36 secrets to become a great teacher
36 secrets to become a great teacher 1. Consider your audience. People learn differently. Some love to read while others are more experienti...
http://teachingtips365.blogspot.com/2017/12/36-secrets-to-become-great-teacher.html
36 secrets to become a great teacher
1. Consider your audience.
People learn differently. Some love to read while others are more experiential. Millennials have a different approach to knowledge and information than Baby Boomers. Before you start teaching it helps to know exactly who about the students and how they learn. Ask them. Let them tell you how they learn best and be ready to adapt your teaching methods to meet their needs.
2. Compartmentalize the content.
Most people can't absorb a large amount of content all at once. They need to learn it in smaller bites and apply aspects immediately for it to take root. Take your content and separate the key ideas into multiple lessons. Create short and powerful segments that tell compelling stories with a striking learning moment at the end. If they like that segment, they will undoubtedly come back for more.
3: For the Beginning of the Semester
Make the first day count. Discuss a core idea, pose a typical problem, or ask students to complete a group exercise. By moving into the course material, you're telling students that the course is well organized, well paced and worthwhile.
4: For Using E-mail
Use e-mail to enhance class participation. Provide a tutor in the first week to help students learn how to use the computers. To get the discussion started, ask students to generate comments or questions for discussion. Electronic conversations increase student participation, encourage collaboration, and require critical thinking.
5. Simplify delivery.
Learners hate a hassle. If learning technology is a challenge to use, or it takes too long to for you to get to the point, people will quickly move on to something else. Find simple ways to communicate a concept. Video has great tools like graphics, sound, special effects, and even animation that can get your point across faster than a talking head. Wordy PowerPoint slides don’t help anyone learn the material, they just make the presenter seem unprepared (especially when the presenter reads off them). Make the lessons so easy that an incredibly busy and distracted person can get it the first time.
6. Make it entertaining.
So much training is like stale white toast. If you are teaching it's because you want people to learn the wisdom you are sharing. Give it to your audience in a way that will delight them and make it memorable. Use visuals and humor. Tell compelling and exciting stories to make your point. If you can’t keep their attention and excite them, they will tune out and learn little.
7. Give them actionable takeaways.
People learn better when they can apply the knowledge to their life right away. Give them the chance to practice small parts of the lesson in the moment, and then find a way to give them an "Aha!" moment that sticks in their mind when they go back to their daily routine. If they try it and it works, they will come back again to see what else you can do for them.
8. Praise can do more harm than good
The wrong kind of praise can be harmful for students, the report found. A number of studies conducted by education experts, including Carol Dweck professor of psychology at Stanford University and Auckland University professors John Hattie and Helen Timperley, have observed this.
Deborah Stipek, the dean of the Stanford Graduate School of Education, said that praise is meant to be encouraging but it can actually “convey a teacher’s low expectations”. Stipek said that if a pupil’s failure was met with sympathy rather than anger then they were more likely to think they had done badly due to a lack of ability.
The report adds the caveat that the findings are open to interpretation, however, as teachers can do things well or badly, and some methods are not appropriate in all circumstances.
9. Instruction matters
The quality of teaching has a big impact on the achievement of students’ from poorer backgrounds, and effective questioning and assessment are at the heart of great teaching. This involves giving enough time for children to practise new skills and introducing learning progressively. Defining effective teaching isn’t easy, the report conceded, but research always returns to the fact that student progress is the yardstick by which teacher quality should be assessed.
10. Teacher beliefs count
The reasons why teachers do certain things in the classroom and what they hope to achieve has an effect on student progress. Mike Askew, the author of Effective Teachers of Numeracy, found that beliefs about the nature of maths and what it means to understand it, along with teachers’ ideas about how children learn and their role in that process, was an important factor in how effective they were.
Evidence to support this is not conclusive, however. A study by professor Steve Higgins of Durham University and the University of Newcastle upon Tyne’s David Moseley about teacher beliefs in ICT did not find a convincing relationships between beliefs and pupil progress.
