term paper
TITLE: EFFECTIVE TEACHING AND LEARNING EVALUATION
I. INTRODUCTION
One reality of teaching is that many events occur simultaneously and in rapid-fire
succession.1 Events happen quickly and it is difficult to predict what effect any one action by the teacher will have on any particular student. Often teachers must make quick decisions that have uncertain outcomes. The complexities of classroom do not allow effective teachers to follow a “one-size-fits-all” approach to teaching (Diaz, 1997). Teachers must master a variety of perspectives and strategies and be flexible in their application. Before we discuss these needs, however, we need to consider some social and ethical matters and the diverse nature of students in our schools.
A good teacher is someone who gives students a second chance to do their work correctly. She is fair with her students. If she says she is going to do something, she does it. She gives children fun challenges and rewards good work. She helps you learn by spending extra time with you and taking up homework with the class. A good teacher will let you take home the class pet and do chores around the classroom. Most importantly, a really good teacher cares about her students and never yells or gets angry with them.
At the end of the day, good teaching is about having fun, experiencing pleasure and intrinsic rewards ... like locking eyes with a student in the back row and seeing the synapses and neurons connecting, thoughts being formed, the person becoming better, and a smile cracking across a face as learning all of a sudden happens.
“Teachers need to teach students how to learn, but also need to continue their own professional development and learning. Teachers need to attend conferences in their subject areas or interests. These conventions can help teachers develop a sense of career direction and focus. They also provide a host of valuable teaching materials and instructional ideas for classroom use. 2
“Beginning teachers
I. INTRODUCTION
One reality of teaching is that many events occur simultaneously and in rapid-fire
succession.1 Events happen quickly and it is difficult to predict what effect any one action by the teacher will have on any particular student. Often teachers must make quick decisions that have uncertain outcomes. The complexities of classroom do not allow effective teachers to follow a “one-size-fits-all” approach to teaching (Diaz, 1997). Teachers must master a variety of perspectives and strategies and be flexible in their application. Before we discuss these needs, however, we need to consider some social and ethical matters and the diverse nature of students in our schools.
A good teacher is someone who gives students a second chance to do their work correctly. She is fair with her students. If she says she is going to do something, she does it. She gives children fun challenges and rewards good work. She helps you learn by spending extra time with you and taking up homework with the class. A good teacher will let you take home the class pet and do chores around the classroom. Most importantly, a really good teacher cares about her students and never yells or gets angry with them.
At the end of the day, good teaching is about having fun, experiencing pleasure and intrinsic rewards ... like locking eyes with a student in the back row and seeing the synapses and neurons connecting, thoughts being formed, the person becoming better, and a smile cracking across a face as learning all of a sudden happens.
“Teachers need to teach students how to learn, but also need to continue their own professional development and learning. Teachers need to attend conferences in their subject areas or interests. These conventions can help teachers develop a sense of career direction and focus. They also provide a host of valuable teaching materials and instructional ideas for classroom use. 2
“Beginning teachers
References: (M.L Donaldson with H.G. Peske (March 2010) “Supporting Effective TeachingThrough Teacher Evaluation” “Educational Psychology, Second Canadian Edition”, (Online Learning Centre at www.mcgrawhill.ca/olc/santrock) Felder and Brent, (2004) “How to Evaluate Teaching “( Darling-Hammond, L. (2010). “Recognizing and Developing Effective Teachers: Q & A’s in Effecting Teaching and Learning Evaluation