Elements There is what we called as elements of teaching and learning processes.

These elements are necessary to be able to make teaching and learning possible. Without one of these elements, there could be no real teaching or learning process that will exist. It is so important that the presence of these elements is present in the process of teaching, considering that all of them play an important role in the system The elements of teaching and learning process are the teacher, the leaner as well as the good learning environment. It is being considered that learning occur when there is established relationship among these three elements. The teaching as well as the learning activity depends upon how these elements works together. The teacher is considered as the element that has the main role in the teaching-learning process. He/she is considered as the so-called prime mover of the educational processes, thus he she directs the flow of the whole process. The teacher is the one that facilitates the whole process of leaning. He or she directs its flow and serve as main control of the teaching learning process. The learners are considered as the key participant in the teaching and learning process. They are considered as the primary subject or the main reason why the process is implemented. The knowledge that acquired by the learners will decide if the teaching and learning objectives are achieved. Learners vary from one another in the aspects of learning. There are those learners that learn fast while there are those learners that learn in average or slower. The favorable environment, participates in the teaching-learning process by providing a place where there is a smooth flow of communication, avoiding some common barriers between the teacher and the learner. The presence of a good environment is so much important in the teaching and learning process. The good environment provides a smooth flow of communication between the learners and the teachers, thus it facilitates a well executed teaching and learning process. A good environment is necessary for learning. The reason why we should make sure that we should have this kind of environment, as we teach or we learn.

What is Effective Teaching

We all know how difficult it is to define "effective teaching" -- people with completely different styles are equally effective. The one thing that we have learned in research in higher education, is that there is no one best way of teaching. However, we can list some general characteristics of effective instruction, which may be useful for faculty. Do NOT accept these as "the final word" -- but rather as guidelines that you can use in your work with students.

Presentation skills
1. Students should know what is expected of them, both over the course and in each session; objectives should be clearly stated and an "agenda" provided. 2. The relationship among topics in a session should be made clear. 3. Major and minor topics should be clearly distinguished. 4. The instructor should speak clearly -- appropriate voice level as well as appropriate level of vocabulary. 5. Distracting mannerisms (either of speech or gestures) should be avoided. 6. The instructor should "make contact" with students -- eye contact, physical proximity, an openness to questions. 7. Elaboration of difficult concepts should be provided. 8. Examples, illustrations, and connections with students' experiences should be included. 9. There should be some variety -- in materials used; tone of voice; physical posture; movement.

Interactive Skills
1. Students should be encouraged to make comments, ask questions, participate in discussions (no matter the size of the class). 2. Discussion should be encouraged among students, rather than only with the instructor. 3. The instructor should create a friendly atmosphere and demonstrate openness to student participation. 4. The instructor should be clearly accessible to students, after class, during office hours, and/or during the class. 5. Student questions should be responded to clearly and constructively. 6. The instructor should never "put down" student questions or comments. 7. The instructor should ask thought-provoking and interesting questions of students. 8. The instructor should never "single out" a student, either to answer a question or to provide a comment in a large group.

Difficulty level; workload; pacing

1. 2. 3. 4. The instructor should adapt to individual differences among students. The difficulty level of the course should be appropriate to most students. The pacing should be appropriate for students, rather than for "material to be covered". The instructor should provide some consideration of students' other commitments and workload, flexibility facilitates student learning. 5. The instructor should check that the "prerequisite" learning expected actually is present (e.g. math skills; reading and writing skills).

Evaluation and feedback

1. 2. 3. 4. 5. 6. Positive feedback should be provided for students' contributions to the class. Regular on-going feedback should be provided throughout a course. Evaluation techniques should be clearly related to course objectives. Every attempt must be made to provide a fair and objective evaluation of learning. Evaluation of learning should occur frequently. Students should be asked for feedback on their perceptions of the course while they are in the course.

Encouraging independent and self-directed learning

1. Students should be encouraged to participate in some aspect of the planning of the course -topics, methods used, materials used. 2. Students should be encouraged to participate in some aspect of the evaluation of their learning -optional topics, weighting of tests and assignments, self-evaluation. 3. Students' experiences should be taken into account and integrated into the course. 4. Students' interests and learning needs should be determined and some components of the course adapted to these interests and needs. 5. Students should be encouraged to seek out their own resources, to solve problems, and to work with each other on projects, assignments, and readings. 6. Students' values, attitudes, and beliefs should be considered and respected.

Use of materials
1. Readings should be at the appropriate reading level for students. 2. A variety of materials should be used. 3. Where possible, "real things" or models of real things should be incorporated into the classes.

