FEATURES FOR TEACHERS
Features For New Teachers
Volume 5, Issue 6
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Teaching is a very conscious activity where one has to deal with diverse learners at the same time. Though it seems pleasant to deal with such a different group of learners, it requires a quick decision-making ability of teachers who deal with a lot of difficulties and complexities that emerge during the interactions of lessons. Another aspect for an effective lesson is planning.
It is very difficult to define and describe the characteristics of good teaching. In short, a lot of qualifications, credentials, experiences and efforts are required for a good and effective teacher. The foremost quality of a teacher is the command on the delivery part of a lesson - how s/he integrates content knowledge with pedagogical skills. That is only possible if a teacher has the power of decision making (the how and into which quantity s/he has to deliver the lesson.)
Decision-making is a very careful step that helps the facilitator to take selective actions in the light of sense hypothesis. It seems unhealthy to pour out all that information and content material into a student’s mind, but we need to make sure that to what extent it can be appropriate for the learner’s needs and the requirement of that learning content. Sometimes it seems that our decisions are not suitable in the long run, although it’s fulfilling/catering the needs of present time. That is why teaching is recognized as a reflective and thinking based journey rather than a monotonous way of delivering information. It assists the decision-maker to take action with thorough reflections on how children learn and what would be the desired outcomes.
Teachers often complain that we would not be able to complete our task in the given time due to the abrupt discussion/s or some new arising questions. What I personally believe, it’s again an opportunity for teachers to think that sometimes it is good to proceed as per the original plan, but being a responsible person, it sounds intelligent to be flexible in one's planning and accommodating his/her selves as per the need and desire of the time and context.
The major responsibility of a teacher is not to just complete the syllabus but also to make sure that learners produce meaningful outcomes while simultaneously their personalities are groomed with appropriate attitudes and skills. That is why the aim of education always leads towards holistic development of a child and all depends on the willingness of a teacher whose decision plays ‘the vital role’ in the children’s grooming.
As we often heard an old saying, “I am because I am thinking”, this same theory applies while making a decision because it requires on-going reflection. An intelligent decision needs a lot of deep, critical and analytical thinking because if outcomes are expected with deliberate optimism, then it is necessary for an individual to challenge, analyze its own idea, practice, see the alternatives, and choose the best one. For example, a teacher plans a lesson for 2 days and delivers this in class. Hence this would be called an ordinary teacher. But a reflective teacher will be in the process of constantly thinking, "how would I enable my students to learn the conceptual understanding with more clarity? How could I introduce my students to some new strategies through which they could learn more in the most effective manner?" It is also important for the teacher to pick up any new ideas / information with careful analysis and deliver it to the learners while asking, "does that make sense to them?" Therefore, it is also important to collect feedback from students and then plan as per their needs.
The child is a natural investigator, if our instructions provide him a LEAD; we would be able to see the enhancement in the cognitive and behavioral developments both. Nonetheless, it is not that easy but our instructions should link with the child’s previous knowledge and the existing experiences so it would be called meaningful learning.
impediments that affect decisions
Chesham said, “Let me give so
much time to improvement of myself that I shall have not time to
Best Brains are those that are always in the process of rethinking to construct new knowledge. I think teachers have the same role in producing something new but in the process of the production of something new, they face some hurdles and barriers and those hindrances often affect their performance and make them slow as well. Therefore "to make a difference” one has to sacrifice and brings out positive changes.
are some impediments that
affects effective decision:
Suggestions to overcome the impediments while decision making
Whatever have been shared in the light of
general observation, it is difficult to find out the solution for all of
the impediments because it does vary from context to context. A smart
teacher carefully handles the problem keeping in mind the diversity and
sensitivity as well.
mission statements of NYC charter schools, the most common phrases I
have come across are: college bound, high quality, high expectations,
and academic rigor. Just because the words are in the mission does not
mean that they are the reality of the school.
As my colleagues and I
worked to craft our mission statement, we discussed our vision of the
school. We agreed that the quality of a child’s education is too often
defined by the neighborhood in which they live.
