Essential Characteristics of Effective Teaching - Essay Example

Heading: Internet Censoring Your name: Course name: Professors’ name: Date Introduction Several years of experience do not necessarily guarantee professional in teaching. Teachers should plan to teach a broad variety of learners with respect to motivation, interest, and ability, some of whom might require extra assistance. Therefore, this paper attempts to explore some of the necessary characteristics of effective teaching in relation to the year 5 multiplication. It also incorporates a lesson plan, as well as a video on teaching to discuss the topic effectively. Essential characteristics of effective teaching Clearly, teaching experience is only influential when teachers constantly engage in self-regulation, and adjust classroom methods to satisfy pupils’ needs effectively. It is imperative for teachers to prepare to meet the needs of diverse pupils regarding abilities, motivation, and interest. Some of these pupils require extra help in order to catch up with rest of the class. To be effective, teachers should start by assessing the students’ needs, abilities, as well as their preparedness in each class, and react to these identified needs suitably (McGraner, VanDerHeyden & Holdheide, 2011). To begin with, Hunt (2009) says that effective teaching requires teachers to modify their lessons based on the abilities and needs of their pupils. It also requires them to be aligned with the developments their discipline or field, and integrate the concepts in their lessons. Teachers should also facilitate effective teaching by organizing their instructional materials in a manner that best enables learning. Effective teachers also utilize excellent communication skills, and thus ensuring that they meet learners’ needs successful. For instance, in the lesson plan, and the video, the teacher uses good communication skills to facilitate effective learning among the learners. Furthermore, effective teacher takes place when teachers can formulate definite goals and objectives, and choose the most suitable techniques that meet the learners’ objectives. Besides, effective teaching occurs when there is a sharing of course objectives between students and teachers in order to explain the learners’ needs and facilitate free communication. In terms of effective teaching and pupil’s motivation, it is imperative to consider Pintrich’s model (1994). This model is founded on the concept of reciprocal determinism, as propounded by Bandura in 1986. The model consists of some elements include learners’ motivational beliefs that are resumed to mediate between behavior, values, expectancies, as well as emotional reactions, and context. It also involves contextual factors including classroom characteristics that may affect motivation, such as, the kind of reward and goal structures, task, and instructor behavior. Additionally, the model comprises of learners’ observable behavior including involvement level, choice, and persistence (Sadler-Smith, 2006). Although learners’ values and beliefs can differ from each other, there are certain things teachers may do in the classroom context in order to motivate their learners. First, they need additional cognitive complexity in order to enable learners to get motivated. They should also apply authentic measures of learning results as a way of motivating the learners. Besides, Stronge (2004) suggests that instructors ought to develop activities at the appropriate level, and encourage pupils to work together outside class, or in class discussions, but maintain the structure where each learner is accountable for his or her work. Having enthusiasm, expressiveness, and rapport is essential in motivating students by teachers. These identified features of teachers appear associated with learners’ involvement. If teachers are just doing something without dully, their learners will never get motivated to learn (Stronge, 2007). For instance, in the lesson plan, and video, the teacher tries to make the class lively and exciting by engaging them in discussions. She asks them various questions regarding multiplication. Furthermore, McGraner, VanDerHeyden, and Holdheide (2011) assert that motivation and classroom climate are indispensable in the attainment of effective teaching. To enhance motivation via classroom climate, it is imperative to make pupils feel important. Teachers that value their pupils prevent sarcasm, disdain, as well as unfriendly behavior. They develop learners’ self-esteem by recognizing high performance and taking an individual interest in learners. For instance, in the lesson plan, and video, the teacher recognizes correct answers and behaviors from students by using words, such as, fantastic and lovely. In addition, Hunt (2009) holds that instructors must make learners to feel invited. In various researches about student retention, the absence or presence of positive correlation with a teacher determines pupil retention. Teachers that make their pupils feel invited, within and without classroom, have an immense effect on their motivation. For instance, in the lesson plan, and video, the instructor makes the learners feel invited through asking questions and praising them. She is also teaches them using an informal way; hence making pupils free to participate in learning. What is more, Stronge (2007) demonstrates that teachers should make use of constructive nonverbal cues. Some of the positive nonverbal cues that enhance learners’ motivation include nodding, active listening, smiling, and maintenance of eye contact. Teachers must avoid cynical postures