clippings that affect learners and the learning process

7/29/2019 Clippings That Affect Learners and the Learning Process

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In Partial Fulfillment of the Requirements in

Education 101

Clippings on Inclusive Education

Submitted By: Apple Joy Cabay

Submitted To: Maam Joar Caares

Date Submitted: March 21, 2013


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CLIPPINGS THAT AFFECT LEARNERS AND THE LEARNING PROCESS

I have attended many schools but never one quite like Eagle Rock. I started my Eagle Rock

career by spending 25 days in the Superstition Mountains of Arizona as part of the new student

orientation program. I have been a part of many Eagle Rock courses including Colorado Rocks

where I spent three out of four days outside in an experiential setting. Colorado Rocks, an

integrated learning experience that includes environmental science, health, history, literature and

outdoor education is a sure reminder that I was in a different learning environment than ever

before. I address all my instructors by their first names and work with them one on one in a

relaxed and comfortable environment.

One of my favorite times of the day at Eagle Rock is during meals in our dining Lodge, when all

staff and students are together enjoying an amazing meal together and chatting about the latest

political hot topic. Eagle Rock offered me a home where I could grow and reflect on my learningboth academically and personally. Unlike many schools, Eagle Rock dedicates time and energy

toward personal growth using8 + 5 = 10as a powerful set of values. Students and staff spend

lots of time holding each other accountable. Presentations of Learning are everyday occurrences

at Eagle Rock in addition to serving as a celebration of learning for each of us at the end of every

trimester.

Student voice and leadership at Eagle Rock is very strong. In fact, a lot of what happens at Eagle

Rock is student-led. There are endless possibilities for any club, group, learning experience or

activity to become a reality such as a student taught salsa dance class. We host a lot of educators

at Eagle Rock through our Professional Development Center so they can learn what we do. I

even had the chance to help give a presentation with staff and a fellow student at the Coalition ofEssential Schools Summer Institute in Tacoma, Washington.

My time at Eagle Rock has spun me 180 degrees and I will forever be giving back to Eagle Rock

School.

Coral Ann

Student
http://www.eaglerockschool.org/about_us/mission.asphttp://www.eaglerockschool.org/about_us/mission.asphttp://www.eaglerockschool.org/about_us/mission.asphttp://www.eaglerockschool.org/about_us/mission.asp


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What exactly should students "know and be able to do" and how

do we help them to know and do it?

The Other Side of Curriculum answers these questions with a powerful model of curriculumdevelopmentone that fosters experiential and personal growth.

Lois Brown Easton provides ideas and practical tools for creating an effective learningcommunity, based on her experience at Eagle Rock School, where learners are central andthe curriculum responsive to their needs. Her curricular concepts are common to all; Easton

carefully considers how they can be customized and applied to almost any school or district.

Each of her chapters begins with a story of learning that illustrates a concept of curriculum.She then describes that concept and offers questions that will help you translate the concept

to your own setting. Learn about curriculum in relation to culture, instruction-assessment,

learner-centered education, competency-based systems, self-directed learning, personal

growth, and much more. Then explore your own storyconsider how these concepts relateto your own context with the end-of-chapter questions you can ask yourself or use with

colleagues.

If you're a practicing teacher, administrator, staff developer, or teacher educator, The OtherSide of Curriculum will inspire you to make the changes needed in your own environment,enable you to embark on those changes, and convince you with the theoretical background

and concrete examples that will help you be successful in shaping a curriculum for all

learners.


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Create an integrated system of support for struggling students!

Based on Lois Brown Easton's experience working with disengaged learners, this insightful

resource helps educators make positive connections with youngsters of all ages who are at risk of

failing or dropping out. Featuring the voices of educators and students, this invaluable textcovers methods for improving the school wide climate in ways that support all students and for

creating a learning environment that promotes academic, personal, and social growth. The author

illustrates how to make meaningful changes in curriculum and instruction and examines the

importance of:

Teacher-student relationships Innovative teaching strategies for struggling learners Developing self-directed learners Using appropriate assessments for students with learning difficulties

Easton's book inspires teachers to make a significant change in their school's culture to engage

developing minds and champion all learners, regardless of socioeconomic factors.

Miriam Bar-Yam, Kathleen Rhoades, Linda Booth Sweeney, Jim Kaput, and Yaneer Bar-Yam

The rapid changes and increased complexity of todays world present new challenges and put

new demands on our education system. There has been generally a growing awareness of thenecessity to change and improve the preparation of students for productive functioning in the

continually changing and highly demanding environment. In confronting this challenge it is

necessary to consider the complexity of the education system itself and the multitude of

problems that must be addressed. Clearly, no simple, single uniform approach can be appliedwith the expectation that significant improvements of the system will occur.

