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3. Good teaching

3.1 Review

• To change the passive learning to an active one, the following model should be implemented:

Experience of: Dialogue with:


DOING SELF





OVSERVING OTHERS


• There are three ways to implement the above model
1. Expand the kinds of learning experiences you create.
2. Take advantage of the “power of interaction”
3. Create dialectic between experience and dialogue


3.2 Elements of good teaching

• Good teaching is based on three elements: scholarship, personal integrity, and the ability to communicate with the young.

1. Scholarship in provoking new meaning to familiar data specificities to generalities, fact to theories, theories to facts in which case scholarship becomes way of life.

2. Integrity a. probity: honesty, principle and decent candor b. completeness: self-confidence in controlling ambiguities, a balanced character (neither being over self confident nor having no self confidence)

3. The ability to communicate with the young: the ability to empathize, to see a situation as the student sees it, to provoke more out of a student than he believed possible (i.e. to believe in the dignity of young people, and to lure him into further learning.

Some apparent minutiae to follow: (see pp. 33-4 for more details)

• knowing the student’s name, and calling them by name.
• greeting students and colleagues pleasantly
• remembering something that had earlier worried a student, and asking about it (“Is your mother recovering from her operation”)
• resisting the hurtful sarcastic to a foolish comment made by the student
• scrupulously following the dictum which all our parents taught us: “If you can’t say anything about someone, don’t say anything at all.”
• Telling a student the unvarnished truth, privately (i.e. George, you’re not working hard enough”

The teacher should also feel the importance for the student individuality and dignity. Here are some minutiae:

• always insisting on the reasons in class and out.
• “hearing” students, and questioning them thoroughly enough to know just how they see or are confused by an issue
• showing that you can change your mind, when evidence and logic suggest it.
• being on the edge of your subject and interest; exhibiting the same questing in your field that you would like your students feel.


Yet other minutiae:

• never being late to class or cutting it for some personal convenience
• returning papers to students within twenty-four hours
• insisting on neat written work, delivered on schedule
• insisting on formality of conduct in a classroom.
• insisting on clear thinking and fair mindedness in the dormitory
• perceiving the results of a class by focusing on what my students learn and not what I, as a teacher, have covered.


Some minutiae that help the students to grow:

• always expect a bit more of a student than he expects of himself.
• accentuate the positive; be careful always to praise good work. No one learns anything faster than when he feels he is successful.
• Be friends with students, but not buddies; the obligations of the latter relationship limit one’s freedom to teach well
• Never give up on a student, or categorize or ‘brand’ him permanently.


3.3 Code of ethics for teachers as educators

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential of each student.

○ ‘Educators help students to value their own identity, learn more about their cultural heritage, and practice social and civic responsibilities’
○ ‘They help students to reflect on their own learning and to connect it to their life experience’
○ ‘They engage students in activities that encourage diverse approaches and solutions to issues’ in a way that demonstrate their abilities and learning.


Principle 2: Educators create, support, and maintain challenging learning environments for all

○ Educators promote student learning
○ They utilize a range of strategies to address differences
○ They advocate for necessary resources o teach higher levels of learning
○ They develop and apply knowledge by displaying a curiosity and enthusiasm for learning


Principle 3: Educators commit to their own learning in order to develop their practice.

○ Educators improve their own practice by respecting the reciprocal nature of learning between educators and students.
○ They engage in a variety of individual and collaborative learning experiences essential to develop and promote student learning.

Principle 4: Educators collaborate with colleagues and other professionals in the interest of student learning

○ ‘Educators encourage and support their colleagues to build and maintain high standards’.
○ ‘They participate in decisions regarding curriculum, instruction and assessment designs, and they share responsibility for the governance of schools’

Principle 5: Educators collaborate with parents and community, building trust and respecting confidentiality

○ ‘Educators partner with parents and other members of the community to enhance school programs and to promote student learning’
○ ‘They respect the private nature of the special knowledge they have about students and their families and use that knowledge only in the students’ best interests’

Principle 6: Educators advance the intellectual and ethical foundation of the learning community

○ ‘Educators share the responsibility for understanding what is known, pursing further knowledge, translating knowledge into comprehensible forms’


3.4 Common teaching methods

• There are 14 common methods for teaching:

1. Lecture 8. Case studies
2. Lecture with discussion 9. Role playing
3. Panel of experts 10. Report-back session
4. Brainstorming 11. Worksheets/surveys
5. Video tapes 12. Index card exercise
6. Class discussion 13. Guest speaker
7. Small group discussion 14. Values clarification exercise








Each of these methods has good points (i.e. STRENGTHS), LINITATIONS and PREPARATION


1. Lecture

STRENGTHS

- present factual material in direct, logical manner
- contains experience which inspires
- stimulates thinking to open discussion
- useful for large groups

LIMITATIONS

- experts are not always good teachers
- audience is passive
- learning is difficult to gauge
- communication in one way

PREPARATION

- needs clear introduction and summary
- needs time and content limit to be effective
- should include examples, anecdotes



2. Lecture with discussion

STRENGTHS

- involves audience at least after the lecture
- audience can question, clarify, & challenge


LIMITATIONS

- time may limit discussion period
- quality is limited to quality of questions and discussion

PREPARATION

- requires that questions be prepared prior to discussion




3. Panel of experts

STRENGTHS

- allows experts to present difficult opinions
- can provoke better discussion than a one person discussion
- frequent change of speaker keeps attention lagging

LIMITATION

- experts may not be good speakers
- personalities may overshadow content
- subject may not be in logical order

PREPARATION

- facilitators coordinates focus of panel, introduces and summaries
- beliefs panel

4. Brainstorming

STRENGTHS

- listening exercising that allows creative thinking for new ideas
- encourages full participation because all ideas are equally recorded
- draws on group’s knowledge and experience
- spirit of congeniality is created
- one idea can spark off other ideas


LIMITATION

- can be unfocused
- needs to be limited to 5 – 7 minutes
- people may have difficulty getting away from known reality
- if not facilitated well, criticism and evaluation may occur

PREPARATION

- facilitator selects issue
- must have some ideas if group needs to be stimulated


Summary:

• Good teaching is based on three elements: scholarship, personal integrity, and the ability to communicate with the young.
• Code of ethics for teachers as educators are of six principles: educators nurture the intellectual, physical, emotional, social, and civic potential of each student, educators create, support, and maintain challenging learning environments for all, educators commit to their own learning in order to develop their practice, educators collaborate with colleagues and other professionals in the interest of student learning, educators collaborate with parents and community, building trust and respecting confidentiality, and educators advance the intellectual and ethical foundation of the learning community
• There are 14 common methods for teaching:

1. Lecture 8. Case studies
2. Lecture with discussion 9. Role playing
3. Panel of experts 10. Report-back session
4. Brainstorming 11. Worksheets/surveys
5. Video tapes 12. Index card exercise
6. Class discussion 13. Guest speaker
7. Small group discussion 14. Values clarification exercise










Reading for this lecture:
pp. 32-8