Issue on Effective Teaching Introduction Inevitably, there are many techniques, skills and practices that can make a teacher effective. Being an effective teacher signifies allowing an environment that enables students to learn in the classroom to their best abilities and potential. According to Harry Wong, there are three major characteristics of an effective teacher, which includes having positive expectations for students’ success, excelling at classroom management and designing lessons for mastery. Effective teaching is defined as providing the necessary learning environment and learning experiences that enable all students to learn through making meaning from experience (Education
Additionally, the tasks need to be constructive and interlinked and provide a challenge to the students while also acting as a motivation factor. The adopting of effective teaching to match the personal strengths of the students ensures that a student’s learning outcome is achieved Holistic assessment should be encouraged to understand what the learner has captured on a learning
The learner became better or different from the others was based on the concept attainment of the new material and the quality and the quantity of the relevant knowledge that learners gained as meaningful learning. Herewith teachers play important roles in education. Teachers are not only teacher, but they are an educator, facilitator, motivator, and leader. They had to meet the learner’s need in order to make learning take place because every learner has his/her own way of learning. The teacher has to prepare and plan the best method and strategy of teaching to best fit the student’s need.
In a learning environment, teachers want to help students engage with what they are doing to promote deeper understanding" (Kohn, 1997c). The student-directed learning theory implies that the teacher should share the
2.2.3. Formative assessment principles To apply formative assessment effectively in the classroom, teachers have to know about formative assessment principles so that they can optimize the opportunities for gathering evidence. In so doing, it helps improve students’ learning process. Black and William (1998a) “set out four main headings for formative assessment practice: sharing learning goals, questioning, self/ peer assessment and feedback”. o Sharing learning goals: teachers give students an opportunity to get involved in what they are learning through discussing and deciding the criteria for success, which they can then use to recognize proof of improvement.
Piaget expressed the importance of enabling children to make process in their own learning as this is how children learn best. Regarding this, within the classroom learning should be student-centred and accomplished through active discovery learning (Ribaupierre 2015) For instance, the teacher's role is to facilitate learning by providing a variety of experiences, rather than direct tuition. Piaget emphasised largely on the discovery of learning which consequently teachers can apply in their education pedagogy by providing activities to promote actively exploring (Ribaupierre 2015 & Smith 2015). It essentially provides opportunities for learners to explore and experiment, thereby encouraging new understandings. As children will be encouraged to discover information themselves schemes will be used to enable to form a mental representation of the object or action of the information processed (Miller 2010).
In addition to this, using Piaget’s theory in the approach of understanding that primary children from year 3 to year 6 would be distinguished as concrete operational individuals. Hence, an educator can integrate practical activities in which the children can use items in order to encourage them to explore and to help child develop from a disequilibrium notion, to an equilibrium state. Therefore, educators should understand the significance of concrete operational at primary school so the children could maximally achieve the learning goal in accordance to their thinking level that they acquire to there
Teachers should give detailed and specific examples before moving to conceptual concepts by way of straightforward and simple steps at a stride in measure with the learning aptitudes of students. Teachers may coach new ideas from different outlook and mindset by various paths so that students can understand the concept through relevant and relicated examples . Teachers should stimulate students’ lively participation by more repeated use of teaching aids, activities and excercises . Teachers should also make use of latest information techniques and all the teaching material available to help students understand the key elements
Ideally this should be done using formative assessments, and this definitely relates to a principle of CBE, stating that assessment provides meaningful information to both students and teachers. Assessment is supposed to be a positive experience for students. It helps them to know exactly where they are and exactly where they need to go next on their learning paths. In this tutorial, we identified the elements of constructivism in the classroom, and we discussed some habits and techniques of constructivist teachers. So here's a chance for you to stop and reflect.
In the process of learning, they experience, memorize and understand. Students need to be provided with data and materials necessary to focus their thinking and interaction in the lesson for the process of analyzing the information. Teachers need to be actively involved in directing and guiding the