11. Think about teacher-student relationships
This may also seem obvious, but the interactions teachers have with students has a big impact on learning – as well as the “classroom climate”. The report said that it was important to create a classroom environment that was “constantly demanding more” while affirming students’ self-worth. A student’s success should be atributed to effort rather than ability.
12. Manage behaviour
Interestingly, this wasn’t as significant as subject knowledge and classroom instruction as a factor contributing to teacher success. But classroom management – including how well a teacher makes use of lesson time, coordinates classroom resources and manages the behaviour of students – was noted as important.
#13: T.A.B.S.
Around mid-term ask for feedback on instruction. Do students feel they are learning? What might be done to improve their learning? The Office of Graduate Studies has a computer-scored questionnaire called Teaching Analysis by Students (TABS) which many instructors use for this kind of information.
#14: Puzzling Question
When presenting materials, break up a series of declarative statements with questions designed to prod thinking. Pose a significant question at the beginning of the class period that will be answered at the end. Give a paradox or a puzzle for the class to solve by application of information given in lecture or format.
#15: Test Run
If you wish to make use of an innovative approach to teaching, it's important to pilot test at least a segment of the materials or the strategy with real students. Work on a unit of a course you're currently teaching or do some microteaching with videotape feedback. Contact the Office of Graduate Studies for help in designing, implementing and evaluating your innovation.
#16: Test Time
Prepare students to take tests. Indicate how your tests will be scored and weighed; describe the format (multiple choice, true/false, short answer essay, etc.). Give a test in the first week or two to demonstrate your style of examination or give sample questions and practice quizzes for students to work on in recitation in study groups, or on their own.
#17: Questions
In discussion ask a variety of questions from recall and comprehension to those requiring application, analysis, synthesis, and evaluation. Reinforce student responses by paraphrasing, building on their ideas, asking for further reaction, giving nonverbal cues, etc. Wait for students to answer. Ask "real" questions, use "does anyone have any questions?" sparingly.
#18: Keep their Attention
Vary your daily presentation. One way communication holds your audience's attention for about 20 minutes. Vary what you do (talk, listen, move about, use materials, etc.) and what your students are asked to do (talk, listen, move about, use materials, etc.).
#19: Study Groups
Help your students to form study groups. Describe the purpose of the study groups, the nature of the work to be done there, and the responsibilities of each member. At first, give specific assignments to provide structure and guidance. Check periodically to see how the groups are working by reviewing assignments or by asking members to submit minutes of their meetings.
#20: Written Discussion
Following a short writing activity focused on some question/issue raised by the lecture, have students compare/contrast responses. A variation is for students to reformulate a group answer to the questions, and then each member explains the groups' answer and reasoning to a member of another group.
#21: Minute Paper
Gain immediate feedback about whether or not students grasp the primary ideas presented. Have students write a "one-minute paper" asking 1) What is the major point you learned in class today? And 2) What is the main unanswered question you leave class with today?
#22: Go Green
To lessen students' uneasiness about losing points, grade with a green pen instead of red. It emphasizes that their errors are corrections rather than failures.
#23: Objective Grid
How adequately do your tests sample the objectives? Keep track by constructing a grid listing your objectives along the side of the page and the content areas along the top. Then, tally the test items as to the objective and content they cover.
#24: Notable Ideas
Help your students take and use notes more effectively. Show them the organization of your lecture — write an outline on the board. Students usually record whatever is put on the board, so be discriminating in use of the board or overheads. Tell students what is important. Use signaling phrases like "this is important" or "these differ in three ways."
#25: More Notable Ideas
Encourage your students to review their notes, organize them, fill in gaps by using the text and identify the points they don't completely understand. These tips not only help students become more effective "notetakers" they also help students to think more deeply about the lecture content.
#26: Wait Time
Allow students 5-10 seconds to answer questions. If no one responds, rephrase, repeat or simplify the question and wait an additional 5-10 seconds. Research shows that additional wait time increases the number and quality of responses from students.
#27: Encouraging Classroom Participation
Include review questions for each class period in your syllabus or make them available to students before each class meeting. Ask students to write questions on the board at the beginning of class. Use these questions to start your discussion. Students will be encouraged to do the reading and be more engaged during class.
