How to Be a Good Teacher?
Welcome!
How to Be a Good Teacher?
To : Anyone who is striving to be a good/better teacher or the best teacher.
Who is a teacher?
In short, A teacher (also called a
school teacher or, in some contexts, an educator) is a person who
helps others to acquire knowledge, competences or values.
01. Qualities
of a Good Teacher.
A great
teacher is one, a student remembers and cherishes forever. Teachers have
long-lasting impacts on the lives of their students, and the greatest teachers
inspire students toward greatness. To be successful, a great teacher must have:
1. An Engaging Personality and Teaching Style
A great teacher is very
engaging and holds the attention of students in all discussions.
2. Clear Objectives for Lessons
A great teacher establishes
clear objectives for each lesson and works to meet those specific objectives
during each class.
3. Effective Discipline Skills
A great teacher has effective
discipline skills and can promote positive behaviors and change in the
classroom.
4. Good Classroom Management Skills
A great teacher has good
classroom management skills and can ensure good student behavior, effective
study and work habits, and an overall sense of respect in the classroom.
5. Good Communication with Parents
A great teacher maintains open
communication with parents and keeps them informed of what is going on in the
classroom as far as curriculum, discipline, and other issues. They make
themselves available for phone calls, meetings, and email.
6. High Expectations
A great teacher has high
expectations of their students and encourages everyone to always work at their
best level.
7. Knowledge of Curriculum and Standards
A great teacher has thorough
knowledge of the school's curriculum and other standards they must uphold in
the classroom. They ensure their teaching meets those standards.
8. Knowledge of Subject Matter
This may seem obvious, but is
sometimes overlooked. A great teacher has incredible knowledge of and
enthusiasm for the subject matter they are teaching. They are prepared to answer
questions and keep the material interesting for the students.
9. Passion for Children and Teaching
A great teacher is passionate
about teaching and working with children. They are excited about influencing
students' lives and understand the impact they have.
10. Strong Rapport with Students
A great teacher develops a
strong rapport with students and establishes trusting relationships.
11. Friendliness and Congeniality
I think the most important
characteristic of a good teacher can have is to be friendly and congenial with
his students. It is a plus if his students can share their problems with him,
without being afraid or hesitant. I think students have always thoughts of
their teachers as their enemies (in a funny sense though :p). With this mentality,
they can never be close to each other, and besides that how many teachers did
you like who were NOT friendly, and were rather arrogant and rude?
12. A Good Personality
A good teacher has a very good
personality; there is no second thought about it. Students always get attracted
to teachers with good personality which leads to better communication,
understanding, and ultimately good results. Everyone can have a good, decent,
likable, and presentable personality. Just dress sensibly well, smell good, and
be a little gentle and kind. That's all.
13. Deep Knowledge and a
Great Education
Another important
characteristic of a good teacher is his knowledge and own education. There is a
saying that 'a teacher is only as good as his knowledge is.' After
all, he is doing a teacher's job, which is to teach. If he himself lacks in the
knowledge of a certain subject that he teaches, he is never going to make a
name for himself. So, sign up with only that subjects which you have really
good expertise; and it is a moral duty too. Otherwise, it is not worth it.
14. A Good Communicator
One of the very important
characteristics of a good teacher is his communication skills. He should be a
very good speaker. This characteristic will provide benefits in several ways.
For example:
1. If his communication skills are
good, he can convey his lectures with better skill and results.
2. If he is a good speaker, his
class strength increases automatically. People love to hear a person who he can
speak well enough. There is always a shortage of good speakers in the world ;)
15. A Good Listener
Apart from being a good
communicator, a good teacher should also have the characteristic of being an
even better listener. As there is Turkish proverb:
"If
speaking is silver; then listening is gold."
Remember, a good listener will
always have many friends and fans. Because people do not want to hear every
time, they need people who can listen to them as well. And when a good teacher
develops this patient quality in himself, he starts to become a great teacher.
16. A Good Sense of Humor
A good teacher should also have
the quality and characteristic of having a good sense of humor. It is a logical
fact that a person generally teaches the next generation and as they are
younger than the professor, they are expected to have more fun in the class
too. So, a good teacher is the one who can keep up with his sense of humor, and
with his strong communication skills and personality, can also maintain the
discipline of the class.
17. Kindness
The last but obviously one of
the most important characteristics to have in his box of qualities: he should
be a gentle, kind, chivalrous, and benevolent person. Students should love him,
and when they do love him, they idolize him. Then ultimately, they will respect
him, will do the homework, and eventually will bring greater outputs and
results.
Behaviors
of a good teacher.
Encourage high expectations
§ Set challenging goals for
learning.
§ Make expectations clear both
orally and in writing.
§ Set consequences for
non-completion of work.
§ Encourage students to write and
speak well.
§ Discuss class progress.
§ Communicate importance of high
academic standards.
Encourage cooperation among
students
§ Ask students to explain
difficult concepts to each other.
§ Inquire into students’
interests and backgrounds.
§ Encourage students to prepare
together for class.
§ Allow students to critique each
other’s work.
§ Create study groups and project
teams.
Emphasize timeliness
§ Expect students to complete
assignments promptly.
§ Estimate and communicate the amount
of time to be spent on tasks.
§ Encourage rehearsal of oral
presentations.
§ Encourage steady work and
sensible time management.
Give prompt feedback
§ Provide sufficient
opportunities for assessment.
§ Prepare classroom activities
(for example, active learning exercises) that give immediate feedback.
§ Return graded assignments
within one week.
§ Give detailed evaluations of
work starting early in the term.
§ Give a pre-test at the
beginning of the course to assess students’ background in the subject.
Encourage student-instructor
contact
§ Adopt a demeanor that
communicates that you are approachable.
§ Welcome students to drop by
your office. Respect diverse talents and ways of learning.
Encourage student involvement
§ Use diverse teaching
activities. Encourage active learning. Ask students to present work to the
class.
§ Ask students to relate outside
events to class material.
§ Give students real-life
situations to analyze.
§ Use simulations and
role-playing in class.
§ Encourage students to challenge
course material.
§ Be sure to make clear that
showing disrespect to you or other students is not appropriate.
02. Learning
Styles
·
Visual (spatial): You prefer
using pictures, images, and spatial understanding.
