Transcript Secondary School Teaching A Guide To Methods and Resources

Secondary School Teaching
A Guide To Methods and Resources
Chapter Two
Secondary School
Teaching Today:
Teacher Professional Responsibilities
13 Key Points- of Chapter 2
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4 decision-making and thought processing phases of instruction
Operational awareness of materials and resources used in teaching
Copyright laws for printed and media materials for teaching
Using community resources, speakers and field trips
Competent use of standard classroom tools for teaching
Importance of locus of control and its relationship to professional
responsibilities
Instructional and noninstructional responsibilities of classroom teachers
Basic safety and legal guidelines for the classroom
Contrast teachers use of praise and encouragement and
situation in which each is more appropriate
Compare and contrast teacher facilitating behaviors
with instructional strategies
Teaching style and its relevance to classroom instruction
Importance of reflection to the process of constructing
skills and understanding
The concept of multilevel instruction and its use
Four Categories of Teacher
Responsibility
1.
Responsibility as a reflective decision maker
2.
Commitment to children and to the profession
3.
Noninstructional responsibilities
4.
Instructional responsibilities and fundamental
teaching behavior
Instruction can be divided into 4 decisionmaking and thought-processing phases:
• Planning Phase or Preactive Phase: consists of all the
intellectual functions and decision you make prior to
actual instruction
– Content selection, goals, objective, homework assignments etc.
• Teaching or Interactive Phase: decisions
made during the act of teaching
– Maintaining of student focus, teacher questions,
student feedback and adjustments to the lesson
plan
4 decision-making and thoughtprocessing phases: Cont
• Analyzing and Evaluating Phase or
Reflective Phase: time used to reflect
upon, analyze, and judge the
decisions and behaviors that
occurred during the interactive phase
– Decisions of student learning, student
grades, feedback to parents and
adjustments on what to teach next
• The Application or Projective Phase:
projecting you analysis into
subsequent teaching behaviors
Locus of Control, Teacher Responsibility
• Internal: likely to persist against
formidable odds
• Self –Efficacy: (feeling of I can)
more likely to instill in their students the
same sense of empowerment
Please Note: just because a teacher
think they “can” teach does no mean
they “will” teach
Students Right Against Discrimination
• Federal Law Title VI of the Civil Rights
Act of 1964
– Prohibits discrimination based on race,
color or national origin, or gender
• The Americans with Disabilities Act of
1990
– Prohibits discrimination against individuals
with disabilities
• Federal Law Title IX of the Education
Act Amendments of 1972
– Prohibits discrimination among students
based on their gender. In all aspects of
school all students must be treated the
same
Cell Phones and other Handheld Devices
• Whatever the school and district
policy, as a classroom teacher you
should have the policy common in
most theaters and concerts; that is ,
students are expected upon entering
your classroom to turn their electronic
devices completely off and keep
them off until students are dismissed
from your classroom.
Teaching Style
• The way teachers teach, which
includes their distinct mannerisms
complemented by their choices of
teaching behaviors and strategies
• Two contrasting styles
– The traditional
– The facilitating
Traditional
Style
Facilitating
Style
Teacher
Autocratic, Direct
Curriculum-centered
Formal, Informative
Prescriptive
Democratic, Indirect
Student-centered
Interactive, Informal
Inquiring, Reflective
Classroom
Teacher-centered
Linear
(seats facing front)
Student-centered
(group or circular seating)
Instructional
Modes
Abstract learning
Competitive learning
Concrete learning
Cooperative learning
Transmission of
information from teacher
to students
Reciprocal teaching
(using dialogue) between
teacher and small group
Teacher centered
discussion/lecture
Discussions and peer and
cross age coaching
Multilevel Instruction
• Individual students and groups are
working at different tasks to
accomplish the same objectives.
• In other words individualizing both the
content and the methods teaching.
Theoretical Origins of Teaching Styles
and Their Relation to Constructivism
• Constructivism is not a new concept
– Found in the writings of Arthur W. Combs
(1962), Jean Piaget (1970) and John Dewey
(1902, 1910)
• Cognitive Experimentalism
(constructivism)
– Is the assumption that the learner is neutralinteractive, purposive individual in
simultaneous interaction with physical and
biological environments.
