to a foolish comment made
by the student,
following the motto which all our parents taught us: If you
cant say anything good about someone, dont say anything
at all.,
Telling a student the unvarnished truth, privately. George,
youre not working hard enough.
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always insisting on the reasons in class and out.
hearing students, and questioning them
thoroughly enough to know just how they see or
are confused by an issueshowing that you can change your mind, when
evidence and logic suggest it.
being on the edge of your subject and interest;
exhibiting the same questing in your field thatyou would have your students feel.
Here are some points to be considered in
order to help students developing rational
habits of mind:
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Code of ethics for teachers as educators
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Principles
The Code of Ethics is a public statement by
educators that sets clear expectations and
principles to guide practice and inspireprofessional excellence.
Educators believe a commonly held set of
principles can assist in the individual exerciseof professional judgment.
This Code speaks to the core values of the
profession.
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Principle 1:
Educators cultivate the
intellectual, physical, emotional,social, and civic potential of each
student.
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Principle 2:
Educators create, support, andmaintain challenging learning
environments for all
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Principle 3:
Educators commit to their ownlearning in order to develop their
practice.
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Principle 4:
Educators collaborate withcolleagues and other professionals
in the interest of student learning
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Principle 5:
Educators collaborate with parents
and community, building trust and
respecting confidentiality
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Principle 6:
Educators advance the intellectualand ethical foundation of the learning
community
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Common teaching methods
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1. Lecture 8. Case studies
2. Lecture with discussion 9. Role playing
3. Panel of experts 10. Report-back session
4. Brainstorming 11. Worksheets/surveys
5. Video tapes 12. Index card exercise
6. Class discussion 13. Guest speaker
7. Small group discussion 14. Values clarification exercise
There are 14 common methods for teaching:
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Each of these methods has its own:
1. STRENGTHS,2. LIMITATIONS and
3. PREPARATION
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Common visual aids
Visual aids are of 6 kinds:1. Flip chart/posters
2. Slides
3. Videos
4. Overhead transparencies5. Computer projections (e.g., power point)
6. Samples, examples, and Mock-ups
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There are 11 ways to enhance teaching effectiveness:
1. Seize the moment;
2. Involve the student in planning.3. Begin with what the student knows;
4. Move from simple to complex;
5. Accommodate the students preferred learning style;
6. Sort goals by learning domain;7. Make material meaningful;
8. Allow immediate application of knowledge;
9. Plan for periodic rests;
10. Tell your students how they are progressing;11. Reward desired learning with praise.
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Is the effectiveness of
teaching enough to motivate
students to learn?
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Motivating Students
To encourage students to become self-motivated independent
learners, instructors can do the following: Give frequent, early, positive feedback that supports students'beliefs that they can do well.
Ensure opportunities for students' success by assigning tasksthat are neither too easy nor toodifficult.
Help students find personal meaning and value in the material. Create an atmosphere that is open and positive.
Help students feel that they are valued members of a learningcommunity.
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To motivate students, the
teacher may consider some
general strategies, instructionalbehavior, other general
principles, and motivation
factors & strategies by time .
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General Strategies
1. Capitalize on students existing needs2. Make students active participants in
learning
3. Ask students to analyze what make theirclasses more or less motivating
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According to Sass (1989), major contributors
to student motivation are eight:
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Six Incorporating Instructional Behaviors That
Motivate Students
M Hold high but realistic expectation for your students
N Help students set achievable goals for themselves
O Tell students what they need to do to succeed in your course
Learning is most effective when an individual is ready to learn,that is, when one wants to know something.
Avoid creating intense competition among students
Be enthusiastic about your subject
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General principles of motivation are five:
M The environment can be used to focus the students attention on what
needs to be learned
N Incentives motivate learning
O Internal motivation is longer lasting and more self-directive than
external motivation Learning is most effective when an individual is ready to learn, that is,
when one wants to know something.
Motivation is enhanced by the way in which the instructional material is
organized
GENERAL PRINCIPLES
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Motivation factors and strategies differ according to timeperiod: beginning, during, and ending.
MOTIVATION FACTORS & STRATEGIES
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There are fo r more poi ts for the
teacher to co sider to motivate his/herst de ts:
structuring the course to motivate students
N de-emphasizing gradesO motivating students by responding to their work
motivating students to do the reading
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The course can be structured in a way that
motivates students by using four methods:1. to work from students strengths and interests,2. to let students choose what they will be studied,3. to increase the difficulty of the material as the
semester progresses, and4. to vary your teaching methods
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The teacher may de-emphasize grades by threemethods:1. to emphasize mastery and learning rather than
grades,
2. to design tests that encourage the kind of learningyou want students to achieve, and
3. to avoid using grades as threats
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The teacher can motivate students by responding to their work
through six methods:
1. she/he may give students feedback as quickly as possible,
2. reward success,
3. introduce students to the good work done by their peers,
4. be specific when giving negative feedback,
5. avoid demeaning comments,
6. avoid giving in to the students pleas for the answer to
homework problems.
