Favorite Borich Quotes Chapter 1 (reading Reflection #1, due 7/26)

What is an effective teacher?  very simply:  A good teacher is a good person—a role model who meets the community ideal for a good citizen, good parent, and good employee…Practically speaking, this meant that to be effective, all a beginning teacher needed was King Solomon’s wisdom, Sigmund Freud’s insight, Albert Einstein’s knowledge, and Florence Nightingale’s dedication! (p 2)

The Psychological Characteristics Definition

  1. Personality:  “As any experienced teacher will tell you, however, much of your success in teaching will depend on your skills in building a cohesive learning culture in your classroom, for which your attitude toward and relationship with your learners provide an essential foundation (p 2)”
  2. Attitude:  Motivation to teach, Attitude toward children, Attitude toward teaching, Attitude toward authority, Vocational interest, Attitude toward self (self-concept), Attitude toward subject (Table 1.1, p 3)”
  3. Experience:  Years of teaching experience, Experience in subject taught, Experience in grade level taught, Workshops attended, Graduate courses taken, Degrees held, Professional papers written (Table 1.1, p 3)
  4. Aptitude and Achievement:  National Teachers Exam, GRE, SAT Verbal, SAT Quantitative, Special ability tests, GPA Overall, GPA Major, Professional recommendations, Student evaluations, Student teaching evaluations

About Praxis (I think I used some Praxis guides to study for WEST Exams)

A New Direction (in defining a good teacher)

  • Linking teacher behavior with student performance
  • The research process (Good & Brophy, 2007)

Key Behaviors Contribiuting to Effective Teaching

  1. Lesson clarity (MET’s = More Effective Teachers)
    1. MET’s make ideas clear to learners who may be at different levels of understanding
    2. MET’s explain concepts in ways that help students follow along in a logical step-by-step order
    3. MET’s have an oral delivery that is direct, audible to all students, and free of distracting mannerisms.
  2. Instructional variety
    1. “The physical texture and visual variety of your classroom can contribute to instructional variety.  This in turn influences student achievement on end-of-unit tests, performance assessments, and student engagement in the learning process (Walqui, 2000)”
  3. Teacher task orientation
    1. More effective teachers spend more time actually doing instruction, and let the administrivia
  4. Engagement in the learning process
  5. Student success rate

Some Helping Behaviors Related to Effective Teaching

  1. Using student ideas and contributions
    1. Acknowledging, Modifying, Applying, Comparing, Summarizing
    2. also Teacher Mediated Dialog
  2. Structuring:  teacher comments made for the purpose of organizing what is to come or summarizing what has gone before.
  3. Questioning
    1. content questions a
      1. Direct, Lower order, Convergent, Closed, Fact
    2. process questions
      1. Indirect, Higher order, Divergent, Open, Concept
  4. Probing:  may take the form of a general question or can include other expressions that elicit clarification of an answer, solicit additional information about a response, or redirect a student’s response in a more fruitful direction.
  5. Teacher affect (developing the teacher-learner relationship), enthusiasm is key.

Constructivist Teaching Strategies
emphasize the learners direct experience and the dialogue of the classroom as instructional tools while deemphasizing lecturing and telling.

Teaching Effectively With Diverse Learners and Content

  1. Teaching behaviors that affect learners of lower and higher socioeconomic status
  2. Teaching behaviors that affect the teaching of reading and mathematics

How Does Effective Teaching Differ Across Content Areas?

Does Borich really seem to be saying that mathematics teachers don’t have a responsibility to teach reading?  And is he saying that right after the section on low-SES?

National Board for Professional Teaching Standards

  1. Teachers are committed to students and their learning.
  2. Teachers know the subjects they teach and how to teach those subjects to students.
  3. Teachers are responsible for managing and mentoring student learning.
  4. Teachers think systematically about their practice and learn from experience.
  5. Teachers are members of learning communities (Borich, 2011, p. 28)

also here.

References

Borich, G. D. (2011). Effective Teaching Methods:  Research-Based Practice. (7th ed.).  Allyn & Bacon.

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Comments

  • Taylor Jacobsen  On August 2, 2011 at 5:51 am

    The quote on constructivist teaching strategy is a bit tricky to follow at first, but I love it. While working as a Learning Assistant in the physics department here at SPU, we utilized both the students’ current understandings based on their interaction with a concept in their life experiences as well as the discussion and debate that arose among groups working together. Constructivism, when done correctly, takes a lot of self-control but not a lot of in-class work on the teacher’s part. The students take control of their own learning, and with the right curriculum they can do this at their own pace. Do you have your own experiences with constructivist teaching?

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