Tips for Teachers
Less of;
· whole-class, teacher-directed instruction (e.g., lecturing)
· student passivity: sitting, listening, receiving and absorbing information
· presentational, one-way transmission of information from teacher to student
· prizing and rewarding of silence in the classroom
· classroom time devoted to fill-in-the-blank worksheets, workbooks and other “deskwork”
· student time spent reading textbooks
· attempts by teachers to thinly “cover” large amounts of material in every subject area
· rote memorization of facts and details
· emphasis on the competition and grades in school
· use of and reliance on standardized tests
· student passivity: sitting, listening, receiving and absorbing information
· presentational, one-way transmission of information from teacher to student
· prizing and rewarding of silence in the classroom
· classroom time devoted to fill-in-the-blank worksheets, workbooks and other “deskwork”
· student time spent reading textbooks
· attempts by teachers to thinly “cover” large amounts of material in every subject area
· rote memorization of facts and details
· emphasis on the competition and grades in school
· use of and reliance on standardized tests
More of;
· experiential, inductive, hands-on learning
· active learning, with all the attendant noise and movement of students doing, talking and collaborating
· diverse roles for teachers, including coaching, demonstrating and modelling
· emphasis on higher-order thinking; learning a field’s key concepts and principles
· deep study of a smaller number of topics, so that students internalize the field’s way of inquiry
· reading of real texts: whole books, primary sources and non-fiction materials
· active learning, with all the attendant noise and movement of students doing, talking and collaborating
· diverse roles for teachers, including coaching, demonstrating and modelling
· emphasis on higher-order thinking; learning a field’s key concepts and principles
· deep study of a smaller number of topics, so that students internalize the field’s way of inquiry
· reading of real texts: whole books, primary sources and non-fiction materials
In conclusion:
The teacher is probably the single most important factor affecting student achievement and the immediate and clear implication is that improving the effectiveness of teachers is the single most important factor.
In formulating a classroom management plan, you must first clarify your own personal values in terms of acceptable and unacceptable classroom behaviour. By setting classroom rules, defining limits, clarifying responsibilities and developing a meaningful and functional curriculum, you can begin to build a system of behaviour management that will accentuate the positive behaviour of all students.
In formulating a classroom management plan, you must first clarify your own personal values in terms of acceptable and unacceptable classroom behaviour. By setting classroom rules, defining limits, clarifying responsibilities and developing a meaningful and functional curriculum, you can begin to build a system of behaviour management that will accentuate the positive behaviour of all students.