Dr Dennis Francis Commonwealth Education Trust Being a Teacher

Course 2: Being a Teacher Week 1: What is a Teacher? Lecture 1.1: What does a Teacher Do? Foundations of Teaching for Learning

“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 Teaching?

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 If my students have not learned, how can I call myself a teacher? But he is not throwing it. I am teaching Spot to throw a frisbee. I said I am teaching him, not that he’s learning.

What makes a teacher good and what makes a teacher not so good? Good Teachers 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.

What makes a good teacher? What makes a good teacher? Helps us feel Part of the class Protects our rights And prevents name calling Gives interesting lessons Explains things clearly Treat us with respect And as individual Helps us if we make mistakes Knows our name Has sense of humour Does not make fun of us If we get things wrong Believes in you Helps us with our Work even outside Lesson time Is approachable if We have a problem Is fair and consistent, Treating everyone equally Shows an interest in us and What we do outside school Is ready to be flexible and acknowledge Mistakes if he makes any Is prepared to acknowledge He does not know everything

The environment for learning is developed by:  The way in which we set up the classroom.  The way we ask questions.  Our ability to find the teachable moment. The Task of the Teacher: Setting the Environment for Learning

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.

 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? Establishing a Classroom Environment

The Task of the Teacher Clarifying Objectives Clarifying Objectives Setting realistic goals. Identification and clarification of associated objectives:  knowledge  skills  dispositions Teachers BRING DREAMS TO LIFE

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.

 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: Sequencing Subject Matter

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: Understanding 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 differences among your students. The Task of the Teacher: Providing for Individual Differences

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. What Next?

20 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 Foundations of Teaching and Learning Copyright Notice Week 1, Lecture 1