scholarly journals Teacher knowledge as fundamental to effective teaching practice

2012 ◽  
Vol 15 (3) ◽  
pp. 181-185 ◽  
Author(s):  
Margaret Walshaw
Keyword(s):  
Effective Teaching ◽  
Teacher Knowledge ◽  
Teaching Practice

Opportunities to Respond for Students With Emotional and Behavioral Disorders in Inclusive Classrooms

2021 ◽  
pp. 105345122110249
Author(s):  
Todd Whitney ◽  
Kera B. Ackerman ◽  
Justin T. Cooper ◽  
Terrance M. Scott
Keyword(s):  
At Risk ◽  
Student Engagement ◽  
Behavior Problems ◽  
Effective Teaching ◽  
Behavioral Disorders ◽  
Teaching Practice ◽  
Emotional And Behavioral Disorders ◽  
Inclusive Classrooms ◽  
Opportunities To Respond ◽  
School Based

Students who are actively engaged in learning have a higher probability of academic and behavioral success in the classroom. One effective teaching practice that increases student engagement is providing students with frequent opportunities to respond (OTR). This article provides practitioners with a range of OTR strategies that include verbal, non-verbal, and partner responses. In addition, recommendations are provided on how these strategies can be effectively implemented in inclusive classrooms to increase engagement of students with school-based behavior problems, including those with and at risk for emotional and behavioral disorders.

Teaching Practice Assessment Indicators: An Index to What is Privileged as Defining Effective Teaching

2016 ◽  
Vol 15 (3) ◽  
pp. 485-495
Author(s):  
Sibanda Jabulani ◽  
Marongwe Newlin ◽  
Mushoriwa Taruvinga D ◽  
Begede Martin P
Keyword(s):  
Effective Teaching ◽  
Teaching Practice ◽  
Practice Assessment

Questions in secondary classrooms: Toward a theory of questioning

2021 ◽  
pp. 147787852110430
Author(s):  
Kimberly Alexander ◽  
Charles H. Gonzalez ◽  
Paul J. Vermette ◽  
Sabrina Di Marco
Keyword(s):  
Effective Teaching ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Secondary Classrooms ◽  
Good Question ◽  
Effective Manner ◽  
Three Components

At the heart of the teaching practice is the art of questioning. Costa and Kallick noted that questions are the means by which insights unlock thinking. Effective questioning is essential to effective teaching. Despite this, a cohesive theory on the method of questioning has yet to be developed. A discussion of questioning is vital to moving the teaching profession forward. In this article, we propose a model of effective questioning that we see as the first step toward identifying a unifying theory of questioning. Our model contains the following three components: (1) a well-structured item (a good question), (2) clear expectations for the response (which we call ‘the five considerations’), and (3) a constructivist conversation. This work succeeds in bridging the gap between practice and theory that may otherwise limit good teachers from utilizing their questions in the most effective manner. Because of this, our model should be of use to teachers, teacher educators, professional developers, educational researchers, and theoreticians. We hope that a continued discussion of questioning ensues in all of these circles, so that our field can move closer toward the development of a theory of questioning.

scholarly journals Kaedah Soal Jawab Dalam Pengajaran Imam Abu Anifah : Satu Analisis Perbandingan

2014 ◽  
Vol 12 ◽  
pp. 55-72
Author(s):  
Mohd Anuar Mamat
Keyword(s):  
Effective Teaching ◽  
Teaching Practice ◽  
Teaching Method ◽  
Quality Education ◽  
Islamic Tradition ◽  
Selection Of

Kaedah pengajaran merupakan antara elemen penting dalam bidang pendidikan. Ia amat berkait rapat dengan usaha ke arah merealisasikan pendidikan berkualiti dan pengajaran yang berkesan. Makalah ini membincangkan soal jawab sebagai salah satu kaedah pengajaran Abu Anifah. Hal ini diteliti berdasarkan karya dan amalan behalf dalam bidang pengajaran. Makalah ini mendapati bahawa pandangan dan amalan Abfi Anifah berkenaan kaedah soal jawab adalah selaras dengan tradisi Islam yang digagaskan dalam al-Quran, al-Sunnah dan amalan para Sahabat. Kaedah soal jawab ini juga kemudiannya turut dikembangkan oleh para sarjana Islam selepas beliau.Method of teaching is an important element in the process of education. It is closely related to the effort towards a realization of quality education and effective teaching. This article presents the questioning method as one of the teaching method employed by Abfi Hanifah. The discussion is based on a selection of his treatises and his teaching practice thereof. This article found that the questioning method according to Abu Hanifah is in accordance with the Islamic tradition which is derived from al-Quran, al-Sunnah and the practice of the Companions. It is developed later by the scholars of Islam.

scholarly journals Small Group teaching in clinics – An effective teaching practice for undergraduates

