1. Introduction
The question of what makes a good teacher and good teaching has resulted in an endless steam of ideas, opinions, and theories. This research work in The good teachers and good teaching will bring light to what is and when can we have good teaching as well as being good teacher. Also it will provide methodologies that can be used to have a good teaching environment in the classroom. In addiction, there will be mentioned qualities of a good teacher as well as methods or teaching techniques in the class. Besides the aspects mentioned above, also will be discussed aspects related to the description of a good teacher. Finally, it will high light in the methods of good teaching. The main aim of this research is to bring to the reader, discussions and views that undergo good teaching so that through these, teachers may pick and combine different methods, techniques and behaviors in the class that can somehow create good teaching and learning environment in the class.
2. What is teaching?
In the light of GIBBS and HABESHAW (2003:222), Teaching is understood as an ongoing engagement with the scholarship of learning, an understanding of how students learn a promotion of interactivity and an all-round enhancement of students learning. Good teaching doesn’t happen by chance, it is planned that way.
2.1 When do we have good learning?
Good learning happens when a learner is ready and motivated to learn, the teacher displays supportive teaching behavior, the teaching is learner centred and the learning environment has been attended to the learners.
Evaluate methods for managing children’s behaviour and how these may affect teaching and learning
Evaluate methods for managing children’s behaviour and how these may affect teaching and learning Any methods used when managing children’s behaviour should be proactive rather than reactive: If a child is, being verbally challenging and you engage a conversation and react to the behaviour the matter will escalate, being proactive by thinking and assessing the situation before you speak, being ...
2.2 Creating good environment for teaching
• Share their love of the subject
• make materials interesting and stimulating
• engage with students at their level
• explain materials plainly
• clarify level and purpose of teaching
• encourage student independence
• use valid assessment methods
• focus on key concepts
• give high quality feedback
• Continually learn from students (Ramsden: 1992)
2.2.1 Behavior of effective teachers
1. Organization and clarity of presentation
2. Enthusiasm and stimulation
3. Teachers knowledge
4. Group teaching skills
5. Clinical supervision
6. Clinical competence
7. Modeling of professional characteristics (Irby 1978)
2.2.2 Factors relating to good and bad teaching (Metcalfe DH & Matharu M 1995)
1. Planning and preparation
2. Ability to run a session well
3. Interpersonal behavior (Metcalfe DH & Matharu M 1995)
White et al. (1987:90-91) suggest, based on a review of 300 studies, that no single teaching behavior strongly relates to student learning but there are clusters of behaviors that distinguish effective from less effective teaching in classroom environments. Their clusters are:
· Management of Instructional Time
· Management of Student Behavior
· Instructional Presentation
· Instructional Monitoring
The Term Paper on Supporting teaching and learning in schools 3
Outcome 1 1.1 There are many types of school. Using the school prospectuses, discussion and research complete the following table. Use one example for each category. Type of school Name of school Infant Penygraig Infants Junior Penygraig Juniours Secondary Tonypandy Comprehensive School Independent Howells School Llandaff Welsh language Bodringallt Primary School Faith School St. Raphaels Catholic ...
· Instructional Feedback
FELDMAN (1976:243) reviewed over 70 studies of effective teaching at the college level. He found the following characteristics consistently associated with superior college teachers or teaching: · Stimulation of interest
· Clarity
· Knowledge of subject matter
· Preparation for and organization of the course
· Enthusiasm for subject and teaching
· Friendliness (concern and respect for students)
· Helpfulness (availability)
· Openness to others’ opinions
2.3 The ten characteristics of a Good Teacher
According to PATRICIA MILLER (1987:88) the qualities of a Good Teacher can be separated into four areas. 1. Affective characteristics
Enthusiasm (teacher who has a contagious enthusiasm for his teaching) Encouragement (teacher who is encouraging and patient, and who will not give up on me) Humor (teacher who can add pace and humor to the class)
Interest in the student (teacher who will take an interest in me as persons) Availability (teacher who will take a minute or two to answer a question after class)
2. Skills
Creativity (teacher who is creative)
Challenge (teacher who challenges me)
3. Classroom Management
Pace (teacher who will leave his emotional baggage outside the classroom) Fairness (teacher who will treat me as a person, on an equal basis with all the members of the class) 4. Academic Knowledge
Grammar (teacher who knows grammar well and who can explain something on the spot if)
2.4 Multisensory Teaching Techniques
In the light of FELDMAN (1976:96) there are multisensory teaching techniques influencing the learning process for the students. They are as follow bellow. Learning by SEEING: use visual aids like maps, charts, diagrams, animations, etc. make sure of boards, projector, and multimedia, etc. Learning by SAYING: encourage them to take part of in discussion and express themselves, ask and newer questions, work in groups and explain the information to other student. Learning by DOING: make students participate in labs, projects, field studies, role ply, demonstrations and simulations, etc. Learning by LISTENING: tech active listening and note taking skills. By and large we entirely agree to Feldman’s point of view due to being light for the success in the teaching and learning process as it involves all the learners’ learning styles in the classroom, especially the Mozambican context.
