In teaching, teachers do not just stand at the front of the classroom and teach just for the matter of delivering lesson. An effective teacher will always prepare for their class with an effective lesson plan that will help students increase their learning ability about a certain topic that is about to teach in class. However, there are strategies for an effective lesson plan which include learning outcomes. A Learning Outcomes are goals that describe how a student will be different because of a learning experience. More specifically, learning outcomes are the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience.
Being a reflective practitioner means that an educator must take time to think about their processes in the classroom and the outcome of their efforts and find ways to not only progress but to improve upon current their methods. This helps to improve the quality of education for all students and allows educators to develop into more effective educators. Self-reflection and sharing ideas and concepts with fellow educators make for a more well-rounded and effective teacher. I personally like to work with other educators sharing ideas and insights. I learn from others as well as share my ideas with my peers.
Feedback is important to students’ academic growth it guides them. Implementing assessments that provided a timely feedback is essential for students’ academic success. Teachers can present feedback to students as they share their improvement in particular skills. In order for the feedback to be effective teachers must share with students, what are the particular goals or expectations during a lesson or activity. Feedback needs to be timely and relevant to what the students are learning and in a manner that will not make students uncomfortable.
By doing so, the teacher can grow in his students a sense of shared motivation guided by these structural factors, so that each interrelated lesson are remembered. These lesson plans must also consider the effective ways of instilling discipline in the students. The teacher must allow for response from the students so that he may understand the students’ perception of reality, value systems, and will, so that he may understand how to motivate his students more. By understanding the motivations of his students, he can bring about a change in their lives.
One way is that teachers experience working collaborative with other educators and acquire new skills that they will model later for their students in the classroom. If teachers get to practice collaborative professional development, they become better educators, better listeners, and better communicators. For this reason, students develop better listening and communication skills because the teacher modeled these skills that he or she learned in these collaborative professional
I believe that students must first gain knowledge and then apply it. I will help them use their knowledge by giving them activities that coincide with the curriculum I am teaching them. I believe that students learn best by being engaged in real-world activities and should be active in the learning process. I hope that my classroom will be a place where my students and I can learn from each other and teach each other. I hope to learn from my students as they learn from me.
Assessment is an important aspect in teaching. It allows teachers to gauge learner progress and development. It also helps teachers to measure their performance as a teacher and whether their teaching methodologies and transformation of the content knowledge to the learners are effective. This article concerns the use of assessment for learning (formative assessment) and assessment of learning (summative assessment), and how one can affect the other in either positive or negative ways. The two main purposes of assessment discussed in this article are for helping learning and for summarizing learning.
It aims to understand the process, problems, issues and constraints in action (Lewin, 1947). This step is important as it requires teachers to collect, record and analyse the progress of their lesson so that they can identify areas that need improvement. Moreover, asking the students their opinion on the lesson is an effective way to obtain students ' feedback regarding teachers ' performance. This is a good way to personalise the teaching and learning process as it involves both the teacher and students in the evaluation session. By listening to students’ feedback, teachers would be able to perceive their classroom practices from a different perspective and also embody the participative and collaborative process in classroom.
Professional learning must have a value for the teacher. The presenter needs to engage the teacher by giving a purpose for listening and then teachers need time to apply the information in their classrooms to see the implications. Administrators may use school data from teacher evaluations to drive the professional development they offer, according to the needs of the staff. For instance, one group may need help with questioning techniques, while another may need to work on closure activities. Connecting professional development to the teacher evaluation will improve teaching practices and have meaning for the teacher and evaluator.
The teacher’s questioning strategy can help students obtain understanding and see connections as they work toward solutions to problems. (Inspire, 2011) “One of the most striking aspects of teaching is that the teacher’s speech consists of questions” (Manouchehri & Lapp, 2003, p.563). Each question the teacher asks should be strategic toward the goal of student learning. The teacher must determine beforehand what student response is desired and structure the questioning accordingly. Questioning can also aid the educator by assessing the students’ comprehension and understanding, thereby allowing the modification of instruction if necessary (Chappell & Thompson, 1999).