I agree with this notion “To know is to experience”. To experience is to dig deeper in order to see the deep vision of an effective teacher. Teaching experience appears to have an influence on student achievement. Teachers with less teaching experience typically produce smaller learning gains in
their students compared with more seasoned teachers (Murnane & Steele, 2007). The more experience, the more effective teaching will become. Core Proposition 4 of the NBPTS states that “teachers think systematically about their practice and learn from experience.” Teachers make decisions both big and small issues, such as how to organize students in groups, how to motivate students and promote positive behaviors, and how to focus students on the tasks and assess their learning.
This lesson is what I’m waiting for. Because it’s about the “knowledge base of teaching”. As a student, I’m so glad to know the correct use of terminology of teacher’s views and concept. Include :Planning (content to be taught, Instructional Strategies, lesson delivery techniques, Instructional media, Classroom climate, and student assessment ;Implementing (Presenting and explaining, questioning, listening, monitoring, giving feedback, and demonstrating. Additional skills are needed to monitor student behavior, enforce rules and procedures, use instructional technology, exhibit caring and respect, and create a positive learning environment), and Assessing ( paper‐and‐ pencil tests, portfolios, work samples, projects, reports, journals, models, presentations, demonstrations, and various other types of product and performance assessments. Once assessment data has been gathered, the information is recorded and judgments are made).
Essentially, the teachers have the characteristic of Knowledge, Skills and Positive disposition(necessary values, commitments, and professional ethics that influence teacher behaviors. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice).
Image Adapted from Schulman L.S. (Cited in the resources of Prof. Roja)
Truly, Teachers make countless decisions all day long in an effort to promote student learning. Teachers need to teach students how to learn, but teachers also need to continue in their own professional development and learning. Before I thought that the pedagogy is to overlap in the side student centered, now I realize that teacher too may also need a continual Continual learning by attending conferences and workshops in an effort to keep teaching current, interesting, and relevant for students and teachers. Teachers attend national or international conferences in their specific subject or interest area. These large conventions can help teachers develop a sense of career direction and focus. They also provide a host of valuable teaching materials and instructional ideas for classroom use.
Teacher expertise is one of the most important factors that influences student growth and achievement. And one constant has remained: Teachers are the most important factor in improving school . . A teacher’s deep understanding of the content he or she teaches has a positive influence on student achievement. To learn requires that a person reflects on past practice. As a consequence, reflection about one’s experiences is a cornerstone of professional competence (York‐Barr, Sommers, Ghere, & Montie, 2006). Reflection can be defined as a way of thinking about educational matters that involves the ability to make rational choices and to assume responsibility for those choices. Reflection requires that teachers be introspective, open‐minded, and willing to accept responsibility for decisions and actions. Reflection facilitates learning and continued professional growth, and it is an important factor in the ability of teachers to be effective throughout their careers (Steffy, Wolfe, Pasch, & Enz, 2000). Educators can reflect on many things, such as their dispositions, objectives, teaching strategies, and the effect each of these factors have on student achievement. As reflective practitioners, teachers need to be willing to analyze their own traits and behavior in relation to the events that take place in the classroom.
When teachers examine and reflect on their teaching, it opens a door to personal and professional development. The ultimate goal, of course, is to promote student learning, and teacher reflection is one way to achieve that goal. Reflective teachers share characteristics that enable them to grow and improve as they learn from experience.
Dewey (1933, 1938) who suggested that reflection begins with a dilemma. Effective teachers suspend making conclusions about a dilemma in order to gather information, study the problem, gain new knowledge, and come to a sound decision. This deliberate contemplation brings about new learning.
Effective teachers have a high degree of withitness, which is their ability to be aware of what is happening in the classroom and to communicate that awareness to the students through their actions (Kounin, 1970).
Teachers must master a variety of perspectives and strategies and be flexible in their application. “…The way that we learn from an experience in order to understand and develop practice” (Jasper 2003)
Citn the resources of Prof Roja. to access/download the resource. Please study the resourced ie carefully. Knowledge and Teaching: Foundations of the New Reform: http://people.ucsc.
I agree with Paul Allen. “To Teach is to Learn Twice”. This reminds me that if someday I’ll become a teacher, I have to dig deeper to cultivate again the study materials just for the sake of effective teaching.
Adapted from AVG search
Decision making is very important to have an effective teaching. To obtain an effective teaching, the foundation is fully absorbed, digested and constituted. This foundation includes the curricular knowledge, knowledge of learners, and knowledge of educational contexts, and TPACK.
Therefore, I conclude that the very important is “To see a student smile after mastering a new skill, or walking away from the lesson anxious to apply their newfound knowledge is what drives the great teachers”. Expert teachers are made, not born.
References: The teacher as a Decision Maker http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0132698161.pdf Educational Psychology: A Tool for Effective Teaching: http://knowledgeportal.pakteachers.org/sites/knowledgeportal.pakteachers.org/files/resources/Educational%20Psychology A%20Tool%20for%20Effective%20Teaching.pdf, pp. 6 12
In t (Cited in Module 3A by Prof. Roja Rivera )
Knowledge and Teaching: Foundations of the New Reform:
(Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-21.) (Cited in module resources by Prof. Roja Rivera)
Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge
http://punya.educ.msu.edu/publications/journal_articles/mishra-koehler-tcr2006.pdf (Cited in module resources by Prof. Roja Rivera)
(Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x.)