the aims of teaching

8/12/2019 The Aims of Teaching

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The Aims of TeachingThe main aims of teaching are to induce students to learn.

knowledge they are expected toknow in your subject area.Teaching aims at stimulating, directing and guiding students.

the learner.learner.

of his pupil.

interaction. In the process ofteaching, students mix freely together and understand one anothers behaviour.

people in the community where

the school is cited.

nted, meaningful andfunctional.

through the use of syllabus and the scheme of work

drawn

Management education:

Management education involves teaching students the fundamentals, theories, and processes of

managing a business. The managers learn and improve their skills not only to benefit themselves

but also their employing organizations. The effectiveness of management is recognised as one of

the determinants of organisational success.

Interactive learning:For life-changing professional and personal development, sitting back andlistening to someone lecture doesnt work. Youve got to get in there and test your mettle. Look

for interactive learning like team projects, in-depth discussion of real-life cases, leadership

coachingand high-intensityleadership exercises to challenge you. Real-life projects: Test yourself through real-life projects like in-the-field visits or consultancy.

Or even better, somemanagement programs have you consolidate your learning with a project

directly related to your organization. When its truly relevant to your job, you and your

companyget so much more out of it.

Self-awareness: What will set you apart in the long run is your understanding of your ownleadership style and your ability to leverage it. Master this and youll be ready to face all future

challenges in an ever-changing world. Self-development and leadership coaching will train you

in a way no management toolkit ever can.

Fun:Challenges, new insights, world-class learning,leadership training and self-exploration willsimply sink in better and truly transform you if you have some fun during your business

management education! Business fundamentalsin a thought-provoking manner The big picturebecause the global business world is fast-moving and interconnected Leadership trainingespecially training that helps you gain awareness of your own leadership

style throughleadership coaching andleadership exercises

Responsible leadership because the business world must account for governments andhumanitarian players that impact the global environment; and because the best businesses aim to

make a positive difference
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Learning how to learnbecause business management education is best as a lifelong journey

Nine Characteristics of a Great Teacher

Teaching is hard work and some teachers never grow to be anything better than mediocre. They

do the bare minimum required and very little more. The great teachers, however, work tirelesslyto create a challenging, nurturing environment for their students. Great teaching seems to have

less to do with our knowledge and skills than with our attitude toward our students, our subject,

and our work. Although this list is certainly not all-inclusive, I have narrowed down the many

characteristics of a great teacher to those I have found to be the most essential, regardless of the

age of the learner:

1. A great teacher respects students.In a great teachers classroom, each persons ideas and

opinions are valued. Students feel safe to express their feelings and learn to respect and listen to

others. This teacher creates a welcoming learning environment for all students.

2. A great teacher creates a sense of community and belonging in the classroom. The mutual

respect in this teachers classroom provides a supportive, collaborative environment. In this

small community, there are rules to follow and jobs to be done and each student is aware that he

or she is an important, integral part of the group. A great teacher lets students know that they can

depend not only on her, but also on the entire class.

3. A great teacher is warm, accessible, enthusiastic and caring.This person is approachable,

not only to students, but to everyone on campus. This is the teacher to whom students know they

can go with any problems or concerns or even to share a funny story. Great teachers possess

good listening skills and take time out of their way-too-busy schedules for anyone who needs

them. If this teacher is having a bad day, no one ever knowsthe teacher leaves personal

baggage outside the school doors.4. A great teacher sets high expectations for all students.This teacher realizes that the

expectations she has for her students greatly affect their achievement; she knows that students

generally give to teachers as much or as little as is expected of them.

5. A great teacher has his own love of learning and inspires students with his passion for

education and for the course material. He constantly renews himself as a professional on his

quest to provide students with the highest quality of education possible. This teacher has no fear

of learning new teaching strategies or incorporating new technologies into lessons, and always

seems to be the one who is willing to share what hes learned with colleagues.

