Showing posts with label Effective Teaching. Show all posts
Showing posts with label Effective Teaching. Show all posts

Monday, June 1, 2009

What do Successful Teachers Do?

I have been reflecting a huge amount lately on what makes some teachers stand out a cut above the rest. I think it is quite simple really, they communicate effectively and proactively with parents. They get this right from the beginning. They are transparent with parents about their child's progress and it is communicated in parent friendly terms. It is often as simple as getting excited about an individual moving up a reading level or including adjectives in a piece of their writing - the success is shared and more often than not as and when it happens. I think teachers need to be strategic and savvy at working out at the beginning of each year which parents you need to be on the front foot with, and then work at getting the relationship right.
I am excited about the ease in which such communication and proactive action can be taken given most of our parents and caregivers have email. How neat for a parent to receive an email with a picture attachment sharing the science experience the class had that afternoon. Wouldn't that make for a great dinner conversation around the table that night. I know what I would think if I was the parent receiving that email. I would think - gosh this teacher is onto it, he/she cares, look at the great learning happening for my child etc etc.
From there the relationships with the children themselves are equally important.
Then and only then everyone can work in partnership to activate learning nd provide the stretch and rigor for individuals to reach their potential.

Monday, March 16, 2009

Teaching Strategies = Learning Retention

The following triangle model has been reproduced in various formats.  Source is National Training Institute - Bethel and Maine.   The essence of what it represents is significant in informing what should be going on in classrooms.  Students can spend quite some time sitting on the mat watching and listening.  How do we intentionally increase teacher modeling time to increase student participation through opportunities to 'discuss' with a neighbour or provide opportunities for small groups to 'teach each other'.  As you can see from the model retention rates increase significantly the more the student is an active participant rather than a passive observer.  
What percentage of a learners day is spent where on this triangle?
How can one's instruction be modified to increase the learning potential in the classroom by teacher predominantly in the bottom part of the child.  
It resonates with what we believe around locus of control - the more the student is in the driving seat the more the student owns the process and the more powerful the learning. 
Keen to ponder on this some more.  Your thoughts?