Teaching practices

Reflecting on Teaching Practice Once we entered the classroom the students all split into small groups. We then found a group, found some chairs, and then had a seat. We asked the students what their names were and then we introduced ourselves. We asked them if they knew what multiplication and division was. They all said yes. I then explained to them that I have a couple of different problems that we are going to solve. But before we did I wanted to make sure that the students understood the slash

methods include collaborative teaching practices that incorporate a joint effort among educators to ensure that students gain a more productive and effective learning experience while in school. Not only would collaborative practices be ideal for student-centered teaching, but it would also be beneficial to educators as a collaborative experience may give teachers insight into alternative lesson planning approaches, offer opportunities for teachers to try new co-teaching techniques, and allow teachers

Some people say that a teaching career is the most valuable among hundreds of jobs because it can transfer knowledge from generation to generation; however, it is definitely not easy to become a good teacher; everybody needs to spend a lot of time to prepare themselves with knowledge coming from books and society so that teachers can link their lectures to real life. Thus, many subjects and skills for teaching are studied such as cross-cultural communication, literature, and even making presentations

Reflective Practice in the context of teaching ESOL Reflective practice engages practitioners in a continuous cycle of self-observation and self-evaluation in order to understand their own actions and the reactions they prompt in themselves and in learners (Brookfield, 1995; Thiel, 1999). Reflective practice is considered as an evolving concept which views learning as “an active process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about

of the high-leverage teaching practices, so I had to limit my discussion to the five that I thought were the most interesting. She displayed “explaining and modeling content,” “setting up and managing small group work,” “eliciting and interpreting individual’s thinking,” “building respectful relationships with students,” and “specifying and reinforcing productive student behavior.” The first high-leverage teaching practice is called “explaining and modeling content, practices, and strategies”. This

of Student Teaching and School Partnerships, I have the responsibility to organize, oversee, and continuously re-evaluate the student teaching process. This includes providing guidance to the division’s Supervising Teachers, collecting and analyzing data based on the student teaching evaluations and surveys, and acting as a liaison between the local schools and IUPUC. One of the keys to a successful education program is to ensure that the division is employing individuals whose teaching philosophies

The shift in teaching best practice is visible in the most effective classrooms. Lecturing and notes have been replaced by collaboration, discussion and debate. In the last ten years there has been a shift in education that allows students to own their learning. The teacher should no longer be the head of the class, but instead the facilitator to student engagement and learning. The age of American Government students, all of the prior background knowledge learned in year’s prior, the input of

tensions intensify. Therefore, there are several strategies one can use to maintain teacher effectiveness. Teacher Effectiveness Robert Marzano’s What Works in Schools is a researched-based book that characterizes the trends in education and effective practices. There are three teacher-level factors that are common through most educational researchers. They are: Instructional strategies, classroom management, and classroom curriculum design (Marzano, 2003). Through these strategies, he poses several recommendations

For instance, the teachers gave a report that large assessment data were not aligned adequately with the daily instructions to be specifically helpful in informing classroom practice. However, in other reports, teachers said that this information obtained through systematic review of results of students’ performance was very useful. These variations in the conceptions of teachers concerning data could be explained, partly, by variations between educational contexts. Therefore, use and selection of

Reading Response 7 – Teaching to the Test: Best Practice? Teachers “teaching to the test” is something I recall from my childhood. The prevalence of standardized tests obviously wasn’t to the degree that it is in today’s education system, but I distinctly remember occasionally being told that the sole reason for learning something was because it was going to be on the test that we had to take at the end of the year; and I remember consciously and actively hating it. I was always the kid who enjoyed