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VOICES from the Field

VOICES from the Field. WHAT IS A MASTER TEACHER? Mary Lou Rodriguez Christopher O. Park. Chapter 9. EFFECTIVE WITH ALL “What is it going to be—reasons or results?” Art Turnach

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VOICES from the Field

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  1. VOICESfrom the Field WHAT IS A MASTER TEACHER? Mary Lou Rodriguez Christopher O. Park

  2. Chapter 9 • EFFECTIVE WITH ALL • “What is it going to be—reasons or results?” Art Turnach • Core Belief #6: “The master teacher is highly effective with all types of learners, and his or her students demonstrate that they are prepared for learning at the next level as a result of his or her teaching.”

  3. Communicate High Expectations for Students in Meeting Objectives • Ranked #11 • Educators feel that this characteristic is a prerequisite to all other skills that a master teacher uses to cause all students to learn and succeed.

  4. Designing a Well-Functioning Classroom • Ranked #12 • Teachers are continually analyzing and adjusting so that each class’ idiosyncrasies are utilized to maximum advantage toward meeting the learning goals.

  5. Know a Number of Strategies for Achieving Learning Goals • Ranked #14 • The master teacher knows a wide assortment of strategies for reaching and teaching different types of students and achieving learning goals.

  6. Recognize and Respond to Individual Student Needs and Interests • Ranked #16 • Master teachers find a way to use the individual differences of students to individualize instruction and increase the engagement of the entire class.

  7. Use Many Techniques to Facilitate Learning • Ranked #18 • Master teachers think strategically, respond to individual learning, and they employ specific techniques to facilitate learning.

  8. Align Assessment with Instructional Goals • Ranked # 19 • Teachers ranked use of many techniques to facilitate learning higher than administration. • -first they think strategically for achieving learning goals • -respond to individual students • -they employ specific techniques to facilitate the learning

  9. Engage Students in Active Learning and Researching • Ranked 20 • Engagement is critical to causing high achievement and that students who are engaged in active learning and researching do better than those who aren't. • Engagement also leads to independent and lifelong learning (McTighe, Seif, & Wiggins, 2004)

  10. Create a Caring Environment in Which Differences Are Seen as Assets • Ranked #22 • Master teachers are surrounded by students daily and, unless they see individual differences as assets, they know they will be less effective in teaching them.

  11. Persist Until Students Are Successful in Their Learning • Ranked #25 • Teachers must persist through the learning blocks, bad attitudes, lack of focus, and problems in a students home life– all of which impact student learning.

  12. Master Teachers accept students where they are, but focus on where they are going. • Master Teachers do not place conditions on the students they teach. • Master Teachers are genuinely interested in all students. • Master Teachers have a passion for their own learning. • Master Teachers allocate as much time and effort to counseling, inspiring, and engaging students as possible.

  13. Master Teachers accept students where they are, but focus on where they are going. • Master Teacher constantly look for the gifts and talents their students possess or hold as potential. • Master Teachers show compassion without compromising expectations to succeed. • Master Teachers balance commitment to student success with growing opportunities for independence and ownership for learning • Master Teachers closely monitor, mark, and recognize progress and achievement.

  14. Chapter 10 • “We wont even attempt to achieve what we do not believe at a deep level of worth of having or deserving.” Ruth Ross • Core Belief #7: “The master teacher is respectful of students, parents, and colleagues.”

  15. Circle of Respect • The respectful classroom enables the master teacher to foster and maintain the respect of students. • Respect is essential for teaching success.

  16. The Various Dimensions of Respect • Master Teachers know respect which includes both the knowledge and the consideration for the primary and secondary needs of people. • Respect for time • Respect revealed in courtesy • Respect for the feelings and thinking of students

  17. The Various Dimensions of Respect • Respect for ideas • Respect for beliefs • Respect for knowledge • Respect for privacy • Respect for position • Respect is a reciprocal action – your school will be in trouble if it doesn’t exist.

  18. Master Teachers know that Respect is Hard to Get and Easy to Lose • Master teachers know that anything we want students to do, we must first teach them. • In creating a respectful classroom, we must teach and model all the dimensions of respect. • Master teachers show respect by the way they treat students and handle the responsibilities of teaching and are the most apt to be both respected and liked by all– students, staff, and parents alike. • Respect comes from giving, it is earned by managing responsibility in professional, competent, and considerate ways.

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