·
Aural (auditory-musical): You
prefer using sound and music.
·
Verbal (linguistic): You
prefer using words, both in speech and writing.
·
Physical (kinesthetic): You
prefer using your body, hands and sense of touch.
·
Logical (mathematical): You
prefer using logic, reasoning and systems.
·
Social (interpersonal): You
prefer to learn in groups or with other people.
·
Solitary (intrapersonal): You
prefer to work alone and use self-study.
- Visual: These people prefer to use
pictures, images, diagrams, colors, and mind maps.
- Aural: People who prefer using sound
(obviously), rhythms, music, recordings, clever rhymes, and so on.
- Verbal: The verbal learner is someone
who prefers using words, both in speech and in writing to assist in their
learning. They make the most of word based techniques, scripting, and
reading content aloud.
- Physical: These are the “learn by doing”
people that use their body to assist in their learning. Drawing diagrams,
using physical objects or role playing are all strategies of the Physical
learner.
- Logical: The people who prefer using
logic, reasoning, and “systems” to explain or understand concepts. They
aim to understand the reasons behind the learning, and have a good ability
to understand the bigger picture.
- Social: These people are the ones who
enjoy learning in groups or with other people, and aim to work with others
as much as possible.
- Solitary: The solitary learner prefers to learn alone and through self-study.
SWOT
Strategies
Referred
to as SWOT (“Study WithOut Tears”), Flemings provides advice on how students
can use their learning modalities and skills to their advantage when studying
for an upcoming test or assignment.
Visual
SWOT Strategies
- Utilize graphic organizers such as
charts, graphs, and diagrams.
- Redraw your pages from memory.
- Replace important words with symbols
or initials.
- Highlight important key terms in
corresponding colors.
Aural
SWOT Strategies
- Record your summarized notes and
listen to them on tape.
- Talk it out. Have a discussion with
others to expand upon your understanding of a topic.
- Reread your notes and/or assignment
out loud.
- Explain your notes to your
peers/fellow “aural” learners.
Read/Write
SWOT Strategies
- Write, write and rewrite your words
and notes.
- Reword main ideas and principles to
gain a deeper understanding.
- Organize diagrams, charts, and
graphic organizers into statements.
Kinesthetic
SWOT Strategies
- Use real life examples, applications
and case studies in your summary to help with abstract concepts.
- Redo lab experiments or projects.
- Utilize pictures and photographs that
illustrate your idea.
03. Teaching
Methods
There are different types of teaching
methods
(A) Instructor/Teacher Centred Methods
Here the
teacher casts himself/herself in the role of being a master of the subject
matter. The teacher is looked upon by the learners as an expert or an
authority. Learners on the other hand are presumed to be passive and copious
recipients of knowledge from the teacher. Examples of such methods are
expository or lecture methods - which require little or no involvement of
learners in the teaching process. It is also for this lack of involvement of
the learners in what they are taught that, such methods are called
“closed-ended”.
(B) LEARNER-CENTRED METHODS
In
learner-centred methods, the teacher/instructor is both a teacher and a learner
at the same time. In the words of Lawrence Stenhouse, the teacher plays a dual
role as a learner as well “so that in his classroom extends rather than
constricts his intellectual horizons”. The teacher also learns new things
everyday which he/she didn’t know in the process of teaching. The teacher “becomes
a resource rather than an authority”. Examples of learner-centred methods are
discussion method, discovery or inquiry based approach and the Hill’s model of
learning through discussion (LTD).
(C) CONTENT-FOCUSED METHODS
In this
category of methods, both the teacher and the learners have to fit into the
content that is taught. Generally, this means the information and skills to be
taught are regarded as sacrosanct or very important. A lot of emphasis is laid
on the clarity and careful analyses of content. Both the teacher and the
learners cannot alter or become critical of anything to do with the content. An
example of a method which subordinates the interests of the teacher and
learners to the content is the programmed learning approach.
(D) INTERACTIVE/PARTICIPATIVE METHODS
This
fourth category borrows a bit from the three other methods without necessarily
laying emphasis unduly on either the learner, content or teacher. These methods
are driven by the situational analysis of what is the most appropriate thing
for us to learn/do now given the situation of learners and the teacher. They
require a participatory understanding of varied domains and factors.
Teaching
Styles.
·
·
The
Demonstrator, or Coach style
The demonstrator retains the
formal authority role by showing students what they need to know. The
demonstrator is a lot like the lecturer, but their lessons include multimedia
presentations, activities, and demonstrations. (Think: Math. Science. Music.)
·
Pros: This style gives teachers
opportunities to incorporate a variety of formats including lectures and
multimedia presentations.
·
Cons: Although it’s well-suited
for teaching mathematics, music, physical education, arts and crafts, it is
difficult to accommodate students’ individual needs in larger classrooms.
The
Facilitator, or Activity style
Facilitators promote
self-learning and help students develop critical thinking skills and retain
knowledge that leads to self-actualization.
·
Pros: This style trains students
to ask questions and helps develop skills to find answers and solutions through
exploration; it is ideal for teaching science and similar subjects.
·
Cons: Challenges teacher to
interact with students and prompt them toward discovery rather than lecturing
facts and testing knowledge through memorization. So it’s a bit harder to
measure success in tangible terms.
The
Delegator, or Group style
The delegator style is best
suited for curriculum that requires lab activities, such as chemistry and
biology, or subjects that warrant peer feedback, like debate and creative
writing.
·
Pros: Guided discovery and
inquiry-based learning places the teacher in an observer role that inspires
students by working in tandem toward common goals.
·
Cons: Considered a modern style of
teaching, it is sometimes criticized as eroding teacher authority. As a
delegator, the teacher acts more as a consultant rather than the traditional
authority figure.
The
Hybrid, or Blended style
Hybrid, or blended style,
follows an integrated approach to teaching that blends the teacher’s
personality and interests with students’ needs and curriculum-appropriate
methods.
·
Pros: Inclusive! And enables
teachers to tailor their styles to student needs and appropriate subject
matter.
·
Cons: Hybrid style runs the risk
of trying to be too many things to all students, prompting teachers to spread
themselves too thin and dilute learning.
