i h Being a Teacher
Being a Teacher i h Dr Dennis Francis Commonwealth Education Trust
Foundations of Teaching for Learning Course 2: Being a Teacher Week 1: What is a teacher? k h i h ? Lecture 1.1: What does a Teacher Do?
What is teaching? “All teachers have some theory of what teaching is when they are doing it, even if they are not explicitly aware of that theory...” Gow and Kember, 1993 cited in Biggs and Tang, 2007, p.15.
What is the role of a teacher? Teaching is a process intended to support learning by inducing a change in the person taught. Teaching is an art of g communicating a message that will have impact on your audience. di Pedagogy is the art or profession of teaching.
Connecting my teaching to their learning I am teaching Spot to throw a frisbee.
But he is not throwing it.
I said I am teaching him, not that he’s learning.
If my students have not learned, how can I call myself a teacher?
Good Teachers and Bad Teachers ∗What makes a teacher good Wh t k t h d a d and what makes a teacher at a es a teac e not so good?
Students’ perceptions of ‘Good’ and ‘Bad’ teachers ‘Good’ teachers Good teachers… Are helpful and supportive Take time to explain material in depth Are friendlyy Understand and know the subject well Use a variety of teaching style and innovative approaches Are fair and have equal standards and expectations of pupils, regardless of test scores
Students’ perceptions of ‘Good’ and ‘Bad’ teachers ‘Bad’ teachers Bad teachers… Are mean and unfair Are unwilling to help or explain material and ideas Are judgemental of pupils parents and siblings Are judgemental of pupils’ parents and siblings Are unwilling to changein their teaching methods Are disrespectful of pupils Are unsympathetic to pupils’ personal problems Are intimidating and verbally abusive
What makes a good teacher?
Gives interesting lessons Treat us with respect And as individual
Believes in you
Does not make fun of us If we get things wrong
Helps us with our Work even outside Shows an interest in us and What we do outside school
Lesson time Explains things clearly Helps us feel Part of the class
Is approachable if We have a problem Is fair and consistent, Treating everyone equally
Helps us if we make mistakes
Knows our name
Protects our rights And prevents name calling
Has sense of humour
Is prepared to acknowledge He does not know everything
Is ready to be flexible and acknowledge Mistakes if he makes any
The Task of the Teacher – Setting the environment for learning The environment for learning is developed by: The way in which we set up the classroom The way we ask questions Ou ab ty to d t e Our ability to find the teachable moment
Teachable Moments A teachable moment is an unplanned opportunity to recognise l d t it t g i what is happening within the class to make connections and to extend and rich learning Teachable moments can happen anywhere any time and occurs anywhere, any time and occurs when the student: p is receptive is open to learning is actively seeking information
Examples of Teachable Moments ∗ When a student asks a question ∗ When the student demonstrates knowledge that has been acquired formally ∗ When the student makes a provocative statement, such as, “This always happens to me.” ∗ When the student expresses misinformation or lack of information ∗ When a student expresses a need for change ∗ When you are performing a procedure or giving treatment When you have a teachable moment consider, the environment, who is present and your approach to the student’s openness present, and your approach to the student s openness.
Establishing a Classroom Environment ∗ How does it look and feel? ∗ Is it an inviting and stimulating environment? ∗ What do you think of the décor, materials on show your desk materials on show, your desk, student’s desk and student and other pictures on the wall? ∗ Is it well laid out? ∗ Could it be improved? ∗ What is good about it? Wh t i d b t it? ∗ What is lacking?
The Task of the Teacher – Clarifying Objectives Clarifying Objectives Setting realistic goals Identification and clarification of associated objectives: ∗ knowledge ∗ skills p ∗ dispositions
The Task of the Teacher – Motivating Students Creating materials and activities to arouse interest ti iti t i t t Engaging in goal setting with the students Using rewards and (sometimes) competition Providing students with knowledge of their progress
The Task of the Teacher – Sequencing Subject Matter Organising what will happen in the year, in the term, each week h k Organising different classes during the day classes during the day Organising activities of each class in a way that will encourage students’ will encourage students learning Connecting new g knowledge to the outside world
The Task of the Teacher – Understanding individual differences Considering Individual Differences means: Being able to recognise and understanding differences in y your classroom such as: Gender, race, culture, language and social class
The Task of the Teacher – Providing for individual differences Doing something about individual differences means: Taking account of ways in which students’ background impact on how they learn Trying to group students in ways that T i d i h will maximize their learning Using resources that are appropriate to the range and differences among your students
Some things to do next Make a list of all the things that you have do as a teacher Ask you have do as a teacher. Ask your colleagues to add to your list Out of your long list pick what you think are the ten most i important things that teachers t t thi th t t h do. Think about how you might get better at doing these things. get better at doing these things
Foundations of Teaching for Learning Course 2: Being a Teacher Week 1: What is a teacher? k h i h ? Lecture 1.1: What does a Teacher Do?