Indeed, any strategy for change must contend with the diverse factors affecting the education

system, the interactions of its parts, and the intricate interdependencies within it and with itsenvironment.


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As we consider these problems, we become increasingly cognizant of the various possibilities of

using concepts and methods of the study ofcomplex systems for providing direction and

strategies to facilitate the introduction of viable and successful changes. A key insight from

complex systems is that simple solutions are not likely to be effective in cases such as the

education system, and that providing a balance or coexistence of what seem to be opposites may

provide the greatest opportunities for successful courses of action. In the following we consider:

Integrating the commonly polarized goals of education; i.e. the goal that focuses ontransmitting knowledge with the goal that emphasizes the development of the individual

student.

Adapting teaching to different student characteristics by using diverse methods ofteaching. Adaptation to the ability levels, patterns of different abilities, learning styles,

personality characteristics, and cultural backgrounds.

Integrating the curriculum by developing inter-disciplinary curriculum units that enablestudents to acquire knowledge from different disciplines through a unifying theme while

having the opportunity to contribute in different and special ways to the objectives of theintegrated units.


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Educational Goals

The approaches to teaching can be categorized according to major educational goals that affect

teaching strategies. On one hand the goal of education is viewed as the transmission of

knowledge by the teachers to the students. On the other hand the goal of education is viewed as

facilitating students autonomous learning and self expression. The former approach which

converges toward the teaching of specified subject matter, may be termed convergent teaching

and the latter approach which stresses open ended self-directed learning may be termed

divergent teaching. The convergent approach is highly structured and teacher-centered; the

students are passive recipients of knowledge transmitted to them and learning achievements are

measured by standardized tests. The divergent approach is flexible, student-centered, where the

students are active participants in the learning process and learning achievements are assessed by

a variety of evaluation tools such as self-evaluation in parallel to teacher evaluation;

documentation portfolios; and special projects (see also Niche Selection (link to be added soon)).

In the highly complex education system there may be various combinations of the different

approaches to teaching and probably no pure convergent or divergent teaching. Still, the

tendency in the education system of today is toward the convergent approach. In fact, among the

current suggestions for implementing educational reforms to deal with the considerable problems

of the education system, there has been a strong emphasis on setting convergent goals, an aspect

of which is the use of across-the-board standardized testing. Testing has been commonly viewed

as a prudent way to determine the success or failure of the teaching and learning process. There

has been a relatively limited use of other means of evaluation which are more complicated and

more demanding in terms of application and interpretation.

As educators seek ways to meet the demands put upon the education system in todays world of

rapid changes and ever increasing complexity, it may be helpful to recognize that there is a need

for both convergent and divergent approaches to teaching and learning. Educators who stress the

importance of the acquisition of specific knowledge as a useful way to prepare the students for

productive future functioning, must come to realize that even for the purpose of this goal alone, a

divergent approach is needed today. With the great proliferation of knowledge and rapid changes

in most fields as well as the appearance ofmany new fields, it is critical to develop students

capacity for self-directed learning and self growth. On the other hand, those who emphasize the

importance of autonomous growth and creative self-expression, must realize that the students

need academic skills (such as reading, writing, calculating, etc.) as prerequisites for productiveself expression. Since the creative process involves new ways of using existing knowledge, it is

important to provide opportunities for students to acquire such knowledge (which can be

acquired by convergent teaching). Hence, convergent and divergent teaching strategies are both

needed and the challenging question is how to find the balance between them within the

complexity of the process of teaching and learning. It is likely that the two approaches may

increasingly become not mutually exclusive but interrelated and interdependent.


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An important development is the growing awareness that academic achievement could improve

by adapting teaching to students individual differences. This awareness is finding its most

distinct expression in the education systems attempts to deal with the issues of students with

special needs. However, other aspects of adaptation to students individual differences get far

less attention.

In general, adaptation to individual differences underconvergent teaching tends to be limited.

The students are all expected to strive toward one goal of learning specified required knowledge;

some may attain it and others may fall by the wayside or be given some remediation with limited

results. Nevertheless, there are various possibilities of effective adaptation to individual

differences under convergent teaching. In addition to adaptation in the rate of learning, where

each student can be allowed to work at his/her own pace, there are many possibilities of

adaptation through the use of diverse methods of teaching. Even when all the students are taught

the same material, teachers can use different methods, different techniques or different media, to

cater to individual differences in abilities and personality characteristics. Such a multi-

convergent approach can be more effective in giving the students opportunities to use their

aptitudes and inclinations for learning and attaining higher achievements. As the students

experience success and consequently a sense of competence, their motivation is enhanced to

pursue further learning. Such an approach has a better potential for success than the common

reality of students with learning difficulties, who often struggle through remediation with a sense

of inadequacy and discouraging experiences of failure.