Because teachers have styles that reflect
their distinct personalities and curriculum—from math and science to English
and history—it’s crucial that they remain focused on their teaching objectives
and avoid trying to be all things to all students.
04. Teaching
Techniques
STAGE 1 - Comprehension
In order
to maximize opportunities for comprehension experiences. Natural Approach
instructors
(1) Create
activities designed to teach students to recognize the meaning in words used in
meaningful contexts, and
(2) Teach
students to guess at the meaning of phrases without knowing all of the words
and structures of the sentences.
a. ALWAYS
USE VISUAL AIDS (pictures, realia, gestures).
b. MODIFY
YOUR SPEECH to aid comprehension, speak more slowly, emphasize key words, simplify
vocabulary and grammar, use related ideas, do not talk out of context.
c. DO NOT
FORCE PRODUCTION. Students will use English when they are ready. They sometimes
experience a “silent period” which can last days or weeks.
d. FOCUS ATTENTION ON KEY VOCABULARY.
STAGE 2 - Early Speech
In
non-threatening environments, students move voluntarily into Stage 2. Stage 2
begins when students begin using English words to give:
a. yes/no
answers
b.
one-word answers
c. lists
of words
d. two word strings and short
phrases
STAGE 3 - Speech Emergence
In the
Speech Emergence Stage, speech production will normally improve in both
quantity and quality.
The
sentences that the students produce become longer, more complex and they use a
wider range of vocabulary. Finally, the number of errors will slowly decrease.
Students
need to be given the opportunity to use oral and written language whenever
possible. When they reach the stage in which speech is emerging beyond the
two-word stage, there are many sorts of activities which will foster more
comprehension and speech. Some suggestions are:
a.
preference ranking
b. games
of all sorts
c.
problem-solving using charts, tables graphs, maps
d.
advertisements and signs
e. group
discussion
f. skits
(finger plays, flannel boards, puppets)
g. music,
radio, television, film strips, slides
h. writing
exercises (especially Language Experience Approach)
i. reading
05. Classroom
Management
Classroom
management is a
term teachers use to describe the process of ensuring that
classroom lessons run smoothly without disruptive behavior from students compromising
the delivery of instruction.
Physical Management.
Every teacher knows that a
safe, clean, comfortable and attractive classroom can stimulate learning and
help build a classroom community. But for many teachers, setting up the
physical environment of their classrooms can be quite daunting, especially when
faced with older buildings, crowded classrooms and insufficient storage space.
You can make the most of your classroom environment by carefully considering
your needs and the needs of your students.
Survey Your Classroom: Looking
at the Basics
The first things to consider
when organizing your classroom are cleanliness, light and
temperature. Although you may not have complete control over some of these
elements, try to make or suggest improvements as necessary.
The Floor Plan: Assessing Your
Needs
Once you have checked the basic
elements in your classroom, think about your floor plan. It should maximize
classroom space and reflect your individual teaching style.
Your floor plan will also
depend on the grade you are teaching. For the lower grades, your classroom
setup may include many different learning areas, such as a reading area, an art
center and a technology center. The placement of these areas will depend upon
the layout of your classroom. However, when setting up these areas, you will
want to keep the following points in mind:
- Room dividers
should be low so that all areas are visible to you.
- Areas that invite
group work should not be next to quiet areas where students read or study
independently.
- Art or other
messy areas are best located near a sink.
- You should always
be able to make eye contact with all students.
Many of these guidelines hold
true for the middle and upper grades, too. However, older students often spend
more time seated in one area. Take your teaching style and lesson plans into
consideration as you consider the different types of seating
arrangements you might employ.
Classroom Decor: Facing the
Blank Canvas
Encourage students to make the
classroom space their own. Welcome their contributions to its decoration, and
urge them to take responsibility for its maintenance. Here are some easy,
low-cost ways to make your classroom into an inviting, effective space for all.
Dress Up
the Walls
- Interesting and
attractive visual aids, such as bulletin boards and posters, are key
components of an effective classroom. Wall decorations should be colorful,
appealing and relevant to current classwork. They should be rotated and refreshed
frequently.
- Be sure to think
about the cultural backgrounds of your students when dressing the walls.
Try to represent your students' diversity on posters or bulletin
boards.
- Set aside a
section of the bulletin board to be your designated "
- Post daily
schedules in a place where students can read them easily. This
accessibility of the classroom schedule can help students grow comfortable
with class and school routines. For younger students, make a daily
schedule that includes pictures or icons.
The Greenhouse Effect
Caring for live plants can give
your classroom a warm, comforting feel. It can also help teach students
responsibility – and
science! Local nurseries or greenhouses may even be willing to donate the
plants to your class.
- Entrust children,
especially older children, to care for the class plants. They can make
sure that the plants receive adequate water, light and air.
Use Lots
of Storage Space
- The primary
classroom should have as much storage space as possible, both for
students' personal belongings and for shared tools and materials. Each
child should have a personal space, such as a desk or a cubby and a coat
hook, for his or her own things.
- General classroom
storage should be easily available to older students, who should be more
responsible for collective belongings. Storage areas for any materials
that younger students may access, such as crayons or books, should be
clearly labeled (with words and pictures) so that children can clean up
without your help. Rehearse the Classroom
When you've finished setting up
your classroom, give it a practice run or two. Walk through a typical school
day, making sure that both you and the students have enough space to work and
move around, that everyone in the classroom can see and hear and that every
part of the room is as pleasant as possible. For example, write on the
blackboard, and then take a walk around the room. Check sight lines from every
spot where students might be working.
Your classroom will continue to
change and evolve as the school year progresses. These suggestions can help you
create a classroom environment that is welcoming, comfortable, clean and
secure.
During
Teaching
1. Show
students that it pays to behave. At
the end of tough classes, I’d give out two raffle tickets daily—one for
academic effort and one for good behavior. After writing their names on the
tickets, kids dropped them in a jar. On Friday, I randomly drew two student
names, and both received candy bars.
2. Never
punish an entire class. Even
when you feel like the the entire class is misbehaving, there are always some
kids following directions. Punishing the class as a group only incites further
resistance.
3. Build
content-related anticipation. At
the beginning of class, say, “Later today, I’ll tell you...
·
How to
cure cholera.” (Clean water makes all the difference.)
·
What most
super-geniuses have in common?” (They burn through acolytes.)
