For instance, some students may be better visual learners while others are better at hands on activities. According to Walburg, “using a variety of teaching models” is an important technique when it comes to being an effective teacher. Therefore, incorporating various learning styles will let each student have the ability to learn in a way that comes most natural to them. “The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners” ( INTASC principles). Evidently, it is exceedingly necessary for an educator to be aware of the different styles that students process information and ultimately learn the material.
Colleagues in contradictory directions can still be legitimately influenced by multiple leaders to bring about a collaborative distributed leadership (Spillane, 2006). The appropriate leadership behaviours of a school leader can influence the teacher to be willingly committed, professionally involved and readily to innovate. Thus, instructional leadership can be transformational (Sheppard, 1996). With teachers in an effective integrated leadership, both transformational and instructional, the school will benefit from the instructional leadership of the teachers to improve on school performance. SAFWOS will continue to leverage on effective integrated leadership to enhance the school systems and
Edmunson says something similar “Teachers who really do confront students, who provide significant challenges to what they believe, can be very successful,” ( Edmundson, para 37) this means that teachers who introduce methods that challenge the students can actually teach them on a on a more critical level. “ By confronting students with uncertainty, ambiguity, and conflicting perspectives, instructors help them develop more mature mental models that coincide with the problem-solving approaches used by experts.” ( Lombardi, pg. 10) Each of these people tell how authentic thinking can be helpful and work towards teaching students on
In the privilege of assisting students in their educational and life goals, we also face the challenge of building students’ mindsets for success and social-emotional growth. It is a fact that learner-centered pedagogy encourages questioning, fosters balanced, deep and collaborative learning, and changes the narrow canon of assessment practices. We’ve looked at the kinds of pedagogies and curriculum that can bring about powerful learning in students, to promote their self-direction, self-efficacy, confidence, motivation, and desire to learn—having the most impact when teachers are role models of curiosity, open-mindedness, and shared power (McCombs & Miller, 2007; Weimer, 2002). The shelf life of knowledge is shorter than ever in our information-rich society, making the learning of facts less important than teaching students how to think, problem-solve, create, evaluate, and work in teams. As we face the challenge and privilege of training successful college graduates—escalated from 3 percent to 32 in the last 100 years—we are called to participate in a paradigm shift in the role we play at this pivotal point in their lives (Spence, 2001).
For each tasks the students completes teacher should provide immediate and accurate feedback. Feedbacks should be clear and positive for each student. Failure and success are derives on how parents and teachers etc motivates the students. According to the attribution theory strive to recognize people’s justifications when successes and failures arises in their life. When people have self-confidence and motivation on success they have the gut feeling also will put more effort to reach their goals.
Additionally, the concept of a positive learning environment is established by both students and their teacher by promoting various perspectives and allowing the diversity in the room to aid students towards advancing their learning. Furthermore, an effective educator has command of the material they are teaching their students, but a highly effective
It also becomes motivating to behave yourself when you are aware of your boundaries. Finally, when students practice good behavior, it automatically raises their self-esteem. (Wright, 2005). Building from that idea of collaborating with students to form the classroom rules, setting “observable rules” (Canter and Canter, 1992 p:51) is important too. That means, to form a set of rules, wherein the results in the form of good behaviour can be observed immediately, e.g.
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
It is very necessary on the part of the teacher to perform effectively in order to bring out the desired outcomes of the learners and this requires effective and appropriate use of teaching skills in classroom. Teachers are asked not only to present information, but to help students grow in creativity, curiosity, social adjustment, problem solving, and responsibility; teachers are also asked to help students develop a good attitude toward classmates and their school. The accomplishment of these goals has a greater chance if teachers use effective teaching competencies. In the fast changing world of the early 21st century, secondary education is also changing; the role of teachers will also change. New social challenges and demands towards education and teachers, change schools into institutions with modern aims and social contracts.
“Great teachers empathize with children, respect them and believe that each one has something special that can be built upon.” (Ann Lieberman) I think that one of the greatest factors that help in improving the student’s achievements is the quality classroom instruction from the teacher. Also, there is another factor that help in deciding the failure or success of student’s achievement. It is called classroom management. The set of methods, procedures and techniques that allow teachers to create and maintain an environment in the classroom to provide students with the best opportunities to learn is called classroom management. It allows the teachers to formulate and prepare certain rules, establishing a warm classroom