The Essay on Teaching and Learning Approach
Every learner has their own strengths and weaknesses that are reflect in the group. As a Teacher I must understand and focus on utilizing each learner’s strengths and work to improve on their weaknesses. All learners learn in a different ways and also from one another. The ideas and views of each learner brings to the classroom can bring insight into what is being learned. The classroom is a ...
2.5 Description of good teacher
Good teacher is always: Punctual, Patient, Tolerant, Positive, Understanding, Encouraging, Always well-prepared, Helpful, Energetic, Enthusiastic, Fair, Well-informed, Friendly, Humorous, etc. 2.6 Methods of Good Teaching
• Analogy
E.g. I want you to imagine this…
• Story telling
E.g. One night when I was in the emergency room….
• Encourages questions
• Positive Reinforcement
• Involve the student (Active Learning!)
• Keep the message basic
• Good teachers build the foundation for learning
• Good teachers show the way for the students to build on this foundation Note: Association – student learns best when event combined with its context.
ADAMS’ (1970) research mentions story telling as a mark of good teaching. Personal experiences, e.g. from life, research or previous employment, are excellent sources of material for stories, as are TV, movies, and stories of friends and colleagues. Stories that somehow relate to your audience’s experience are the ones that bear the most fruit. Stories that add a touch of humour to the lesson are most effective; but do not try to be funny if you are not. Those that have travelled have many stories to tell and others can come from movies, documentaries and news stories.
Furthermore, WHITE et al. (1987) emphasizes in the point that Adams’ point of view should be implied in such traits as organized, preparation, tells stories, sensitive to class and so on. Presentation is a difficult art to master. Still under the good teachers’ discussion, Mc Alpine and Weston (2000:377) suggest that getting to know the student is the key to good being a good teacher. In our point of view, three of them are attach aspects that can directly or indirectly influence good teacher being. In the other hand, the Mac Alpine’s theory is a starting point for being a good teacher as if you know well your students then it is easy to carry good and successfully teaching in the class.
3. Conclusion
A teacher’s effectiveness depends on his demonstration of the affective characteristics. These are inborn in some of us, but they are also within the grasp of most teachers. Most of us want to be encouraging, enthusiastic, and available, but we just have to be reminded once in a while. The classroom management techniques of peace and fairness are often overlooked, but they can be crucial to effective teaching. These are not techniques that require training, but again, simply awareness. The specific teaching skills of creativity and challenge are associated more with the types of materials and activities, and their level and appropriateness.
The Review on The Effects of Teacher Certification on Minority Students’ Academic Performance in Secondary Mathematics
Will there be a difference in student achievement when taught by uncertified teachers compared with certified teachers? Purpose The purpose of this study is to investigate the academic achievements of students on the mathematic state standardize test at the high school level among minority students when taught by certified teachers compared with uncertified teachers. Description of the Community ...
Ease and facility in these two areas come with experience and familiarity with the syllabus and materials. Lastly, a teacher who knows his grammar gives himself credibility and stature in the eyes of his students. With a little training in how to explain grammar and how to teach it, teachers have an indispensable tool. In summary there is no perfect approach to teaching, nor will everyone win a teaching excellence award. Yet a motivated teacher who is not afraid to learn can become a good teacher, one that provides the environment where learning can be effective and enjoyable for both student and lecturer.
4. Bibliographic Reference
ADAMS, R. Duration and Incident Frequencies as Observation Indices. Education and Psychological Measurement. (1970) FELDMAN, K. A. The Superior College Teacher from the Student’s View. Research in Higher Education. 1976 GIBBS and Habeshaw. Qualities of a Good Teacher. Teaching in Real life. 2003 MC ALFINE L. and Weston C. Reflection: Issues related to improving professors’ teaching andstudents’ learning. Instructional Science. (2000).
PATRICIA, Millar. Ten Characteristics of a Good Teacher, Volume 25, No. 1 (1987).
WHITE, K., Wyne M., Stuck G. and Coop R. H. Assessing Teacher Performance Using an Observational Instrument Based on Research Findings.1987