·
How the
X-wing fighters in Star Wars violate Newtonian physics.”
(Blasters and afterburners don’t make sounds in space.)
The goal is to get students
interested in the teacher’s agenda in lieu of misbehaving.
4. Change
the tone. To
interrupt a class of aggressive complainers, I cued up Katrina and the Waves on
my CD player. When the first grumbling complaint occurred, I raised my palm and
played “I’m walking on sunshine, wow / and doesn’t it feel good!”
Everybody laughed. Another kid started to whine until I pressed play again.
Bigger laughs. After that, complaints rarely occurred.
5. Find
things to appreciate. Instead
of starting class braced for conflict, make yourself look for things to delight
in: that Serena knows everything about Detroit
6. Ramp up
your enthusiasm. There’s
no downside to being 20 percent more enthusiastic.
7. Use
your words. Students
sometimes miss the obvious. Say, “This class makes me glad that I teach.”
8. Don’t
pander. Never
cueing students to meet your emotional needs, is an important adult boundary.
And one of life’s paradoxes is that people who never obsess over being adored
are often the recipients of adoration.
9.
Forgive. When
students get kicked out of Katie Riley’s ninth-grade English classroom, she
always tells them that everything is forgiven and that the next day will be a
fresh start. When a student commits a felony, he sees Ms. Riley sitting in the
courtroom gallery. That’s all he needs to know.
10. Give
students choices. “Do
you want to do this assignment in class or as a take-home quiz?” “Should this
project be group or independent work?” Choice increases students’ buy-in.
11.
Publicly announce classroom management goals. Say, “Yesterday, the noise was at an 8
during work time. Let’s shoot for a 5 today.”
12.
Establish routines. If
you have a chaotic class, keep things predictable. And post the day’s schedule.
13. State
the truth when things go wrong. If
students are confused and lost, don’t brush over it. And when you’ve sent a
student out of the classroom, say, “That makes me sad and frustrated, but,
let’s get our brains focused back on the third math problem.”
06. Seating
Arrangement
Choosing
the best seating style for your students
1. Theatre (Auditorium)
This is the simplest style,
reflecting the seating found in a theatre or cinema with chairs aligned in
consecutive straight rows.
Positives:
- All of the seats are facing
forwards towards the front of the function room.
- Maximum seated capacity is
achieved for the function room.
Negatives:
- The audience is closed in,
needing to push past other audience members to enter/exit the seating area.
- Aisles are required to
ensure sufficient access to seating area.
- There is no provision for
note taking or consumption of plated food and beverage.
- Audience interaction is
hindered as audience members don't face each other.
Popular
for meetings, Annual General Meetings, product launches
2. Classroom
This style reflects the seating
found in a school or lecture theatre, with chairs and trestle tables aligned in
consecutive straight rows.
Positives:
- All of the seats are facing
forwards towards the front of the function room.
- Allows for note taking and
consumption of plated food and beverage.
Negatives:
- Again the audience is closed
in, making it difficult for audience members to enter or exit
- Aisles are required to
ensure sufficient access to seating area.
- Seating capacity is reduced
by the trestle tables. .
- Audience is less likely to
interact as they are not facing each other.
Popular for
training, conferences, sales kick-offs and product
launches.
3. Herringbone
This style is very similar to Classroom, however
each consecutive row of chairs and tables are angled inwards.
Positives:
- All of the seats are angled
inward towards the podium.
- All of the seats are facing
forwards towards the front of the function room.
- Allows for note taking and
consumption of plated food and beverage.
Negatives:
- Again the audience is closed
in, making it difficult for audience members to enter or exit
- Aisles are required to
ensure sufficient access to seating area.
- Seating capacity is reduced
by the trestle tables.
- Audience is less likely to
interact as they are not facing each other.
Popular for
training, conferences, lectures.
4. U Shape (Horseshoe)
As the name suggests this style
is in the shape of the letter U, with the tables & chairs arranged in an
open ended configuration with the audience facing inwards.
Positives:
- The open end allows for a
focal point or presentation area.
- Allows presenter to approach
and engage with each audience members.
- Audience interaction is
enhanced, with audience members facing each other.
Negatives:
- Inefficient use of floor
space, with seating capacity reduced..
- A large proportion of the
audience are seated side-on to the presentation area.
Popular for
training, conferences, workshops, meetings
5. Horse Shoe
This style is very similar to
U Shape; however there are no tables, only chairs arranged in an open ended
configuration with the audience facing inwards.
Positives:
- The open end provides a
focal point and allows for a presentation area.
- Allows presenter to approach
and engage with each audience member.
Negatives:
- Inefficient use of floor
space, with seating capacity reduced.
- Aisles are required to
ensure sufficient access and egress to seating area.
- There is no provision for
note taking or consumption of plated food and beverage.
Popular for
large meetings, presentations, team briefings
6. Hollow Square (Circle)
This style is similar to U Shape, however there
are four sides and no open end, with the audience all facing inwards.
Positives:
- Audience interaction fully
enhanced, with audience members all facing each other
- Allows audience to consume
plated food and beverage easily
Negatives:
- Seating capacity is reduced
- Does not allow for a main
presentation area or focal point.
Popular for
discussions
7. Boardroom
This style is a smaller version of the Hollow Square
Positives:
- Encourages audience
interaction as they all face inwards
Negatives:
- Restricts the position of a
presentation area or focal point, typically to the end of the table
Popular for
small meetings, one on one interviews, small presentations, team
briefings.
8. Banquet
This style is similar to a round dinner table,
with the audience seated around the circumference facing inwards.
Positives:
- Audience interaction fully
enhanced, with audience members all facing each other
Negatives:
- The audience is closed in,
needing to push past other audience members to enter/exit the seating area
Popular
for gala dinners, awards night, Christmas
parties, weddings and other informal events.
9. Cabaret
This style is similar to Banquet style, however
there is an open end, with the audience seated in an arc facing forwards.
Positives:
- The open end allows for a
focal point or presentation area.
Negatives:
- Inefficient use of floor
space, with seating capacity reduced.
Popular
with meetings such as training sessions, awards nights and gala
dinners.
10. Cocktail
This style is unlike any others with no chairs or
tables. It is literally standing space.
