Teaching Skills by Dr. Shadia Yousef Banjar.pptx

Teaching Skills

LANE 462

By:By:By:By:

Dr. Dr. Dr. Dr. ShadiaShadiaShadiaShadia YousefYousefYousefYousef BanjarBanjarBanjarBanjar

http://SBANJAR.kau.edu.sa/

http://wwwdrshadiabanjar.blogspot.com

Teaching Skills

7/25/2010 1Dr. Shadia Yousef Banjar

GOOD TEACHING

•Good teaching is based on three factors:

1.scholarship,

2. personal integrity, and

3. the ability to communicate with the young.

7/25/2010 Dr. Shadia Yousef Banjar 2

3. the ability to communicate with the young.

•Scholarship is both the grasp of knowledge and a habit of

mind.

•An effective teacher brings about both from his students,

but a habit of mind lasts in a person over a lifetime.

•Scholarship is not only an affair of the classroom, but a

way of life which is marked by respect for evidence and

logic, by questioning and finding new meaning in familiar

Scholarship


logic, by questioning and finding new meaning in familiar

data, and by the ability to see things in context, to relate

specificities to generalities, facts to theories, and theories

to facts.

•Integrity has 2 separate meanings: 1.probity: characteristics of honesty, principle and

decent frankness.2.completeness or unity of character, the sense of

self-confidence and personal identity • most of our students' most painful trials are in

INTEGRITY


• most of our students' most painful trials are in finding their own selves, in gaining proper self-confidence, and

• they look to the teacher as who has learned to control the ambiguities, pressures and restrictions of life.

THE ABILITY TO COMMUNICATE WITH THE YOUNG

•The ability to communicate with the young is means, obviously, liking young people, enjoying their noisy enthusiasm and intense questioning. A good teacher must be, obviously, a compulsive listener. •It means the ability to empathize, to see a situation as the student sees it. •It means the skill of provoking more out of a student than he


•It means the skill of provoking more out of a student than he believed possible, of knowing the tests to which to put a young scholar in order that he be convinced of his own learning and to tempt him into further learning. •It means a belief in the dignity of young people and in the stage of life at which they now find themselves. Great teachers neither mock nor underestimate the young.

Acts which may appear trivial in themselves, create a standard and a style from which young people can learn.

Examples:•knowing the student’s name, and calling them by name,

•greeting students and colleagues pleasantly ,

•remembering something that had earlier worried a

student, and asking about it,


student, and asking about it,

•resisting the hurtful sarcastic to a foolish comment made

by the student,

•following the motto which all our parents taught us: “If you

can’t say anything good about someone, don’t say anything

at all.”,

•Telling a student the unvarnished truth, privately. “George,

you’re not working hard enough”.

•always insisting on the reasons in class and out.

•“hearing” students, and questioning them

thoroughly enough to know just how they see or

are confused by an issue

•showing that you can change your mind, when

Here are some points to be considered

in order to help students developing

rational habits of mind:


•showing that you can change your mind, when

evidence and logic suggest it.

•being on the edge of your subject and interest;

exhibiting the same questing in your field that

you would have your students feel.

Code of ethics for teachers as educators


•The Code of Ethics is a public statement by

educators that sets clear expectations and

principles to guide practice and inspire

professional excellence.

•Educators believe a commonly held set of

principles can assist in the individual exercise

of professional judgment.


Principles

of professional judgment.

•This Code speaks to the core values of the

profession.

Principle 1: Educators cultivate the

intellectual, physical, emotional, social, and civic potential of each

student.


Principle 2:

Educators create, support, and

maintain challenging learning

environments for all


Principle 3:

Educators commit to their own

learning in order to develop their

practice.


