Reminisce for a moment, on that one teacher throughout your educational spectrum from elementary school up until your highest educational acquirement, who influenced your teaching aptitudes through deliberate, critical examinations of your course work. As students, we often deplore the tendency to call these teachers out in aid of our errors, often pretermitting the purpose of their examinations—, which is to correct our mistakes. Even the most efficacious educators undergo constructive evaluations, not to corroborate their blunders, but to highlight those blunders, and re-approach them in diverse ways until they are mastered. This is the true artistry of teaching that is, understanding that enhancements and improvements are always necessitous for the effectiveness of your instruction. Accordingly, in my Overview of Education course my instructor, Professor Means granted us the opportunity to accumulate a team of intelligent and creative colleagues in order that we may be able to discover, ideate, investigate, and interpret what an effectual educator is and the multifarious qualities they heartily possess. Through successful collaboration amongst one another, we were able to paint a portraiture of an effective educator. Collaboratively, we deduced that an effective teacher is not only one who instructs students in an effective manner, but also one who is fair to all students and humble in all of his/her actions in and out of the classroom. An effective educator is also one who is goal-oriented, intrinsically motivated, and passionate towards the students emulating him/her. Individually, we utilized a supplemental resource, in which we interviewed any teacher of our predilection and integrated an expansive range of concepts, and... ... middle of paper ... ...of teaching does not just “happen”; it requires thoughtful development and practice (Ebert). To put it succinctly, the art of teaching is that it is an everlasting learning cycle that continuously enhances the abilities of teachers. Mistakes in the classroom are to be amended and conquered, not to be pretermitted or incessantly repeated. The last proponent disregarded from our presentation, was the take on teachers embracing the critiquing they retrieve from parents, students, administrators, and spectators sent by the Board/Department of Education. Listening is a grandeur quality, and by hearkening the assistance of individuals who want to see your success in the classroom you can be an effective educator. Reference Ebert, E. S., & Culyer, R. C. (2008).School: An Introduction To Education (Instructor's Edition ed.). Belmont, CA: Thomson Wadsworth.
279) to penetrate in the teacher everyday discourse so deeply that no one even questions their meanings, but everyone tries to use them in their teaching as if they are the guarantee of a good practice. However, as Cochran-Smith (2008) insists, good teaching cannot be fully regulated by the “high stakes contexts” (p. 279) and testings, as “good teacher education focuses on an expansive rather than narrow notion of practice” (p. 279), including the ability of teacher to build a good emotional rapport with the students and parents, responding to the learners’ needs, ability to demonstrate good problem-solving skills and so on, rather than being constrained only to the test scores, once again concluding that teacher education is a rather elaborated and complex
Ornstein, A.C. & Levine, D.U. Foundations of Education. 12th edition. Belmont, CA: Wadsworth Publishing Company.
Marzano, R. J., & Brown, J. L. (2009). A handbook for the art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
An outstanding educator possesses unique qualities that set him or her apart from others in the field. Ask any student about a favorite teacher and listen intently as he or she describes that person with a smile. Ask a parent of a child who will enter first grade in the fall about the teacher choice for their child. The parent would describe the outstanding educator in their desire for that special teacher. The qualities of an outstanding educator are easily recognized by those whose lives they touch, shape, and change on a daily basis. It is in this writing piece that they will be described and discussed.
Teacher knowledge has always been the basis to an effective learning experience. Without a knowledgeable teacher, students are not able to receive a quality educational experience. This pillar encompasses the influence teachers have on student learning and achievement, possession of research based knowledge, and effective teaching practices. I thrive to be educated and knowledgeable on the information presented to my students. By having a variety of teaching techniques that work and I use often in my classroom, I am able to mold my instruction around student needs and provide efficient and
The students’ eyes: this lens establishes just how congruous the teacher’s assumptions about effective learning correspond with those of the students in his or her class.
In reflecting on education, I believe the effective teacher is more than someone who can deliver content. An effective teacher must be caring and recognize the talents of his students. He serves as a role model for students and that impression does last a life time. I remember reading that people do not care about what you know until they know how much you care. I try my best to attend my student’s games or recital whether they are at school or in the community. I stop and talk to them and their parents in the grocery store and I make continuous parent contact. Not just when there is a negative behavior that needs correcting; but, to give some positive feedback as well. I believe this is why I have
Senge, P. M. (2000). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York: Doubleday.
Marzano, R.J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
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.
Along these two weeks we have been prompt to make a recall to our own way of learning and why we became a teacher: Was it because coincidence, due to life circumstances, maybe because family tradition, was it a conscious decision or because someone influenced us? Whatever the answer is, we have to face reality and be conscious that being a teacher does not only means to teach a lesson and asses students learning. It requires playing the different roles a teacher must perform whenever is needed and required by our learners, identify our pupils needs and preferences, respecting their integrity and individuality but influencing and motivating them to improve themselves and become independent.
I believe a good teacher can give a student the skills and self confidence that may propel that child through life. Whetting a child’s interest in learning and pushing a child to prove himself capable of obtaining and improving on his talents, is of vital importance. Having been a student for nearly sixteen years now, I believe that in order to be an effective conveyer of skills and knowledge, I must always plan, be organized, structured and make my expectations high and clear for my students. Whenever possible, I must streamline and simplify complex ideas in order to help students grasp new skills and concepts. Teaching freshly, creatively and entertainingly is also highly important.
Becoming an effective educator takes passion, dedication, and a desire for continuing education. This program so far has helped open my mind to new teaching philosophies, instructional strategies and helped me hone my craft in becoming a better and more effective classroom teacher. Through the program, the many resources utilized and topics covered, I have seen myself grow as an educator and begin implementing new ways of thinking into my classroom.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J. & Kleiner, A. (2012). Schools that Learn (pp. 32-69). Boston: Nicholas Brealey Publishing.
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.