Positives:
- Most efficient use of floor
space, with maximum room capacity available.
- Audience interaction greatly
enhanced, with audience members able to freely mingle and roam.
Negatives:
- Audience is standing with no
opportunity to sit and rest.
- Does not allow for note
taking or consumption of plated food and beverage.
Popular
for cocktail parties, weddings, Christmas parties and other
social events.
11. Lounge Zone
To refresh the formal vibe and
encourage networking, event planners are opting to include a new seating
arrangement in their mix - introducing the Lounge Zone. Add sofas, chairs,
coffee tables, bar tables and ottomans in clusters to form this creative space.
Positives:
- Great for encouraging
networking and giving attendees an informal seating area to relax and mingle
- Can be used to create a
sense of space within a larger venue space and the style / type of furnishings
can be used to enhance your event's theme.
Negatives:
- Some venues don't have the
space to allow for a lounge zone
- A relaxed, styled area may
not suit all event types.
When
students walk into your classroom, one of the first things that they want to
know is where they should sit. Many teachers choose to take away the mystery by
creating classroom seating arrangements. However, there are lots of advantages
and disadvantages to consider. Think about the following pros and cons to
determine if a seating chart is right for your class.
Pros
1. Classroom seating arrangements
are beneficial at the beginning of the school year since they can help
you learn your students’ names quickly. Using your seating chart, you’ll
know who is sitting where and recognize faces in the classroom faster.
2. If your seating chart is
arranged in alphabetical order, turning in papers for grading is a cinch.
When all papers are in alphabetical order already, you can enter them into your
computer in order.
3. Making a seating chart may also
prevent classroom management issues. You can separate students that
tend to talk to one another. Move students who struggle to pay attention to the
front of the class or near your desk, so you can keep an eye on them and
encourage them to focus.
4. By choosing who students sit
next to, you can help them meet new people. Put students near people that can
help them in class. You may also help create lasting friendships.
Cons
1. At the beginning of the year,
you don’t know which students are best friends or worst enemies. You could end
up putting the wrong people near each other. Then, you’ll have more management
issues than you would have otherwise.
2. The lack of seating charts can
be advantageous to students who are introverts. When sitting next to friends,
they might be more likely to speak up and participate in class.
3. Students need to take
responsibility for their own education. By choosing their own seats, you
encourage them to practice discipline and self-control to help them
focus on their studies even with their friends next to them.
4. When you create a seating
chart, some students will think that you’re picking favorites. It might create
resentment and distrust. Since you want mutual respect in your classroom, this
could be detrimental to the learning process.
Weigh the
pros and cons. Whether you decide to have classroom seating arrangements or
not, you should set strict rules for your students. Have high expectations, and
hold them to it!
07. Roles
of a Teacher.
Teachers
play vital roles in the lives of the students in their classrooms. Teachers are
best known for the role of educating the students that are placed in their
care. Beyond that, teachers serve many other roles in the classroom. Teachers
set the tone of their classrooms, build a warm environment, mentor and nurture
students, become role models, and listen and look for signs of trouble.
Teaching Knowledge
The most
common role a teacher plays in the classroom is to teach knowledge to children.
Teachers are given a curriculum they must follow that meets state guidelines.
This curriculum is followed by the teacher so that throughout the year, all
pertinent knowledge is dispensed to the students. Teachers teach in many ways
including lectures, small group activities and hands-on learning activities.
Creating Classroom Environment
Teachers
also play an important role in the classroom when it comes to the environment.
Students often mimic a teacher’s actions. If the teacher prepares a warm, happy
environment, students are more likely to be happy. An environment set by the
teacher can be either positive or negative. If students sense the teacher is
angry, students may react negatively to that and therefore learning can be
impaired. Teachers are responsible for the social behavior in their classrooms.
This behavior is primarily a reflection of the teacher’s actions and the
environment she sets.
Role Modeling
Teachers typically
do not think of themselves as role models, however, inadvertently they are.
Students spend a great deal of time with their teacher and therefore, the
teacher becomes a role model to them. This can be a positive or negative effect
depending on the teacher. Teachers are there not only to teach the children,
but also to love and care for them. Teachers are typically highly respected by
people in the community and therefore become a role model to students and
parents.
Mentoring
Mentoring
is a natural role taken on by teachers, whether it is intentional or not. This
again can have positive or negative effects on children. Mentoring is a way a
teacher encourages students to strive to be the best they can. This also
includes encouraging students to enjoy learning. Part of mentoring consists of
listening to students. By taking time to listen to what students say, teachers
impart to students a sense of ownership in the classroom. This helps build
their confidence and helps them want to be successful.
Signs of Trouble
Another
role played by teachers is a protector role. Teachers are taught to look for
signs of trouble in the students. When students’ behaviors change or physical
signs of abuse are noticed, teachers are required to look into the problem.
Teachers must follow faculty procedures when it comes to following up on all
signs of trouble.
5 Roles
That a Teacher Must Fill
Here are
five roles that a teacher often has to fill in order to be the best educator
they can be.
1.
Resource
One of the
top roles a teacher must fill is that of a resource specialists. There will be
many people who will come to the teacher seeking information. Even if the
person is only seeking a source of information, the teacher is the one who must
know how to find what the student is looking for.
Once the
teacher has given the information to the student or coworker, he or she will
often have to instruct the student on how to use the information.
2.
Support
Students
are the ones who need support when learning a new skill or piece of information.
A teacher must act as the support person when the student needs this help.
Support can come in many forms such as a coach, leader and even a counselor. In
professional circles, a teacher may even have to support other teachers leading
a particular subject matter.
3. Mentor
One of the
biggest roles a teacher may have is that of a mentor. Students look up to
teachers and may pattern their own behavior and work ethic to match the
instructor. An older teacher can even be a mentor to a younger teacher who is
just starting out in the profession.
4.
Helping hand
A leader
in a school is a person who takes on extra tasks such as leading the PTA
meetings and even helping set up a gym for a big event. Teachers who are active
in the school will often have more jobs than just the one they were hired to
perform. Often, the goals of the teacher will match the direction that the
school is taking.
5.
Learner
One last
important role a teacher must fill is that of a learner. Anyone who has been
involved in a profession long enough knows that there is always something new
to learn. A learner is a person who is always growing in life and will never
claim that they know it all. A teacher will be challenged everyday with a new
task that will help them grow into a better person.