Principle 4:

Educators collaborate with

colleagues and other professionals

in the interest of student learning


Principle 5:

Educators collaborate with parents

and community, building trust and

respecting confidentiality


Principle 6:

Educators advance the intellectual and ethical foundation of the learning

community


Common teaching methods


1. Lecture 8. Case studies

2. Lecture with discussion 9. Role playing

3. Panel of experts 10. Report-back session

4. Brainstorming 11. Worksheets/surveys

5. Video tapes 12. Index card exercise

6. Class discussion 13. Guest speaker

•There are 14 common methods for teaching:


6. Class discussion 13. Guest speaker

7. Small group discussion 14. Values clarification exercise

Each of these methods has its own:1. STRENGTHS,2. LIMITATIONS and3. PREPARATION


Common visual aids

•Visual aids are of 6 kinds:1. Flip chart/posters2. Slides3. Videos4. Overhead transparencies5. Computer projections (e.g., power point)


5. Computer projections (e.g., power point)6. Samples, examples, and Mock-ups

•There are 11 ways to enhance teaching effectiveness:1. Seize the moment; 2. Involve the student in planning. 3. Begin with what the student knows; 4. Move from simple to complex; 5. Accommodate the student’s preferred learning style;6. Sort goals by learning domain; 7. Make material meaningful;


7. Make material meaningful;8. Allow immediate application of knowledge; 9. Plan for periodic rests; 10. Tell your students how they are progressing; 11. Reward desired learning with praise.

Is the effectiveness of

teaching enough to motivate

students to learn?


Motivating StudentsTo encourage students to become self-motivated

independent learners, instructors can do the following:

• Give frequent, early, positive feedback that supports students'

beliefs that they can do well.

• Ensure opportunities for students' success by assigning tasks

that are neither too easy nor too

difficult.


difficult.

• Help students find personal meaning and value in the material.

• Create an atmosphere that is open and positive.

• Help students feel that they are valued members of a learning

community.

To motivate students, the

teacher may consider some

general strategies, instructional

behavior, other general

principles, and motivation

factors & strategies by time .


General Strategies

1. Capitalize on students’ existing needs2. Make students active participants in

learning

3. Ask students to analyze what make their


classes more or less “motivating”

•According to Sass (1989), major contributors

to student motivation are eight:


Six Incorporating Instructional Behaviors That

Motivate Students

1111 Hold high but realistic expectation for your students

2222 Help students set achievable goals for themselves

3333 Tell students what they need to do to succeed in your course

�� Learning is most effective when an individual is ready to learn,

that is, when one wants to know something.


that is, when one wants to know something.

�� Avoid creating intense competition among students

�� Be enthusiastic about your subject

•General principles of motivation are five: 1111 The environment can be used to focus the student’s attention on what

needs to be learned2222 Incentives motivate learning

3333 Internal motivation is longer lasting and more self-directive than

external motivation

�� Learning is most effective when an individual is ready to learn, that is,

GENERAL PRINCIPLES


�� Learning is most effective when an individual is ready to learn, that is,

when one wants to know something.

�� Motivation is enhanced by the way in which the instructional material is

organized

•Motivation factors and strategies differ according to time

period: beginning, during, and ending.

MOTIVATION FACTORS & STRATEGIES


•There are four more points for the teacher to consider to motivate his/her students:�� structuring the course to motivate students

2222 de-emphasizing grades

3333 motivating students by responding to their work


3333 motivating students by responding to their work

�� motivating students to do the reading

•The course can be structured in a way that

motivates students by using four methods: 1. to work from students’ strengths and interests,

2. to let students choose what they will be studied,

3. to increase the difficulty of the material as the

semester progresses, and


semester progresses, and

4. to vary your teaching methods

•The teacher may de-emphasize grades by three

methods:

1. to emphasize mastery and learning rather than

grades,

2. to design tests that encourage the kind of learning

you want students to achieve, and

3.


you want students to achieve, and

3. to avoid using grades as threats

•The teacher can motivate students by responding to their

work through six methods:

1. she/he may give students feedback as quickly as possible,

2. reward success,

3. introduce students to the good work done by their peers,

4. be specific when giving negative feedback,

5. avoid demeaning comments,


5. avoid demeaning comments,

6. avoid giving in to the students’ pleas for “the answer” to

homework problems.

