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Quote • “I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.”
What Makes a Good Teacher? • Your job is to identify high and low quality teaching practices. Identify the “best” and the “worst” teachers you had in elementary and secondary school. Under the headings below, please fill in the the characteristics that made those teachers memorably good or bad. • Elementary School Secondary School • Best Worst Best Worst
What makes a teacher an “expert”? • 1. Continues professional development. • 2. Understands content to be taught and why students make mistakes. • 3. Has a deeper understanding of underlying classroom behavior. • 4. Recognizes behavior problems and has several responses and solutions. • 5. Automatic routines. • 6. Sets appropriate goals and objectives for education. • Objectives for “What makes a good teacher?” discussion:
You have been asked to teach in the ICCSD tomorrow. What would be your biggest concerns?
Teacher Rating 1. Motivator 2. Manager 3. Instructional Expert 4. Counselor 5. Model 6. Leader 7. Reflective ImportanceStrength 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Rate each of roles of teachers listed below according to its importance and your perception of your strength in that area. A 5 indicates the strongest rating.
Research in Educational Psychology • The descriptive approach: describing events as they take place in real life. • *often utilizes correlational data. • *able to predict information on one variable based on knowledge of information on the other variable (shoe size and height). • The experimental approach: hypothesis states the causal relationship. The researcher must now change or manipulate one of the variables to see if that change causes changes in the other variable.
Hypothesis If a student believes a teacher is very competent, it will cause the student to pay more attention to that teacher.
A “True Experiment” • 1. The investigator manipulates at least one independent variable. • 2. Random selection and assignment of subjects to experimental treatments. • 3. Compare the treatment group(s) with one or more control group(s) on at least one dependent variable.
Design a descriptive and experimental study (label the variables) to examine the relationship between amount of sleep the night before an exam and grades on the exam. Create your own data as to how you think the results might come out. Based on the data results, what conclusions can you draw from each study?
Correlational Findings • Positive Correlation: an increase in one variable is associated with an increase in another variable. Example of a perfect positive correlation (+1.0)? • Negative Correlation: an increase in one variable is associated with a decrease in the other variable. Example of a perfect negative correlation?
No Correlation No correlation exists when changes in one variable are not associated in any systematic way with changes in the other variable. (Example: I.Q. and eye color)
GPA and Classroom Attendance • 4.0 • 3.0 • 2.0 • 1.0 • 20% 40% 60% 80% 100%
Ticket Cost and Distance from the Ice • $70 • $50 • $30 • 10 feet 100 feet 500 feet 900 feet
Determine if the following correlations are positive, negative or no correlation. • Heights of husbands and wives. • # of beers consumed in a semester and semester GPA. • The cost of a car and the cost of insuring it. • Days absent from class and grades. • I.Q. score of a child and grades in school. • Mother’s education level and child’s I.Q. score.