Adaptation to individual differences underdivergent teaching may be expected to be productive

because of its emphasis on student autonomous, active, self-reliant learning. Yet, there are

students who may not function well under divergent conditions because of their strong need forguidance, direction, and structure. Divergent teaching can cater to such needs by individual

guidance, along with ongoing assessment and subsequent modifications. This is a guided-

divergent approach which is more structured and less flexible than the open divergent teaching

but less narrow and limiting than convergent teaching.


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Teaching Strategies and Students Characteristics

Among the most difficult problems faced by the education system are those associated with

teaching effectiveness. The current preparation of teachers for specific age levels, specific

subject matter, specific academic skills, etc., does not take into consideration sufficiently the

complexity of factors such as students various characteristics. There is a strong need to train

teachers to adapt instruction to the diverse student abilities, learning styles, personality traits and

needs by using more differentiated teaching strategies (See also Complexity in the Classroom

(link to be added soon)).

In addition to the preparation of teachers to more differentiated teaching, there could be more

divergent use of teaching resources. Worthwhile teaching can be done with advantageous results

by persons other than the traditional classroom teachers. For example, valuable teaching can be

done by peers of different ages and abilities. Also, parents, grandparents, and relatives could

participate in and contribute productively to the teaching process. Furthermore, teaching can be

enhanced by volunteers, retirees, people with various areas of expertise from the worlds of

science, business, engineering, medicine, public service, entertainment, and others. Also, high-

tech resources such as multimedia technology, computer programs, telecommunication, the

Internet, audio-visual techniques, and others can provide beneficial options. Student learning can

be greatly enriched further by traveling - near and far; interaction with people of different

cultures; different geographical areas; different occupations, different ways of life; different

outlooks. Undoubtedly, many possibilities exist that are not often implemented even though they

could make the teaching and learning process more effective and more beneficial by providing a

variety of experiences and alternative strategies for adaptation to students characteristics.

1. Ability levels and patterns of different abilities. Presently, the practice in some schoolsis to adapt teaching to different ability levels by forming classes or groups of students of

similar levels (usually based on achievement tests or psychological tests) taught by

teachers who tend to treat the students as if they were in homogeneous groups.

Obviously, once a group of two students is formed, it cannot be consideredhomogeneous. Even if the two have an identical IQ, for instance, the profile of different

abilities can be quite dissimilar and many other personality characteristics add to the

dissimilarity of the students attributes that affect their learning. The over-simplificationof todays ways of adaptation to students differences in abilities and other characteristics

has resulted in many difficulties in the academic performance of many students. In some

cases this has led to phenomena such as, learning disabilities, conduct problems,attitude problems, anxiety and school phobias. The complexity of this issue isapparent as one considers results of research studies or surveys measuring students

performance under conditions aimed at slow versus fast learners.


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The differences evident in rate of learning are only one aspect of the diverse effects of

students with different abilities studying under different conditions. For instance, the type

and manner of teaching has differential effects: students with higher ability tend toperform better under non-directive teaching methods while those with lower ability tend

to do better under directive methods.

Furthermore, the multiplicity and differentiality of mental abilities must be taken intoconsideration when teaching at any level of the education system. There has been agrowing acknowledgement of the importance of adapting teaching to a variety of

intelligences (e.g. Gardners work on the seven intelligences and Sternbergs work on the

triarchic dimensions of intelligence; also see Golemans work on emotional intelligence),as well as providing for special learning needs.

The diversity of patterns of mental abilities is well recognized today, yet little has been

done to develop adequate conditions aimed at adapting teaching to this diversity. It is

possible to design instructional strategies and learning materials that provide options andflexibility for matching students particular patterns of abilities. Thus, teaching strategies

can be differentially facilitating various ability patterns. The interaction between specific

aptitudes and specific teaching styles can be important in considering the various optionsof implementing changes in the teaching and learning process. Also, matching teachers

styles with students ability patterns can have significant effects on students attitudes,

motivation, and achievements.

