Good teaching is a practice, it is an act and it is a process that requires utmost diligence, dedication and talent to enable the children understand the complexity of the information being passed by the teacher. It is considered as an act of generosity, a craft that grows through continued practice and expose and a risk that individuals in this profession have to take to deliver to the kids. It cannot be considered as a blanket technique or even technical knowledge for it comes from the integrity of the teacher and his/her dedication. A good teacher also develops greater relation with the subjects to enable him/her create a better environment that encourages teaching and the dissemination of knowledge. The chemistry developed between good teachers with his students enables him/her to understand that one approach that may be considered highly effective is highly ineffective on other students. In saying this, alludes to the fact that good education lights fire and keeps every student attentive in one class while it leaves the other class extinguished and bored. It is worth appreciating that the daily interaction between a teacher and a student in class lays the foundation for effective personalized learning environment that allows one on one delivery of knowledge to the students within the different contexts that they are raised in. In this paper, good teaching and its values to pupils shall be critically evaluated in the context of a primary school to explain how good teaching influences teacher-students relationships (Lin, and Gronlund, 2000). The process of curriculum development in line with good teaching practice will also be evaluated in line with how the process of planning and implementing teaching modules can be done (Rust, 2002). Teaching gives a way of creating space to the community to integrate and practice truth in our midst and this stems from the guiding abilities of good teachings. Good teaching should thus seek to provide enough bases upon which a student can use to learn to speak and listen in the community of truth. It thus enables us to understand that truth is not in conclusion as in the process of conversation but that it must be observed in the processes of conversation. Good teaching does not just cover the process of information delivery but also involves the processes of planning, designing and skilfully delivering the learning materials to the students in an environment that allows them to understand. Instincts are also critical in good teaching process for it enables a teacher to instinctively understand the different needs of the pupils and device appropriate delivery methods that suits the special needs (Schwartz & Webb, 2002). A good teaching process must thus begin with an inclusive question to develop a better establishment of the course content and elevate the level of challenge on the pupils. Theories, values, policies and issues on teacher-pupil relationship Good teaching cannot be highlighted without mentioning good teacher pupil relationship in the class set up. The moment of interaction between a child and the teacher provides a great opportunity to develop an interactive positive relationship that shall create basis for good teaching and learning environment. The process of building good positive relationship can adopt a number of methods such as the development of good listening skills when talking to the children, maintaining eye contact with them to enhance the process of confidence building and developing a one-on-one interactive sessions with the pupils (Roblyer, Edwards and Havriluk, 2003).
In this paper, good teaching and its values to pupils shall be critically evaluated in the context of a primary school to explain how good teaching influences teacher-students relationships
As the report stresses there are various definitions of teacher effectiveness available. To this large pile of explanations there is room for more to be added. Therefore, an effective teacher is one who is ethical, can maintain and create a great learning environment, and has the required personal and professional skills.
Since their introduction in 1990, the primary thrust of the National Literacy Strategy (NLS) and National Numeracy Strategy (NMS) has been on promoting 'interactive whole class teaching'. The main premise behind this approach is that an introduction of the novel interactive teaching methodologies will play a key role in uplifting literacy and numeracy levels.
Educators tend to teach in the style that is most comfortable for them. However, present day classrooms require the educator to prepare for and teach with the methods and styles best for students. Educators must extend themselves beyond their comfort zones of familiar and habitually used methods if every student is to receive a quality education.
Existing literature also assumes that there is no difference in the factors that influence job satisfaction between those in business and industry and those in the teaching profession.
This study is about teacher job satisfaction in small school districts and the relationship between teacher satisfaction and student achievement.
Among the many aspects to promote learning, initializing and upholding a positive learning environment is a basis for effective teaching. There are no immediate solutions in achieving this goal given the intricacy of the learning environment and all the issues that influence this environment.
In this paper the author analyzes the text contained in Chapter 3 entitled “Pupil Learning at the Centre”. To do this, he will define and discuss the major points that the text contains and relate this on the process of being an effective teacher. In essence, he tried to discuss why teaching should be pupil centered and how this could be achieved.
for both mental and physical disabilities of students in public schools and current education system in England requires innovative researches and strategies in this field. In general, the term disability is used to point toward a physical or mental circumstance that limits
Effective classroom teachers must observe the fundamental ethics of teaching while ensuring that they conform to the inherent educational regulations. Though teachers may have different abilities and talents the most fundamental
This paper will focus on and analyse Cummins’ 1986 empowerment theory and linked to related literature and observation and policy of present bilingual education in the UK. This paper will demonstrate an understanding of the policy and practice in the education of bilingual
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