Developing as an Effective Teacher - Assignment Example

Developing as an Effective Teacher The art of teaching I have learnt is an essential element in growth and development of a child socially, morally, emotionally, mentally and most important intellectually in regards to how to solve problems, how to handle pressure and how to make effective and decisive decisions. Therefore, teaching practice need to be given the first priority by the State and the society at large (Sugerman, Doherty, & Garvey, 2000). This is because from learning, children make fundamental steps towards making the right priorities in the future and become useful ands reliable members of the society. Teaching practice not only enriches children being taught, but also offers teachers and opportunity to integrate theoretical subjects into practicality, learn what their teaching styles are and as teachers are able to take control (Foley, 2004). The collaboration between teachers and students during a teaching lesson influences discipline, orderliness, and development of good relationships. This report shall highlight reflective teaching and how as a teacher I can develop as an effective teacher. Moreover, evaluate adult learning, teaching methods, key considerations when planning effective learning, importance of interpersonal relationships and communication by an adult teacher and identify areas of teaching practice that I require development. Reflective Teaching Reflective teaching entails to the practice of teachers self re-evaluating, assessing, analyzing and examining how they taught. By reflective teaching, a teacher asks themselves, the reasons why they made the decisions that they did, in order to plan the next plan of action. Reflective teaching moves from the traditional method of teaching where teachers follow routines regardless whether the style and method used for teaching is working and benefiting the students (Wubbels & Levy, 1993). Although the teaching style of a tutor develops over time based on the experiences and coping mechanisms they have, restricting oneself to familiar routines, it acts as a barrier for teachers to grow professionally (Killen, 2006). Teachers who rely on observing and re-evaluating their teaching style, methods and mechanisms are known as reflective practitioners. By self-evaluating, and observing, as teachers we are able to identify our own strengths, what other teachers do better and understand who we are as teachers. In this report, as a dental practitioner, my part as a teacher is to motivate my adult and children patients. To be a reflective teacher I have learnt the need of re-evaluating my teachings and handling of my patients (Wubbels & Levy, 1993). This arise from the way patients behave when they come in, their understanding of the taught subject, their participation or lack of it and not jumping to conclusions as to why things happen the way they do. Reflective teaching does not happen over night, but follows a pattern or order, which entails observing, collection of information, recording and evaluation of what the patients and I have observed and thought of in order to make necessarily teaching and learning changes (Vella, 2002). For example, when a teacher teaches a lesson and they feel the students were receptive, as a reflective practitioner, they should evaluate what and why the lesson was successful. In addition, when students do not easily understand a topic discussed, they talk with them to understand what was done and the reasons why the topic may not have been understood (Wubbels & Levy, 1993). When students are ill mannered and show signs of restlessness, the teacher should evaluate and assess what they did, when they did it and the reasons they did it. For reflective learning to occur, it has come to my understanding, I need to know what the needs of my patients are and their learning styles in order not bore them, and instead motivate them. Adult Leaner An adult leaner is a student who enrolls for learning or seeks to consult and learn in their adult life. Adult learners seek to improve on the knowledge and experience that they already have. They seek to learn new trends, approaches and concepts that are randomly emerging to match the new world order (Vella, 2002). When teaching adults although the principles, methods and approaches of learning are similar to contemporary learning, it uses another approach of dialogue (Wubbels & Levy, 1993). This is because adult learners are mature, experienced in the way of life and therefore can dialogue with teachers on what they want to learn, what subjects and topic are relevant and primarily what motivates them (Forgaty, Fogarty & Pete, 2004). Adult learning entails learning the needs of the adult learner and allowing the adult learner to participate in making decisions on what the lesson will constitutes, and creation of a secure learning context which initiates learning of developing ideas, abilities and attitudes (Killen, 2006). The teacher, being professionally qualified, can increase safe learning environments; ensuring learning objectives set are relevant, use of group studies and teamwork, and encouraging adult learner participation without criticism and stigmatization. An adult learner learn effectively when they have good relationships with the teacher, trust in the content being taught, are not criticized negatively, good work is rewarded, teacher uses practical models and experiments, and adult learners are respected and trusted to make the right decisions. Furthermore, integrating problem solving skills, psychomotor ability enhancement, using current issues to explain facts, assigning roles for adult learners, promoting group work, engaging learners in what they study, and holding them accountable to what they learn by setting assessment tests (Johns, 2009). The context of my teaching and who my students are My teaching constitutes of prior preparation of a subject plan derived from previous encounter with the patient, consisting of the objectives I and the patients need to achieve, highlighting major points of the subject to cover, guided practice, enhancing teamwork for the patients (Forgaty, Fogarty & Pete, 2004). Before writing my subject plan, I first have to learn who my patients are; what they do and do not know, what are their needs, what their learning styles are and what is the most effective teaching style that compliments the needs of all my patients (Vella, 2002). The context of my teaching moreover, concentrates on what motivates my patients to learn fast and effectively and use that (Johns, 2009). For example, if use of group treatment causes excitement, empowerment for patients, encourages development of social, psychomotor, mental, and intellectual abilities, I limit my lecture time and use the rest of the time, for patients to engage in discussions. Cases of indiscipline are handled with urgency and patience that it deserves (Lang & Evans, 2006). My learners are young and adult patients who come in for dental appointments