2. Learning styles and preferences affect the way students approach any task and the waythey function under different conditions and different learning environments. Learning

styles such as reflectivity/impulsivity, field-dependence/field-independence, and mentalself-government, as well as preferences for interactive visual or auditory presentations, or

other ways of representing information have effects on students academic performance

(See Kagans work on impulsive and reflective cognitive styles, Witkins work on field

dependent style, Sternbergs work on mental self-government styles, and the work on

computer simulations preferences). Some educators have begun to acknowledge theimportance of adapting teaching strategies to students different learning styles, but no

earnest efforts have been devoted to this promising endeavor. The adaptation of teachingto learning styles may include not only more appropriately differentiated teaching

strategies but also may add to the dependability of the evaluation measures of what

students have learned. Thus, the effectiveness of teaching and the pertinence of theassessment of learning achievements can be enhanced by teachers adaptation of

instructional strategies to students learning styles.


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3. Personality Characteristics. To some extent there is recognition among educators thatpersonality characteristics such as self-reliance, attitudes, anxiety, independence,

emotional stability have differential effects on students learning achievements. There issome acknowledgement that attention should be paid to students personality needs and to

particular aspects of students different cultural backgrounds. Nevertheless, while the

effect of personality characteristics on learning is significant, very little has been done oreven suggested regarding the adaptation of teaching to students different personality traitsand needs. Among the reasons for that is the very large number of traits with a wide

variety of tests to measure them and the problem of their lower validation than the ability

tests. Also, the complexity of the interactions of personality characteristics with variousother factors affecting learning seems too difficult to tackle. Many educators and

educational administrators are convinced that it is very difficult to implement multi-

dimensional teaching strategies in the classroom. However, it is possible to analyze the

interactions between students and teachers characteristics and closely examine theresulting different learning outcomes. For example, students of higher ability levels who

are also self-reliant, independent, with lower anxiety tend to do better under divergent

teaching and self-directed learning conditions, while students of lower ability levels whoare also dependent, and anxious, tend to do better under convergent teaching with clear

structure and much direction. Such interactions need to be explored further to find more

about the various factors affecting the teaching learning process. The outcomes of such

exploration can be very helpful in the search for enhancing teaching effectiveness andstudents achievements.

In sum, the attempts to match teaching strategies with students characteristics may become

critical steps toward dealing with some of the particularly difficult problems of the teaching and

learning process. Admittedly, many difficulties are faced not only by teachers but also by

administrators and policy makers in the endeavor to adapt instructional strategies to students

characteristics, but the methods and concepts of the field of complex systems can provide waysof implementing such changes in the attempts to introduce reforms to the education system.


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Inter-Disciplinary Curriculum

One of the most exciting developments in the world of science today is the growing involvement

of researchers in interdisciplinary collaborations, and the increase in cross-fertilization of ideas

and research endeavors of people in different fields of science.. The benefits for cross-

disciplinary scientific work are invaluable and the various application possibilities are promising

not only for science but for many aspects of daily living.

These developments have direct implications for the education system. The tendency in our

schools is to teach bits and pieces of information related to particular disciplines. In view of the

cross-disciplinary trends, the curriculum can be integrated around topics that reflect the patterns,

interactions, and interdependencies of the different fields. This can provide students with ways to

study and attempt to comprehend the world around them through concepts and ideas that are less

disparate or disconnected.

The growing inter-disciplinary collaborations and cooperative sharing of information from

different fields and the efforts to find pragmatic solutions to global problems have further

implications for education. There are important implications for the preparation of students to

function and be productive in a world with diverse populations, different economic conditions,

multitudes of cultural, religious and ethnic groups, and many other different factors.

Furthermore, it is highly beneficial to begin early in the educational process to organize learning

around problem solving, critical thinking, and dealing with issues arising from different fields of

study and different aspects of real life conditions.

An integrated, inter-disciplinary curriculum links a variety of learning subjects as they are related

to the topics of integrated curriculum units. The emphasis on connecting and synthesizing

information around topics of interest to the students provides favorable conditions for the

acquisition of knowledge from different disciplines through congruous concepts and ideas.

Integrated curriculum units are chosen by the students with the teacher and involve teams of

students working cooperatively toward common goals. Small groups, pairs, or individuals can

work on relevant tasks and materials that can be shared with the other students and yield peer-to-

peer learning. Experiencing the benefits of contributing to the goals of the unit by members of

the team is empowering and gratifying and is also a beneficial way of preparing them for future

functioning in the world. Moreover, the opportunity given to each student to capitalize on his/her

strengths can become a strong motivating factor in pursuing further learning and further giving toothers.


