Teaching Skills by Dr. Shadia Yousef Banjar

8/9/2019 Teaching Skills by Dr. Shadia Yousef Banjar

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By:

Dr. Shadia Yousef Banjar

http://SBANJAR.kau.edu.sa/

http://wwwdrshadiabanjar.blogspot.com

Teaching Skills

LANE 462

7/25/2010 1Dr. Shadia Yousef Banjar


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7/25/2010 Dr. Shadia Yousef Banjar 2

GOOD TEACHING

Good teaching is based on three factors:

1.scholarship,

2. personal integrity, and

3. the ability to communicate with the young.


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Scholarship is both the grasp of knowledge and a habit of

mind.An effective teacher brings about both from his students,

but a habit of mind lasts in a person over a lifetime.

Scholarship is not only an affair of the classroom, but a

way of life which is marked by respect for evidence andlogic, by questioning and finding new meaning in familiar

data, and by the ability to see things in context, to relate

specificities to generalities, facts to theories, and theories

to facts.

Scholarship


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Integrity has 2 separate meanings:1.probity: characteristics of honesty, principle and

decent frankness.

2.completeness or unity of character, the sense ofself-confidence and personal identity

most of our students' most painful trials are infinding their own selves, in gaining proper self-

confidence, and

they look to the teacher as who has learned tocontrol the ambiguities, pressures and restrictions

of life.

INTEGRITY


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THE ABILITYTO COMMUNICATE WITHTHEYOUNG

The ability to communicate with the young is means,obviously, liking young people, enjoying their noisy enthusiasm

and intense questioning. A good teacher must be, obviously, a

compulsive listener.

It means the ability to empathize, to see a situation as the

student sees it.It means the skill of provoking more out of a student than he

believed possible, of knowing the tests to which to put a young

scholar in order that he be convinced of his own learning and to

tempt him into further learning.It means a belief in the dignity of young people and in the

stage of life at which they now find themselves. Great teachers

neither mock nor underestimate the young.


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Acts which may appear trivial in themselves,

create a standard and a style from which young

people can learn.

Examples:knowing the students name, and calling them by name,

greeting students and colleagues pleasantly ,

remembering something that had earlier worried a

student, and asking about it,

resisting the hurtful sarcastic to a foolish comment made

by the student,

following the motto which all our parents taught us: If you

cant say anything good about someone, dont say anything

at all.,

Telling a student the unvarnished truth, privately. George,

youre not working hard enough.


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always insisting on the reasons in class and out.

hearing students, and questioning them

thoroughly enough to know just how they see or

are confused by an issueshowing that you can change your mind, when

evidence and logic suggest it.

being on the edge of your subject and interest;

exhibiting the same questing in your field thatyou would have your students feel.

Here are some points to be considered in

order to help students developing rational

habits of mind:


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Code of ethics for teachers as educators


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Principles

The Code of Ethics is a public statement by

educators that sets clear expectations and

principles to guide practice and inspireprofessional excellence.

Educators believe a commonly held set of

principles can assist in the individual exerciseof professional judgment.

This Code speaks to the core values of the

profession.


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Principle 1:

Educators cultivate the

intellectual, physical, emotional,social, and civic potential of each

student.


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Principle 2:

Educators create, support, andmaintain challenging learning

environments for all


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Principle 3:

Educators commit to their ownlearning in order to develop their

practice.


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Principle 4:

Educators collaborate withcolleagues and other professionals

in the interest of student learning


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Principle 5:

Educators collaborate with parents

and community, building trust and

respecting confidentiality


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Principle 6:

Educators advance the intellectualand ethical foundation of the learning

community


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Common teaching methods


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1. Lecture 8. Case studies

2. Lecture with discussion 9. Role playing

3. Panel of experts 10. Report-back session

4. Brainstorming 11. Worksheets/surveys

5. Video tapes 12. Index card exercise

6. Class discussion 13. Guest speaker

7. Small group discussion 14. Values clarification exercise

There are 14 common methods for teaching:


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Each of these methods has its own:

1. STRENGTHS,2. LIMITATIONS and

3. PREPARATION


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Common visual aids

Visual aids are of 6 kinds:1. Flip chart/posters

2. Slides

3. Videos

4. Overhead transparencies5. Computer projections (e.g., power point)

6. Samples, examples, and Mock-ups


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There are 11 ways to enhance teaching effectiveness:

1. Seize the moment;

2. Involve the student in planning.3. Begin with what the student knows;

4. Move from simple to complex;

5. Accommodate the students preferred learning style;

6. Sort goals by learning domain;7. Make material meaningful;

8. Allow immediate application of knowledge;

9. Plan for periodic rests;

10. Tell your students how they are progressing;11. Reward desired learning with praise.


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Is the effectiveness of

teaching enough to motivate

students to learn?


