EDUC 511 - Methods of College Teaching Module 3 - The College Teacher: The Central Figure in the Teaching-Learning Situation

Dr. Miriam A. Janeo Thursdays, 5:30-9:30 pm Look for a research conducted on teaching effectiveness. In the paper to be submitted online, highlight on the following: Title of the Research: "Variations in Teachers' Work, Lives and Effectiveness" by Christopher Day, et al. (School of Education, University of Nottingham; London Institute of Education) Specific problems/objectives of the research: The study aims to investigate factors contributing to variations in teachers' effectiveness at different stages of their careers, working in a range of schools in different settings and why teachers do or do not become more effective overtime. Methodology/Research Design: The study involved both primary and secondary school teachers of different age and experience coming from various schools and the study was done for a period of three years. It also examined influences upon and between the teachers' professional and even personal lives and the relation between these two and their effectiveness in terms of pupil attainment. Interviews were conducted twice a year to 300 teachers. Students were also evaluated based on their progress and attainment and attitude surveys were given to them yearly. Their performance was also compared to the other groups of pupils in different classes. Findings: Teachers' capacities to be effective are influenced by variations in their work, lives and identities and their capacities to manage these. Age or experience is not the measure or being an effective teacher: teacher development is not a linear process. Experience and expertise do not totally account for their effectiveness. Self-identity contributes to commitment and resilience Sustaining commitment depends on the ability of the teacher to manage both personal and professional life Quality of leadership, organizational relationships and personal support influences teacher's motivation, commitment and quality retention Teachers in challenging socio-economic contexts are likely to suffer from health problems, stress and loss of resilience 74% of the teachers were either sustaining or increasing their commitment Conclusions and Recommendations: Experience and age do not merely produce effectiveness. If teachers are to manage the tensions they face within and across both, and sustain and, where appropriate, increase their commitment, resilience and effectiveness, they and those responsible for their leadership must draw upon and be encouraged to build understandings of the cognitive and emotional contexts in which they work in order to increase their capacities to manage these. This in turn is likely to foster their perceived and relative effectiveness.

Reference Day, C., et al. (May 2006). Variations in Teachers' Work, Lives and Effectiveness. Research Report RR743.

Come up with your own framework of what a good college teacher is. Elaborate further. Teachers must consider the needs of the students. Prior to designing the lessons or preparing the syllabus or weekly plan, the teacher must administer a needs analysis that will assess the primary needs of the students in terms of their interests, learning styles and individual differences. It is difficult to use pre-specified objectives since students or learners learn not at the same rate. For a class that has more than 40 students it is quite inappropriate to make use of these prepared plans. Some of the learners may be learning too fast or too slow. Mastery should be the goal of every teacher and no learner has to be left behind. Teachers must be consistent. If the teacher made rules or said something to the students that he/she will do, he/she must do it. The teacher must be faithful to his/her own word. Even with the implementation of the rules, no one has to be exempted. And, students should know that if they commit a mistake, they will be reprimanded, scolded or disciplined. Teachers must show fairness and consideration to his/her students. Teachers should give the students what they deserve--information, the right grade, and consideration especially when it comes to accomplishing requirements, teachers should give them enough time. If the student passes a requirement late, the teacher must ask the reason why he is late and be understanding but still give him deductions according to the gravity of the circumstances. Teachers must encourage transparency in class. In the class, honesty is very important. The teachers should express her thoughts without pretense and if she models this attitude in class, the students will also be encouraged to tell the truth. But being truthful has its rules, you can be truthful and be straightforward but one has to be tactful and be careful in the choice of words. This way, relationships in class will not be at risk and the respect the student should give the teachers Teachers must be patient with his/her students. Being patient may be the hardest attitude that a teacher will practice. This should be the ideal character that teachers should have.