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Each student in the group is encouraged to contribute whatever they can to such

celebrations by presenting their work through various performances, presentations,

exhibits, videos and other contributions to the festive activities. Such celebrations canbecome useful ways of evaluating the students learning achievements

4. Individually chosen projects where the students can work on topics they have chosen andwhere they could apply their strong skills and competencies, wherever they lie. Studentscan be encouraged to present their work on their project to the group in any way

compatible with their tendencies. The students can present their work to their peers and

teachers as an exhibit, as an oral presentation, as written material, as a play, a video, orany other means of communicating and disseminating information. Divergent

teaching is the approach used for those individually selected, and often independently

pursued, projects.

The above discussion of ways to implement various changes in the approach to teaching and

learning grew out of the recognition that the current attempts at reforming the education system

tend to be ineffectual. The attempts to use simple large forces (such as standardized testing, forexample) in dealing with the ills of the complex education system are essentially doomed to fail.

Undoubtedly, there are no simple general solutions to those multifarious complex problems.


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THE TEACHER FACTOR IN THE LEARNING PROCESS

Teaching-learning process is the heart of education. On it, depends the fulfillment of the aims &

objectives of education. It is the most powerful instrument of education to bring about desired

changes in the students. Teaching learning are related terms. In teaching - learning process, the

teacher, the learner, the curriculum& other variables are organized in a systematic way to attainsome pre-determined goal Let us first understand in short about learning, teaching and then

teaching-learning relation.Learningcan be defined as the relatively permanent change in an individual's behavior or

be havior po te nt ia l (or capabi li ty) as a result of experience or practice (i.e.,

an internal change inferred from overt behavior). T his can be compared with the otherpr imar y proc ess produc ing relat ivel y pe rmanent change --

Maturation --that results from biological growth and development. Therefore, whenwe see a rela tivel y permanent change in others, or ourselves we know that the primary cause

was either maturation (biology) or learning (experience). As educators, there is nothing

we can do to alter an individuals biology; the only influence open to use is to

provi de an opp or tuni ty for students to engage in ex periences that wi ll lead torelatively permanent change.

Teaching Can be thought of as the purposeful direction and management of the learning process. Note that teaching is not giving knowledge or skills to students; teaching is the process ofproviding opportunities for students to produce relatively permanent change through the

engagement in experiences provided by the teacher.

Essential aspects of the teaching-learning process are informative to examine the ideal teaching-learning process, as proposed by Diana Laurillard (Laurillard, 1993; Laurillard, 1994). She

argues that there are four aspects of the teaching-learning process: ( a) Discussion -between

the teacher and learner.(b)Interaction -between the learner and some aspect of the world defined

by the teacher.(c)Adaptation -of the world by the teacher and action by thelearner.(d)Reflection -on the learner's performance by both teacher and learner. She then

considers how different educational media and styles can be described in these terms. For

example, a text book represents a one-way flow of knowledge from the teacher's conceptual

knowledge to the student's conceptual knowledge. A lecture or tutorial may be seen the sameway, but there is a possibility of meaningful discussion between teacher and

learner.DiscussionReflection on Adaptation of Adaptation of Reflection onStudent World Action

InteractionInteraction


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Discussion, Reflection on Adaptation of Adaptation of Reflection on

Student World Action Interaction

1) Teaching can become effective only by relating it to process of learning.

2) Teaching objective cannot be realized without being related to learning situation.3) We may create and use teaching aids to create some appropriate learning situation.4) The strategies and devices of teaching may be selected in such a manner that the optimal

objectives of learning are achieved.

5) To understand principles, goals, objectives of education in right perspective.6) Appropriate learning situation condition may be created for congenial and effective teaching.

Contextual factors can affect the teaching and learning process in a classroom. In this essay I will

describe four environmental factors that could affect the teaching and learning process for aschool in a rural community or district. I will also describe three classroom factors and six

student characteristics. It's important for teachers to consider the environmental factors of their

community, school, and district, as well as the classroom and student characteristics.There are four environmental factors that can affect a rural school. These environmental factors

include geographic location, socio-economic, political climate, and community support for

education. I live in a rural community so these above mentioned factors are just a few that I feel

effect my community. My community is located in a rural area, which is mainly associated with

farming. The socio-economic status of the community consists mainly of low to middle class.

The political climate of the community consists mainly of the Democratic Party. Also the

support for education from the community is one of great support and community members tend

to become involved in activities or show support. Due to the low socio-economic status of the

community the school is provided with programs to help students with learning. The school hasTitle I, free/reduce lunches, and reading and math programs to increase learning as well as

special services such as Speech, Resource, Physical and Occupational Therapy.

There are also four environmental factors that can affect the teaching and learning process of the

school district. The geographic location of the district is a mix of rural communities due to a

consolidation of three small schools. The socio-economics of the school district includes mainly

the low and middle class status. The political climate of the district is a mix of Democrat and

Republican with a majority being Democratic. The three school communities show a large

amount of support for the educational needs of all students. The district also provides severalopportunities for students at all socio-economic levels to learn and grow. The district provides

daycare and a preschool program. There are also home daycares in the area so the school works

with these as well to make sure their children are growing and developing skills as well.