A teacher
is a person who will have to fill many roles. They are people with educational
leadership skills and they must continue to grow and develop as professionals.
Anyone seeking to be a teacher should take advantage of any chance they get to
grow as a person and as a teacher.
08. How to
Use Teaching Aids in Teaching-Learning Process?
Teaching
Aids
Teaching
aids are an integral part in the teaching-learning process. They are determined
by the other lesson components and the learning conditions. Teaching aids have
a great role to play in the communicative approach since they help learning in
a number of different ways:
1. They can
brighten up the classroom and bring more variety and interest into language lessons;
2. They can
help to provide the situations (contexts) which light up the meaning of the utterances
used;
3. They can
stimulate students to speak the language as well as to read it and write it;
4. They can
help in giving information of one kind or another about the background of literature
and about life in the foreign country concerned.
Characteristics
of Good Teaching Aids
A few characteristics of good teaching aids are as follows :-
1) Teaching aids are large enough to be seen by the students for whom they are
used.
2) Teaching aids are meaningful and they always stand to serve a useful
purpose.
3) Teaching aids are up to the mark and up to date in every respect.
4) Teaching aids are simple, cheap and may be improvised.
5) Teaching aids are accurate and realistic.
6) Teaching aids are according to the mental level of the learners.
7) Their purpose may be informative but it is not just entertainment.
8) Teaching aids helps in realization of stipulated learning objects.
9) Teaching aids are really very useful and can be used in many lessons and at
different class levels.
10) Teaching aids are useful for supplementing the teaching process but they
cannot replace the teacher.
Advantages
of Teaching Aids
1) Supplement in verbal instructions.
2) Teaching aids makes learning permanent.
3) Teaching aids provide variety.
4) Teaching aids are helpful in attracting attention of the students.
5) Teaching aids saves time and energy.
6) Teaching aids encourages the healthy classroom interaction.
7) Teaching aids helps the teacher to create situations for teaching
the beginners.
8) Teaching aids are helpful in creating positive environment for
discipline.
9) Teaching aids are helpful in meeting individual differences.
10) Teaching aids helps in providing speech training to the pupils.
11) Teaching aids enable the children to retain language items for a
longer time.
12) Teaching aids gives vividness to the learning situation.
13) Teaching aids makes the abstract ideas concrete and thus help in
making learning more effective.
14) Teaching aids provide good substitutes for the real objects as
they make learning equally meaningful.
15) Teaching aids help in the development of various skills such as,
how to draw a diagram of the topic among the students.
How to
Use Teaching Aids?
1) Teaching aids should be simple and brief.
2) Teaching aids should be related to the objectives of teaching.
3) Teaching aids should be big door to be seen by all the students.
4) Teacher must use proper teaching aids according to the interest of the
student.
5) Teaching aids should be prepared and planned in advance.
6) Teaching aids should be properly selected according to the physical and
mental level of the student.
7) Teaching aids should be colorful and should have direct impact on
the lesson.
8) Teaching aids should be meaningful and interesting.
Where to
Use Teaching Aids?
1) When the subject is for remove in time.
2) Where the subject is too far, distance to be actually seen.
3) Where the subject is too small to be seen by the whole class.
4) Where the subject is too big to be bought in the class.
5) Where the growth of the process is slow.
Flashcards
A flashcard or flash
card is a card bearing information, as words or numbers, on
either or both sides, used in classroom drills or in private study. One writes
a question on a side and an answer overleaf. Flashcards can
bear vocabulary, historical dates, formulae or any subject matter that can
be learned via a question-and-answer format. Flashcards are widely used as
a learning drill to aid memorization.
After making
very colorful flashcards for key topics and lexical sets, it is easy to
under-use them.
The
advantages of flashcards are:
1. You can
use them as an introduction/warm-up to reactivate students’ language.
• Get
students in pairs to guess the words or phrases that the pictures represent.
• Make a team
game. Partially cover each picture (with black card with a shaped cut-out which
gives a keyhole effect) and challenge teams to guess the word. Further points
can be added or gained by making a sentence about the picture or asking a
question about it.
• You can use
sets of pictures and ask what they have in common, e.g. all modes of transport;
all objects you might find in a bedroom; all uncountable foodstuffs; all
countries in the Southern Hemisphere; all spare time activities, etc.
2. You can use the flashcards as cues for
substitution in dialogues, e.g. a lexical set of pictures of drinks on the
board.
Teacher
offers the drinks: ‘Would you like a cup of tea? /sugar? /some milk?’
Students
respond and continue practicing: ‘Yes, please.’ The teacher then elicits
questions from students using the cards and invites others to respond. The
dialogue can be further refined until the flashcards serve as prompts for
students working alone.
Lesson
Planning
Subject - (English)
Lesson - (Town and City)
Class - (Grade 5)
Time (duration) - (40 min)
Aims,
objectives and learning outcomes
Aim - (To teach about towns and
cities)
Objective
– (To
identify towns and cities)
Learning
outcomes – (Students
will be able to describe towns and cities …)
Content
of the lesson and time up
Introduction
- (A town
is a …. A city is a … - 3 min)
Development
- (The size
definition … - 7 min)
Conclusion
- (I will
explain the lesson … - 15 min)
Evaluation
- (Questions
- 15 min - Homework)
Equipment
Needed - (A large
map of towns and cities, ruler, marker etc.)
References
- (Books,
the Web, website …)
Date … … … (09.01.2019) Signature
… … … (Name)
09. Counseling
While most often used by
certified counselors, psychologists and psychiatrists, non-directive counseling
provides a number of techniques which can be used effectively by teachers and
staff when talking with students about their undesirable behaviors.
Attributed to Carl Rogers, this technique
was designed to allow the individual in emotional turmoil to talk out problems
and resolve difficulties with a minimum of direction being provided by the
person serving as counselor. Rogers
There are five basic responses to student commentary. The first, reflection,
is the restating of the student's comment. This may be done in the exact same
terminology used by the student, the repeating of part of the comment, or by
rewording the student's statement. Reflection lets the student know that you
are listening and promotes continued commentary.