that inhibit positive communication between them and their learners. Notably, teachers intending to use classroom climate to motivate their learners ought to know their pupils at a personal level (Hunt, 2009). For instance, in the lesson plan, and video, the teacher maintains the learners’ attention and keeps them active through breaks. She tells them to stand up and do some exercises. Learning to empathize is essential in the motivation of learners using classroom climate. Teachers who recall some of the uncertainties, hardships, and stress, which affect learners can easily assist others who are undergoing similar difficulties. Teachers’ direct attempts to discuss their life experiences relating to their individual difficulties and subject in mastering specific ideas tend to develop a warm class climate (Stronge, 2004). For instance, in the lesson plan, and video, the teacher starts by asking them what they do in relation to multiplication, as a way of introducing the topic to the learners. It is worth noting that effective teaching of year 5 numeracy requires the appropriate establishment of parameters. Effective teachers define tasks explicitly, and set high learning and behavior expectations. They presume that the learners will endeavor to achieve the set expectations, and they acknowledge that expectations usually produce results (Stronge, 2007). For instance, in the lesson plan, and video, the teacher clearly explains the topic, and sets the parameters well for the learners. They dwell on multiplication and nothing else during the class. McGraner, VanDerHeyden & Holdheide (2011) maintain that effective teaching also entails instructors dealing with required changes from a positive angle. Notably, frequent and honest feedback is highly indispensable in learning, but even negative feedback may be given in a positive, non-threatening manner. Teachers can always find a certain good point to applaud and may recommend specific approaches in which poor performance can be enhanced (Sadler-Smith, 2006). For instance, in the video provided shows the teaching applauding pupil’s correct answers and behavior. Using learner-centered teaching method is crucial in the attainment of effective teaching. This learning strategy entails planning learning tasks that will actively involve pupils. In fact, teachers should apply this strategy to develop learners’ individual interest and investment in learning (Siraj-Blatchford, et al., 2010). For instance, in the lesson plan, and video, the teacher involves the learners by asking questions, and letting them work in groups, such as, Yellow, Red, and Green. Being enthusiastic is also vital in the realization of success in the teaching and learning process. Even though the teachers find their field compelling, at times it is difficult to express excitement concerning a particular, familiar subject. Nevertheless, effective instructors attempt to give a fresh sense or convey ideas in a new manner in order to uphold enthusiasm among the learners. Teachers who are enthusiastic concerning their field transmit the excitement on their pupils. For instance, in the lesson plan, and video, the teacher makes the class enthusiastic by asking questions, breaks, and games. She regularly asks the learners to stand up and play a certain game, in order to keep them active. With respect to learning skills and styles, current schools are facing a challenge with the retention of learners. It is inappropriate to lose learners whose learning features are not handled in class. Here, there is a need to apply the learning styles as propounded by Kolb in 1981. Kolb advocates for four major learning processes that should be considered. The first learning process entails concrete experience whereby learning happens through direct engagement in a fresh experience. Secondly, there is reflective observation in which learning occurs by watching others, or recalling ones or others’ experiences. The third learning experience involves abstract conceptualization that involves learning through creation of theories and concepts to explain one’s observations. Lastly, there is active experimentation in which learning happens through concepts and theories that an individual derives to help solving problems and making appropriate decisions (McGraner, VanDerHeyden & Holdheide, 2011). Kolb’s ideas of learning also advocate that many learners employ the aforementioned learning processes, but others opt for one process as compared to others. Consequently, instructors should adopt four styles of learning. These learning categories include convergers, assimilators, assimilators, and accommodators (Fave, 2006). For example, the class in the video consists of accommodators, as they enjoy hands-on exercises. More so, effective teaching is characterized by a consideration of the learners’ learning modalities. Many scholars have emphasized on the possible effects of sensory input on learning. They indicate that students absorb information through hearing, seeing, touching, and position. Different learning styles require diverse instructional delivery techniques (Siraj-Blatchford, et al., 2010). In the video and lesson plan, the teacher uses visual aids like the white board, timetables, and fun numbers to enhance learning. As Stronge (2004) says, effective teaching is also achieved when teachers put theory into practice. Instructors challenge learners who might be functioning at the lower cognitive development levels. This can be done through several ways including discussing various perspectives and integrating a mechanism for comprehending these opinions. For