#28: Redirect Questions
When a student asks a question, look to the rest of the class to respond. This technique produces greater interactions among students. Misconceptions in students' thinking can also be addressed at this time.
#29: Round Robin
Give everyone a chance to participate. Ask each student to say one thing about the reading and no one can interrupt. After everyone has a turn, open the discussion to the entire class. This technique works best with courses that meet for more than one hour.
#30: Motivate Your Students
There are several easy ways to keep your students motivated throughout the semester. Be available for questions before and after class, show enthusiasm in the topics, return assignments in a reasonable amount of time and have a plan for every class. Your students will be more motivated if you show commitment to their learning.
31: End of Class Review
Take five minutes at the end of each class to ask students to summarize the ideas presented, to solve a sample problem, to apply information to a new situation or to write their reactions to the day's class. Doing so throughout the semester can help you know what you can do to strengthen your teaching.
#32: Constructive Criticism
Both positive and negative comments can stimulate learning, but positive comments seem to be most effective. At least, don't give only negative feedback. Praise what the student has done right. It builds self-confidence. Recognize sincere effort even if the product is not the greatest.
#33: Treasure Isle
Having trouble getting your students to read? Send them on a treasure hunt. Chose several sections of text and ask students to find the most important point, idea, argument or example. Have them write it down with a brief sentence justifying their selection. You can increase understanding and participation immediately.
#34: Cross Examination
Instead of the usual "teacher questions, students answer," try the reverse. "Turning the table" provides a refreshing change of pace.
#35: Future Reference
Keep a journal on your class. After each class session jot down names of students who spoke up, who responded to whose points and the kinds of questions that generated the most lively exchange. Use this information to prepare future sessions.
#9: Electronic Lessons
Use Blackboard to add another dimension to class participation. To get the discussion started ask students to generate comments or questions and post them on the discussion board between courses. Participate in online discussion with students.
#36: Make Your Point
Whether you're using overhead transparencies or computer presentation software, here are some tips to help you "get your point across." Give an attractive, forceful title to your presentation. Summarize your points. Avoid the use of complete sentences. Use boldface or italic type instead of underlining. Use color sparingly.
1. Consider your audience.
People learn differently. Some love to read while others are more experiential. Millennials have a different approach to knowledge and information than Baby Boomers. Before you start teaching it helps to know exactly who about the students and how they learn. Ask them. Let them tell you how they learn best and be ready to adapt your teaching methods to meet their needs.
2. Compartmentalize the content.
Most people can't absorb a large amount of content all at once. They need to learn it in smaller bites and apply aspects immediately for it to take root. Take your content and separate the key ideas into multiple lessons. Create short and powerful segments that tell compelling stories with a striking learning moment at the end. If they like that segment, they will undoubtedly come back for more.
3: For the Beginning of the Semester
Make the first day count. Discuss a core idea, pose a typical problem, or ask students to complete a group exercise. By moving into the course material, you're telling students that the course is well organized, well paced and worthwhile.
4: For Using E-mail
Use e-mail to enhance class participation. Provide a tutor in the first week to help students learn how to use the computers. To get the discussion started, ask students to generate comments or questions for discussion. Electronic conversations increase student participation, encourage collaboration, and require critical thinking.
5. Simplify delivery.
Learners hate a hassle. If learning technology is a challenge to use, or it takes too long to for you to get to the point, people will quickly move on to something else. Find simple ways to communicate a concept. Video has great tools like graphics, sound, special effects, and even animation that can get your point across faster than a talking head. Wordy PowerPoint slides don’t help anyone learn the material, they just make the presenter seem unprepared (especially when the presenter reads off them). Make the lessons so easy that an incredibly busy and distracted person can get it the first time.
6. Make it entertaining.
So much training is like stale white toast. If you are teaching it's because you want people to learn the wisdom you are sharing. Give it to your audience in a way that will delight them and make it memorable. Use visuals and humor. Tell compelling and exciting stories to make your point. If you can’t keep their attention and excite them, they will tune out and learn little.