•The teacher can motivate his/her students to do the reading

using eight ways:

1. assigning the reading at least two sessions before it will be

discussed,

2. assigning study questions,

3. having the students turn in brief notes on the day’s reading

that they can use during exams if the class is small,

4. asking students to write a one-word journal or one-word


4. asking students to write a one-word journal or one-word

sentence,

5. asking nonthreatening questions about the reading,

6. using class time a reading period,

7. preparing an exam question on a new reading material,

8. giving a written assignment to those students who have not

done the reading

Ideas to Encourage Student Retention

•There are 63 ideas to encourage student retention which are

subdivided into four general categories:

1. faculty/student interaction,

2. general classroom management,

3. student-initiated activities, and

4. faculty initiated activities.


4. faculty initiated activities.

The teacher may

•learn the name of each student as quickly as possible and use

the student’s name in class.

•tell the student by what name and title s/he prefers to be called

(Prof., Dr., Mr., Mrs., Miss, Ms, First Name).

•ask one student to stay for a minute to chat at the end of each

Faculty/Student Interaction


•ask one student to stay for a minute to chat at the end of each

class period

•instead of returning tests, quizzes in class, ask students to stop

by the teacher’s office to pick them up which gives the chance to

talk to the student informally.

•call students on the telephone if they are absent, or make an

appointment with them to discuss attendance, make-up work, etc.

•get feedback periodically from students on their perceptions of

the teacher’s attitude toward them.

•socialize with students as the teacher’s style permits by

attending their clubs or social activities, or walking with them

between classes, etc.


between classes, etc.

•conduct a personal interview with all students sometime during

the semester.

•provide positive reinforcement whenever possible; give students

a respectful answer to any question they might ask.

•listen intently to students’ comments and opinions so they feel

that their ideas, comments, and opinions are worthwhile.

•be aware of the difference between students’ classroom

mistakes and their personal successes/failure

•be honest about his/her feelings, opinions, and attitude toward

students and toward the subject matter. If the teacher does not

know the answer, s/he should admit that.

•lend some of his/her books to students and borrow some of

theirs in return.


•give his/her telephone number to students and the location of

office.

•at a first class meeting, pair up the students and have them

acquainted with one another.

•have the students establish a buddy system for absences,

work missed, assignments, tutoring, etc.

General Classroom Management

In day-to-day operations of class, the teacher may

1. circulate around the class as s/he talks or asks questions.

This movement creates physical closeness.

2. avoid standing behind the lectern or sitting behind the desk

for the entire period.

3. give each student a mid-term grade and indicate what each


3. give each student a mid-term grade and indicate what each

must do to improve.

4. tell the students (orally and in writing) what the attendance

policy is

5. conduct a full instructional period on the first day of

classes

6. list and discuss the course objectives on the first day, let

students know how the course can fit in with their

personal/career goals, let students know how, tell them

what they should expect of the teacher and s/he will

contribute to their learning.

7.


7. let students know that the learning resources the teacher

uses in class (slides, tapes, films) are available to them

outside of class.

8. have students fill out an index card with name, address,

telephone number, goals and other personal information

the teacher thinks is important.

9. if the subject matter is appropriate, use a pre-test to

determine their knowledge, background, expertise, etc.

10.return tests, quizzes, and papers as soon as possible,

and write comments (+ and -) when appropriate.

11.


11.vary instructional techniques ( lecture, discussion,

debate, small groups, films, etc.)

12.if the student asks a question, be sure that the student

understands the teacher’s answer.

13.get to class before the students arrive, and be the last one to

leave

14.use familiar examples in presenting materials, explicate rules,

principles, definitions, and theorems with concrete examples

understandable to the to the student.

15.If the teacher had to miss a class, explain why and what s/he

will do to make up the time and/or materials.

16.clarify and have students understand the rules of what is


16.clarify and have students understand the rules of what is

acceptable and unacceptable behavior in a classroom, and

be consistent in enforcing these rules.