instance, in the video, the teacher gives the learners some exercises to work out on their own, before giving them feedback. They can also incorporate opportunities for others’ ideas to be expressed in the classroom. Provision of active engagement in learning is critical, as it facilitates learners’ development in the application of additional abstract techniques. More so, this occurs though provision of structure in terms of using class lessons outlines, and syllabus, which itemize particular dates and policies. It is also imperative for the instructors to prepare using handouts to explain the way learners should accomplish class requirements. They can also clarify the links between activities and requirements within and without the class (Fave, 2006). In addition, Stronge (2004) maintains effective teaching should involve personalization of interactions by instructors. This entails provision of chances for pupils to familiarize themselves with the teacher and other learners. Besides, teachers should be available for the learners’ consultation and contact (Sadler-Smith, 2006). For example, in the video and lesson plan, the teacher gives students exercises to work in groups, and then goes around the class checking their responses. Effective teaching is the one that involves active involvement of the instructors. This happens through links to real life via various activities, such as, role-playing. This enables chances for crucial for self-evaluation via reflective writing. In the case of students prepared for more complexity and challenge, instructors should provide chances for exploring various positions. They should facilitate creativity and flexibility through the provision of alternative performance formats (Siraj-Blatchford, et al., 2010). In the video and lesson plan, the teacher starts with simple sums, before going to the complex ones, especially when she is teaching multiplication. What is more, McGraner, VanDerHeyden & Holdheide (2011) argue that effective learning entails involving students by questioning. This implies that teachers should utilize questions to involve their learners at the cognitive levels. The lesson plan in the appendix and the video shows the use of questions and exercises to involve learners in the learning process. Conclusion In order achieve effective teaching, is essential for instructors to employ certain teaching techniques. Nevertheless, these techniques differ with different levels, abilities, interests, and motivations of the students. Teachers should be prepared to deliver instruction broad variety of learners’ Successful teaching should entail needs assessment, preparedness, and abilities on class-by-class basis and reacts to the learners’ needs appropriately. Effective instruction for year 5 multiplication requires flexibility, preparation and planning, teaching experience, self-reflection and adjustment of techniques, and knowledge of primary procedures and principles. References http://www.tqsource.org/pdfs/TQ_IssuePaper_Math.pdf Hunt, G. (2009). Effective teaching: preparation and implementation. Springfield, Ill: Charles C. Thomas Publisher. Pp. 100-120. McGraner, K.L., VanDerHeyden, A. & Holdheide, L. (2011). Preparation of Effective Teachers in Mathematics. National Comprehensive Center for Teacher Quality. Pp.1-20. Sadler-Smith, E. (2006). Learning styles in education and training. Bradford, England: Emerald Group Pub. Pp. 114-120. Siraj-Blatchford, I. et al., (2010). English and Mathematics in Key Stage 2: A study of Year 5 classroom practice from the EPPSE 3-16 longitudinal study. Department for Education. Pp. 1-140. http://dera.ioe.ac.uk/3876/1/3876_DFE-RR129.pdf Stronge, J. (2004). Handbook for qualities of effective teachers. Alexandria, Va: Association for Supervision and Curriculum Development. Pp.1-20. Stronge, J. (2007). Qualities of effective teachers. Alexandria, Va: Association for Supervision and Curriculum Development. Pp. 50-70. Fave, A.D. (2006). Dimensions of well-being: research and intervention. Milano: F. Angeli. Pp. 290-300. Appendices Video http://www.schoolsworld.tv/node/2051?terms=644 (Year 5: Maths - Multiplication) Lesson plan Subject: Mathematics Year:5 Topic: Multiplication and division Content: Multiplication by use of grid method Goals By the end the lesson, learners will be able to multiply sums through grid method. They will also be able to work in groups to solve sums. They will also be able to multiply sums on their own through class exercises Objectives To use material provided in class to teach learners about multiplication through grid method to organize learners in groups in order to do exercises on multiplication to help learners do multiplication using grid method individually Materials Board, timetables pencils, rubbers, markers, and fun numbers. Introduction Through questioning, establish the learners’ background knowledge of the multiplication methods. Then, establish theirm knowledge of the common multiplication of sums, for instance, “ how do we multiply 2 digits by 1 digit?” Ask them about the formal and the informal method of multiplication Development Using the board, teach the learners on how to multiply sums by use of the grid method. Learners will use boards, pencils, and group work to do some exercises. Practice Learners will work in groups to solve some sums using the grid multiplication method Learners will use the method individually to solve some sums Checking for understanding Will work around the class checking each individual, and group’s work Will ask learners questions Closure Review the lesson on grid multiplication method Read More