Professional Readings

Teaching & Learning: Effective Strategies

The following are strategies for improving our professional practices that are definitely worth trying:

Be on time and arrange the chairs and tables the way we want them
Instruct students to form an orderly line outside the classroom.
Use their first names to extend a warm welcome as they approach the classroom.
As you prepare to begin the lesson, have a good conversation with your pupils.
Begin by greeting the class as a whole and saying something like, "How are you all today? Today we are going to..."
Begin each session with a joke of the day/what's making new/what's going on in the world, or in their family (with gentleness and sensitivity) -The reality is that both our students and we learn better when we are happy.
Ask as to if they had any difficulties "learning in another setting" (homework) or understanding what they had learned in the previous class.
Try to "catch" students early on while they are being good. Set the tone for the teaching session by praising students both publicly and privately in front of the class.
Don't ignore any behavior that doesn't adhere to the rules of the class.
Adopt the broken record approach and be consistent.
Whenever students return from a previous class where the standards were poor, they should be welcomed warmly and reminded of the general class.
expectations; "how things are done around here"
If there was physical activity in the prior session that greatly increased students' heart rates, talk to them as they enter the learning zone, which is a calm period, in a line outside the classroom.
Always keep extra paper, pens, and other supplies available for students who might be absent or otherwise unable to participate in class.
Prior to class, decide on the format(s) we'll use for the lesson, such as group projects, individual tasks, presentations, discussions, etc.

Second, we could offer students an effective motivator to learn during class by:

Role-modeling constructive "want to be there" and "can do" behaviors that demonstrate to our pupils that we appreciate their company, education, and learning.
This communicates that we value them as individuals by demonstrating a sincere desire to listen, explore, think, take on a challenge, and grow with them as a team.

Use "we" and "us," not "you," as that is exactly what high-quality learning is.
Stay away from doing nothing at the teacher's desk; it is a terrible example of team learning that is active, interesting, and alive learning
Walk around the classroom helping, encouraging, and cheering students one-on-one and in groups as they build their personal characteristics and capabilities as lifelong learners.
Do not hover when helping them; instead, get kneeled down or sit on a chair so that they are at eye level with us.
When moving around, write down notes in the pupils' planners. To show their parents, emphasize the positives (rather than the negatives)

References: http://learningcurveplanner.com.au/resources/teacher/professional-readings/teaching-and-learning-effective-strategies-88.html

https://study.com/resources/effective-teaching-strategies

21st Century: Teaching & Learning

A knowledge-based age known as the 20th century, in which;

The main emphasis was on remembering and repeating facts.
It was primarily concerned with what, or content than it was with how or why.
Our teaching methods favored left-brained, linear thinking, placing little value on pattern recognition or making connections that lead to novel insights.

The twenty-first century is a conceptual era that emphasizes innovation, relationships, and pattern recognition.

The internet is the new paradigm for learning, according to one definition
"We can ignore it, but it won't go away" Mark Treadwell
To generate creative ideas that integrate thinking and learning and create deeply rich understandings, our teaching methods must promote right-brain thinking.
Our pupils have excellent filters on what they are willing to take in when it comes to the incredible rate at which information and knowledge is accumulating.
There is an overload scenario, so we need to be selective and creative about what we teach. It must be applicable to their lives or else their minds won't process it
We must aim for tailored education since it forces us outside of our comfort zones and has chaos written all over it. our comfort zones, but it's crucial that we role-model creative right-brain thinking for the 21st century.

The goal is to foster a learning environment where pupils can learn various things in different ways at different times from different sources, as opposed to learning similar things in similar ways at similar times from similar sources.

Reference: http://learningcurveplanner.com.au/resources/teacher/professional-

readings/21st-century-teaching-and-learning-8.html

Five Phases of Professional Development

A framework for professional development based on research has been developed by the North Central Regional Educational Laboratory (n.d.) to support ongoing professional development, individual reflection, and group inquiry into teachers' practices. The following five phases frequently occur simultaneously, repeatedly, and overlap in practice:

Building a knowledge base

The goal of this phase is to establish a conceptual grasp of new knowledge and information. Setting goals, identifying needs, taking part in interactive workshops, and establishing a study group are all possible activities in this phase.

Observing Models and Examples.

The goal of this phase is to study instructional examples in order to gain a practical understanding of the research. During this phase, an individual could take part in activities like peer observation, using instructional artifacts, co-planning, and listening to or viewing audio and video examples, as well as visiting schools and classrooms.

Reflecting on Your Practice

This phase's goal is to evaluate your teaching methods in light of newly acquired knowledge. Journals or cases written by teachers may be used as part of this phase's exercises for group discussion and reflection.

Changing Your Practices.

The goal of this phase is to integrate your new understanding into individual and collective plans and activities for curricular and instructional change. Action research, peer mentoring, support groups, and curriculum development are a few possible activities.

Gaining and Sharing Expertise

The goal of this phase is to continue to improve your teaching methods while learning from and sharing practical knowledge with your peers. Planning as a team, working as a mentorship or partnership team, and networking are all possible activities at this period.

Reference: http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd2fiph.html

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