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Motivating Students

To encourage students to become self-motivated independent

learners, instructors can do the following: Give frequent, early, positive feedback that supports students'beliefs that they can do well.

Ensure opportunities for students' success by assigning tasksthat are neither too easy nor toodifficult.

Help students find personal meaning and value in the material. Create an atmosphere that is open and positive.

Help students feel that they are valued members of a learningcommunity.


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To motivate students, the

teacher may consider some

general strategies, instructionalbehavior, other general

principles, and motivation

factors & strategies by time .


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General Strategies

1. Capitalize on students existing needs2. Make students active participants in

learning

3. Ask students to analyze what make theirclasses more or less motivating


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According to Sass (1989), major contributors

to student motivation are eight:


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Six Incorporating Instructional Behaviors That

Motivate Students

M Hold high but realistic expectation for your students

N Help students set achievable goals for themselves

O Tell students what they need to do to succeed in your course

Learning is most effective when an individual is ready to learn,that is, when one wants to know something.

Avoid creating intense competition among students

Be enthusiastic about your subject


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General principles of motivation are five:

M The environment can be used to focus the students attention on what

needs to be learned

N Incentives motivate learning

O Internal motivation is longer lasting and more self-directive than

external motivation Learning is most effective when an individual is ready to learn, that is,

when one wants to know something.

Motivation is enhanced by the way in which the instructional material is

organized

GENERAL PRINCIPLES


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Motivation factors and strategies differ according to timeperiod: beginning, during, and ending.

MOTIVATION FACTORS & STRATEGIES


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There are fo r more poi ts for the

teacher to co sider to motivate his/herst de ts:

structuring the course to motivate students

N de-emphasizing gradesO motivating students by responding to their work

motivating students to do the reading


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The course can be structured in a way that

motivates students by using four methods:1. to work from students strengths and interests,2. to let students choose what they will be studied,3. to increase the difficulty of the material as the

semester progresses, and4. to vary your teaching methods


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The teacher may de-emphasize grades by threemethods:1. to emphasize mastery and learning rather than

grades,

2. to design tests that encourage the kind of learningyou want students to achieve, and

3. to avoid using grades as threats


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The teacher can motivate students by responding to their work

through six methods:

1. she/he may give students feedback as quickly as possible,

2. reward success,

3. introduce students to the good work done by their peers,

4. be specific when giving negative feedback,

5. avoid demeaning comments,

6. avoid giving in to the students pleas for the answer to

homework problems.


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The teacher can motivate his/her students to do the reading

using eight ways:

1. assigning the reading at least two sessions before it will bediscussed,

2. assigning study questions,

3. having the students turn in brief notes on the days reading

that they can use during exams if the class is small,4. asking students to write a one-word journal or one-word

sentence,

5. asking nonthreatening questions about the reading,

6. using class time a reading period,7. preparing an exam question on a new reading material,

8. giving a written assignment to those students who have not

done the reading


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Ideas to Encourage Student Retention

There are 63 ideas to encourage student retention which aresubdivided into four general categories:1. faculty/student interaction,2. general classroom management,

3. student-initiated activities, and4. faculty initiated activities.


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The teacher may

learn the name of each student as quickly as possible and usethe students name in class.

tell the student by what name and title s/he prefers to be called(Prof., Dr., Mr., Mrs., Miss, Ms, First Name).

ask one student to stay for a minute to chat at the end of eachclass period

instead of returning tests, quizzes in class, ask students to stopby the teachers office to pick them up which gives the chance to

talk to the student informally.

Faculty/Student Interaction


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call students on the telephone if they are absent, or make an

appointment with them to discuss attendance, make-up work, etc.

get feedback periodically from students on their perceptions ofthe teachers attitude toward them.

socialize with students as the teachers style permits by

attending their clubs or social activities, or walking with them

between classes, etc.conduct a personal interview with all students sometime during

the semester.

provide positive reinforcement whenever possible; give students

a respectful answer to any question they might ask.listen intently to students comments and opinions so they feel

that their ideas, comments, and opinions are worthwhile.


