Teaching : Teaching And Teaching

Research has provided many strategies for effective classroom instruction and lesson organization. Throughout my lesson, I used direct/ explicit instruction model that I have learned from different education courses and readings to serve as a model for my instruction. Rosenshine

Glenn Amezdroz, Sue Dickens, Geoff Hosford, Tania Stewart, Damien Davis, Senior Physical Education Third Edition, Malaysia, Macmillan Education Publishers, 2012 Page 222, 229, 232-262.

Direct instruction was first developed by Siegfried Englemann and Wesley C. Becker. Few studies have been conducted on teaching styles, two of the instruction models that are used today is direct-instruction and lecture-instruction models. Schwerdt and Wuppermann (2011) suggest that few rigorous studies look inside the classroom to see what kinds of

Every teacher has its own way of selecting and developing a technique for teaching and may draw various experiences to get the attention of the students. This is called teaching methodology or pedagogy. The teaching methodology facilitates the learning process of the students. The students become productive if

The types of learning strategies were focused on teacher-directed, teacher-facilitated, and learner-directed strategies. Both traditional and active learning principles were incorporated in the plan as well. The Traditional learning principle is focused primarily on teaching the student through a lecture or presentation, which is correlated as a teacher-directed strategy. This strategy is focused primarily on teaching the student through a lecture or

It is really important to me to have strong core for what I believe about teaching physical education and health. I believe that the most important things is that the students is physically active and I also believe that the students should have at least one thing or activity that they interested in that they can do for the rest of their lives in order to ensure that love to be physically active has become part of their lifestyle. Therefore, I would like to have a variety of physical activities, sports and fitness method in my curriculum and I would like my students to develop their skills and increase their knowledge of different skills and activities because it can provide a fun and enjoyable of physical activity, as well as build psychomotor and cognitive. I will try to safely provide the students the enjoyment of physical activity, become more confident with their abilities, increase their knowledge of health related fitness, and help them to find things that they love to do to continuous to be physically active. My philosophy of teaching physical education and health is including content knowledge of what I want to

Traditional teaching styles use teacher-centered approach. It includes a teacher that stands at the front and tells students step by step instructions. The teacher decides what is learned, when it is learned, how it is learned, and how learning is evaluated. In a nutshell, the teacher is an information giver and evaluator. The students are just there to learn through lessons and direct instructions. Their attention is mainly focused on passing tests, assessments, and evaluations.

My philosophy of teaching is deeply rooted in nurturing the potential each and every student in my classes. Providing a creative environment that allows self assessment, growth, group interaction and mentorship are at its very core. Having taught in Higher Education for many years, and as an instructor of Media Arts and Animation, and Game Design, I have had the amazing opportunity to work with some of the brightest and creative young professionals. Teaching has not only broadened my love of art and exploration, but my determination to help students that do not have the confidence to persevere through their education, yet have the passion to follow their dreams.

There are various instructional approaches but one that is widely employed by many teachers is the direct instruction approach. This is the classic teaching style that many people remember during K-12 grade school. The teacher would stand in front of the class lecturing while writing on the black board. That is why direct instruction is also known as “Chalk and Talk” (Evans, 2006). Direct instruction is not out of date and is still appropriate in many situations today. The following will discuss direct instruction and a few scenarios in which this teaching approach is appropriate.

On the surface, physical education appears to be an inherently simple class, merely incorporated into the school setting to provide students with an enjoyable break from other classes. In actuality, physical education is a highly complex subject comprised of many facets which constitute a holistic approach to the health and wellbeing of students. These facets differ greatly, but one of the more prevalent ones that comes to mind is fitness education. Fitness education is designed to help students acquire knowledge and a high level of understanding of physical fitness, good habits of physical activity and healthy lifestyle choices. The secondary aspect to fitness education is to not only provide students with this information, but to inspire them to apply this knowledge to their lives. Therefore, fitness education is a crucial aspect of physical education that must be addressed in a proper way in order to be taught effectively and result in a positive outcome for all students.

I believe every learner is exceptional and gains knowledge in their own unique way. Well, one learner may learn best visually, another may learn best kinesthetically and then another may learn best verbally. Therefore, you shouldn’t restrict yourself to teaching in just one way either. It is imperative that you approach a concept in various ways and give the learner several opportunities to explore the concept. I believe that the student should take ownership in the learning process and the teacher should be a facilitator of knowledge in the classroom. Therefore, the teacher should assist the learner to their highest potential and encourage them along the way and give them prompt feedback. Learners should collaborate together to build upon their prior knowledge and share their ideas and hypothesizes on various concepts. I believe the learner should be evaluated on a competence based model.

Teaching is an undervalued profession. Being a teacher requires a lot of time commitment to your students and classroom. Teachers are often times looked at as an easy profession to go into and do not really get recognized for all they do. With so much technology coming out teachers are having a harder and harder time being able to use it because their school does not offer the use of technology. Students no longer want to learn out of textbooks they want to learn with projects and learn through technology because technology is an important use in their everyday lives. Students also want to be more engaged in projects because this will help them make decisions and to collaborate with others. If teachers were paid more and schools were modernized this would help schools become more appealing to students.

I really enjoyed observing all of the grade levels this semester and I learned a lot from a teacher and a student standpoint. I wish I could 've interacted with the students and helped them out but I was not allowed to do that quite yet. In some classrooms I learned what to do and what not to do and I got an idea on how I will run a classroom when the opportunity comes for me one day.

My teaching philosophy is to create an environment that stimulates learning so that students gain the necessary knowledge, skills and abilities to become proficient professionals. While teaching foundational knowledge is important, there are other essential skills and abilities that students must acquire in order to successfully transition from being a student to becoming a physical therapy professional. These skills and abilities include thinking critically as well as interacting and communicating effectively with patients and other health care practitioners. I emphasize to students that it is imperative to realize the impact of developing a therapeutic rapport with patients while providing quality, patient-centered care to optimize the healing process. Therefore, when deciding what to teach, I not only consider the content presented, but also how I can foster discussions with students so that they can apply information based on varying contextual factors. I also attempt to provide students a framework for how to achieve professional excellence, which I aim to model as I fulfill my roles and responsibilities as a teacher and provider of clinical instruction. This framework is rooted in five central tenets:

Although teaching and learning are closely related, they are different. Good teaching is measured by the quality of learning a student is getting as measured by the information the students will then have gained knowledge of. There is a high degree of connection between what has been learned by students and how they then grade the teacher and the subject area. Cohen, 1981; Theall and Franklin, (2001), postulate that learners awarded high marks to their teachers when they learned more. Thomas Angelo, also put forth the same criterion when he said; “teaching in the absence of learning is just talking,” Doyle.T. (n.d.).