7. Give them actionable takeaways.
People learn better when they can apply the knowledge to their life right away. Give them the chance to practice small parts of the lesson in the moment, and then find a way to give them an "Aha!" moment that sticks in their mind when they go back to their daily routine. If they try it and it works, they will come back again to see what else you can do for them.
8. Praise can do more harm than good
The wrong kind of praise can be harmful for students, the report found. A number of studies conducted by education experts, including Carol Dweck professor of psychology at Stanford University and Auckland University professors John Hattie and Helen Timperley, have observed this.
Deborah Stipek, the dean of the Stanford Graduate School of Education, said that praise is meant to be encouraging but it can actually “convey a teacher’s low expectations”. Stipek said that if a pupil’s failure was met with sympathy rather than anger then they were more likely to think they had done badly due to a lack of ability.
The report adds the caveat that the findings are open to interpretation, however, as teachers can do things well or badly, and some methods are not appropriate in all circumstances.
9. Instruction matters
The quality of teaching has a big impact on the achievement of students’ from poorer backgrounds, and effective questioning and assessment are at the heart of great teaching. This involves giving enough time for children to practise new skills and introducing learning progressively. Defining effective teaching isn’t easy, the report conceded, but research always returns to the fact that student progress is the yardstick by which teacher quality should be assessed.
10. Teacher beliefs count
The reasons why teachers do certain things in the classroom and what they hope to achieve has an effect on student progress. Mike Askew, the author of Effective Teachers of Numeracy, found that beliefs about the nature of maths and what it means to understand it, along with teachers’ ideas about how children learn and their role in that process, was an important factor in how effective they were.
Evidence to support this is not conclusive, however. A study by professor Steve Higgins of Durham University and the University of Newcastle upon Tyne’s David Moseley about teacher beliefs in ICT did not find a convincing relationships between beliefs and pupil progress.
11. Think about teacher-student relationships
This may also seem obvious, but the interactions teachers have with students has a big impact on learning – as well as the “classroom climate”. The report said that it was important to create a classroom environment that was “constantly demanding more” while affirming students’ self-worth. A student’s success should be atributed to effort rather than ability.
12. Manage behaviour
Interestingly, this wasn’t as significant as subject knowledge and classroom instruction as a factor contributing to teacher success. But classroom management – including how well a teacher makes use of lesson time, coordinates classroom resources and manages the behaviour of students – was noted as important.
Around mid-term ask for feedback on instruction. Do students feel they are learning? What might be done to improve their learning? The Office of Graduate Studies has a computer-scored questionnaire called Teaching Analysis by Students (TABS) which many instructors use for this kind of information.
#14: Puzzling Question
When presenting materials, break up a series of declarative statements with questions designed to prod thinking. Pose a significant question at the beginning of the class period that will be answered at the end. Give a paradox or a puzzle for the class to solve by application of information given in lecture or format.
#15: Test Run
If you wish to make use of an innovative approach to teaching, it's important to pilot test at least a segment of the materials or the strategy with real students. Work on a unit of a course you're currently teaching or do some microteaching with videotape feedback. Contact the Office of Graduate Studies for help in designing, implementing and evaluating your innovation.
#16: Test Time
Prepare students to take tests. Indicate how your tests will be scored and weighed; describe the format (multiple choice, true/false, short answer essay, etc.). Give a test in the first week or two to demonstrate your style of examination or give sample questions and practice quizzes for students to work on in recitation in study groups, or on their own.
#17: Questions
In discussion ask a variety of questions from recall and comprehension to those requiring application, analysis, synthesis, and evaluation. Reinforce student responses by paraphrasing, building on their ideas, asking for further reaction, giving nonverbal cues, etc. Wait for students to answer. Ask "real" questions, use "does anyone have any questions?" sparingly.
#18: Keep their Attention
Vary your daily presentation. One way communication holds your audience's attention for about 20 minutes. Vary what you do (talk, listen, move about, use materials, etc.) and what your students are asked to do (talk, listen, move about, use materials, etc.).