Compounding this problem, there is a belief adopted by many that
factors such as poverty preclude high student achievement. We rejected
this belief; while research suggests that these factors may be barriers,
they can be overcome with high-quality, research-based educational
But how do you craft
this vision into a mission statement? Creating the mission statement for
In the end, we
decided that our mission would be as follows:
But how can a school
really make this happen? As so many other schools had placed similar
words in their mission statements but failed to follow through with
them, how would Equality actually make their mission a reality?
The “how” to make
this happen would be:
providing a seamless seven
year, 6th-12th grade education that closes the educational gap in middle
school, reinforcing the foundation for rigorous college preparatory
academics in high school;
impelling students’ high
academic achievement through a standards-based curriculum;
nurturing a safe, positive,
and proactive learning environment, both academically and
socio-emotionally, for students, staff, and parents;
creating high parental and
community involvement and satisfaction;
empowering students to have a
voice and impact on school and community culture;
assisting students in
developing and carrying out their life action plans which will include a
post-secondary plan; and,
preparing students with the
skills and knowledge essential for them to successfully be admitted to
and graduate from college.
I recently received a question regarding reading:
Dear Dr. Manute:
I am a teacher in
- Lisa, Penang
Dr. Manute's response:
Dr. Manute's response:
Well, not knowing more of the details, I could make an assumption that English is a second language. After more thought, that may not be the case as your question could be relevant in any school home or abroad.
Let’s look at options. First of all, what
resources are available in your school?
Is there an established
I would recommend you go to an educational site
on the internet, such as ERIC and look for strategies for teaching
You didn’t say how many students you have in your room. Smaller classes certainly make it easier to individualize instruction. I encourage you to do exactly that, determine where each student is at and design a program that meets his or her individual needs. This could be an enormous task, but I believe you are up to it - otherwise you wouldn’t have written :) Select specific strategies, engage the students in creative, interesting and challenging activities and measure their progress each step of the way. Celebrate their success no matter how small and encourage them with intrinsic and extrinsic rewards. I think you will be amazed at their progress.This endeavor will also provide an enormous amount of satisfaction to you as a professional.
Good luck and good teaching!
E-assessment can be used to assess cognitive and practical abilities. Cognitive abilities are assessed using e-testing software; practical abilities are assessed using e-portfolios or simulation software.
An e-testing system comprises two components:
(1) an assessment engine; and
(2) an item bank.
An assessment engine comprises the hardware and software required to create and deliver a test. Most e-testing engines run on standard hardware so the key characteristic is the software's functionality. There is a wide range of software packages. The software does not include the questions themselves; these are provided by an item bank. Once created, the engine uses the item bank to generate a test.
The creation of the item bank is more costly and time consuming than the installation and configuration of the assessment engine. There is currently no business model to support the creation of high quality item banks. Issues such as copyright and intellectual property rights remain unresolved.
E-assessment is becoming widely used. It has many advantages over traditional (paper-based) assessment.
The advantages include:
1. lower long-term costs
2. instant feedback to students
3. greater flexibility with respect to location and timing
4. improved reliability (machine marking is much more reliable than human marking).
There are also disadvantages. E-assessment systems are expensive to establish and not suitable for every type of assessment (such as extended response questions). The main expense is not technical; it is the cost of producing high quality assessment items.
Which larger shape could be made if the two sections are fitted together?
SQ3R is an instructional strategy for improving reading
comprehension. It is an acronym for Survey, Question, Read,
Recite, Review. Each of these activities focuses on a technique integral
to the reading process. The uses in the language arts seem rather
obvious, but SQ3R is great for other areas too. This can be used in
social studies classes when reading through a new section of the
textbook. Science teachers use it to kick off new units and in new labs.
Math teachers can even use it to teach students to take notes from their
books. Possibilities are endless.
