My Belief of Good Teaching

8/12/2019 My Belief of Good Teaching

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Contents

Contents......................................................................................................................................1

1.0 Introduction............................................................................................................................ 1

2.0 Definition of Good Teaching...................................................................................................1

3.0 Teacher and Good Teaching.................................................................................................4

4.0 Conclusions......................................................................................................................... 10

5.0 Appendices.......................................................................................................................... 11

6.0 eferences..........................................................................................................................12

1.0 Introduction

When I was in school, I was facing an interesting learning experience and also the bad

ones. So, if I were young, my belief in good teaching was the teaching that full with happiness

and easy to understand. Maybe some student will said, the best teaching come from the best

teacher, best teacher is means kind, democratic, sense of humor and happy teacher!.

2.0 Definition of Good TeachingEducation is a medium or a transmission of knowledge from a teacher to students where

they can help improe a persons thoughts or maturity. "homas #. $reen %&''() in his book *"he

+ctiities of "eaching states that -teaching is the task of teacher which is performed for the

deelopment of the child.

"herefore, education inoles two important processes of teaching and learning.

"eaching at the school is the application of knowledge that is needed to deelop each students

leel of thinking in schools.

Een though the teachers delier their lessons well, there are still many of them do not

understand their learning but only attend school /ust to hae fun, meet peers and follow the

needs of parents. %0loom, &'12) was state these symptoms also arise when they further their

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education to higher education. %3a/oc4ki, &''5) was identifying seen principles for good

practice in teaching6

7 encourages student8school contact9

7 encourages cooperation among students9

7 encourages actie learning9

7 gies prompt feedback9

7 emphasi4es time on task9

7 communicates high expectations9 and,

7 respects dierse talents and ways of learning %:hickering and $amson, &'1().

Schank %;anielson,

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"his framework consists of four domains to improe teaching. "he first domain model

framework for teaching is the planning and preparation describes how teachers design a lesson

plan. +ccording to >anielson %;


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and does not occur in a single manner %:ashin, &'1'). "he second component, information or

skills identifies that teaching inoles the imparting of two types of information %i.e.,

knowledge and skill).

2.1.2 Effective

Effectie for the purpose of this work means to produce a desired outcome. It is not

necessarily associated with enhanced efficiency.

3.0 Teacher and Good Teaching

"he teacher is the representatie of the content and the school. Cow a teacher presents

himself makes an impression on administrators, colleagues, parents, and students. Bften a

student links the preference to a particular sub/ect to a teacher and the way the sub/ect was

taught. Many aspect of good teaching can be trained9 anyway the =uality teacher is always

improing the skill of teaching and gain useful knowledge through experience.

3.1 Elements of Good Teaching

+ great teacher is a one that student remembers and cherishes foreer. "eachers hae

long8lasting impacts on the lies of their students, and the greatest teachers inspire students

toward greatness. "o be successful, a great teacher must hae following elements6

3.1.1An Engaging Personality and Teaching Style

+ teacher must hae a style that help to maintain their students attention to the lesson. +

great teacher is ery engaging and holds the attention of students in all discussions. Some teacher

use entertainment in order to attract student attention %Deblanc, &''1). "he teacher has to be

entertainer that will keep the classroom responsie and actie.

"he sense of humor will help teacher to not taking too seriously when conduct the

classroom and that keep student more relaxed enironment. Student are human being, theyre

somehow felt bored if the class too rigid or straight without short break %Deblanc, &''1).

"ypes of lectures9

a. Illustrated talk 6 the speaker relies heaily on isual aids to coney ideas to the listeners

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b. 0riefing6 the speaker presents a concise array of facts to the listeners who normally do

not expect elaboration of supporting material.

c. #ormal lecture6 the speakers purpose is to inform, to persuade, or to entertain with little

or no erbal participation by the students.

d. "eaching lecture6 the instructor plans and deliers an oral presentation in a manner that

allows some participation by the students and helps direct them toward the desired

learning outcomes.

?reparation is one key to successful performance as a classroom teacher. "his preparation

should start well in adance of the presentation. "he following four steps should be followed

in the planning phase of preparation6

a. Establishing the ob/ectie and desired outcomes9

b. @esearching the sub/ect9

c. Brgani4ing the material9

d. ?lanning productie classroom actiities.

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"able ;6 #ie "eaching Styles

3.1.2 Clear O!ectives for "essons

+ great teacher establishes clear ob/ecties for each lesson and works to meet those

specific ob/ecties during each class.

?reparation is one key to successful performance as a classroom teacher. "his preparation

should start well in adance of the presentation. "he following four steps should be followed in

the planning phase of preparation6

6

Estalish The O!ective

#esearching the $u!ect

Organi%ing the &aterial

'lanning Classroom (ctivities


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"able ;6 "he planning phase of preparation

$reat teachers hae clear, written8out ob/ecties. Effectie teachers hae lesson plans

that gie students a clear idea of what they will be learning, what the assignments are and what

the grading policy is. +ssignments hae learning goals and gie students ample opportunity to

practice new skills.

Coweer, if there is too big difference in the mean achieement, teacher should improe

an effort to reise the weaknesses or errors in teaching. "his approach will facilitate the teacher

to follow in order to achiee the ob/ectie of teaching and learning at the maximum leel.

3.1.3 Effective Disci)line $*ills

+ great teacher has effectie discipline skills and can promote positie behaiors and

change in the classroom.