17.realize the importance of eye contact with students both in

and out of class.

18.distribute an outline of the lecture before the class starts. This

approach assists students in organizing the material

presented by the teacher.

19.if the teacher requires a term paper or research paper, the

teacher should take the responsibility of arranging a library

orientation.

20.have the counselors visit the classes to foster an awareness

of counseling.


of counseling.

21.allow students to switch classes if work schedules change or

other salient reasons develop.

22. be prepared to use an alternate approach if the one the

teacher has chosen seems to bog down. The format of

instruction can be changed according to student interests and

concerns.

23.throughout the course, but particularly during the first

class sessions:

• stress a positive attitude (“you can handle it”)

• emphasize his/her willingness to give individual help point

out the relevance of the subject matter to the concerns

and goal of the students

• capitalize on opportunities to praise the abilities and

contributions of students whose status in the course is in


contributions of students whose status in the course is in

doubt

• utilize a variety of instructional methods, drawing on

appropriate audio-visual aids as much as possible.

• urge students to talk to the teacher about problems, such

as changes in work schedule, before dropping the course

for them.

To produce positive results in getting the students to work with one

another, the teacher may:

1. have students one another’s papers before they turn them in. This activity

could help them to locate one another’s errors before being graded.

2. if the class lends to a field trip, have the students plan it and make some

or all of the arrangements.

3. ask students to submit sample test questions (objective or subjective)

prior to a test. The class itself can compose a test or a quiz based on the

Student-Initiated Activities


prior to a test. The class itself can compose a test or a quiz based on the

course objectives.

4. create opportunities for student leaders to emerge in class; use their

leadership skills to improve student performance.

5. if students are receiving tutoring help, ask them to report the content and

results of their tutoring

6. have students set specific goals for themselves throughout the semester

in terms of their learning and what responsibilities they will undertake.

To be more creative faculty member, the instructor may:1. utilize small group discussions in class whenever

feasible.2. take the initiative to contact and meet with students

who are doing poor work3. encourage students who had the first part of a course

FACULTY INITIATED ACTIVITIES


3. encourage students who had the first part of a course to be in the second part together.

4. ask the Reading Faculty to do a “reliability study” of the texts s/he uses in the classroom

5. develop library/supplementary reading lists which complement course content. The instructor may select books at various reading levels.

6. use his/her background, experience, and knowledge to inter-relate the subject matter with other academic disciplines

7. throughout the semester, have students submit topics that they would like to cover or discuss.

8. take students on a mini-tour of the learning resources center, reading/study skills area, counseling center, etc.

9. work with the division counselor to discuss procedures to follow-up absentees, failing students, etc.

10.use his/her imagination to device ways to positively reinforce


10.use his/her imagination to device ways to positively reinforce student accomplishments and try to avoid placing students in embarrassing situations, particularly in class.

11.create situations in which students can help the teacher (the student may get a book from library, look up some reference material, conduct a class research project)

12.set up special tutoring sessions and extra classes, especially for students who are doing poorly.

13.confer with other faculty members who have the same students in class

14.look at his/her record book periodically to determine student progress (inform the latter)

15.team teach a class with a colleague, switch classes for a period or two, or invite a guest lecturer to class.

16.use the library reference shelf for some of the old tests and quizzes


16.use the library reference shelf for some of the old tests and quizzes and tell the students that some question will be taken from the old test in the next test.

17.engage in periodic (weekly) self-evaluation of each class (e.g. what was accomplished this past week?; how did students react?)

18.at mid-term and at final exam, the last test question asked by the teacher is that whether the student is going to continue at the college. If a potential drop-out is identified, the teacher can advise the student to work with a division counselor.

Teaching can be more effective by

a) lesson planning,

b) course designing, and

c) syllabus designing.


DESIGNING A SYLLABUS

•Three aspects are to be considered whilst designing a

syllabus:

1. steps for syllabus planning,

2. principles that foster critical thinking,

3. and syllabus functions.