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Planningrefers to all of those activities a teacher might do to get ready to interact with students

in the classroom.Managementrefers to controlling student behavior, whileinstructionrefers to

actually guiding student learning. There are a variety of specific teacher classroom variables thathave been related to student learning. For example, Walberg (1986), in a meta-analysis of

teacher effectiveness research found support for the following individual variables:

Use of positive reinforcement Cues and corrective feedback Cooperative learning activities Higher order questioning Use of advance organizers

However, Rosenshine (1995) showed that the approach to instruction labeleddirect or explicit

instructionwas most likely to positively impact on learning as measured by scores on

standardized tests of basic skills. Alternatively, changing the desired outcome measure puts the

focus on different instructional methods. For example, if the desired outcome is creativity and

independence, thenopen educationmay be a better alternative (Giaconia & Hedges, 1982).Alternately, if better relationships among diverse students is the goal, thecooperative

learningwould appear to be the better instructional method (Slavin, 1995). Therefore, it isimportant to specify desired outcomes and their measures before decisions are made as to the

implementation of specific instructional methods.

Given the moderate correlations between teacher behavior and student learning as measured

outside the classroom, however, it seems prudent to focus on student behavior within the

classroom and the impact that teacher behavior has on that set of variables. Student Behavior

includes all of the actions a student would make in the classroom and includes one veryimportant variable (at least in relationship to predicting student achievement on standardized

tests) and that isAcademic Learning Time(ALT). ALT is defined as "the amount of timestudents are successfully covering content that will be tested" (Squires, Huitt, Segars, 1983).ALT is a combination of three separate variables: Content Overlap, Involvement, and Success.

Content Overlap is defined as "the percentage of the content covered on the test actually covered

by students in the classroom" and is sometimes referred to as "Time on Target." Involvement isthe "amount of time students are actively involved in the learning process" and is often referred

to as "Time on Task." Success is defined as the "extent to which students accurately complete the

assignments they have been given."

A high level of Academic Learning Time means that 1) students are covering important

(tested/evaluated) content; 2) students are "on-task" most of the class period; and 3) students are

successful on most the assignments they complete. These three variables can be relatively easilymeasured and can be considered the vital signs of a classroom. If all of these are appropriate,

there is a high probability that the classroom is functioning well. However, if any one of these

variables is lower than expected, further inspection of classroom processes should be undertaken.

There are a variety of other classroom factors which have been related to student achievement

such as the classroom climate and the opportunity for students to engage in leadership roles.
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One of the most important concepts that have been developed in educational psychology during

the past 30 years is that classroom process variables are the most direct link to student

achievement (Rosenshine & Stevens, 1986). More specifically, the teacher's classroom behavior(incorporated in the categories of planning, management and instruction) has a direct influence

on student behavior (most importantly, Academic Learning Time) which, in turn, is most directly

linked to measures of student achievement

The most important teacher characteristic (in terms of predicting how well teachers will perform

in the classroom as well as student achievement) seems to be the teacher's values and belief ormore particularlyTeacher Efficacy(Ashton, 1984). This variable is a measure of the teacher's

belief that students can learn and that he/she can teach. Another important set of teacher

characteristics includes the teacher's knowledge with respect to the content domain (knowledge

of subject matter to be taught), human growth and development (theories, topics, and stages),learning theory (behavioristic,cognitive,constructivistic,humanistic,social cognition), and the

teaching/learning process (concepts and principles as well as their application in formal and

informal environments). This course is designed to address three of these important areas: human

growth and development, learning theory, and the teaching/learning process.

In the state of Georgia, a teacher's knowledge is evaluated through the completion of college-level courses and passing the Teacher Certification Test (TCT). At VSU, one requirement related

to a teacher's thinking and communication skills is successful completion of a speech course at

the undergraduate level. Performance skills are measured through a requirement of student

teaching and an annual evaluation using the Georgia Teacher Observation Instrument (GTOI).Finally, while there is no single personality that seems to make the "best" teacher, it is certainly a

variable that has attracted a lot of interest. One measure of personality that has become popular

in education circles is theKeirsey Temperament Scale(a version of the Myers-Briggs TypeIndicator).