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The teacher can motivate his/her students to do the reading
using eight ways:
1. assigning the reading at least two sessions before it will bediscussed,
2. assigning study questions,
3. having the students turn in brief notes on the days reading
that they can use during exams if the class is small,4. asking students to write a one-word journal or one-word
sentence,
5. asking nonthreatening questions about the reading,
6. using class time a reading period,7. preparing an exam question on a new reading material,
8. giving a written assignment to those students who have not
done the reading
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Ideas to Encourage Student Retention
There are 63 ideas to encourage student retention which aresubdivided into four general categories:1. faculty/student interaction,2. general classroom management,
3. student-initiated activities, and4. faculty initiated activities.
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The teacher may
learn the name of each student as quickly as possible and usethe students name in class.
tell the student by what name and title s/he prefers to be called(Prof., Dr., Mr., Mrs., Miss, Ms, First Name).
ask one student to stay for a minute to chat at the end of eachclass period
instead of returning tests, quizzes in class, ask students to stopby the teachers office to pick them up which gives the chance to
talk to the student informally.
Faculty/Student Interaction
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call students on the telephone if they are absent, or make an
appointment with them to discuss attendance, make-up work, etc.
get feedback periodically from students on their perceptions ofthe teachers attitude toward them.
socialize with students as the teachers style permits by
attending their clubs or social activities, or walking with them
between classes, etc.conduct a personal interview with all students sometime during
the semester.
provide positive reinforcement whenever possible; give students
a respectful answer to any question they might ask.listen intently to students comments and opinions so they feel
that their ideas, comments, and opinions are worthwhile.
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be aware of the difference between students classroom
mistakes and their personal successes/failure
be honest about his/her feelings, opinions, and attitude towardstudents and toward the subject matter. If the teacher does not
know the answer, s/he should admit that.
lend some of his/her books to students and borrow some of
theirs in return.give his/her telephone number to students and the location of
office.
at a first class meeting, pair up the students and have them
acquainted with one another.have the students establish a buddy system for absences,
work missed, assignments, tutoring, etc.
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General Classroom Management
In day-to-day operations of class, the teacher may
1. circulate around the class as s/he talks or asks questions.This movement creates physical closeness.
2. avoid standing behind the lectern or sitting behind the deskfor the entire period.
3. give each student a mid-term grade and indicate what eachmust do to improve.
4. tell the students (orally and in writing) what the attendancepolicy is
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5. conduct a full instructional period on the first day ofclasses
6. list and discuss the course objectives on the first day, letstudents know how the course can fit in with their
personal/career goals, let students know how, tell them
what they should expect of the teacher and s/he will
contribute to their learning.7. let students know that the learning resources the teacher
uses in class (slides, tapes, films) are available to them
outside of class.
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8. have students fill out an index card with name, address,telephone number, goals and other personal information
the teacher thinks is important.9. if the subject matter is appropriate, use a pre-test to
determine their knowledge, background, expertise, etc.
10.return tests, quizzes, and papers as soon as possible,and write comments (+ and -) when appropriate.
11.vary instructional techniques ( lecture, discussion,debate, small groups, films, etc.)
12.if the student asks a question, be sure that the studentunderstands the teachers answer.
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13.get to class before the students arrive, and be the last one toleave
14.use familiar examples in presenting materials, explicate rules,principles, definitions, and theorems with concrete examplesunderstandable to the to the student.
15.If the teacher had to miss a class, explain why and what s/he
will do to make up the time and/or materials.16.clarify and have students understand the rules of what isacceptable and unacceptable behavior in a classroom, and
be consistent in enforcing these rules.
17.realize the importance of eye contact with students both inand out of class.
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18.distribute an outline of the lecture before the class starts. Thisapproach assists students in organizing the material
presented by the teacher.19.if the teacher requires a term paper or research paper, theteacher should take the responsibility of arranging a library
orientation.
20.have the counselors visit the classes to foster an awarenessof counseling.21.allow students to switch classes if work schedules change or
other salient reasons develop.
22. be prepared to use an alternate approach if the one theteacher has chosen seems to bog down. The format ofinstruction can be changed according to student interests and
concerns.
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23.throughout the course, but particularly during the first classsessions:
stress a positive attitude (you can handle it) emphasize his/her willingness to give individual help point
out the relevance of the subject matter to the concerns
and goal of the students
capitalize on opportunities to praise the abilities andcontributions of students whose status in the course is in
doubt
utilize a variety of instructional methods, drawing onappropriate audio-visual aids as much as possible.
urge students to talk to the teacher about problems, suchas changes in work schedule, before dropping the course
for them.
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To produce positive results in getting the students to work with one another,
the teacher may:
1. have students one anothers papers before they turn them in. This activitycould help them to locate one anothers errors before being graded.
2. if the class lends to a field trip, have the students plan it and make someor all of the arrangements.
3. ask students to submit sample test questions (objective or subjective)prior to a test. The class itself can compose a test or a quiz based on thecourse objectives.
4. create opportunities for student leaders to emerge in class; use theirleadership skills to improve student performance.
5. if students are receiving tutoring help, ask them to report the content andresults of their tutoring
6. have students set specific goals for themselves throughout the semesterin terms of their learning and what responsibilities they will undertake.