#19: Study Groups
Help your students to form study groups. Describe the purpose of the study groups, the nature of the work to be done there, and the responsibilities of each member. At first, give specific assignments to provide structure and guidance. Check periodically to see how the groups are working by reviewing assignments or by asking members to submit minutes of their meetings.
#20: Written Discussion
Following a short writing activity focused on some question/issue raised by the lecture, have students compare/contrast responses. A variation is for students to reformulate a group answer to the questions, and then each member explains the groups' answer and reasoning to a member of another group.
#21: Minute Paper
Gain immediate feedback about whether or not students grasp the primary ideas presented. Have students write a "one-minute paper" asking 1) What is the major point you learned in class today? And 2) What is the main unanswered question you leave class with today?
#22: Go Green
To lessen students' uneasiness about losing points, grade with a green pen instead of red. It emphasizes that their errors are corrections rather than failures.
#23: Objective Grid
How adequately do your tests sample the objectives? Keep track by constructing a grid listing your objectives along the side of the page and the content areas along the top. Then, tally the test items as to the objective and content they cover.
#24: Notable Ideas
Help your students take and use notes more effectively. Show them the organization of your lecture — write an outline on the board. Students usually record whatever is put on the board, so be discriminating in use of the board or overheads. Tell students what is important. Use signaling phrases like "this is important" or "these differ in three ways."
#25: More Notable Ideas
Encourage your students to review their notes, organize them, fill in gaps by using the text and identify the points they don't completely understand. These tips not only help students become more effective "notetakers" they also help students to think more deeply about the lecture content.
#26: Wait Time
Allow students 5-10 seconds to answer questions. If no one responds, rephrase, repeat or simplify the question and wait an additional 5-10 seconds. Research shows that additional wait time increases the number and quality of responses from students.
#27: Encouraging Classroom Participation
Include review questions for each class period in your syllabus or make them available to students before each class meeting. Ask students to write questions on the board at the beginning of class. Use these questions to start your discussion. Students will be encouraged to do the reading and be more engaged during class.
#28: Redirect Questions
When a student asks a question, look to the rest of the class to respond. This technique produces greater interactions among students. Misconceptions in students' thinking can also be addressed at this time.
#29: Round Robin
Give everyone a chance to participate. Ask each student to say one thing about the reading and no one can interrupt. After everyone has a turn, open the discussion to the entire class. This technique works best with courses that meet for more than one hour.
#30: Motivate Your Students
There are several easy ways to keep your students motivated throughout the semester. Be available for questions before and after class, show enthusiasm in the topics, return assignments in a reasonable amount of time and have a plan for every class. Your students will be more motivated if you show commitment to their learning.
31: End of Class Review
Take five minutes at the end of each class to ask students to summarize the ideas presented, to solve a sample problem, to apply information to a new situation or to write their reactions to the day's class. Doing so throughout the semester can help you know what you can do to strengthen your teaching.
#32: Constructive Criticism
Both positive and negative comments can stimulate learning, but positive comments seem to be most effective. At least, don't give only negative feedback. Praise what the student has done right. It builds self-confidence. Recognize sincere effort even if the product is not the greatest.
#33: Treasure Isle
Having trouble getting your students to read? Send them on a treasure hunt. Chose several sections of text and ask students to find the most important point, idea, argument or example. Have them write it down with a brief sentence justifying their selection. You can increase understanding and participation immediately.
#34: Cross Examination
Instead of the usual "teacher questions, students answer," try the reverse. "Turning the table" provides a refreshing change of pace.
#35: Future Reference
Keep a journal on your class. After each class session jot down names of students who spoke up, who responded to whose points and the kinds of questions that generated the most lively exchange. Use this information to prepare future sessions.
#9: Electronic Lessons
Use Blackboard to add another dimension to class participation. To get the discussion started ask students to generate comments or questions and post them on the discussion board between courses. Participate in online discussion with students.
#36: Make Your Point
Whether you're using overhead transparencies or computer presentation software, here are some tips to help you "get your point across." Give an attractive, forceful title to your presentation. Summarize your points. Avoid the use of complete sentences. Use boldface or italic type instead of underlining. Use color sparingly.
