Written and presented by leanne koenigs rochelle davies ryan preis and tracy hamar
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How to be a GREAT Teacher. written and presented by Leanne Koenigs, Rochelle Davies Ryan Preis, and Tracy Hamar. Why Teach ? . Personal Reasons. Job security Schedule Love of learning. Societal Reasons. Desire to nurture and educate Citizenship Morality . Qualities of

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written and presented by Leanne Koenigs, Rochelle Davies Ryan Preis, and Tracy Hamar

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Written and presented by leanne koenigs rochelle davies ryan preis and tracy hamar

How to be a GREAT Teacher

written and presented by

Leanne Koenigs, Rochelle Davies

Ryan Preis, and Tracy Hamar


Written and presented by leanne koenigs rochelle davies ryan preis and tracy hamar

Why Teach?


Personal reasons

Personal Reasons

  • Job security

  • Schedule

  • Love of learning


Societal reasons

Societal Reasons

  • Desire to nurture and educate

  • Citizenship

  • Morality


Written and presented by leanne koenigs rochelle davies ryan preis and tracy hamar

Qualities of

a Good Teacher


Interpersonal qualities

Interpersonal Qualities

  • Lifelong learner

  • Effective Communicator

  • Flexible


Intrapersonal qualities

Intrapersonal Qualities

  • Love for students

  • Caring relationships

  • Team player

  • Support and cooperates with colleagues and administrators


Readiness educational qualities

Readiness/Educational Qualities

  • Knowledge of Subject Matter

  • Learning centered, student directed teaching


Character and philosophy

Character and Philosophy

  • Self aware of philosophical biases

  • Logical thinker

  • Upright and morally virtuous

  • Role model


Written and presented by leanne koenigs rochelle davies ryan preis and tracy hamar

Developing Student Achievement and Citizenship

  • By meeting student needs

  • By inspiring and motivating students

  • By crafting classroom atmosphere

  • By differentiating thinking


Meet student needs

Meet student needs

  • Emotional involvement

  • Love – What does legal, cultural/gender appropriate love look like?

  • Learning modality/intelligences

  • Safety

  • Self-awareness

  • Intellectual stimulation


Inspire and motivate

Inspire and Motivate

  • Role modeling

  • Goal setting

  • Communicating confidence

  • Personal sacrifice and involvement

  • Teaching less, with greater depth


Classroom atmosphere

Classroom atmosphere

  • Understood and tangible structure

  • Individual and collaborative work

  • Degrees of student chosen and directed learning

  • Love, acceptance, and respect for all persons

  • Regular, multifaceted assessment


Differentiating instruction

Differentiating instruction

  • Differentiated instruction

  • Multiple learning modalities

  • Reflection on value(s) and application of information


Written and presented by leanne koenigs rochelle davies ryan preis and tracy hamar

How to make a difference in

YOUR

classroom


Reflective practice

Reflective Practice

  • Set aside time

  • Practice makes perfect


Creating a learning environment

Creating a learning environment

  • Depth, not breadth

  • Incorporate student choice

  • Individual and cooperative work

  • Consistent discipline

  • Parent involvement


Modeling ethical moral choices

Modeling ethical/moral choices

  • Behavior

  • Individual value


Bibliography

Bibliography

Ellis, Arthur K., (2001). Teaching learning, and assessment together: The reflective classroom. Larchmont, NY: Eye on Education, Inc.

Lints, R. (1993). The Fabric of Theology. Eugene: Wipf and Stock Publishers.

Illustration from http://craftnetwork.tv/2009/04/22/stampin-up-watercolour-pencils/. Edited by T. Hamar.


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