Many community college historians acknowledge that proiding a strong foundation in

the discipline can furnish students with aluable building blocks for success %@eees, ;


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+t the same time the teacher is the guardian for learning in the classroom enironment. If

the teacher goes in unprepared, unwilling to share, unfocussed on the process of deeloping a

context that will encourage and stimulate an interest and a thirst for further knowledge

then that teaching is shirking the responsibility of being a teacher. "eaching is far more than

simply transferring information9 it is the engaging of minds to seek out answers. Strong, siler

and @obinson %&'') put forward the acronym S:B@E to suggest a model of student

engagement.

S6 "he Success of mastery of the sub/ect that you teach.

:6 "he :uriosity that eery teacher should hae entrenched in their teaching. + teacher

who is not curious has lost a critical portion of the passion for learning.

B6 Briginality F a teacher who is passionate about the teaching process will be creatie9

will be constantly seeking new ways of engaging and challenging students.

@6 @elationships are central to the effectie classroom and teachers are crucial in the

nurturing of opportunities for students to engage with sub/ects that at senior leels

can lead to a life8long interaction with the sub/ect.

E6 "o maintain this process the teacher needs Energy. "his a something that schools

do not always proide, and teachers in general need the time to reflect9 to re8

energies and to regenerate their focus on the learning process. It is an essential

ingredient in the effectie classroom that is too often ignored.

%S:B@E acronym adapted from Strong et al., &''6 '8&&)

3.1., Good Communication with Parents

+ great teacher maintains open communication with parents and keeps them informed of

what is going on in the classroom as far as curriculum, discipline, and other issues. "hey makethemseles aailable for phone calls, meetings, and email.

Goung and Shaw %&''') demonstrate that effectie communication, a comfortable

learning atmosphere, concern for student learning, student motiation, and course organi4ation

were found to be highly related to effectie teaching.

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3.1.- High Expectations

+ great teacher has high expectations of their students and encourages eeryone to

always work at their best leel. + teacher must put eerything they can to help the students to

achiee the expectations

3.1. Knowledge of Curriculum and Standards

+ great teacher has thorough knowledge of the schools curriculum and other standards

they must uphold in the classroom. "hey ensure their teaching meets those standards. Cigh

school is more than the sum of the classes the kids take. Its a time to grow, explore, try on

identities, and find /oys that might /ust last a lifetime.

Sometimes the best teaching we do happens on basketball courts, in the halls after a class,

at a local coffee shop or in a drama studio. "he best teachers know that they are teachers for

much more than the time they are in the physical classroom.

Ministry of Education, Malaysia %;r 0. 3ictor) in his speech

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of tittle -"eaching Skills for + :ollege "eacher states that *the first =uality of a good teacher is

knowledge of the sub/ect and this is prere=uisite.

3.1. 'assion for Children and Teaching

+ great teacher is passionate about teaching and working with children. "hey are excited

about influencing students lies and understand the impact they hae. $reat teachers are warm,

accessible, enthusiastic and caring. "eachers with these =ualities are known to stay after school

and make themseles aailable to students and parents who need them. "hey are inoled in

school8wide committees and actiities, and they demonstrate a commitment to the school.

"here is suffering in the world, and a good teacher recogni4es this and has the inner

desire to help. $reat teachers help by teaching, because they know that by giing knowledge to

the next generation, they are creating indiiduals who will hae the skills, compassion, and

dedication to ending suffering. $ood teachers care about the world and what they do and

wouldnt hae things any other way.

3.1.10 $trong #a))ort ith $tudents

+ great teacher deelops a strong rapport with students and establishes trusting

relationships. "he good teacher is haing ability to communicate their knowledge and expertise

to their students. "here is a saying, A$ie me a fish and I eat for a day, teach me to fish and I eat

for a lifetime *.

+.0 Conclusions

$ood teaching is something beautiful. It captures the attention of the listeners. "he

teacher is well8prepared, knows what he or she has to communicate and aboe all is aware to

what heights of knowledge the students need to be guided. "he one who can offer good teaching

communicates clearly, conincingly and for the good of the students. $ood teaching is

characteri4ed by good example and the teachers ability to understand the students. $ood

teaching generates plenty of =uestions too from the students.

In conclusion, good teaching must be applied to all teachers oer Malaysia. In the rapidly

deeloping world enironment, teaching methods must constantly change oer time so that the

children do not continue to get tired and bored with traditional methods. +ll these aspects are

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ery important and ery critical to be deeloped and sustain so that these elements are used as a

guideline for the education purposes.

,.0 ())endices

"able &6 Model #ramework for "eaching

"able ;6 #ie "eaching Styles

"able 56 "he planning phase of preparation

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-.0 #eferences

0loom, 0.S . %&'12). "axonomy of educational ob/ecties. 0oston, M+6 +llyn J 0acon.

:ashin, W. E. %&'1'). >efining and ealuating college teaching. Idea ?aper Ko. ;&. Manhattan,

L+6 Lansas State niersity.

:hickering, +. J $amson, N. %&'1'). Seen principles for good practice in undergraduate

education. ++CE 0ulletin, 5, 58(.

>anielson, :. %;


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Deblanc. @ %&''1). "op ten re=uirements for good teaching. "he "eaching ?rofessor, 3ol ;

@eees. @. D. %;

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My Belief of Good Teaching