The most effective teachers handle students and grading fairly. The most effective teachers are approachable and friendly. The most effective teachers have a way of making students feel welcome and comfortable in their classrooms. Numerous stories established how the sensitivity and compassion of caring teachers affected them in profound and lasting ways. The most effective teachers do not take everything seriously and make learning fun. The most effective teachers do not deliberately embarrass students.
Teachers who give the highest respect get the highest respect. God tells us throughout His Word that love creates more love. It teaches lessons and deepens relationships. As teachers, we can all strive to show more love in our classrooms. These cookies will be stored in your browser only with your consent. You also have the option to opt-out of these cookies.
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They are teaching very badly if they do. Good teaching is nothing to do with making things hard. It is nothing to do with frightening students. It is everything to do with benevolence and humility; it always tries to help students feel that a subject can be mastered; it encourages them to try things out for themselves and succeed at something quickly.
It avoids those assessment methods that encourage students to memorize and regurgitate. It recognizes the power of feedback to motivate more effort to learn. They also articulate clear goals.
Students should know up front what they will learn and what they will be expected to do with what they know. It sees the relation between teaching and learning as problematic, uncertain and relative. Good teaching is open to change: it involves constantly trying to find out what the effects of instruction are on learning, and modifying the instruction in the light of the evidence collected. Reference: Ramsden, P. Learning to Teach in Higher Education. New York: Routledge.
The Interstate Teacher Assessment and Support Consortium InTASC , a collaborative of more than 30 states, provides model teacher standards for individual states and districts to use in developing their own performance standards Council of Chief State School Officers, These standards contribute to a rich vision for leadership, teaching, and learning to establish a process of continuous improvement. See the diagram that demonstrates this relationship on p.
Effective teaching emerges from a vision for teaching and learning, an instructional framework, standards for student learning, and performance expectations for educators coupled with a convergence of policy, planning, and goals at the state, school system, and school levels.
Educators, policymakers, community members, and decision makers work collaboratively to develop and implement these components that serve as the backbone of effective teaching. Yet without professional learning to support implementation, these components are relegated to words on pages rather than actions in classrooms.
Effective teaching is possible in every classroom by ensuring every educator experiences substantive professional learning within a culture of collaboration and shared accountability. Effectiveness in teaching is a journey, rather than a destination. Each year, teachers experience new challenges to refine and expand their teaching practices.
Each year, teachers face new students with different learning needs. They strive to implement new technologies in their classrooms to accelerate learning. Benchmarks for student learning continue to change.
New research on effective instruction is released. New colleagues and leaders join the faculty to support teaching practice and student learning. Systems of professional learning are the only way to ensure these challenges become opportunities to improve student and educator performance. Absent professional learning, teachers lack access to the information and support they need to refine and enrich teaching throughout their career.
At each stage along the career continuum, effective teaching broadens from the core elements of teaching to include expanded responsibilities of a master or mentor teacher whose work includes supporting peers and assuming leadership roles within their schools and beyond that focus on improving student learning.
Professional learning is the only strategy in school systems that moves the vision, instructional framework, standards for students, and standards for educators into action. Effective professional learning for effective teaching has seven core attributes, which Learning Forward has defined as Standards for Professional Learning. See the full list of the Standards for Professional Learning below. A common attribute of effective schools is collaboration among educators.
Engagement in one or more learning communities provides teachers opportunities to moderate their practice and expectations with their peers, to examine and reflect on their work together, to learn from one another, to challenge one another professionally, and to solve complex problems within the context of their unique work environment. Students benefit when teachers learn from peers. Effective teaching and student learning are the benefits that spread from classroom to classroom and even from school to school.
Effective teaching requires skillful leadership to build capacity and structures to support learning. Leaders, both administrators and teachers, advocate professional learning as a key lever for continuous improvement of teaching and student results.
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