Being a Teacher i h Dr Dennis Francis Commonwealth Education Trust
Foundations of Teaching for Learning Course 2: Being a Teacher Week 1: What is a teacher? k h i h ? Lecture 1.1: What does a Teacher Do?
What is teaching? “All teachers have some theory of what teaching is when they are doing it, even if they are not explicitly aware of that theory...” Gow and Kember, 1993 cited in Biggs and Tang, 2007, p.15.
What is the role of a teacher? Teaching is a process intended to support learning by inducing a change in the person taught. Teaching is an art of g communicating a message that will have impact on your audience. di Pedagogy is the art or profession of teaching.
Connecting my teaching to their learning I am teaching Spot to throw a frisbee.
But he is not throwing it.
I said I am teaching him, not that he’s learning.
If my students have not learned, how can I call myself a teacher?
Good Teachers and Bad Teachers ∗What makes a teacher good Wh t k t h d a d and what makes a teacher at a es a teac e not so good?
Students’ perceptions of ‘Good’ and ‘Bad’ teachers ‘Good’ teachers Good teachers… Are helpful and supportive Take time to explain material in depth Are friendlyy Understand and know the subject well Use a variety of teaching style and innovative approaches Are fair and have equal standards and expectations of pupils, regardless of test scores
Students’ perceptions of ‘Good’ and ‘Bad’ teachers ‘Bad’ teachers Bad teachers… Are mean and unfair Are unwilling to help or explain material and ideas Are judgemental of pupils parents and siblings Are judgemental of pupils’ parents and siblings Are unwilling to changein their teaching methods Are disrespectful of pupils Are unsympathetic to pupils’ personal problems Are intimidating and verbally abusive
What makes a good teacher?
Gives interesting lessons Treat us with respect And as individual
Believes in you
Does not make fun of us If we get things wrong
Helps us with our Work even outside Shows an interest in us and What we do outside school
Lesson time Explains things clearly Helps us feel Part of the class
Is approachable if We have a problem Is fair and consistent, Treating everyone equally
Helps us if we make mistakes
Knows our name
Protects our rights And prevents name calling
Has sense of humour
Is prepared to acknowledge He does not know everything
Is ready to be flexible and acknowledge Mistakes if he makes any
The Task of the Teacher – Setting the environment for learning The environment for learning is developed by: The way in which we set up the classroom The way we ask questions Ou ab ty to d t e Our ability to find the teachable moment
Teachable Moments A teachable moment is an unplanned opportunity to recognise l d t it t g i what is happening within the class to make connections and to extend and rich learning Teachable moments can happen anywhere any time and occurs anywhere, any time and occurs when the student: p is receptive is open to learning is actively seeking information
Examples of Teachable Moments ∗ When a student asks a question ∗ When the student demonstrates knowledge that has been acquired formally ∗ When the student makes a provocative statement, such as, “This always happens to me.” ∗ When the student expresses misinformation or lack of information ∗ When a student expresses a need for change ∗ When you are performing a procedure or giving treatment When you have a teachable moment consider, the environment, who is present and your approach to the student’s openness present, and your approach to the student s openness.
Establishing a Classroom Environment ∗ How does it look and feel? ∗ Is it an inviting and stimulating environment? ∗ What do you think of the décor, materials on show your desk materials on show, your desk, student’s desk and student and other pictures on the wall? ∗ Is it well laid out? ∗ Could it be improved? ∗ What is good about it? Wh t i d b t it? ∗ What is lacking?
The Task of the Teacher – Clarifying Objectives Clarifying Objectives Setting realistic goals Identification and clarification of associated objectives: ∗ knowledge ∗ skills p ∗ dispositions
The Task of the Teacher – Motivating Students Creating materials and activities to arouse interest ti iti t i t t Engaging in goal setting with the students Using rewards and (sometimes) competition Providing students with knowledge of their progress
The Task of the Teacher – Sequencing Subject Matter Organising what will happen in the year, in the term, each week h k Organising different classes during the day classes during the day Organising activities of each class in a way that will encourage students’ will encourage students learning Connecting new g knowledge to the outside world
The Task of the Teacher – Understanding individual differences Considering Individual Differences means: Being able to recognise and understanding differences in y your classroom such as: Gender, race, culture, language and social class
The Task of the Teacher – Providing for individual differences Doing something about individual differences means: Taking account of ways in which students’ background impact on how they learn Trying to group students in ways that T i d i h will maximize their learning Using resources that are appropriate to the range and differences among your students
Some things to do next Make a list of all the things that you have do as a teacher Ask you have do as a teacher. Ask your colleagues to add to your list Out of your long list pick what you think are the ten most i important things that teachers t t thi th t t h do. Think about how you might get better at doing these things. get better at doing these things
Foundations of Teaching for Learning Course 2: Being a Teacher Week 1: What is a teacher? k h i h ? Lecture 1.1: What does a Teacher Do?
Being a Teacher i h Dr Dennis Francis Commonwealth Education Trust
