Pedagogical Skills Development Mekha

Pedagogy
Pedagogy can be defined as
the art of teaching.

Pedagogy involves being able
to convey knowledge and
skills in ways that students
can understand, remember
and apply.
Pedagogical skills
Pedagogical skills can
generally be divided into

classroom management skills
and content-related skills.
Pedagogical Skills for ClassroomManagement

Loughran (2010) asserts that pedagogy is the relationship
between teaching and learning and as a teacher, i hope that my

classroom management strategies are a reflection of my
educational philosophy in that i want to encourage my students to
be active participants in the culture and activities of our classroom
and as such share in the responsibility of our classroom
management.
Behaviour management is perhaps one of the most difficult skills
for pre-service teachers to master due to the fact that managing a
room of 30 teenagers is a far cry from anything that they have
ever encountered. And ultimately, a lot of the time classroom
management and behaviour management go hand in hand.
Having good pedagogical skills is essential for classroom and
behaviour management. The pedagogical skills essential for
classroom management are as follows:
Knowing your subject.

Being able to reflect on your teaching practices and identify what works and
what doesnt.
Acknowledging methods that do not work is key to classroom management.
Knowing your students not just academically, we need to know what makes
our students tick; what their interests are, their personality and their learning
styles.
Being transparent students should be well aware of your expectations. In a
constructivist learning environment, students should be active participant in
building and adhering to the culture go the classroom.
Teachers need to be consistent and equitable in their negotiation of
expectations and consequences for inappropriate behaviour.
Being able to provide stability and structure in both the academic and cultural
aspects of your classroom.
Being able to create a learning environment that it challenging, open, engaging
and rich which enables students to meet their targeted learning outcomes as
well as being interested and motivated.
Evaluating Student Writing

Providing detailed feedback on student papers is an effective way to engage
students in intensive, in-depth learning on a particular topic.

When a teacher spends time reflecting on and communicating about student
work, students feel that their time and effort has been honored and that their
learning matters.
This not only makes them appreciate your teaching more; it encourages them
to continue to learn in this class and in future classes.
Conversely, students can be bitterly disappointed or even insulted when they
spend 20 to 30 hours on a paper despite competing demands of job, ministry,
and
family, only to receive back from their teacher just a few scrawled notes, like
Good attempt or strong paper, but needed better conclusion.
For students underprepared by their college backgrounds, second-career
students anxious about performance, and students who have too much of their
self-esteem wrapped up in the approval of others, a dismissive or bored
teacher response can be devastating.
Show students that you respect their efforts.
Every student paper presents the teacher with important opportunities for
affirming, contesting, redirecting, and nuancing the claims made and

interpretive trajectories undertaken by the student. To teach well entails
being as responsive to these opportunities as your own time and other
obligations permit.
You will find your own structures and rhetorical rhythm for commenting on
student
papers. it will be helpful to begin with a short introductory paragraph that
affirms
whatever I can (even in poorly done papers). Follow this by two or more
paragraphs
that comment in detail on the substance of the paper, inviting the student to
consider
content or hermeneutical claims in alternative ways where necessary.
If there are proofreading or other minor problems with the paper, mention
them just briefly toward the end. Always close with an affirmation, Thank
you for your work.
Evaluating Student Midterm and

Final Examinations
Exams
can be marvelous teaching tools, if

teachers take the potential of the medium
seriously rather than considering exams as
hoops through which students must jump.
Students learn virtually nothing from receiving
exams back with a score and a brief comment
scrawled in red at the top:
98 great job!
87 good
70 what happened?? see me
Commenting
in personalized detail on
exam paper is not feasible for most
teachers. But it is quite possible to make
up a master sheet that explains what
knowledge and skills the exam was testing,
identifies specific content that was sought ,
and gives instructive examples of various
ways in which successful exam-takers
approached specific questions.
References
Ahmad and Setyaningsih. (2012). Teacher Professionalism: A Study on Teachers Professional and Pedagogic
Competence at Junior, Senior, and Vocational High Schools in Banyumas Regency, Central Java, Indonesia.In
Sosiohumanika, Jurnal Pendidikan sain sosial dan Kemanusiaan , Vol.5, No.1. Tahun 2012
Catdwell, B.J. and Spinks, J.M.(1988).The Self-Managing School.London:RoutledgePalmer
Darajat , Z. (1998). Ilmu Pendidikan Islam. Jakarta: Penerbit Bumi Angkasa.
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College Division
Tholkhah, I. & Barizi, A. (2004). Membuka Jendela Pendidikan- Mengurai Akar Tradisi dan Integrasi Keilmuan
Pendidikan Islam. Jakarta: Penerbit Raja Grafindo
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Bandung:

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Pedagogy

Pedagogy can be defined as

the art of teaching.

generally be divided into

Pedagogical Skills for ClassroomManagement

between teaching and learning and as a teacher, i hope that my

Knowing your subject.

Evaluating Student Writing

students in intensive, in-depth learning on a particular topic.

affirming, contesting, redirecting, and nuancing the claims made and

Evaluating Student Midterm and

can be marvelous teaching tools, if

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