The second response, a leading statement or question, is designed
to encourage the student to elaborate on a topic or devise a solution to a
specific problem. Examples of a leading remark include: "I'd
like to hear your opinion.", "Tell me more about yourself.", and
"What happened then?”
The third response, clarification, involves the stating of implied
feelings behind a student's verbal communication. Examples of clarification
include: "You sound sad." and "It appears as if
you're very angry at Samantha." Clarification helps the student to
identify his/her feelings. It can also be used to focus the student's
thoughts' on ways to deal with the emotions which are present.
The fourth, summarization, is a review of what has been discussed
thus far in your counseling session. This summary allows both
participants to briefly reflect on what has occurred, view it clearly, and use
it as a new starting point from which to build.
The fifth
response, questioning, is comprised of two main
types: closed questions which are intended to yield
brief, specific information; and open ended questions which
are used to encourage the student to talk at greater length on a topic.
Examples of closed questioning include: "How old is Don?" and
"Did you complete your homework?" Examples of open
questioning include: "How's it going in science class?" and "How
do you feel about losing recess?"
The non-directive approach is also useful with students of lower intelligence
levels who have accompanying speech and language problems which make their
verbalizations difficult to understand. Reflection can be useful in
these situations. Repeat the words that are
comprehended, continuing the conversation and allowing the student to vent his/her
emotions.
How
to Use Non-Directive Counseling
1.
Arrange for a time and place which will provide privacy for your conference.
2.
If the student does not open the session, use a leading statement or question
to focus him/her on the topic of concern.
3.
Listen to the student in an interested, non-punitive, accepting manner.
Make no judgments.
4.
Respond when appropriate, using one of the recommended techniques.
5.
After the concerns have been thoroughly voiced by the student, focus him/her on
finding a solution for the difficulty. (e.g., "How will you handle this in
the future?", "What do you do now?" and
"Have you got any ideas about how you might deal with this
issue?") Allow the student to choose the solution that
is best for him/her.
Activities
and Discussion Questions
1.
Identify the following responses to student commentary as being a leading
statement or question, reflection, clarification, open question, closed
question, or summarization.
a. "How are you feeling?"
b. "I wonder how that happened."
c. "The other kids won't let you play baseball with
them."
d. "Is he five or six years old?"
e. "It sounds to me like you're feeling overwhelmed right
now."
f. "How are you doing on your science project?"
g. "I'd like to know how you're doing on meeting this week's
goal."
h. "OK. Thus far we've discussed your tardiness to class, your dislike for
the instructor, and the poor quality of your classwork and homework.
On which one would you like to focus?"
i. "They say you're the teacher's pet."
j. "You're feeling tired and worn out."
2. Provide
a reflection response for the following remarks.
a. "I was so embarrassed. I could have died right then and
there."
b. "He just stood there stunned. He was shocked and couldn't believe
what he was seeing."
c. "It's a strange feeling. I felt lost, It’s like being
in a giant cornfield and not knowing which way is out."
d "It was great. She was all smiles
and happier than a pig in mud."
e. "You're looking at me like it's my fault.
Why don't you talk to Doreen?"
f. "I'm so dumb. I'm useless. I can't do anything
right." (Reflect the content or feelings ... not the
words.)
3.
Provide a clarification response to the remarks in #2 (above).
4.
Provide a response to the following comments
a. "I'm really tired. My grandfather died over the
weekend and we've been running around like crazy."
b. "It's not fair. You treat Julie and Betsy
like they're something special. They get to do all the fun activities. Everyone
says they're your teacher's pets."
c. "The other guys won't let me play ball with
them. They call me a "pansy."
d. "I'm so dumb. I can't figure these out.
They're too tough. I can't wait until I'm 16 and can drop out of
school."
e. "I should have killed that fool when I had the
chance. Next time he squeals on me, I'll kick his rear end all over the
playground."
f. "I was so embarrassed. He's always
talking about my legs or breasts or bra or something. Can't you tell him
to stop?"
g. "Why don't you ever say anything? All you ever
do is say the same thing I already said. Are you a jellyfish? Don't you
have your own opinions?"
h. "But what do I know. I'm only the teacher's
aide."
5. Identify
the type of response you gave for each example in #4 (above). Were you
able to avoid being directive and giving opinions? Which other types of
response might have been appropriate for each?
6.
With two others, role play non-directive counseling for the
situations provided below. One person plays the role of the
teacher, another plays the part of the student, and the third person records
the types of responses given by the teacher. The recorder should
have a sheet with the different types of responses listed. A tally mark should
be placed next to the respective responses as each is used by the teacher.
After the role play situation has been resolved, the three participants should
review the teacher's technique and make suggestions for improvement. (e.g., Use
less questioning. Avoid giving opinions and solutions to the student.)
a. The
teacher pulls aside a student who has been involved in a fight. The
student opens the conversation with the comment "I hate
Oscar." It will be revealed later that the student's father
has been receiving radiation treatments and chemotherapy for cancer. This
has caused his father to become bald and Oscar said the father's head looked
like a melon. Alternatives to fighting should be discussed.
b
You have the student report to you after school to complete some
classwork. He throws it on the floor and says "I'm not doing
this crap, you bitch (bastard)." You hear laughter from students in
the hallway and suspect that this student is testing your authority.
c.
You call a student aside. You've seen the welts and bruises on his
arms, neck, and face. You suspect abuse. The student initially
denies this. Remember your legal obligation to report suspected abuse.
d.
You catch a student removing your purse (or money collection envelope) from
your desk. He defiantly says, "Hey, you gotta have money to impress
the ladies (or boys)." You want to have the student analyze morality and
personal values.
10. How to Be
a Good Teacher?
However, you always can become a
good/better teacher for your students; the main thing is to listen to them
carefully. Here we have 10 advice from students to teachers, that will help you
understand their principles better. You teach them of course, but you can
always let them teach you a bit as well, can't you?
So, if you want to become the best
teacher for your students, you'd better not ignore what they say.
1. A good teacher is an assertive
teacher
Your students can have problems, bad
days, stress, or even depressions as well. If you see that some of your
students start to study worse, have no desire to do all schoolwork you give
them, and just want to give up everything, do not be in a hurry to argue and
tell them about how bad or lazy they become.
You can become like a parent to them.
Support your student, ask about what happens to him, and push him to do better.