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be aware of the difference between students classroom

mistakes and their personal successes/failure

be honest about his/her feelings, opinions, and attitude towardstudents and toward the subject matter. If the teacher does not

know the answer, s/he should admit that.

lend some of his/her books to students and borrow some of

theirs in return.give his/her telephone number to students and the location of

office.

at a first class meeting, pair up the students and have them

acquainted with one another.have the students establish a buddy system for absences,

work missed, assignments, tutoring, etc.


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General Classroom Management

In day-to-day operations of class, the teacher may

1. circulate around the class as s/he talks or asks questions.This movement creates physical closeness.

2. avoid standing behind the lectern or sitting behind the deskfor the entire period.

3. give each student a mid-term grade and indicate what eachmust do to improve.

4. tell the students (orally and in writing) what the attendancepolicy is


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5. conduct a full instructional period on the first day ofclasses

6. list and discuss the course objectives on the first day, letstudents know how the course can fit in with their

personal/career goals, let students know how, tell them

what they should expect of the teacher and s/he will

contribute to their learning.7. let students know that the learning resources the teacher

uses in class (slides, tapes, films) are available to them

outside of class.


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8. have students fill out an index card with name, address,telephone number, goals and other personal information

the teacher thinks is important.9. if the subject matter is appropriate, use a pre-test to

determine their knowledge, background, expertise, etc.

10.return tests, quizzes, and papers as soon as possible,and write comments (+ and -) when appropriate.

11.vary instructional techniques ( lecture, discussion,debate, small groups, films, etc.)

12.if the student asks a question, be sure that the studentunderstands the teachers answer.


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13.get to class before the students arrive, and be the last one toleave

14.use familiar examples in presenting materials, explicate rules,principles, definitions, and theorems with concrete examplesunderstandable to the to the student.

15.If the teacher had to miss a class, explain why and what s/he

will do to make up the time and/or materials.16.clarify and have students understand the rules of what isacceptable and unacceptable behavior in a classroom, and

be consistent in enforcing these rules.

17.realize the importance of eye contact with students both inand out of class.


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18.distribute an outline of the lecture before the class starts. Thisapproach assists students in organizing the material

presented by the teacher.19.if the teacher requires a term paper or research paper, theteacher should take the responsibility of arranging a library

orientation.

20.have the counselors visit the classes to foster an awarenessof counseling.21.allow students to switch classes if work schedules change or

other salient reasons develop.

22. be prepared to use an alternate approach if the one theteacher has chosen seems to bog down. The format ofinstruction can be changed according to student interests and

concerns.


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23.throughout the course, but particularly during the first classsessions:

stress a positive attitude (you can handle it) emphasize his/her willingness to give individual help point

out the relevance of the subject matter to the concerns

and goal of the students

capitalize on opportunities to praise the abilities andcontributions of students whose status in the course is in

doubt

utilize a variety of instructional methods, drawing onappropriate audio-visual aids as much as possible.

urge students to talk to the teacher about problems, suchas changes in work schedule, before dropping the course

for them.


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To produce positive results in getting the students to work with one another,

the teacher may:

1. have students one anothers papers before they turn them in. This activitycould help them to locate one anothers errors before being graded.

2. if the class lends to a field trip, have the students plan it and make someor all of the arrangements.

3. ask students to submit sample test questions (objective or subjective)prior to a test. The class itself can compose a test or a quiz based on thecourse objectives.

4. create opportunities for student leaders to emerge in class; use theirleadership skills to improve student performance.

5. if students are receiving tutoring help, ask them to report the content andresults of their tutoring

6. have students set specific goals for themselves throughout the semesterin terms of their learning and what responsibilities they will undertake.

Student-Initiated Activities


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To be more creative faculty member, the instructor

may:1. utilize small group discussions in class whenever

feasible.

2. take the initiative to contact and meet with studentswho are doing poor work

3. encourage students who had the first part of a courseto be in the second part together.

4. ask the Reading Faculty to do a reliability study ofthe texts s/he uses in the classroom

5. develop library/supplementary reading lists whichcomplement course content. The instructor may select

books at various reading levels.

FACULTY INITIATEDACTIVITIES


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6. use his/her background, experience, and knowledge to inter-relate the subject matter with other academic disciplines

7. throughout the semester, have students submit topics that theywould like to cover or discuss.

8. take students on a mini-tour of the learning resources center,reading/study skills area, counseling center, etc.