and consultations. The teaching methods used in my profession as a dentist have been integrated into majority of health care system, to ensure sequence and effectiveness of learning (Knowles, Holton, & Swanson, 2005). I prefer to use experimentation, demonstration, charts, graphs and visual aids, story telling, recitation, games, miming, singing, and use of team work to enhance learning, application of subjects in real life, activating learner’s memory, enhancing social and communication skills and bringing the learning concept to the level at which patients understand best (Forgaty, Fogarty & Pete, 2004). Key considerations when planning for effective learning It is important that when a teacher wants to have an effective learning sessions to understands the needs of the learner, set relevant learning objectives to ensure that what was anticipated to be taught, it is, what was to be achieved, it is, skills expected to be achieved, are, and attitude change or development estimated is visible (Johns, 2009). Additionally, understanding and knowledge relayed by teacher is evident on learners on how they reason, relate, talk, solve problems and make decisions. Effective learning is achievable by teaching from the known to the unknown, from simple to complex and from understood to the misunderstood (Forgaty, Fogarty & Pete, 2004). It is important to encourage constructive competition and teamwork, encourage participation, creating a secure learning context, use of reinforcements, developing good interpersonal relationships between teacher and learner and help in development of problem solving skills, and psychomotor abilities. Initially, my understanding of the teaching practice was based on traditional methods and style of teaching, where the teacher is the decision maker and controls the learning process without consulting the learner on what to cover and how to do it (Wubbels & Levy, 1993). However, through the duration of this course, I have learnt the importance of having a good relationship with my learner, integrating what the learner needs in the learning objectives, the benefits of reflective teaching over contemporary teaching styles and using teamwork as a part of the learning process. I have studied among others; the adult learning theory, andragogy. It states that an adult leaner best learns through self- directness rather than being dependent on others. They use their experience in life to relate to learning, they are always eager to learn what is relevant in current life and help them make more good decisions and solve present problems and as adults progress in life, they rely on internally-based motivation rather than motivation influenced by external factors. Importance of interpersonal skills and communication skills for teachers It s important for me as a dentist and for teachers to develop interpersonal relationships and communication skills in order to learn more about our patients and students. This means that it is crucial to learn what is and is not important to them, understand the best way they effectively learn, learn what bores and motivates them and initiate learner’s and patient’s trust and confidence in what we have to tell or offer them. Although initially I was a bit reserved, I have learnt ways of initiating conversation and making people talk to me about themselves, eliminate personal attitudes and prejudice when handling patients and always having an open mindedness when handling new or tough cases (Forgaty, Fogarty & Pete, 2004). For adult teachers, the skills are essential in conducting constructive, relevant and meaningful dialogue with the adult learners (Knowles, Holton, & Swanson, 2005). Moreover, be able to ask what they already know in order to teach them what they do not know. Among areas that I need as a dentist to improve on is when and how to draw the boundaries or strike a balance as professional to ensure that I comply with ethical professional standards and at the same meet the needs of my patients (Brockbank & McGill, 2006). More importantly, learn ways in which the patient and I can get what we both want. Additionally, be able to allow my patient time to voice their opinions and ideas without them feeling intimidated by me as a professional, and as a practicing professional be able to use my experience to handle the day to day cases. Conclusion Effective learning is an essential element for both young and adult learners. Effective learning can be achieved by teachers self-examining, reflecting and evaluating their teaching methods and their effectiveness. Moreover, effective learning can be achieved by understanding the needs of the learner, motivating them, setting relevant learning objectives, developing good interpersonal relationships, and communication networks between the leaner and the teacher. Moreover, encouraging learner participation, trust, constructive competition, responsibility and team work. This fosters social, mental, intellectual, and psychomotor skills and abilities. From this learning course, it has changed my view of teaching and learning from traditional routine teaching to more friendly, collaborative and effective learning processes. An effective learner voices their opinions freely, are not scared to participate even if they are wrong, are willing to try new concepts, trust the teacher to teach relevant materials, develop their problem solving skills, enhance their effective decision making skills and have a more developed and learned way of reasoning, understanding and relating with others. Effective teaching and learning encompasses that what was anticipated to be taught, it is, what was to be achieved, it is, skills expected to be achieved, are, and attitude change or development estimated is visible. References Brockbank, A., & McGill, I. (2006). Facilitating reflective learning through mentoring & coaching. London: Kogan Page Publishers. Foley, G. (2004). Dimensions of adult learning: adult education and training in a global era. New York City: McGraw-Hill International. Forgaty, R., Fogarty, R.J., & Pete, B.M. (2004). The Adult Learner: Some Things We Know. Los Angeles: Corwin Press. Johns, C. (2009). Becoming a Reflective Practitioner. New Jersey: John Wiley and Sons. Killen, R. (2006). Effective teaching strategies. London: Cengage Learning Australia. Knowles, M.S., Holton, E.F., Swanson, E.F. (2005). The adult learner: the definitive classic in adult education and human resource development. London: Butterworth-Heinemann. Lang, H.R., & Evans, D.N. (2006). Models, strategies, and methods for effective teaching. Boston: Pearson/Allyn and Bacon. Sugerman, D.A., Doherty, K.L., Garvey, D.E. (2000). Reflective learning: theory and practice. Atlanta: Kendall Hunt. Vella, J.K. (2002). Learning to listen, learning to teach: the power of dialogue in educating adults. New Jersey: John Wiley and Sons. Wubbels, T., & Levy, J. (1993). Do you know what you look like?: interpersonal relationships in education. 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