– The main focus in teaching should be on
facilitating the learner’s gain and
construction of new perceptions that lead
to desired behavioral changes and
ultimately to more fully functioning
individual
Noninstructional Responsibilities
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Knowledgeable about activities of interest to the students
Familiar with the school campus and community
Acquainted with members of faculty and support staff
Knowledgeable of the school and district policies
Familiar with the background of the students
Your expected to teach common elements of the
curriculum, reading, writing and thinking
Your expected role in the advisory program
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Maintaining a cheerful, pleasant, safe environment,
obtaining materials needed for each lesson, keeping
supplies orderly; and supervising students who are helpers
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Your expected role in the parent-teacher organization
and other community participation meetings
Conferences: teacher-teacher, teacher-student, teacherparent, teacher-administration, teacher-community rep.
Professional meetings
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Time to relax and enjoy family and hobbies
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Instructional Responsibilities-highlights
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Knowledgeable of expected learning outcomes
Planning lessons, reading students papers
Preparing the classroom, providing class instruction
I. D. resources and sources, devote time to planning
Assessing and recording student progress
Develop a effective classroom management
system
Characteristics of the Competent
Classroom Teacher: An Annotated List
• Teacher is knowledgeable about the
subject matter
– Historical and current knowledge
• The teacher is an “Educational Broker”
– You can not know everything but you should
know where to find out
• The teacher is an active member of
professional organizations
– Reads professional journals, speaks with
colleagues, maintains current methodology
about the students and the subject content
the teacher is expected to teach
Characteristics of the Competent Cont.
• The teacher understand the process
of learning
– Ensure students understand what is
expected of them
– Consider the unique learning
characteristics of each student, see that
content is presented in reasonable small
doses and in a logical and coherent
sequence
• The teacher uses effective modeling
behaviors
• The teacher is open to change, willing
to take risks and willing to be held
accountable
Characteristics of the Competent Cont.
• The teacher is nondiscriminatory towards
all unique human differences
• The teacher organizes the classroom
and plans the lesson carefully
• The teacher is a compatible
communicator
– The teacher uses thoughtfully selected words,
carefully planned questions, expressive voice
inflections, useful pauses, meaningful gesture
and non confusing body language
• The teacher functions effectively as a
decision maker
Characteristics of the Competent Cont
• The teacher is in perpetual learning
mode, striving to further develop a
repertoire of teaching strategies
• Demonstrates concern for safety and
health of the students
• Demonstrates optimism for the learning
of every student, while providing a
constructive and positive environments
for learning
• Demonstrates confidence in the
students ability to learn
Characteristics of the Competent Cont
• The teacher is skillful and fair in
employment of strategies for the
assessment of student learning
• The teacher is skillful in working with
parents, colleagues, admin. and support
staff and maintains professional
relationships
• The teacher demonstrates continuing
interest in professional responsibilities,
challenges and opportunities
• The teacher exhibits a wide range of
interests. The school, community etc.
Characteristics of the Competent Cont
• The teacher shares a healthy sense of
humor
– Helps a teacher become resilient and career
longevity
– You and your students will see and face many of
life's challenges
• The teacher is quick to recognize a student
who may be in need of special attention
• The teacher makes specific and frequent
efforts to demonstrate how the subject
content may be related to the students’
lives
• The teacher is reliable
3 Basic Rules for Becoming a
Competent Teacher
• First: you must know why you have
selected a particular strategy
– Secondary school students learn best when
physically (hands on) and intellectually (minds
on) active. Touching objectives, feeling
shapes and textures, moving objects and
share what they learned that is, learning
collaboratively
• Second: teachers behaviors create
conditions needed to enable students to
think and learn
– Students are physically and mentally
engaged, instruction time is efficiently used,
classroom distractions and interruptions are
minimal
3 Basic Rules for Becoming Cont.
• Third: The effectiveness with which a
teacher carries out the basic
behaviors can be measured by how
well the students learn
– Structuring the student learning
environment, accepting and sharing
instructional accountability, providing a
variety of motivating and challenging
activities
Structuring the Learning Environment
• Establishing an intellectual,
psychological, and physical
environment that enables all students to
act and react productively, Specifically
– Attend to the organization of the classroom as
a learning laboratory, positive, safe, efficient
– Establish and maintain clearly understood
classroom procedures, definitions, instructions
and expectations
– Help students assume task and responsibility
thereby empowering them in their learning
– Provide scaffold of instruction
– Uses techniques for students’ Metacognition
– Plan units and lessons that have clear
beginning and ending
– Provide frequent summary reviews
Summary
This chapter has covered the fact
that as a teacher your
responsibilities as a classroom
teacher will extend well beyond
the 4 walls of the classroom, the 6
hours of the school day, the 5 day
work week of the school year, and
the 180 day or so of the school
year.