3) Thoughtful Interpretation of information 4). Decision making. Teachers play a major role in classroom assessment as they develop, administer and analyze the questions. They are more likely to apply the results of the assessment to their own teaching. Therefore, it provides feedback on the effectiveness of instruction and gives students a measure of their progress.
First, I would like to gain much more knowledge on how a family works. Second, I want to be able to understand the information I am learning in class and be able to apply it to other situations and classes. Lastly, I hope to be a good listener, supporter, and tool for my other classmates. One of my main goals for this class is to gain new knowledge and to develop a true understanding of it so I can earn good grades and perform to the best of my ability. How will you take responsibility for your own learning in our class this semester?
Then, for students who want to learn about their own topic in depth, the class gives them hard training, teaches them how to express themselves, ideas clearly to show their point of view, it acquaints students with the general trend of academic knowledge, helps them to become better listeners. As a result, by sharing experiences and exchange perspective between people and professor, students will have motivation to write a thesis, find solutions to deal with problems, find the best method and advices by attending lectures, then this can lead to higher learning and easier to achieve goal in the future. Secondly, another reason why I want to take seminar is a class provides useful things what I cannot find in a book and by taking part in it, I will learn more about the goals of my subject area, and become more closely and comfortable to use language of the area. Additionally, in my opinion, each professor has a different style of teaching and supporting, so that it is a valuable practice to me to better understanding and easily working on my project. Next, after each class or talking with professor, I can get immediate
Pedagogy or pedagogy knowledge is the discipline that deals with the theory and practice of education such as lesson plan development, classroom management, students ' assessment and instructional methods for students teaching. The pedagogy is focused on improve the learning and intelligence of the student. In school, there are two types of leaders, the teachers as leader of his class and the principal as leader of the school as whole. The successful of the school depend on effective of both leaders on providing a pedagogy atmosphere in the school. For the teachers, creating the pedagogy classroom is one of his responsibility and he must combine both the subject knowledge and pedagogy knowledge in order to be an effective teacher.
Richards and Lockhart (1996) note that a reflective approach to teaching is "one in which teachers and student teachers gather data about teaching, observe their manners, beliefs, theories and teaching practices, and utilize the information achieved as a foundation for critical reflection about teaching"(p.1). It is an approach to teaching and to teacher education which is based on the statement that teachers can improve their understanding of teaching and the quality of their own teaching by reflecting critically on their teaching experiences. A reflective teacher is as one who assesses the origins, principles and consequences of work in classroom. As a result of these focused discussions a teacher is able to better understand practice and be able to take steps to develop practice (Rose, 2007). As Griffiths (2000) clarifies, reflection-in-action occurs when “professionals are faced with a circumstances which they experience as distinctive or containing a constituent of surprise.
Instructional dialogue is strutted conversation about teaching and learning with a goal of providing the teacher with feedback on the topic taught (Suncan, 2006). The measure of improvement is always student learning. It is a dialogue between two learners so that they can do their work better. Instructional dialogue is also a process of professional development of making procedure when solving problems. As for learners when you will be engaging them in dialogue instruction or rather small groups to solve problems, they should have knowledge.
The case provides the context and students need to question and identify problems. Teacher will guide students to use a case analysis worksheet, guiding them to consider their prior knowledge when documenting their opinion on this case. Students will also note things that are of personal interest, that they would like to know. An example of the case analysis sheet that incorporates the Know/Need to Know chart is shown in Appendix B. In this phrase, learners will construct new knowledge on top of prior experiences.
and Marzano, J.S. and Pickering(2003) “Classroom management that works: Research based strategies for every teacher”, Lewis (1999) in his Journal “Teachers coping with the stress of classroom discipline”, Lewis, Roache, and Romi (2011) in their journal entitled “Coping styles as mediators of teachers’ classroom management techniques” and Kennedy(1996) “New challenges for civics and citizenship” are focused in the positive effects of Classroom management in promoting academic engagement and student competency. They defined it as the process by which teachers and schools create and maintain appropriate behavior of students in classroom settings. For instance, the great intent of implementing classroom management strategies is to enhance pro-social behavior for a good interaction of the students and proliferation of student academic engagement. There are some researches on classroom management showed that it is a component of effective teaching and an important factor in student achievement.
This mixed qualitative and quantitative naturalistic single case study evaluates student teacher mentorship at Mkoba Teachers College in light of quality in the TP exercise. Questionnaires, focus group discussions, interviews and observations were administered to purposefully selected informants. Practitioners in both the schools and the college need to uphold mentorship principles that are concomitant with adaptation for quality assurance. The research findings inform and empower educationists on TP mentorship practices that uphold the philosophy of Unhuism/Ubuntuism for quality assurance in and socio-economic transformation through education. KEY WORDS Teaching Practice (TP), mentor, mentee, student teacher, mentorship, Philosophy of Unhuism/Ubuntuism, quality assurance, socio-economic transformation INTRODUCTION Mentorship has been part and parcel of teaching practice in Zimbabwe.
"The aim of teaching is simple: it is to make student learning possible...To teach is to make an assumption about what and how the student learns; therefore, to teach well implies learning about students' learning" (Ramsden, 1992). At University level, we hope that students will provide their own motivation and their own discipline, and bring their own, already developed cognitive abilities to bear on the subject matter. Nevertheless, the teacher still has a crucial and demanding role to play in the process of student learning, by creating a context in which the students' desire and ability to learn can work most effectively. The task of the teacher in higher education has many dimensions it involves the provision of a broad context of knowledge