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The Ultimate Goal of Teaching. To assist students to become independent and self-regulated learners This stems from two underlying assumptions:
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To assist students to become independent and self-regulated learners • This stems from two underlying assumptions: • Knowledge is not entirely fixed and transmittable, but is something that all individuals, students and adults alike, actively construct through personal and social experiences.
The most important thing that students should learn is how to learn.
A View of the Effective Teacher • Effective teaching requires at its baseline individuals who are academically able • Who have command of the subjects they are required to teach
Who care about the well being of children • Requires individuals who can produce results, mainly those of student academic achievement and social learning
Prerequisites for Effective Teaching • Effective teachers have personal qualities that allow them to develop authentic human relationships with their students, parents, and colleagues and to create democratic, socially just classrooms for children and adolescents.
Effective teachers have positive dispositions toward knowledge. They have command of at least three, broad knowledge bases that deal with subject matter, human development and learning, and pedagogy. They use this knowledge to guide the science and art of their teaching practice.
Effective teachers command a repertoire of teaching practices know to stimulate student motivation, to enhance student achievement of basic skills, to develop higher level thinking, and to produce self-regulated learners.
Effective teachers are personally disposed toward reflection and problem solving. They consider learning to teach a lifelong process, and they can diagnose situations and adapt and use their professional knowledge appropriately to enhance student learning and to improve schools.
Personal Qualities for Developing Authentic Relationships • High expectations for children • Perception that children from minority groups are not capable of learning, and as a result, they restrict these student’s opportunities to learn.
Tomorrow’s teacher must break the cycle of failure built into our education system by creating classroom learning communities that are democratic and socially just.
Horace Mann said it a long time ago, “a teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron.” • It is from authentic relationships that: School wide goals are developed and accomplished.
Nature and Domains of Knowledge • Content Knowledge or knowledge of the particular subjects to be taught such as Mathematics, English, History.
Pedagogical Content Knowledge: that is, the special amalgam of content and pedagogy that is uniquely the province of teachers; their own special form of professional understanding
Knowledge of Learners and their characteristics. • General Pedagogical Knowledge, with special reference to those broad principles and strategies of classroom management and organization that appear to transcend subject matter.
Knowledge of Educational Contexts: ranging from the workings of the group or classroom, to the governance and financing of school districts, to the character of communities and cultures
Curriculum Knowledge: with particular grasp of the materials and programs that serve as “tools of the trade” for teachers. • Knowledge of Educational Ends, Purposes, and Values: and their philosophical and historical grounds.
Limits of Research • There are no easy prescriptions or simple recipes for teaching effectively. • Societal views and community values influence what and how teachers teach.
Effective teachers have a repertoire of effective practices.
Repertoire of Effective Practice • Leadership: Leaders are expected to plan, to motivate others, to coordinate work so that individuals can work interdependently, and to help formulate and assess important organizational goals.
Instructional: • The most important aspect of teachers’ work is providing face-to-face instruction to students in classrooms.
Teachers need many approaches to meet their goals with a diverse populations of students. A single approach or method is no longer adequate.
Six Models of Teaching • A model is more than a specific method or strategy. It is an overall plan, or pattern, for helping student learn specific kinds of knowledge, attitudes, or skills
Constructivist/Student Centered • Cooperative Learning • Problem-Based Learning • Classroom Discussion
Traditional/Teacher Centered • Lecture/presentation • Direct Instruction • Concept Teaching
Stages of Teacher Development and Concern • Survival Stage • Teaching Situation Stage • Student Results and Mastery Stage
Survival Stage • Beginning teachers wonder and worry about their interpersonal adequacy and whether or not their students and their supervisors are going to like them. They are concerned about classroom control and worry about things getting out of hand.
Teaching Situation Stage • Teachers begin shifting their attention and energy to teaching. They start dealing with time pressures of teaching and with some of the stark realities of the classroom, such as too many students, inappropriate instructional materials, and perhaps their won meager repertoire of teaching strategies.
Student Results and Mastery Stage • Teachers master the fundamentals of teaching and classroom management. These become effective and routine. Teachers reach higher levels and start asking questions about the social and emotional needs and the learning of students, and teaching strategies.