Perfect syllabus contains eleven main subdivisions:

1. course information,

2. course description,

3. course objectives,

4. instructional approaches,

5. course requirements & assignments,

6. course policies,

7. grading, evaluation,


7. grading, evaluation,

8. texts/resources/reading/supplies,

9. course calendar,

10. study tips/ learning resources, and

11. student feedback on instruction

•Lesson planning takes place in three stages:• Pre-Lesson Preparation,• Lesson Planning and Implementation, and• Post Lesson Activities

Lesson planning


Stage 1: Pre-Lesson Preparation

1.goals

2.content

3.student entry level

Stage 2:Lesson Planning and Implementation

1.unit title

2.instructional goals

3.objectives

Lesson Planning Procedure


3.objectives

4.rationale

5.content

6.instructional procedures

7.evaluation procedures

Stage 3: Post Lesson Activities

1.lesson evaluation and revision

A “GOOD COURSE” DESIGN CONTAINS FIVE PRINCIPLES :

1. challenges students to HIGHER LEVEL OF LEARNING,

2. uses ACTIVIVE FORMS OF LEARNING,

3. gives FREQUANT and IMMIDIATE FEEDBACK to

students on the quality of their learning,

4.

COURSE DESIGN


students on the quality of their learning,

4. uses a STRUCTURED SEQUENCE OF DIFFERENT

LEARNING ACTIVITIES,

5. and has a FAIR SYSTEM FOR ASSESSING AND

GRADING STUDENTS.

PRINCIPLE 1:

challenges students to HIGHER LEVEL OF

LEARNING

• all courses require some “lower level” learning, i.e.,

comprehending and remembering basic information

and concepts. But many courses never get beyond this.

FIVE PRINCIPLES OF GOOD COURSE DESIGN


and concepts. But many courses never get beyond this.

Examples of “ higher level learning” include problem

solving, decision making, critical thinking, and

creative thinking.

PRINCIPLE 2:

uses ACTIVIVE FORMS OF LEARNING

means not “passive” (i.e. reading and

listening), “active learning ” means learn

solving problems and thinking critically.


PRINCIPLE 3:

gives FREQUANT and IMMIDIATE FEEDBACK to

students on the quality of their learning

“frequent” means weekly or daily ,“immediate”

means during the same class if possible, or at the

next class session. Frequent and immediate


next class session. Frequent and immediate

feedback for students are needed to know whether

they are doing it correctly.

PRINCIPLE 4:

uses a STRUCTURED SEQUENCE OF DIFFERENT

LEARNING ACTIVITIES

Different learning activities such as lectures,

discussions, small groups, writing, etc are to be

structured in sequence in which earlier classes lay


structured in sequence in which earlier classes lay

the foundation for complex and higher level learning

tasks in later classes.

PRINCIPLE 5:

has a FAIR SYSTEM FOR ASSESSING AND

GRADING STUDENTS

Students should have a fair grading system:

objective, reliable, based on learning,

flexible, and communicated in writing.


•GOOD TEACHING

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teach...

•Code of Ethics for Teachers as Educators

http://www.highered.nysed.gov/tcert/resteachers/codeofethics.html

•COMMON TEACHING METHODS

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip

/comteach.htm

•COMMON VISUAL AIDS


/visuals.htm

RESOURCES:


/visuals.htm

•ENHANCING YOUR TEACHING EFFECTIVENESS

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teacht

ip/enhance.htm

•MOTIVATING STUDENTS


/motiv.htm

•IDEAS TO ENCOURAGE STUDENT RETENTION


/studretn.htm

•LESSON PLANNING PROCEDURES

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/lesspln1.ht

m

•COURSE DESIGN

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/finks5.htm

•Designing a Syllabus

http://cte.udel.edu/instructional-topics/designing-courses/designing-learning-centered-

syllabus.html


Education

Teaching Skills by Dr. Shadia Yousef Banjar.pptx