There are a wide variety of Student Characteristics that have been related to classroom behaviorand student achievement. Bloom and other researchers (e.g., Anderson & Block, 1977; Bloom,

1971) engaged in the development ofmastery learninghave shown that when time to learn is

allowed to vary, a student's prior knowledge is most important. Other researchers have shownthat when time to learn is held constant, as it is in most learning environments in the United

States, then a student's intelligence or academic ability is most important. This issue of "time to

learn" is very important. If we truly believe that everyone can learn and that it is important to

learn, then it would seem we would make a greater effort to provide the appropriate time tolearn. However, if we believe that ability is more important and that only the most capable

individuals can learn all we want them to learn, then the present system will continue to produce

a result that verifies that expectation. Other student characteristics that have been found to be

important includestudy habits, Age, Sex/Gender,Motivation,Learning Style,Cognitivedevelopment,Socio emotional development,Moral and character development,

andRace/Ethnicity. In fact, the list of important student characteristics is so long entire books

have been written on them.
http://www.edpsycinteractive.org/topics/teacher/tcheff.htmlhttp://www.edpsycinteractive.org/topics/teacher/tcheff.htmlhttp://www.edpsycinteractive.org/topics/teacher/tcheff.htmlhttp://www.edpsycinteractive.org/topics/behavior/behovr.htmlhttp://www.edpsycinteractive.org/topics/behavior/behovr.htmlhttp://www.edpsycinteractive.org/topics/behavior/behovr.htmlhttp://www.edpsycinteractive.org/topics/cognition/cogsys.htmlhttp://www.edpsycinteractive.org/topics/cognition/cogsys.htmlhttp://www.edpsycinteractive.org/topics/cognition/construct.htmlhttp://www.edpsycinteractive.org/topics/cognition/construct.htmlhttp://www.edpsycinteractive.org/topics/cognition/construct.htmlhttp://www.edpsycinteractive.org/topics/affect/humed.htmlhttp://www.edpsycinteractive.org/topics/affect/humed.htmlhttp://www.edpsycinteractive.org/topics/affect/humed.htmlhttp://www.edpsycinteractive.org/topics/soccog/soccog.htmlhttp://www.edpsycinteractive.org/topics/soccog/soccog.htmlhttp://www.edpsycinteractive.org/topics/soccog/soccog.htmlhttp://sunsite.unc.edu/personality/http://sunsite.unc.edu/personality/http://sunsite.unc.edu/personality/http://www.edpsycinteractive.org/topics/instruct/mastery.htmlhttp://www.edpsycinteractive.org/topics/instruct/mastery.htmlhttp://www.edpsycinteractive.org/topics/instruct/mastery.htmlhttp://www.edpsycinteractive.org/topics/cognition/sq4r.htmlhttp://www.edpsycinteractive.org/topics/cognition/sq4r.htmlhttp://www.edpsycinteractive.org/topics/cognition/sq4r.htmlhttp://www.edpsycinteractive.org/topics/motivation/motivate.htmlhttp://www.edpsycinteractive.org/topics/motivation/motivate.htmlhttp://www.edpsycinteractive.org/topics/motivation/motivate.htmlhttp://www.edpsycinteractive.org/topics/instruct/indiff.htmlhttp://www.edpsycinteractive.org/topics/instruct/indiff.htmlhttp://www.edpsycinteractive.org/topics/instruct/indiff.htmlhttp://www.edpsycinteractive.org/topics/cognition/piaget.htmlhttp://www.edpsycinteractive.org/topics/cognition/piaget.htmlhttp://www.edpsycinteractive.org/topics/cognition/piaget.htmlhttp://www.edpsycinteractive.org/topics/cognition/piaget.htmlhttp://www.edpsycinteractive.org/topics/affect/erikson.htmlhttp://www.edpsycinteractive.org/topics/affect/erikson.htmlhttp://www.edpsycinteractive.org/topics/affect/erikson.htmlhttp://www.edpsycinteractive.org/topics/morchr/morchr.htmlhttp://www.edpsycinteractive.org/topics/morchr/morchr.htmlhttp://www.edpsycinteractive.org/topics/morchr/morchr.htmlhttp://www.edpsycinteractive.org/col/elecfile.html#Culturehttp://www.edpsycinteractive.org/col/elecfile.html#Culturehttp://www.edpsycinteractive.org/col/elecfile.html#Culturehttp://www.edpsycinteractive.org/col/elecfile.html#Culturehttp://www.edpsycinteractive.org/topics/morchr/morchr.htmlhttp://www.edpsycinteractive.org/topics/affect/erikson.htmlhttp://www.edpsycinteractive.org/topics/cognition/piaget.htmlhttp://www.edpsycinteractive.org/topics/cognition/piaget.htmlhttp://www.edpsycinteractive.org/topics/instruct/indiff.htmlhttp://www.edpsycinteractive.org/topics/motivation/motivate.htmlhttp://www.edpsycinteractive.org/topics/cognition/sq4r.htmlhttp://www.edpsycinteractive.org/topics/instruct/mastery.htmlhttp://sunsite.unc.edu/personality/http://www.edpsycinteractive.org/topics/soccog/soccog.htmlhttp://www.edpsycinteractive.org/topics/affect/humed.htmlhttp://www.edpsycinteractive.org/topics/cognition/construct.htmlhttp://www.edpsycinteractive.org/topics/cognition/cogsys.htmlhttp://www.edpsycinteractive.org/topics/behavior/behovr.htmlhttp://www.edpsycinteractive.org/topics/teacher/tcheff.html


