Annotated Bibliography: Student Learning: Marsh, C. (2010). How students develop and learn. Becoming a teacher: Knowledge, skills and issues. (5th ed., pp. 38-56). Frenchs Forest, NSW: Pearson Australia. Marsh’s book explores the different theories that have been discovered into how students develop and learn. Taking a more theoretical approach to becoming a teacher, marsh’s book goes into difficulties a teacher could encounter and gives an insight into preparing pre – service teachers for the challenges they may face in the 21st century classroom. As well as giving an understanding on teaching itself, Marsh’s book focuses on the students in the classroom and how they adapt as they grow by ultimately changing from one stage to another. This allows the reader to learn not only about the classroom but learning how to adapt their teaching methods when it comes to a different variety of students learning abilities and the change throughout the learning stages. Smart, K., & Csabo, N. (2007). Learning By Doing. Business Communication Quarterly, 76 (4) pp. 451-456. This article explores the advantages to student learning and how an engaged student will learn at the peak of their ability. This article explains to the reader that introducing a teaching method that not only provides the students with knowledge, but does it in a way that actively engages them in something that they will have more interest in. This type of learning means that they have the control over their own ability to learn and adds a sense of applying their knowledge in real life situation. Whilst covering facts and resourced information, the article explains ways to implement these teaching methods and specify them to different student’s abilities. This article show... ... middle of paper ... ...act this. Studies have shown that self-control and positive behaviour can be contagious within a classroom (Lehrer, 2010), in which the same aspect can be seen with negativity. This book focuses on good teaching and ways that a teacher can turn a student’s thoughts of feeling negative about schooling to positive by discussing ways in which the teacher can approach these situations whilst taking in mind the physiological and psychological changes that students go through. Ferlazzo in this book has chosen to focus on the teacher as the role model in the class and how their attitude towards learning can greatly impact on how the student will learn and succeed within the classroom. Marsh, C. (2010). How students develop and learn. Becoming a teacher: Knowledge, skills and issues. (5th ed., pp. 38-56). Frenchs Forest, NSW: Pearson Australia.
Smith, Rodney K. "Column: Yes, a College Education Is worth the Costs." USAToday.com. USA Today News, 06 Dec. 2011. Web. Nov 2. 2015.
Petty, G (2009). Teaching Today - A Practical Guide. 4th ed. Cheltenham: Nelson Thornes Ltd. p1-2
Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues (5th Ed). Frenchs Forest: Pearson Australia
Dillon, J., Maguire, M. (2007) Becoming a Teacher: Issues in Secondary Teaching. Third edition. England: McGraw-Hill.
Smith, M. K. (2001, 2013). Chris Argyris: theories of action, double-loop learning and organizational learning. In The encyclopedia of informal education. Retrieved from [http://infed.org/mobi/chris-argyris-theories-of-action-double-loop-learning-and-organizational-learning/
An effective teacher will excite, inspire and motivate students to be active in their learning, investigate new areas of knowledge and make connections to future learning (Whitton et al 2010). When a teacher is successful, their students are motivated, mutually respectful and ready to build on their knowledge and solve real-world problems. To be a teacher of value, one must have many skills and qualities to cater for a diversity of learners and their individual development; this includes many personal traits that are noticed students.
Shulman, L.S. (1986) Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), p.4-14.
My interest in teaching started at a young age. I used to watch my teachers in awe as they were able to find new ways to get their students involved and excited to learn. Their enthusiasm to teach was so inspiring. I would often find myself using that same fervor as I grasped each concept. I, then, was able to relay it to my fellow classmates as a peer tutor. To this day, becoming a teacher is a passion that flows through me. However, my enthusiasm and passion are not the only reasons I would be a good teacher. I aspire to see a student’s ability to grasp the knowledge they never before understood. I aspire to see a student succeed at something they never thought they ever could. I aspire to not only support students with academic skills, but also with life lessons about the value of community, pride in one’s own ethnicity, good citizenship, sportsmanship, and more. I aspire to play a fundamental role in ensuring that all students from all cultures and learning abilities have the opportunity to be guided in a positive learning
Strategies to support inclusive student participation and engagement in learning allow the teacher to help students who struggle to become involved in class and who struggle to engage in the learning material. Finally, organisation of the classroom and providing directions to learners managing challenging behaviour is highly important to create a positive and creative workspace that allows students to want to learn and to reduce bullying in the class.
Reeves, D. (June 2010 r.). How Teacher Learn. The Learning Leader/ Model Teachers , 66, стр. 85-87.
In order for learning to take place in the classroom the teacher has to put in place an effective teaching and learning strategy. Being an effective teacher is not something that can be achieved instantaneously but rather something that has to be continuously developed and improved upon over time. Petty mentions how good teachers are not born but rather make themselves and that effective teaching comes from learning from your mistakes and successes. Petty, p. 516, 2009. This process involves teacher reflection and assessment of the effectiveness of different teaching strategies used in the classroom. It is only then that teachers can learn and advance themselves.
Education is an ever-changing part of society. A classroom teacher is faced with new challenges and obstacles that have never been dealt with before. Students come to the classroom with different life stories. Every student has strengths and weaknesses that surface in the classroom environment. Teachers must understand and focus on utilizing each student's strengths and work to improve weaknesses. Students learn in a variety of ways. The classroom must be a safe zone that appreciates student's viewpoints and allows room for mistakes. When topics in the classroom are related to "real-life" experiences, the information is more likely to be retained. Students learn from one another. The ideas and perspectives that each student brings to the classroom can bring insight into what is being learned. Students have to be allowed to explore new ideas, try them to see if they work, and sometimes fail. When students are encouraged to explore, they begin the process of becoming lifelong learners.
Instead of seeing students as partially full vessels waiting to be filled, teachers should conceive their work as creating learning situations where students can build their own knowledge through an a...
Marsh, C. J. (2010). Becoming a teacher: Knowledge, skills and issues (5th ed.). Frenchs Forrest, New South Wales: Pearson Australia.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.