If you see that your student is depressed, maybe it would be better to meet
with him after classes and find out what exactly is going on.
2. Be their friend, but don't go
too far
Students just don't like when their
teacher starts behaving like a student himself. Stay professional, help
students with schoolwork, listen to them, talk about their lives, but remember
who you are. Even if you are a young specialist, and you are almost of the same
age with your students, there is no need to use all those slang words (even if
you use them in your everyday life).
Your students will find it rude and
unprofessional. As far as you understand, this is not the best method to get a
good reputation. Your students just will not take you seriously.
3. Make your lesson relevant to
their lives
If you want your students to remember
your lessons, just try to connect the information you provide with some moments
of your students' life. You can use some of them as an example, describing
this or that situation: it would be more interesting for them to visit such
lessons, but not those boring ones where you try to explain them the importance
of differential equations for our science.
Just try to come up with an example,
how these differential equations can help THEM in the future.
4. Your time should be used wisely
Remember who you are and where you
are. Students don't like, when their teacher begins to tell them about his
life, how better it was when he was younger, how better and more patient all
students were then, blah-blah-blah. Your student visits your lesson to learn
something on the subject, so, don't give him a reason to miss this class next
time.
Remember, that time is important for
your students as well, so, they would not be happy to waste it for lessons
which don't give them anything except personal stories from their teacher's
life.
5. More explanations
Even if you consider yourself a cool
teacher who explains everything in a way that even the stupidest person would understand
you, don't be lazy to explain it to your students several times, and what is
even more important – try to do that in different manners. Sometimes, they
really don't get it, but it's not because they are stupid: maybe some of them
just think different.
Be patient, and explain your material
over and over again, making sure all students understand what you're talking
about. You know, how difficult it will be for them to learn further, if they
don't get the basis.
6. Teach in a variety of ways
Don't be lazy to use as many different
materials for your lessons as possible. Students believe that the best
teacher is able to teach in a big variety of ways: use books, videos,
music, presentations, speeches, and everything that can be interesting for your
students to accept (you know them better, so, you will definitely come up with
good ideas).
If you show them a video, then give
some papers with facts described in that video, then tell them all this info
yourself, it will be much easier for your students to understand and get the
material.
7. Be firm
It doesn't mean you should be a
dictator. But students do not like teachers who are too soft and
mild. Too nice is not always nice, especially when it comes to teaching. There
are always some students in a class (we think, you remember all those movies
about high schools), who will try to persuade you that they do not need the
material you give. Don't make a sad face like that Okay meme on the Internet
has! Just stay consistent!
8. A good teacher always has objectives
When you start a lesson, make your
students understand clearly what they will learn today. You should have
clear objectives, as such a plan will help students concentrate and know what
they are supposed to do during this class.
You can write something like “do nows”
on the board, or just tell them your plan step by step.
9. Be a good example for your
students
One student has told us a story about
his teacher, who always brought tasty organic food and shared it with those
students who didn't bring lunch with them. He looked younger and very
energetic, and some students changed their mind about what they age, because
they just wanted to look like a teacher.
This is an example of a teacher who
influenced his students positively. If you follow this advice, your students
will thank you.
10. Believe in them!
Don't ignore your student, if you see
he is not interested in your subject, or he doesn't understand
anything. Just try to believe in everyone, and don't leave any of your
students behind.
Ask each of them to explain what
exactly they don't like or understand, explain this once again, make sure
they've got it this time. It is very important for a student to feel the
support of his teacher and know that he will always help when it is needed.
Focus on
the text under above Ten Main Titles (01. to 10.)
microscopically, and follow the ideas/instructions in them to
Be A
Good/Better Teacher or The Teacher!
Thanks a
lot!
May The
Noble Triple Gem Bless U All!
References - Resources
Who is a teacher?
https://en.wikipedia.org/wiki/Teacher
01. Qualities of a good teacher.
http://teaching.org/resources/top-10-qualities-of-a-great-teacher
https://owlcation.com/academia/Characteristics-Of-A-Good-Teacher
Behaviors of a good teacher.
http://www.bu.edu/ctl/teaching-resources/preparing-to-be-a-teaching-fellow/behaviors-of-good-teachers/
02. Learning Styles
https://www.learning-styles-online.com/overview/
https://www.learndash.com/7-major-learning-styles-which-one-is-you/
https://teach.com/what/teachers-teach/learning-styles/
03. Teaching methods
http://collections.infocollections.org/ukedu/uk/d/Jgtz017e/6.9.1.html
https://education.cu-portland.edu/blog/classroom-resources/5-types-of-classroom-teaching-styles/
04. Teaching Techniques
http://employees.oneonta.edu/thomasrl/YaTeachTech.pdf
05. Classroom Management
https://en.wikipedia.org/wiki/Classroom_management
Physical Management.
https://www.teachervision.com/creating-effective-physical-classroom-environment
During teaching.
https://www.edutopia.org/blog/big-and-small-classroom-management-strategies-todd-finley
06. Seating Arrangement
https://magoosh.com/praxis/pros-cons-classroom-seating-arrangements/
http://www.stagingconnections.com/events/choosing-the-best-seating-style-for-your-audience
07. Roles of a Teacher.
http://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1603-roles-of-a-teacher-in-the-classroom
( http://www.ehow.com/)
https://education.cu-portland.edu/blog/classroom-resources/5-roles-for-a-teacher-leader/
08. How to use teaching aid in leaning
teaching process?
http://uvsfajardo.sld.cu/sites/uvsfajardo.sld.cu/files/the_use_of_teaching_aids_in_the_teaching_learning_process_of_large_classes_0.pdf
http://www.indiastudychannel.com/resources/120369-Teaching-Aids-Their-Characteristics-Advantages-And-How-And-Where-To-Use-Teaching-Aids.aspx
Flashcard
https://en.wikipedia.org/wiki/Flashcard
http://uvsfajardo.sld.cu/sites/uvsfajardo.sld.cu/files/the_use_of_teaching_aids_in_the_teaching_learning_process_of_large_classes_0.pdf
09. Counseling
http://www.behavioradvisor.com/Counseling.html
10. How to Be a Good Teacher?
http://busyteacher.org/16874-how-to-become-the-best-teacher-students-advice.html
H M C P H
