Content knowledge can be improved through further studies, but if the strategies used to relay that knowledge are subpar, teaching will still be ineffective. Teachers tend to try to blame their ineffective teaching on everything imaginable, from the students to lack of materials. It is ultimately the teachers responsibility to weave content knowledge and process knowledge together to ensure a successful classroom. The best teachers may not always have the strongest content knowledge but they do know their material, they also know a lot about the process. They have several instructional methods, strategies, and approaches—a collection they continually work on, just as they develop content knowledge.
For example, teachers should have an innate desire to want to help and have an impact on a child’s life. Teaching is an incredibly important profession that is most certainly not easy, despite what others may think. It requires a great deal of patience and caring in order to be able to communicate with students and connect with them on a personal level. For this reason, first and foremost, if a teacher does not care about the success and future of his/her students, they cannot be a great teacher, because such disinterest will reveal itself and become apparent through his/her instruction. If one doesn’t truly care about the students, then they do not have sufficient reason to put effort in to their lessons and teaching, which would in turn be a great misfortune on the children’s behalf.
Even though one must compromise one's own opinion to satisfy a teacher, it is worth it because you only need to take that course once if you follow the style and beliefs of your teacher. Then again, if you donUt follow the pattern of your teacher, you may end up taking that same course many times until you finally surrender to the beliefs of your instructors. The teacherUs opinion in the classroom can be overpowering in many cases and it can make you forfeit your own opinion even if you feel that you are right. Such intimidating methods of the teacher can repress the creativity of the student. Therefore, making the student into a uniform thinker, which is not the best way in acquiring knowledge.
The goal of all educators is to ensure all students learn. Least dangerous assumption allows educators to be effective, despite a lack of full understanding of underlining conditions and relevant data. Data is often flawed because of misconceptions about how intelligence works and how the standard sets of measurements can misconstrue data due to limitations brought on because of impairments. In addition labels tend to provide excuses on why the student cannot learn, providing an easy out. Most importantly misconstrued data is deflating to the student self-image.
Analysis: The Issues The primary issue in this case was the unpredictability and structure of the spelling test leaving some students unmotivated and unprepared. The second issue is Joe’s fearful reaction to the announcement of the spelling test. Mr. Grammatack uses random spelling quizzes to challenge students in his class to achieve; however he is aware that there are students who are not motivated by this approach. Mr. Grammatack is actively seeking solutions, such as improving the approach used so his students are better prepared and therefore are more motivated to achieve. The Concepts The key concept raised in the case is that learning depends on an individual’s preferred learning style.
The teachers also feel disadvantaged while fulfilling their roles as teachers because the students often bring rude and careless attitudes to class. Teachers often wish to change the curriculums that are set for students in order to create a more effective lesson plan, but they are restricted by strict regulations and consequences that bind them to their compulsory teachings (148-149). An active illustration of John Gatto’s perspective on our educational system can be found in Mike Rose’s essay “I Just Wanna Be Average” (157). Throughout this piece of literature the author Mike Rose describes the kind of education he received while undergoing teachings in the vocational track. During Mike’s vocational experiences he was taught by teachers that were inexperienced and poorly trained in the subjects they taught.
Content based or enriched English as a Second Language instruction is an approach that provides second language learners with instruction in content and language. In this approach, students are exposed to a considerable amount of English through motivating content. Students are taught useful language that is embedded within relevant context rather than as isolated language. This approach tries to prepare students to acquire the language while using the context of any subject matter, so students learn the language by using it within specific context rather than learning the language in isolation. This approach is used for children and adults in schools settings or classes for students learning English for specific purposes.
Instructional Plan This essay develops an instructional plan with specific objectives and goals that are essential in teaching the English learner at a particular grade level or content. It embraces the practices, principles, and theories that are appropriate for the English learner. It, therefore, applies the techniques of reading, writing, speaking and listening at the appropriate level of the students’ language proficiency level. The instructional plan, in this case, focuses on science as one of the many contents that teachers pass to students through the English language. The instructional plan is a technique for teaching that purposes to implement various academic instructions by use of the English language (Powell, 2015).
My tutors and peers advised me on reducing too much explanation that I give in the presentation stage, which also add to my teacher talking time. I also had a hard time in giving clearer instructions which may have also contributed to the teacher talking time. This has always meant that the students had a hard time doing the exercise because the instructions were not clear. Another setback was my poor board work. The board was a bit messy and it may have affected students in seeing what has been explained.
A checklist is an instrument that helps practitioners in English Language Teaching (ELT) evaluate language teaching materials, like textbooks. It allows a more sophisticated evaluation of the textbook in reference to a set of generalizable evaluative criteria. These checklists may be quantitative or qualitative. Quantitative scales have the merit of allowing an objective evaluation of a given textbook through Likert style rating scales (e.g., Skierso, 1991). Qualitative checklists, on the other hand, often use open-ended questions to elicit subjective information on the quality of course books (e.g., Richards, 2001).