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The Personal Qualities of a Teacher

Here I want to try to give you an answer to the question: What personal qualities are desirable in

a teacher? Probably no two people would draw up exactly similar lists, but I think the following

would be generally accepted.

First, the teacher's personality should be pleasantly live and attractive. This does not rule outpeople who are physically plain, or even ugly, because many such have great personal charm.

But it does rule out such types as the over-excitable, melancholy, frigid, sarcastic, cynical,

frustrated, and over-bearing: I would say too, that it excludes all of dull or purely negativepersonality. I still stick to what I said in my earlier book: that school children probably 'suffer

more from bores than from brutes'.

Secondly, it is not merely desirable but essential for a teacher to have a genuine capacity forsympathy - in the literal meaning of that word; a capacity to tune in to the minds and feelings of

other people, especially, since most teachers are school teachers, to the minds and feelings of

children. Closely related with this is the capacity to be tolerant - not, indeed, of what is wrong,but of the frailty and immaturity of human nature which induce people, and again especially

children, to make mistakes.

Thirdly, I hold it essential for a teacher to be both intellectually and morally honest. This does

not mean being a plaster saint. It means that he will be aware of his intellectual strengths, and

limitations, and will have thought about and decided upon the moral principles by which his lifeshall be guided. There is no contradiction in my going on to say that a teacher should be a bit of

an actor. That is part of the technique of teaching, which demands that every now and then a

teacher should be able to put on an act - to enliven a lesson, correct a fault, or award praise.

Children, especially young children, live in a world that is rather larger than life.

A teacher must remain mentally alert. He will not get into the profession if of low intelligence,

but it is all too easy, even for people of above-average intelligence, to stagnate intellectually andthat means to deteriorate intellectually. A teacher must be quick to adapt himself to any situation,

however improbable (they happen!) and able to improvise, if necessary at less than a moment's

notice. (Here I should stress that I use 'he' and 'his' throughout the book simply as a matter ofconvention and convenience.)

On the other hand, a teacher must be capable of infinite patience. This, I may say, is largely amatter of self-discipline and self-training; we are none of us born like that. He must be pretty

resilient; teaching makes great demands on nervous energy. And he should be able to take in his

stride the innumerable petty irritations any adult dealing with children has to endure.

Finally, I think a teacher should have the kind of mind which always wants to go on learning.

Teaching is a job at which one will never be perfect; there is always something more to learnabout it. There are three principal objects of study: the subject, or subjects, which the teacher is

teaching; the methods by which they can best be taught to the particular pupils in the classes he

is teaching; and - by far the most important - the children, young people, or adults to whom theyare to be taught.


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Qualities of a good teacher

Teaching is a career that provides challenges, excitement, personal reward and a chance to

encourage and support others to achieve their goals.

There are many personal qualities and skills that make someone a good teacher.These include:

being good at explaining things; being a people person and enjoy working with a wide range of people; enthusiasm; having a strong knowledge in particular subject areas; being a good time manager; ability to work in a team as well as using your own initiative; keeping your cool under pressure; having patience and a good sense of humor; being fair-minded; coping well with change; and enjoying a challenge.

Good teachers know that by listening to and working with colleagues, parents, other

professionals and community members that they can inspire students and improve their learning.

The personal qualities which a person brings to the teaching profession are as important as their

education and experience. Teaching, like the ministry, is a calling. A person who didnt heed

the call to be a teacher often can be found volunteering as a scout leader, coach, team mother,

Sunday school teacher or staying home raising their own children. A wonderful teacher is one

who could be heard saying, I teach because being around children makes my heart sing!

1. kind, joyful manner2. is seen smiling a lot3. listens with heart and mind4. emotionally mature and stable5. energetic, enthusiastic6. passionate about kids learning7. patient and not easily frustrated8. pleasant personal mannerinteresting, motivating


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