c2 Week 1 Lecture 1

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Being a Teacher

Dr Dennis Francis
Commonwealth Education Trust
Foundations of Teaching for
Learning
Course 2: Being a Teacher
Week 1: What is a Teacher?
Lecture 1.1: What does a Teacher Do?
What is Teaching?

“All teachers have some theory of


what teaching is when they are
doing it, even if they are not
explicitly aware of that theory...”
Gow and Kember, 1993 cited in Biggs and Tang, 2007,
p.15.
What is the Role of a Teacher?

 Teaching is a process intended to support


learning by inducing a change in the person
taught.
 Teaching is an art of communicating a message
that will have impact on your audience.
 Pedagogy is the art or profession of teaching.
Connecting my Teaching to their
Learning
I am But he is
teaching not
Spot to throwing
throw a it.
frisbee.

I said I am
teaching him,
not that he’s If my students have not
learning. learned, how can I call
myself a teacher?
Good Teachers and Bad
Teachers

What makes a teacher


good and what makes a
teacher not so good?
Students’ Perceptions of ‘Good’ and ‘Bad’
Teachers
‘Good’ teachers…
 Are helpful and supportive.
 Take time to explain material in depth.
 Are friendly.
 Understand and know the subject well.
 Use a variety of teaching style and innovative
approaches.
 Are fair and have equal standards and expectations
of pupils, regardless of test scores.
Students’ Perceptions of ‘Good’ and ‘Bad’
Teachers
‘Bad’ teachers…
 Are mean and unfair.
 Are judgemental of pupils’ parents and siblings.
 Are unwilling to change their teaching methods.
 Are disrespectful of pupils.
 Are unsympathetic to pupils’ personal problems.
 Are intimidating and verbally abusive.
Gives interesting
lessons
What
Treat us with respect makes
And as individual a good
Believes in you teacher?
Helps us with our
Work even outside
Does not make fun of us
Lesson time
If we get things wrong

Explains things
clearly Shows an interest in us and
What we do outside school
Is approachable if
We have a problem
Helps us feel Is prepared to acknowledge
Part of the class He does not know everything
Is fair and consistent,
Treating everyone equally
Knows our name Is ready to be flexible and
Helps us if we Protects our rights acknowledge
make mistakes And prevents name Mistakes if he makes any
calling Has sense of humour
The Task of the Teacher:
Setting the Environment for
Learning

The environment for learning is


developed by:
 The way in which we set up the
classroom.
 The way we ask questions.
Teachable Moments

A teachable moment is an unplanned opportunity to recognise


what is happening within the class to make connections and to
extend and enrich learning.
Teachable moments can happen anywhere,
any time and occurs when the student:
 Is receptive
 Is open to learning
 Is actively seeking information
Examples of Teachable
Moments
 When a student asks a question.
 When the student demonstrates knowledge that has been acquired
formally.
 When the student makes a provocative statement, such as, “This
always happens to me.”
 When the student expresses misinformation or lack of information.
 When a student expresses a need for change.
 When you are performing a procedure or giving treatment.

When you have a teachable moment consider; the environment,


who is present, and your approach to the student’s openness.
Establishing a Classroom
Environment
 How does it look and feel?
 Is it an inviting and stimulating
environment?
 What do you think of the décor,
materials on show, your desk,
student’s desk and student and
other pictures on the wall?
 Is it well laid out?
 Could it be improved?
 What is good about it?
 What is lacking?
The Task of the Teacher Clarifying
Objectives
Clarifying Objectives
Setting realistic goals.
Identification and clarification of associated
objectives:
 knowledge Teachers
BRING
 skills DREAMS
TO LIFE
 dispositions
The Task of the Teacher:
Motivating Students
 Creating materials and
activities to arouse interest.
 Engaging in goal setting with
the students.
 Using rewards and (sometimes)
competition.
 Providing students with
knowledge of their progress.
The Task of the Teacher:
Sequencing Subject Matter
 Organizing what will happen in the year, in
the term, each week.
 Organizing different classes during the day.
 Organizing activities of each class in a way
that will encourage students’ learning.
 Connecting new knowledge to the outside
world.
The Task of the Teacher:
Understanding Individual Differences

Considering Individual Differences means:


Being able to recognise and understand differences in your
classroom such as:

Gender, race,
culture, language,
social class.
The Task of the Teacher:
Providing for Individual Differences

Doing something about individual


differences means:
 Taking account of ways in which students’ background
impact on how they learn.
 Trying to group students in ways that will maximize their
learning.
 Using resources that are appropriate to the range and
What Next?

Make a list of all the things that


you have do as a teacher. Ask your
colleagues to add to your list.

Out of your long list pick what you


think are the ten most important
things that teachers do. Think
about how you might get better at
doing these things.
Foundations of Teaching and
Learning
Copyright Notice
Week 1, Lecture 1

Slides © Commonwealth Education Trust. All Rights Reserved.


1, 2, Images: © schoolsonline.britishcouncil.org

5, 17, 19, Images: © Microsoft Clip Art

11 Image: Courtesy of Professor Dennis Francis

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