Student-Initiated Activities
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To be more creative faculty member, the instructor
may:1. utilize small group discussions in class whenever
feasible.
2. take the initiative to contact and meet with studentswho are doing poor work
3. encourage students who had the first part of a courseto be in the second part together.
4. ask the Reading Faculty to do a reliability study ofthe texts s/he uses in the classroom
5. develop library/supplementary reading lists whichcomplement course content. The instructor may select
books at various reading levels.
FACULTY INITIATEDACTIVITIES
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6. use his/her background, experience, and knowledge to inter-relate the subject matter with other academic disciplines
7. throughout the semester, have students submit topics that theywould like to cover or discuss.
8. take students on a mini-tour of the learning resources center,reading/study skills area, counseling center, etc.
9. work with the division counselor to discuss procedures to
follow-up absentees, failing students, etc.10.use his/her imagination to device ways to positively reinforcestudent accomplishments and try to avoid placing students in
embarrassing situations, particularly in class.
11.create situations in which students can help the teacher (thestudent may get a book from library, look up some referencematerial, conduct a class research project)
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12.set up special tutoring sessions and extra classes, especially forstudents who are doing poorly.
13.confer with other faculty members who have the same students inclass
14.look at his/her record book periodically to determine studentprogress (inform the latter)
15.team teach a class with a colleague, switch classes for a period or
two, or invite a guest lecturer to class.16.use the library reference shelf for some of the old tests and quizzesand tell the students that some question will be taken from the old
test in the next test.
17.engage in periodic (weekly) self-evaluation of each class (e.g. what
was accomplished this past week?; how did students react?)18.at mid-term and at final exam, the last test question asked by the
teacher is that whether the student is going to continue at the
college. If a potential drop-out is identified, the teacher can advise
the student to work with a division counselor.
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Teaching can be more effective by
a) lesson planning,
b) course designing, and
c) syllabus designing.
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DESIGNING A SYLLABUS
Three aspects are to be considered whilst designing asyllabus:1. steps for syllabus planning,2. principles that foster critical thinking,
3. and syllabus functions.
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Perfect syllabus contains eleven main subdivisions:
1. course information,
2. course description,3. course objectives,4. instructional approaches,5. course requirements & assignments,
6. course policies,7. grading, evaluation,8. texts/resources/reading/supplies,9. course calendar,
10. study tips/ learning resources, and11. student feedback on instruction
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Lesson planning takes place in three stages: Pre-Lesson Preparation, Lesson Planning and Implementation, and Post Lesson Activities
Lesson planning
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Stage 1: Pre-Lesson Preparation
1.goals2.content3.student entry levelStage 2:Lesson Planning and Implementation
1.unit title
2.instructional goals3.objectives4.rationale5.content6.instructional procedures7.evaluation proceduresStage 3: Post Lesson Activities
1.lesson evaluation and revision
Lesson Planning Procedure
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FIV I I L F G IG
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PRINCIPLE 1:
challenges students to HIGHER LEVELOF LEARNING
all courses require some lower level learning, i.e.,
comprehending and remembering basic information and
concepts. But many courses never get beyond this.Examples of higher level learning include problem
solving, decision making, critical thinking, and creative
thinking.
FIV I I L F G IG
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PRINCIPLE 2:
uses ACTIVIVE FORMS OF LEARNINGmeans not passive (i.e. reading and
listening), active learning means learn
solving problems and thinking critically.
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PRINCIPLE 3:
gives FREQU
ANT
and IMM
IDIATE
FEE
DBACK tostudents on the quality of their learning
frequent means weekly or daily ,immediate
means during the same class if possible, or at the
next class session. Frequent and immediatefeedback for students are needed to know whether
they are doing it correctly.
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PRINCIPLE 4:
uses a STRU
CTURE
D SEQUEN
CE
O
F DIFFERENT
LEARNING ACTIVITIES
Different learning activities such as lectures,
discussions, small groups, writing, etc are to be
structured in sequence in which earlier classes laythe foundation for complex and higher level learning
tasks in later classes.
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PRINCIPLE 5:
has a FAIR SYSTEM FOR ASSESSING AND
GRADING STUDENTS
Students should have a fair grading system:
objective, reliable, based on learning, flexible,
and communicated in writing.
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GOOD TEACHING
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teach...
Code of Ethics for Teachers as Educatorshttp://www.highered.nysed.gov/tcert/resteachers/codeofethics.html
COMMON TEACHINGMETHODS
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip
/comteach.htm
COMMON VISUAL AIDS
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/visuals.htm
ENHANCING YOUR TEACHING EFFECTIVENESS
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teacht
ip/enhance.htm
MOTIVATING STUDENTS
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/motiv.htm
IDEAS TO ENCOURAGE STUDENT RETENTION
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip
/studretn.htm
RESOURCES:
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LESSON PLANNING PROCEDURES
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/lesspln1.ht
m
COURSE DESIGN
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/finks5.htmDesigning a Syllabus
http://cte.udel.edu/instructional-topics/designing-courses/designing-learning-centered-
syllabus.html