6. A great teacher is a skilled leader.Different from administrative leaders, effective teachers

focus on shared decision-making and teamwork, as well as on community building. This great

teacher conveys this sense of leadership to students by providing opportunities for each of them

to assume leadership roles.

7. A great teacher can shift-gearsand is flexible when a lesson isnt working. This teacher

assesses his teaching throughout the lessons and finds new ways to present material to make sure

that every student understands the key concepts.


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8. A great teacher collaborates with colleagues on an ongoing basis.Rather than thinking of

herself as weak because she asks for suggestions or help, this teacher views collaboration as a

way to learn from a fellow professional. A great teacher uses constructive criticism and advice as

an opportunity to grow as an educator.

9. A great teacher maintains professionalism in all areasfrom personal appearance to

organizational skills and preparedness for each day. Her communication skills are exemplary,

whether she is speaking with an administrator, one of her students or a colleague. The respect

that the great teacher receives because of her professional manner is obvious to those around her.

Characteristics of a Good Teacher

The best teachers share a unique set of qualities, such as:

a desire to educate young people and act as a positive role model an ability to work with students from diverse backgrounds and abilities interest in helping people learn enthusiasm about a subject strong interpersonal and organizational skills the ability to work unsupervised creativity, energy and patience digital learning tools and technologiesTeacher

A teacheror schoolteacheris a person who provideseducation for pupils (children) and

students (adults). The role of teacher is often formal and ongoing, carried out at aschool or otherplace offormal education. In many countries, a person who wishes to become a teacher must

first obtainspecified professional qualifications or credentials from auniversity orcollege.These

professional qualifications may include the study ofpedagogy,the science of teaching. Teachers,

like other professionals, may have to continue their education after they qualify, a process known

as continuing professional development. Teachers may use alesson plan to facilitate student

learning, providing a course of study which is called thecurriculum.

A teacher's role may vary among cultures. Teachers may provide instruction

inliteracy andnumeracy,craftsmanship orvocational training,the arts,religion,civics,

community roles, or life skills.

A teacher who facilitates education for an individual may also be described as a personal tutor,

or, largely historically, agoverness.

In some countries, formal education can take place throughhome schooling.Informal

learning may be assisted by a teacher occupying a transient or ongoing role, such as a family

member, or by anyone with knowledge or skills in the wider community setting.
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Religious and spiritual teachers,such asgurus,mullahs,rabbis,pastors/youth pastors andlamas,

may teachreligious texts such as theQuran,Torah orBible.

Classroom culture

A classroom culture of trust and acceptance is the foundation for establishing an environment in

which students are empowered and comfortable with:

providing feedback to continuously improve classroom teaching and learning learning from mistakes to enhance achievement aiming for"stretch" goalsto maximize their potential

Why is a Classroom Culture Important?

Without acceptance and trust, students' energy may be diverted from learning to self-protection.A trusting environment empowers students to become accountable for their own learning and the

learning of others. Learning accountability will prepare them for lifelong achievement and takingresponsibility in the workplace.

In a classroom culture that supports students as co-producers of their learning, students:

understand explicitly the expectations of the curriculum see the curriculum as a basis for developing their mission formulate goals that will help them realize their mission monitor their achievement towards their goals accept feedback in a positive and constructive manner

How is the Culture Developed?

The development of a Baldrige-guided classroom learning system begins with establishing aculture of acceptance and trust. To do this, the teacher needs to:

encourage students to participate and engage in process thinking model acceptance and respect as students offer ideas to improve the classroom culture or

learning system

act upon students' suggestions to reinforce the value of student inputWays to get students to participate and communicate usingquality tools:

Ask students to share their feelings about school or a course at the beginning and the endof the first week of school usingconsensogramsor to offercomments/suggestions/questions usingissue bins.

Invite students to establish classroom ground rules, responsibilities and the classroommission statement beginning with brainstorming followed up with anaffinity
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diagramto categorize ideas.

View examples of ground rules Ask students to evaluate classroom processes usingplus/delta, force field analysis,

andsurveyingtools.

