It is important when analysing any aspect of a particular field, to first of all have a clear understanding of what that field is and what it entails. A clear understanding of what teaching is, affects what teachers do in the classroom and also how these actions are viewed. The first questions which this paper seeks to answer, are “What is teaching?” and “Who is a teacher?”
Teaching, according to Nacino-Brown, Oke, & Brown (1985), “is an attempt to help someone acquire, or change, some skill, attitude, knowledge, ideal or appreciation. In other words, the teacher’s task is to create or influence some desirable change in behaviour, in his/her students”. Teaching, according to this definition transcends the general school of thought that teaching
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This aspect of teacher knowledge is evident in Nancy’s teaching as she exhibited great control as the classroom leader. She allowed for and encouraged active engagement and participation by her students in discussions. However, she did not allow these discussions to run amok as is likely to happen when students become excited to talk about a particular topic or issue. She kept the classroom discourse under her control and adequately structured and paced her activities. When the teacher who normally ran her class with her strong voice and personality could not speak and was lethargic due to illness, one would probably think that she would not be able to maintain control of the class and that it would careen out of control. However, what happened was the exact opposite, despite her illness and inability to speak aloud, her knowledge of general pedagogical skills, allowed her to maintain structure and the smooth running of her class. Hammond and Snowden (2005) assert that teachers who know how to structure activities and interactions so that they are orderly and purposeful, and based on common understandings of what to do and how to behave give students more opportunity to succeed because they understand what is expected of them. This goes beyond basic classroom management as it relates to …show more content…
Curriculum knowledge is the teacher’s knowledge of the organization and sequencing of the topics to be taught. They should know how to make sound curricular decisions, including selecting appropriate materials and choosing teaching strategies that will help students understand key ideas (Hammond and Snowden 2005). Curriculum Knowledge guides the teacher’s decision making on the goals, aims and objectives of the class. Nancy had a clear idea of where she was going and how she was going to get her students to get there. “Although as a teacher she maintained tight control of the classroom discourse, her teaching goals were to liberate her students’ minds through literacy, eventually to use great works of literature to illuminate their own lives.” (Schulman 1987). In order to achieve the curriculum objectives Nancy had to figure out how to organize the curriculum to fit the needs of the students as well as the school and she did this through her know how on the use of the texts and materials provided. “She seemed to possess a mental index of these books she taught so often … with key episodes organized in her mind for different pedagogical purposes, different levels of difficulty, different kinds of pupils, different themes or emphasis.” (Schulman
The Other Education written by David Brooks identifies how society lacks the studies of non-scholastic curriculum. Yet, he defines curriculum as a broad term in this article. When thinking about scholastic aspects people ponder the thought of school subjects, however Brooks wishes that society would look past the direct studies. Brooks himself writes, “…Such and such classes, such and such grades, and amassed such and such degrees.”
Some may say that educational systems are superior, however, some can argue that the educational system needs a change. Francine Prose’s purpose in “I Know Why The Caged Bird Cannot Read” stood out clearly, to inform parents on how the current system of education is ineffective to young learners. Her use of words, ethos, logos and pathos appeals to educators and students to inspire change in their education standards. Prose wittingly begins her essay with a shocking opening paragraph; her strong language in which attacks the various works of literature.
Video Response 3 Addressing a student’s needs plays a vital part in the student’s academic success. Understanding one’s needs requires that a teacher take the steps to understanding the child’s personality traits, interests, abilities, disabilities, and so forth. Students are more likely to grasp the interest of learning a specific subject if they feel that the teacher is kind and understanding, just as Trisha and Brittany’s teachers is. Brittany’s mother mentions that a significant change is notable in Brittany’s self-esteem and grades (Kirk, Gallagher, & Coleman, 2015). Trisha certainly associates her good grades to her relationship with her science teacher and identifies her teacher as helpful (Kirk, Gallagher, & Coleman, 2015).
She used this strategy to keep them from playing too rough with their other classmates. She had a genuine bond with every child she taught and every classroom she taught in. She once said, “The surest test of discipline is its absence.” (Clara
In his 1985 KERA presidential address, Lee Shulman identified a special domain of teacher knowledge, which he referred to as pedagogical content knowledge. He distinguished between content as it is studied and learned in disciplinary settings and the “special amalgam of content and pedagogy” needed for teaching the subject. These ideas had a major impact on the research community, immediately focusing attention on the fundamental importance of content knowledge in teaching and on pedagogical content knowledge in particular. Shulman defined pedagogical content knowledge as:
As Smylie (1995, as cited in Gay, 2010) states, the duty of the teachers is not only learning new subjects and instructional strategies, but also changing their beliefs of practice and “theories of
(Miller & Almon, 2009). Children can learn from the different activities that the curriculum provides that fit all the students. In addition, children have the choice to choose which activity they want to do, and they have the chance to talk or share their opinion. Moreover, these curriculums are necessary conditions for ensuring optimal growth and development of young
The paper reflects on my experience during the teaching practicum. Initially, it analyses the strategies my Mentor Teacher (MT) adopted in her teaching and interaction with the students. Additionally, it analyses the techniques I employed to motivate, monitor, and manage students during my teaching practice. Finally, it discusses how I will improve my teaching in terms of instructional strategies, classroom interaction, objectives-activities-assessments alignment, and classroom management.
We must be consciously considering our existence amongst other people and nature. Problem-posing education will only succeed if the teacher-student relationship is amended (Freire 323). That being said, teachers must realize that they can teach and be taught while the students can learn and teach through current
“teaching” is the canny art of intellectual temptation” says J. Bruner. He was actually referring to motivation. Motivation is meant to be dependent on the personalty of the teacher and the ability to develop a sound relationship with the learners, understanding their view interest, experience and world and knows how to design the lesson in such a way that it will make meaning to the learners. All these make the learning relevant and preparing learner beyond limitation as the purpose of teaching is
I believe that a teacher’s role is to prepare an environment where children can fully realize their potential
Curriculum models provide a structure for teachers to “systematically and transparently map out the rationale for the use of particular teaching, learning and assessment approaches” in the classroom, and are regarded as an effective and essential framework for successful teachers (O’Neill 2015, p27). Feeding into a particular curricular stance, it is essential to recognise the multiplicity of sources which will govern this individual framework. Oronstein and Hunkins observe that, when designing a curricular stance, educators must first consider the “philosophical and learning theories” which will inform their “design decisions” (2009, p182). This approach is essential to ensure that the curricular approaches one selects are “consonant with
A teacher could bring positive or negative energy to the students that someday will bring him to become a teacher to follow or to avoid by the students. The teachers also play an important role in
Teachers have to use different pedagogical approaches. They should participate actively in their learning and to assist professional development. The
While the students are viewed as empty vessels who receive knowledge form the teacher through teaching and direct