Effective Teaching

The chapter on Effective Teaching has given me the chance to reflect on my experience of instruction since I was in high school. I used to have a teacher that simultaneously taught my class mathematics, science and religion. I ignore the reason for this, but, the bottom line is that both the teacher and the school thought that teaching is a generic skill, and that a “good teacher” can teach any subject. Many comments were stated about this teacher who tried to do it all but failed to show expertise in any given discipline.

Unquestionably, I am convinced that teachers need to have a deep understanding of their disciplines. They must have strong pedagogical content knowledge as well as knowledge of the kinds of teaching activities that will help students come to understand the discipline for themselves. Teachers’ competent knowledge of the subject domain is fundamental to determine the steering of the curriculum and students’ thinking as they work through activities.

In any case, when a person decides to become a teacher, there make an initial commitment to becoming lifelong learners. However, after a few years, many fail to show disposition to adapt their teaching practice to match the use of new technological tools. They prefer to teach in the same manner that they were taught because it is self-assuring to them. The fast pace at which technology moves, is now forcing teachers to probe unfamiliar grounds which offer inopportune support on how to integrate new technology into the curriculum.

Naturally, knowledgeable teachers understand that learning involves transferring current knowledge to new situations. This is especially true for children who come to school with many preconceived ideas about various matters. Hence, children’s everyday life experiences can be astutely used as springboards for developing understanding of school related topics. Furthermore, students need to be encouraged and respected for any authentic invention of strategies for solving problems. Evidently, adequate time on task and deliberate practice to promote learning and expertise must be provided.

In addition, in large classes, it has been demonstrated that the use of interactive instruction offers great benefits for students. For example, the use of Smartboards in laptop classes makes students’ thinking visible as they are able to connect wirelessly to the projector to show their work to their peers. This approach promotes argumentation, critical listening, and evaluation in the class. The role of the teacher changes to being a coach that provides support only when needed, clearing up points of confusion. If things are going well, the best position for a teacher is to simply moderate discussions, allowing students to figure out things and reach consensus on their own. Students, in this way, share the responsibility for thinking and doing.

On the whole, the principles for the design of learning environments can easily be matched to my explanation. Teachers build on student knowledge – learner centered; Teachers help organize understanding – knowledge centered; Teachers make students’ thinking visible – assessment centered; Teachers establish norms of value and respect for students’ contributions. As a final point, courses such as history, mathematics and science, follow different cognitive roadmaps. Hence, expert teachers in their fields know their courses and are able to provide pertinent guides to assignments, assessments and questions in the classroom.