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Teaching is not just a job…

• Teaching is the noblest of all professions.


• Teaching is a multi-faceted task.
• Teaching has many rewards, except material
possessions.
TEACHING DEFINED…
• Teaching is commonly understood to mean instructing,
tutoring and educating. It could stand for training,
tutelage and pedagogy.
a) On teacher activities
 Teaching is the overall cluster of activities i.e.,
explaining, questioning, demonstrating & motivating
 Teaching stands for a “family of logical and strategic
acts” aimed at inducing learning of skills, knowledge
and values.
TEACHING DEFINED…
• Teaching is commonly understood to mean instructing, tutoring and
educating. It could stand for training, tutelage and pedagogy.
b) In relation to learning
 Teaching is a conglomeration of actions that are
intended to induce learning.
 All the teacher’s instructional task’s enable the
students to learn
 To be called teaching, the activity must involve an
interpersonal relationship that promote learning
TEACHING DEFINED…
• Teaching is commonly understood to mean instructing, tutoring and
educating. It could stand for training, tutelage and pedagogy.
d. In relation to subject matter
 Teaching points to interactions that occur between
the teachers and the content being taught to students
of varied characteristics
TEACHING DEFINED…
• Teaching is commonly understood to mean instructing, tutoring and
educating. It could stand for training, tutelage and pedagogy.
e. On goals
 It is synonymous to “teaching that” (knowledge),
“teaching how” (skill) and “teaching to be” (values).
TEACHING DEFINED…
• Teaching is commonly understood to mean instructing, tutoring and
educating. It could stand for training, tutelage and pedagogy.
f. As a career
 Teaching refers to the dynamic role of teachers and
other qualified adults to awaken and usher children’s
ways of thinking and reacting.
Is teaching…
an art?
or a Science?
TEACHING AS AN ART

• Signifies the way a teacher expresses her emotion


and communicates her feelings through her
teaching chores
• Teaching is a conglomeration of one’s talent, skills
and expertise in reaching out and enriching the
children’s lives
TEACHING AS A
SCIENCE
• Teaching as a science seeks the application of
scientific attitude and methodology in deciding
about strategies to employ, instructional materials
to use and other “best teaching practices” to
adapt
TEACHING AS A
SCIENCE
• Guided by a scientific procedure, teaching is
regarded as “practical and a consistent way of
modeling how a virtuous, trustworthy and
humble scientist works in raising the ethical
standards of the profession.”
DEFINITION
OF
TEACHING
TEACHING IS…

• An aggregate of organized strategic strategies


• A dynamic activity which needs a careful analysis
of how the learning variables interrelate with one
another
• A moral activity and teachers are looked up to as
“paragons of virtue”
TEACHING IS…

A time honored career,


aimed at awakening and nurturing the children’s
spirit of inquiry,
catering students’ learning abilities, interests and
aspirations
THE TRIAD
OF
TEACHING
THE TRIAD OF
TEACHING
The
Teacher

The
Subject The
Matter Students
Content
THE TEACHER

• The critical “thread that ties” the learners to the


lifelong search for knowledge
• Lays the groundwork for establishing a conducive
learning environment
• Selects the appropriate subject matter
• Matches the subject matter with a well designed
plan to achieve learning goals
THE TEACHER
She possesses the essential
teaching skills and is infused
with a deep commitment to
invest timeless effort in
fostering a continued
sharpening and maturing of
children’s minds.
THE TEACHER
THE STUDENT
• The second influential
factor in the learning
area
• Teaching happens
because the students are
there
THE STUDENT
• They differ in inherited genes, rearing experiences and
academic opportunities
• They respond, understand and learn in different ways
EVERY CHILD NEEDS A
CHAMPION
THE CONTENT
• The “what and how” in teaching
• Includes the strategies and the subject matter content
• A suitable match between subject matter and varied
strategies is a product of long applications and close
observations of students’ learning in different classrooms
10 EVIDENCE
BASED PRINCIPLES
OF EFFECTIVE
TEACHING
Principle 1: Care about helping your
kids to do the best that they can
Effective teachers are passionate about helping their
students to learn. They form warm and caring relationships
with their students. However, they also set high
expectations, and they demand that their students meet
them. This leads to a situation where the teacher and the
students are working together towards a common goal –
helping every child to learn as much as they can.
Principle 2: Understand but don’t
excuse your students
Effective teachers seek to understand their students, but so do
most teachers. The difference is that effective teachers still
expect each of their students to behave and to achieve well.
Effective teachers use their understanding to adjust their
approach to teaching, but they did not use it to excuse
misbehavior, poor effort or a lack of real academic progress.
Principle 3: Be clear about what
you want your students to learn

• Effective teachers are clear about what they want their


students to learn and they share this with their students.
Everyone understands what success entails. Effective teachers
also know where students are currently at in this area. They
then work towards developing the understanding and skills
their students need to demonstrate that they have mastered
the material.
Principle 4: Disseminate surface
knowledge and promote deep
learning
• Effective teachers want their students to be able to think
critically and to develop a deep understanding of the material
being taught in class. However, they recognise developing this
deep understanding requires sharing a foundational set of
knowledge and skills. Armed with this foundation, teachers
can help students to develop a deep understanding of the
topic at hand.
Principle 5: Gradually release
responsibility for learning

• Effective teachers do not ask their students to perform tasks


that they have not shown their students how to do. Rather,
they start by modelling what students need to do. They then
ask their students to have a go themselves, while being
available to help as needed. Only when students are ready,
do they ask their students to perform the tasks on their own.
Finally, they offer ongoing cumulative practice, spaced out
over time, to help students retain what they have learned.
Principle 6: Give your students
feedback

• Effective teachers give students dollops of feedback. This


feedback tells students how they are going and gives them
information about how they could improve. Without
feedback, students are likely to continue holding
misconceptions and making errors. Feedback allows students
to adjust their understanding and efforts before it is too late.
Principle 7: Involve students in
learning from each other

• Effective teachers supplement teacher-led, individual learning,


with activities that involve students in learning from each
other. When done well, strategies such as cooperative learning,
competition and peer tutoring can be quite powerful. Yet,
these activities must be carefully structured and used in
conjunction with more traditional teaching.
Principle 8: Manage your
students’ behavior

• Effective teachers know that students’ behavior can help or


hinder how much students learn in the classroom. They
implement strategies that nurture positive behavior and
minimize misbehavior. They are consciously aware of what is
going in the classroom, and they nip problems in the bud before
quickly returning the focus to the lesson at hand. Finally, they
follow up on more serious misbehavior and help students to
change any entrenched bad habits.
Principle 9: Evaluate the impact
you are having on your students

• Effective teachers regularly assess student progress, and they


then use this insight to evaluate the impact they are having
on their students. If what they are doing is working, they
continue to use or even make more use of a particular
approach. If what they are doing is not having the desired
impact (even for just one student), they reflect on and refine
what they are doing until they are getting the results they
want.
Principle 10: Continue learning ways
that you can be of even more help to
more students

• Effective teachers love learning and are always seeking to


improve their own practices. They seek out evidence-based
insights, and they are happy to challenge their existing beliefs
about teaching. However, they are also critical of mindless
innovation, innovation for the sake of it, and innovation that
adopts practices that are not supported by research.