Interested in FREE writing activities you can print out and use immediately in your classroom? Simply click the following link to our writing page: http://www.starteaching.com/writing.htm
definition of literacy is context specific. The parameters of literacy
may vary from one geographical region to another and from one era to
another. It can be as simple as just recognition of the alphabets, or
signing of one’s own name, or may be broader in order to include the
handling of equipment
definitions of literacy focus on perception and decoding. For example,
Spache (1964: 2) described literacy as “a series of word perceptions
i.e. reading only”. Kaestle (1985: 34), described literacy as “the
ability to decode and comprehend language at a rudimentary level, that
is the ability to look at written words corresponding to ordinary oral
discourse, to say them, and to understand them.”
two definitions emphasize the aspect of skills to read the printed
symbols and to map these symbols into the understanding of oral
is observed that initially, the definition of literacy was confined to
the acquisition of the basic skills of the 3 R’s (reading, writing and
arithmetic). Over a period of time, basic literacy was upgraded to
functional literacy, expanding further into knowing to do things by
using insight. This transformation of literacy is, in fact,
associated with its importance for the society as a whole, and to enable
a person to effectively participate in the life
defining literacy is a very complex notion, it is important to
deliberate upon it since the definition has far-reaching implications.
Some experts have emphasized cognitive processes in describing literacy,
some more generally and others more specifically. For example, Goodman
(1976: 51) suggested that “reading is a psycholinguistic guessing
game”. Venezky (1991:22) states, it is “a cognitive skill.”
Calfee and Nelson-Barber (1991:13) describe it as “the capacity to
employ language as a tool for oral communication.”
definitions are consistent with teaching reading and writing as a
cognitive process that involves the processing of information through
such strategies as activating background knowledge, encouraging readers
to make predictions, or writers to organize their ideas into categories.
below cited definitions from different countries indicate that despite
the broadening of the description of literacy in literature, the working
definition of literacy, as adopted by different countries has remained
fairly simple at the skill level.
According to UNRSCO (2002), It is currently estimated that about twenty percent of world's population aged fifteen and above is illiterate and that about 115.4 million school-age children are not in school.
Once upon a time two brothers, who lived on adjoining farms, fell into conflict. It was the first serious rift in 40 years of farming side by side, sharing machinery, and trading labor and goods as needed without a conflict. Then the long collaboration fell apart. It began with a small misunderstanding and it grew into a major difference, and finally it exploded into an exchange of bitter words followed by weeks of silence.
One morning there was a knock on John's door. He opened it to find a man with a carpenter's tool box. "I'm looking for a few days' work" he said. "Perhaps you would have a few small jobs here and there I could help with? Could I help you?" "Yes," said the older brother. "I do have a job for you."
"Look across the creek at that farm. That's my neighbor; in fact, it's my younger brother. Last week there was a meadow between us and he took his bulldozer to the river levee and now there is a creek between us. Well, he may have done this to spite me, but I'll do him one better."
"See that pile of lumber by the barn? I want you to build me a fence --an 8-foot fence -- so I won't need to see his place or his face anymore."
The carpenter said, "I think I understand the situation. Show me the nails and the post-hole digger and I'll be able to do a job that pleases you."
The older brother had to go to town, so he helped the carpenter get the materials ready and then he was off for the day. The carpenter worked hard all that day measuring, sawing, nailing. About sunset when the farmer returned, the carpenter had just finished his job.
The farmer's eyes opened wide, his jaw dropped. There was no fence there at all. It was a bridge -- a bridge stretching from one side of the creek to the other! A fine piece of work, handrails and all -- and the neighbor, his younger brother, was coming toward them, his hand outstretched. "You are quite a fellow to build this bridge after all I've said and done." The two brothers stood at each end of the bridge, and then they met in the middle, taking each other's hand.
They turned to see the carpenter hoist his toolbox onto his shoulder. "No, wait! Stay a few days. I've a lot of other projects for you," said the older brother. "I'd love to stay on," the carpenter said, but I have many more bridges to build.
Do you have any bridges
that you need to build?
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depends more on the inward disposition of mind than on outward
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