Characteristics of an effective classroom culture

o There is shared control in the classroom; that is, the students have a say in the learningprocess and in the curriculum, within reason. The teacher relinquishes some of the powerto the students. Why? At all ages students want to feel independent and as though they

have a say in what they are learning and doing. It motivates them, gives them feelings of

competence, and helps them buy into the program.

o The teacher needs to work both as a facilitator and a teacher. In facilitating learning,the teacher helps students reach their educational goals, but does not do it for them.

o The teacher must establish an atmosphere of trust and respect for students as humanbeings. Students should not be criticized for their interests or their attire. If they want to

wear pants that look like they are falling off, respect their right to do so. When they aretwenty, they won't want to do it.

o The teacher must believe in the student's ability to achieve . Few people use even 50%of their brain capacity according to biological research. Most students don't know how touse their brains and others are simply too lazy. Given the right motivation and

stimulation, almost any student can achieve especially if there is a teacher who is

encouraging.

o The curriculum must be relevant to real lifeand the students must be able to see theconnection. Authentic learning experiences are the best, but if that is not possible, then

the teacher should make the connections to real life visible to the students.

o The teacher should model the behaviorthat he/she expects from the students.o Students will live up to the expectationsof the teacher; if the teacher expects excellence,

then the students work up to the level expected.

o The teacher should exhibit passionfor the subject or passion for teaching or both.Passion makes the students interested in and excited about the subject. Who wants to

learn from a deadbeat?

o Instruction needs to be individualizedand in an effective learning community it shouldbe. Each member is doing something different and each member relies on the next

member for support. Students individualize instruction with each other and the teacher

works individually with students who are working on separate projects Large group

instruction should also be tailored to the needs of the group and the group should buy into

the need for this type of instruction.

o Feelings of communityare fostered by students having a common goal, similarclassroom experience, after school activities occasionally, field trips occasionally, meals

together, group t-shirt.

o Teacher must been seen by students as fair, knowledgeable, unbiased, willing to help,and easily approached.

Teachers think that if they remember to celebrate the birthdays of students they are caring about

that student on a personal level. While that is a step in the right direction, just having birthday
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celebrations does not make a student feel like they are part of a group. There needs to be regular

daily interaction with students.

Five basicbut misinterpretedkeys to creating a cool classroom culture

Heres an excerpt from a new book about American education by veteran teacher David Greene

calledDoing the Right Thing A Teacher Speaks.Greene taught social studies and coached in

New York City schools for 38 years, worked as a field supervisor for Fordham University,

mentored Teach For America Corps members in the Bronx and was a staff member ofWISE

Services.Greene looks at the current school reform era and how great teachers do what they do

every day. This part of the book deals with the five basic but often misinterpreted principles

behind creating a productive classroom culture.

If the school you work in or your child goes to doesnt help teachers maintain what many authors

and experts have identified as the five aspects of classroom culture, you are dead meat. They are

Discipline, Engagement, Control, Influence, and Management (D.E.C.I.M.) Often

misinterpreted, these five principles are the keys to a successful school and its classrooms.

Not only is it necessary to accurately define these principles; it is even more necessary to use

them naturally. The order these are presented is not relevant. They are like the five fingers on a

hand. Each does its own thing, but together they make a powerful fist.

Discipline: This is a misused word. Think not of disciplining students. Think of their self-

discipline. Do they have the self-discipline to do the right thing, the right way, for the right

reasons? Do they have the self control? Do they have the focus to follow the instructions? Can

they understand the process? Do they know how to be students? If students dont, they have to be

taught. Who else but the classroom teacher will teach them how to be a successful student and

class member? We cannot assume they already know. Most kids want to do well. They want to

live up to high expectations given by someone they believe believes in them. However, as much

as they might want to, they may not have a clue as to how to live up to those expectations.

Sometimes, this even means teaching what may be mundane and obvious steps.

