1. Factors That Influence How We Teach
Personal Characteristics
Experience in Education
Context
Chapter 1

2. Factors That Influence How We Teach

3. Personal Characteristics
Gender
Age
Experience
Personality

4. Experience and Preparation
How you have been taught
How you prefer to be taught
How you prefer to teach
Knowledge of subject matter
Teaching preparation

5. Context Kinds of pupils you have Class personality Class size
Availability of instructional equipment
Availability of instructional materials
Time available for instruction
Nature of the lesson
Views on best ways to teach

6. The Part Gender Plays in Teaching

7. Age and Experience Beginning teacher tendencies
Controlling/authoritarian
Accepting of innovations
Develop a teaching identity
Some loss of self-assurance
Other
Age

8. Personality Definition Personality needs and teaching
Totality of character and behavior traits peculiar to an individual
Personality needs and teaching
Occupational traits and the classroom

9. Experience and Education
How we were taught
Direct teaching/expository
Indirect teaching

10. Experience and Education cont…
How we prefer to learn
Learning styles

11. Experience in Education cont…
Knowledge of Subject Matter
Greater coverage vs. skipping areas
Ask more questions
Create more interest & enthusiasm
Show how knowledge is developed
Use both direct & indirect teaching methods
Teacher is seen as a resource
Greater teacher confidence

12. Experience in Education cont…
How our teaching preparation influences teaching
(Pedagogical Preparation)
Range of preparation
Extent of preparation
Attitudes

13. Context Number and kind of learners Class size Classroom size
Student Diversity
Class size
Direct vs. Indirect Teaching
Learner achievement
Classroom size

14. Context cont…. Available time Nature of the Lesson Objectives
Direct vs. Indirect Teaching
Beneficial vs. wasteful
Nature of the Lesson Objectives
Strategies and methods

15. Context cont… National Imperatives Space Race
Improve human relationships
Accountability
Cognitive learning theory