2018 ◽  
Vol 5 (3) ◽  
pp. 149-151
Author(s):  
Tapasya Karemore ◽  
Mukta Motwani ◽  
Apeksha Dhole ◽  
Anurag Choudhary
Keyword(s):  
Effective Teaching ◽  
Small Group ◽  
Teaching Practice ◽  
Small Group Teaching

Seven posers in the constructivist classroom

2010 ◽  
Author(s):  
Ben Kotzee
Keyword(s):  
Effective Teaching ◽  
Teaching Practice ◽  
Theory Of Knowledge ◽  
Constructivist Teaching ◽  
Unified Theory ◽  
Grand Unified Theory ◽  
Constructivist View ◽  
The Moment ◽  
Constructivist Epistemology

In education, 'constructivism' constitutes the 'grand unified theory' of the moment. In this article, I maintain that constructivism as a theory of knowledge and constructivism as pedagogy are distinct and that the question of what constructivism about knowledge implies for teaching is under-theorised. Seven classroom scenarios are sketched that illustrate the problems that a constructivist view of knowledge can create in the classroom. It is concluded that constructivist epistemology undermines effective teaching; as such, realistic teaching practice cannot proceed from constructivist assumptions regarding the nature of knowledge. The conclusion, however, is neutral regarding teaching practice: constructivist epistemology is neither sufficient nor necessary for what is called 'constructivist' teaching practice.

scholarly journals Shifting the Focus to Student Learning: Characteristics of Effective Teaching Practice As Identified by Experienced Pre-service Faculty Advisors

2012 ◽  
Vol 22 (1) ◽  
Author(s):  
Nancy Maynes ◽  
Blaine Hatt
Keyword(s):  
Classroom Management ◽  
Effective Teaching ◽  
Professional Growth ◽  
Teaching Practice ◽  
Management Strategies ◽  
The Body ◽  
Learning Ability ◽  
Pedagogical Content ◽  
Faculty Advisors ◽  
Classroom Management Strategies

Cochrane-Smith and Power identify trends in teacher education programs with some relating to heightened teacher accountability for students’ learning. In this paper we provide a model that identifies characteristics believed to be critical elements related to a teacher’s conceptual focus shifting from an emphasis on their teaching to their students’ learning and we have grounded these characteristics in current educational research. Through focus group inquiry, we have identified those teacher characteristics thought to account for effective teaching practice. These characteristics include: a professional growth perspective, passion and enthusiasm for the  content, pedagogical content knowledge, a rich instructional repertoire of strategies, awareness of assessment for, as, and of learning, ability to read the body language  of the learner, caring classroom management strategies, and instructional efforts (e.g., social justice). Our research data provide a conceptual framework for further study.

scholarly journals Teaching Design and Practice of Intensive Reading Course Based on BOPPPS

2020 ◽  
Vol 11 (3) ◽  
pp. 503
Author(s):  
Liang Zhang
Keyword(s):  
Effective Teaching ◽  
Closed Loop ◽  
Teaching Practice ◽  
Intensive English ◽  
Self Directed Learning ◽  
Teaching Plan ◽  
Teachers And Students ◽  
Directed Learning ◽  
Intensive Reading ◽  
Design And Practice

BOPPPS, based on constructivism and communicative approach, is famous for effective teaching. It is a closed-loop teaching activity model that emphasizes students’ participation and feedback in the process of classroom teaching organization. Taking the course of Intensive English as an example, the paper designs teaching plan based on BOPPPS, formulates teaching tasks and implementation approaches in line with BOPPPS, implements the teaching plan, and reflects the teaching effect through teaching practice. Taking features of Intensive Reading course into consideration, the paper claims that BOPPPS is an effective teaching model, which not only stimulates students’ self-directed learning, but also save teachers and students’ energy to solve puzzles within the limited credit periods. Hopefully, BOPPPS might be gradually and widely applied to the English teaching.

scholarly journals Making My Time Count: Attempting Global Education as a Substitute Teacher in the K-12 Classroom

2014 ◽  
Vol 9 (1) ◽  
Author(s):  
Jessica Scalzo
Keyword(s):  
Critical Pedagogy ◽  
Effective Teaching ◽  
Global Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Substitute Teachers ◽  
Substitute Teacher ◽  
Substitute Teaching ◽  
K 12 ◽  
Effective Teaching And Learning

This paper explores substitute teaching as a potential site for transformational Global Education. I use autoethnography to better understand my experiences as a teacher and learner, how I became a substitute teacher, and my desire to use a critical pedagogy and Global Education framework for my teaching practice in a guest teacher context. Perceptions of substitute teachers, challenges faced by substitute teachers, possible barriers to effective teaching and learning while a temporary presence, as well as various conceptions of Global Education are explored, along with where these two seemingly disparate worlds may intersect. I investigate the limits of current research regarding substitute teachers and make recommendations for embedding Global Education in the substitute teaching practice.

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