Engagement: This is a powerful word. Kids learn best while engaged in activities that inspire

learning. They are what they do. The more they are positively and intrinsically engaged in
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learning, the sooner they believe in themselves as positively and intrinsically engaged learners.

As this is internalized in more and more students, the classroom atmosphere is more conducive

to learning without external manipulation. As Benjamin Franklin put it, Tell me and I forget.

Teach me and I remember. Involve me and I learn.

Control: The best, most powerful controllers are invisible. Advertisers control you. They get

you to think you need something you never wanted in the first place. What supervisors call

classroom management is really classroom control. It is power clearly, yet invisibly, wielded.

Walk into a classroom where students are sitting up, actively participating without much

prodding, listening to each other, and you are in a controlled environment. Their proper

behaviors speak volumes. Ultimately, it is the specific, concise, positive, firm, encouraging, civil,

respectful language of control that creates these classrooms.

Influence: Internalize. Inspire. Influence. Taken together, we have the kind of influence we

want to have with our students. Internal drive (as Daniel Pink points out in his 2009 book, Drive)

motivates best. When students know our belief in them is strong, they respond positively. Our

best teachers were our most inspiring. They are the ones who influence us to go on to bigger and

better things.

Management: Often, the first thing new teachers are told to concern themselves with is

classroom management. Too often, it is the only thing they are told to concern themselves

with. How wrong is that? Management is a corporate word. It is a system of rewards and

punishments to control and reinforce behavior. If we understand that, we see how wrong it is to

focus on management to create a positive classroom culture. Do we want kids using extrinsic

motivation (hope of reward, fear of punishment) to inspire learning? I dont think so. We have all

seen those classrooms. Psychologists know extrinsic motivation simply changes what is

important to kids. It changes the rules of the survival game. As a result of our new teaching

dynamic, many teachers, being human and easily swayed by incentives, simply stop helping kids

learn and instead ensure they do well on tests. These are not the same goals or achievements.

Over time, the rewards and punishments have to escalate in order to have the same effects.

Ultimately, the outcome is that students recognize the failure of teachers to motivate and believe


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in them. This is no way to have relationships with students, and, as we know, the ability to

develop relationships makes good teachers better.

Classroom management is a term used byteachers to describe the process of ensuring thatclassroomlessons run smoothly despitedisruptive behaviorbystudents. The term also implies

the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many

teachers; indeed experiencing problems in this area causes some to leave teaching altogether. In

1981 the USNational Educational Association reported that 36% of teachers said they would

probably not go into teaching if they had to decide again. A major reason was "negative student

attitudes and discipline".[1]

According to Moskowitz & Hayman (1976), once a teacher loses control of their classroom, it

becomes increasingly more difficult for them to regain that control.[2]

Also, research from

Berliner (1988) and Brophy & Good (1986) shows that the time a teacher has to take to correct

misbehavior caused by poor classroom management skills results in a lower rate of academicengagement in the classroom.

[3]From the students perspective, effective classroom management

involves clear communication of behavioral and academic expectations as well as a cooperative

learning environment.[4]

Classroom management is closely linked to issues ofmotivation,discipline andrespect.

Methodologies remain a matter of passionate debate amongst teachers; approaches vary

depending on the beliefs a teacher holds regardingeducational psychology. A large part of

traditional classroommanagement involves behavior modification, although many teachers see

usingbehavioral approaches alone as overly simplistic. Many teachers establishrules and

procedures at the beginning of theschool year. According to Gootman (2008), rules give

students concrete direction to ensure that our expectation becomes a reality.[5]

They also try to be consistent in enforcing these rules and procedures. Many would also argue

for positive consequences when rules are followed, andnegative consequenceswhen rules are

broken. There are newer perspectives on classroom management that attempt to beholistic.One

example isaffirmation teaching, which attempts to guide students toward success by helping

them see how their effort pays off in the classroom. It relies upon creating an environment where

students are successful as a result of their own efforts.[6]

By creating this type of environment,

students are much more likely to want to do well. Ideally, this transforms a classroom into a

community of well-behaved and self-directed learners.