9. work with the division counselor to discuss procedures to

follow-up absentees, failing students, etc.10.use his/her imagination to device ways to positively reinforcestudent accomplishments and try to avoid placing students in

embarrassing situations, particularly in class.

11.create situations in which students can help the teacher (thestudent may get a book from library, look up some referencematerial, conduct a class research project)


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12.set up special tutoring sessions and extra classes, especially forstudents who are doing poorly.

13.confer with other faculty members who have the same students inclass

14.look at his/her record book periodically to determine studentprogress (inform the latter)

15.team teach a class with a colleague, switch classes for a period or

two, or invite a guest lecturer to class.16.use the library reference shelf for some of the old tests and quizzesand tell the students that some question will be taken from the old

test in the next test.

17.engage in periodic (weekly) self-evaluation of each class (e.g. what

was accomplished this past week?; how did students react?)18.at mid-term and at final exam, the last test question asked by the

teacher is that whether the student is going to continue at the

college. If a potential drop-out is identified, the teacher can advise

the student to work with a division counselor.


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Teaching can be more effective by

a) lesson planning,

b) course designing, and

c) syllabus designing.


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DESIGNING A SYLLABUS

Three aspects are to be considered whilst designing asyllabus:1. steps for syllabus planning,2. principles that foster critical thinking,

3. and syllabus functions.


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Perfect syllabus contains eleven main subdivisions:

1. course information,

2. course description,3. course objectives,4. instructional approaches,5. course requirements & assignments,

6. course policies,7. grading, evaluation,8. texts/resources/reading/supplies,9. course calendar,

10. study tips/ learning resources, and11. student feedback on instruction


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Lesson planning takes place in three stages: Pre-Lesson Preparation, Lesson Planning and Implementation, and Post Lesson Activities

Lesson planning


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Stage 1: Pre-Lesson Preparation

1.goals2.content3.student entry levelStage 2:Lesson Planning and Implementation

1.unit title

2.instructional goals3.objectives4.rationale5.content6.instructional procedures7.evaluation proceduresStage 3: Post Lesson Activities

1.lesson evaluation and revision

Lesson Planning Procedure


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FIV I I L F G IG


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PRINCIPLE 1:

challenges students to HIGHER LEVELOF LEARNING

all courses require some lower level learning, i.e.,

comprehending and remembering basic information and

concepts. But many courses never get beyond this.Examples of higher level learning include problem

solving, decision making, critical thinking, and creative

thinking.

FIV I I L F G IG


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PRINCIPLE 2:

uses ACTIVIVE FORMS OF LEARNINGmeans not passive (i.e. reading and

listening), active learning means learn

solving problems and thinking critically.


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PRINCIPLE 3:

gives FREQU

ANT

and IMM

IDIATE

FEE

DBACK tostudents on the quality of their learning

frequent means weekly or daily ,immediate

means during the same class if possible, or at the

next class session. Frequent and immediatefeedback for students are needed to know whether

they are doing it correctly.


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PRINCIPLE 4:

uses a STRU

CTURE

D SEQUEN

CE

O

F DIFFERENT

LEARNING ACTIVITIES

Different learning activities such as lectures,

discussions, small groups, writing, etc are to be

structured in sequence in which earlier classes laythe foundation for complex and higher level learning

tasks in later classes.


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PRINCIPLE 5:

has a FAIR SYSTEM FOR ASSESSING AND

GRADING STUDENTS

Students should have a fair grading system:

objective, reliable, based on learning, flexible,

and communicated in writing.


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GOOD TEACHING

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teach...

Code of Ethics for Teachers as Educatorshttp://www.highered.nysed.gov/tcert/resteachers/codeofethics.html

COMMON TEACHINGMETHODS

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip

/comteach.htm

COMMON VISUAL AIDS

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/visuals.htm

ENHANCING YOUR TEACHING EFFECTIVENESS

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teacht

ip/enhance.htm

MOTIVATING STUDENTS

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/motiv.htm

IDEAS TO ENCOURAGE STUDENT RETENTION

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip

/studretn.htm

RESOURCES:


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LESSON PLANNING PROCEDURES

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/lesspln1.ht

m

COURSE DESIGN

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/finks5.htmDesigning a Syllabus

http://cte.udel.edu/instructional-topics/designing-courses/designing-learning-centered-

syllabus.html

Documents

Teaching Skills by Dr. Shadia Yousef Banjar