Qualities of a good teacher:
• AZEEZ
Should the qualities of a good teacher be defined solely by student achievement?
Or should they encompass traits more difficult to measure -- such as the capacity to connect emotionally with children?
I. A good teacher instills confidence
• Many students do not believe that their teachers actually believe in them
• Many students do not believe that their parents actually believe in them
• Many students do not believe that any adult actually believes in them
• Many students, therefore, do not believe in themselves
• Students who do not believe in themselves tend to have more behavioral and academic problems
If the final point’s conclusion is obvious, the inverse should be just as clear:
If students who don’t believe in themselves have issues in the classroom, those who do believe in themselves will be better-equipped to succeed academically.
Now how to exhibit that we believe in them or how to make students to understand that my teacher believes in me.
Simple ways are:
• Make learning goal-oriented
• Instill a growth mindset
• Reassure your students verbally
Repeat it again and again many a times in your classroom or till your students believe you that you believe in them.
And whose belief on whom is important? Teacher on his student or student on his teacher. Both are important. But effectiveness is seen in first, that is, teacher on his or her student.
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II. A quality teacher manages the classroom effectively
A teacher can be knowledgeable, prepared -- and even a great communicator -- but still fail simply because of an inability to deal with misbehavior in the classroom.
Classroom management is an art which everyone cannot do it so easily.
It encompasses all the strategies a teacher deploys to organize and arrange students, learning materials, space, and use of classroom time to maximize the efficiency of teaching and learning.
This helps students enjoy an organized, structured environment with an emphasis on a positive educational atmosphere that is conducive to learning.
Does Classroom management mean - Teaching and testing, classroom keeping......?
No. "CR management should connect your emotions with students, your body language should speak many more things, your communication should give varied modulations and you activity meet all individual differences.
1. Talking about a test or other relatable topic, be sure to:
• Use polite language
• Maintain eye contact
• Keep phones in your pockets
• Let one another speak uninterrupted
• Raise concerns about one another’s statements in a respectful manner
After, start a class discussion to list and expand upon the ideal behaviors you exemplified.
2. Address isolated discipline problems individually instead of punishing an entire class, as the latter can hurt your relationships with students who are on-task and thereby jeopardize other classroom management efforts.
Instead, call out specific students in a friendly manner. For example:
• “Do you have a question?”, not “Stop talking and disrupting other students”
• “Do you need help focusing?”, not “Pay attention and stop fooling around while I’m talking”
This basic approach will allow you to keep a friendly disposition, while immediately acknowledging inappropriate behavior.
3. Praise students for jobs well done, as doing so improves academic and behavioral performance, according to a recent research review and study.
When it is sincere and references specific examples of effort or accomplishment, praise can:
• Inspire the entire class
• Improve a student’s self-esteem
• Reinforce rules and values you want to see
Perhaps more importantly, it encourages students to repeat positive behavior.
Let’s say a student exemplifies advanced problem-solving skills when tackling a math word problem.
Praising his or her use of specific tactics should go a long way in ensuring he or she continues to use these tactics.
Not to mention, you’ll motivate other students to do the same.
4. Motivate your class before teaching:
This one works well no matter the grade level: elementary school, middle school or high school.
Start lessons by previewing particularly-exciting parts, hooking student interest from the get-go.
As the bell rings and students settle, go through an agenda of the day’s highlights for the whole class.
These could include group tasks, engaging bits of content and anything else to pique curiosity.
For example, “Throughout the day, you’ll learn about:”
• How to talk like you’re a teacher (sentence structure) in your English class
• Why you don’t know anyone who’s won the lottery (probability) in your maths class today.
• What all the presidents of our country have had in common (social analysis) in your social science class today.
Right.
Now lets come to our class....now you list out the agenda clearly.
The goal of this classroom management technique is to immediately interest students in your agenda and thereby dissuade misbehavior.
Motivation does not mean that you give motivation from your subject or lesson relevant or topic relevant areas. You can choose an interesting incident, story, some punching dialogues, quotes, your personal experience, some hints or inviting students to share their experiences, a movie critic.....all will work on motivation.
5. Offer different types of free study time
Provide a wide range of activities during free study time to appeal to students who struggle to process content in silence, individually.
You can do this by dividing your class into clearly-sectioned solo and team activities.
In separate sections, consider:
• Providing audiobooks, which can play material relevant to your lessons
• Maintaining a designated quiet space for students to take notes and complete work
• Creating a station for challenging group games that teach or reinforce standards-aligned skills
• Allowing students to work in groups while taking notes and completing work, away from quiet zones
By running these sorts of activities, free study time will begin to benefit diverse learners. This should contribute to overall classroom engagement.
Classroom activity is not only of teaching, teaching.....allow students to breath, speak to them. In other words you can say, teaching is speaking.
Divide class time, 40 min, 5 min for motivation, 5 min for revising yesterday's lesson, 5 min for introducing today's lesson, 20 min for developing the lesson and explaining,
Last 5 min for giving summary of the lesson and for task assignments.
6. Make a Interview/review with students.
Interview students who aren’t academically engaged or displaying prosocial behavior to learn how to better manage them.
While running learning stations or a large-group activity, pull each student aside for a few minutes.
Ask about:
• What helps them focus
• Who they work well with
• Their favorite types of lessons
• Their favorite in-class activities
• Which kinds of exercises help them remember key lesson points
Note their answers to come up with activities and approaches that engage them, thereby limiting classroom disruptions.
By both enticing and challenging students, you should notice they’ll:
• Work and learn at their own paces
• Engage actively with appropriate content
• Demonstrate knowledge as effectively as possible
With these benefits, students may actually look forward to taking on new projects.
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• What is the best classroom management style?
Some teachers believe an authoritative classroom management style may the best one.
This type of high control, high involvement classroom management style is characterized by strong expectations of appropriate behavior, clear understandings of why certain behaviors are acceptable and others not acceptable, and warm student-teacher relationships.
However, there is no specific approach that has been proven to be the most effective.
The best classroom management is that the teacher should pierce into the heart of the child. Thats enough. Now the child can understand whatever tough topic you teach.
Therefore prepare the soil first, now put your seeds, you will get a fruitful return
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III. A good teacher is prepared
Every day, the effective teacher comes to class prepared to teach.
“Organizing time and preparing materials in advance of instruction have been noted as the most important aspects of effective teaching.”
But “preparation” can be a confusing term; two different teachers might have completely different definitions of what, exactly, constitutes a truly “prepared” instructor.
Consider the action items below to bolster your preparation -- and ensure you feel confident addressing your class at the start of every lesson.
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(Courtesy: Yale Center for Teaching and Learning)
Consider the following list, “The Types of Things that Teachers Often Do to Prepare for Class”:
• Do the reading and problem sets
• Take notes on the material
• Review lecture notes for the week
• Prepare an outline of issues to cover in class
• Make a list of questions to use in class or write on the board
• Make a handout of topics to discuss in class
• Make a study guide to hand out
• Design a homework assignment or question for students to prepare for a future class
• Compile bibliographies or other outside information related to the material
• Assemble visual material
• Prepare supplemental reading
• Prepare handouts on writing tips, research methods, problem solving, lab techniques, etc.
• Meet with other teachers to discuss the material and how to present it in section
• Review students’ questions to anticipate their concerns, problems, interests
• Make up quizzes
• Devise debates, small group discussion, or other interactive projects
• Copy articles relevant to the discussion at hand from newspapers and other periodicals
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