4. Visual materials should be clear and simple (e.g. no more than 7 concepts/lines on one overhead!). 5. Important points should be presented using more than one media (i.e. saying it and writing it, having an overhead and a handout). 6. Audio-visual materials should be visible and audible to all students.

Teaching methods can best be defined as the types of principles and methods used for instruction. There are many types of teaching methods, depending on what information or skill the teacher is trying to convey. Class participation, demonstration, recitation, and memorization are some of the teaching methods being used. When a teacher is deciding on their method, they need to be flexible and willing to adjust their style according to their students. Student success in the classroom is largely based on effective teaching methods.

What is teaching?
The range of professional duties performed by teachers is wide and extensive. At the heart of a teacher's role is the promotion of learning for all pupils.

What skills do teachers need?

Teachers need to: y y y y know how to employ the most effective teaching and learning strategies to enable children and young people to make progress be able to assess what their pupils know, understand and can do, and then use this assessment to plan future teaching and learning activities have high expectations for all their pupils, of whatever class, race, gender or ability know how to motivate their pupils - to do this, they need to be effective role models for the pupils they teach. If you choose to study at Kingston we will help you acquire the knowledge and confidence to apply these skills effectively in the classroom.

What do trainee teachers have to achieve?

The Training and Development Agency for Schools (TDA) has set out the standards which all trainee teachers have to meet in order to be awarded Qualified Teacher Status (QTS). The standards cover three areas: y y y professional values and practice knowledge and understanding teaching. y

The Six Elements of Teaching: A Guide for Company Supervisors and Managers

y y

by Bernadette Dalao

December 25, 2007

A great deal has been said of teaching as one of the most important professions from the standpoint of human welfare. Properly understood, however, it is also one of the most technical, difficult, and challenging professions. Teaching is an art. It is an activity which company supervisors and managers have engaged in at one time or another. It is a way of transmitting desirable qualities of human character and knowledge to learners. Here are the six elements of teaching which should guide company supervisors and managers in their quest to becoming good and effective teachers to their subordinates: Learning - "True teachers always seek to learn more, to remain current." Teaching effectively means you must know deeply and well. It requires learning itself. What does learning mean in teaching? Learning: - means knowing and mastering a subject; - embodies the act of learning; - conveys the spirit and love of learning to others; - means being open to the knowledge of others; - provides the basis for independent thought; - justifies learning. Authority - "Teaching without authority ceases to be teaching at all." Authority in teaching is legitimate influence over others. It rests primarily on your own qualities as a person. What does authority mean in teaching? Authority: - requires a climate for serious learning; - means mastery of a subject; - is a matter of carriage and conduct as well as knowledge; - is acquired and accumulated; - encourages aspiration; - requires formal distance; - emerges from an acknowledged difference in the status. Ethics - "Ethical teaching means putting the needs and good of students before those of anyone else." Ethical teaching makes you exemplars and guardians of behavior and values. It takes on

the duties of trusteeship. What does ethics mean in teaching? Ethics: - means to do no harm; - means setting high standards and expectations and inspiring learners to meet them; - means embodying the principles of teaching; - requires consideration of differing viewpoints. Order - "Effective teaching requires the imposition of some outer order so that inner order may develop." You must subject yourselves to external and internal control. Discipline is part of order. What does order mean in teaching? Order: - requires the exertion of authority; - arises from a teacher's leadership; - implies tranquility in the workplace; - involves discipline; - necessitates setting good examples; - requires the maintenance of standards. Patience - "Patience necessitates restraint rather than release." It enables you to suspend disappointment and frustration. It allows you to bear with the misconceptions and misunderstandings. It is one of the principal foundations of trust. What does patience mean in teaching? Patience: - gives students time to learn; - hopes for, assists the growth of, but does not anticipate maturity in learners; - suffers fools gladly; - must be exemplified by you. Character - "The ideal character for you is to occupy a middle position between conflicting extremes." A learner's changing traits of character is a factor in teaching. There is no single, ideal character for supervisors. What does character mean in teaching? Character: - must be authentic; - must be consistent; - means showing humanity by acknowledging lapses and errors; - requires sociability. Teaching is considered a complex and many-sided task. The teacher's major task is to guide learning, but he/she has also other responsibilities. Among these are sharing responsibility in counseling and guidance and observing professional responsibilities. Knowledge of ethical

standards for teachers is likewise important for supervisors and managers to do a good job of teaching.