Techniques[edit]

Corporal punishment

Until recently,corporal punishment was widely used as a means of controlling disruptive

behavior but it is now no longer fashionable, though it is still advocated in some contexts by

people such asJames Dobson.

Rote discipline
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Also known as "lines," rote discipline is a negativesanction used forbehavior management. It

involves assigning a disorderly student sentences or the classroom rules to write repeatedly.

Among the many types of classroom management approaches, it is very commonly used.

Preventative techniques

Preventative approaches to classroom management involve creating a positive classroomcommunity with mutual respect between teacher and student. Teachers using the preventative

approach offer warmth, acceptance, and support unconditionally - not based on a students

behavior. Fair rules and consequences are established and students are given frequent and

consistent feedback regarding their behavior.[7]

One way to establish this kind of classroom

environment is through the development and use of a classroom contract. The contract should be

created by both students and the teacher. In the contract, students and teachers decide and agree

on how to treat one another in the classroom. The group also decides on and agrees to what the

group will do should there be a violation of the contract. Rather than a consequence, the group

should decide on a way to fix the problem through either class discussion, peer mediation,

counseling, or by one on one conversations leading to a solution to the situation.Preventative techniques also involve the strategic use of praise and rewards to inform students

about their behavior rather than as a means of controlling student behavior. In order to use

rewards to inform students about their behavior, teachers must emphasize the value of the

behavior that is rewarded and also explain to students the specific skills they demonstrated to

earn the reward. Teachers should also encourage student collaboration in selecting rewards and

defining appropriate behaviors that will earn rewards.[8]

Systematic Approaches[edit]

The Good Behavior Game[edit]

The Good Behavior Game (GBG) is a "classroom-level approach to behavior

management"[9]

that was originally used in 1969 by Barrish, Saunders, and Wolf. The Game

entails the class earning access to a reward or losing a reward, given that all members of the class

engage in some type of behavior (or did not exceed a certain amount of undesired behavior). The

GBG can be used to increase desired behaviors (e.g., question asking) or to decrease undesired

behaviors (e.g., out of seat behavior). The GBG has been used with preschoolers as well as

adolescents, however most applications have been used with typically developing students (i.e.,

those without developmental disabilities). In addition, the Game "is usually popular with and

acceptable to students and teachers."[10]

Discipline with Dignity[edit]According to its founders, Discipline with Dignity is one of the most widely practiced behavior

management philosophies in the world. Founded by Dr.Richard Curwin and Dr.Allen Mendler,

the program is utilized in more than 12 different countries. Discipline with Dignity provides an

in-depth flexible approach for effective school and classroom management. With a strong focus

on developing responsibility, it is a comprehensive, practical program that leads to improved
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student behavior through responsible thinking, cooperation, mutual respect, and shared decision-

making.

Tools for Teaching[edit]

Tools for Teaching is a classroom management method created and taught by Fred Jones on

speaking tours and in the eponymous book series

Positive Classrooms[edit]

Positive Classrooms developed by Dr. Robert DiGiulio sees positive classroom management as

the result of four factors: how teachers regard their students (spiritual dimension), how they set

up the classroom environment (physical dimension), how skillfully they teach content

(instructional dimension), and how well they address student behavior (managerial dimension).

Assertive Discipline[edit]

Assertive discipline is another systematic approach of classroom management. Lee and Marlene

Canter discuss the ideas behind this approach in several published books.

Discipline without Stress, Punishments or Rewards[edit]

Discipline without Stress (or DWS) is a K-12 discipline and learning approach developed by Dr.

Marvin Marshall described in his 2001 book,Discipline without Stress, Punishments or

Rewards.[11]

The approach is designed to educate young people about the value of internal

motivation. The intention is to prompt and develop within youth a desire to become responsible

and self-disciplined and to put forth effort to learn. The most significant characteristics of DWS

are that it is totally noncoercive (but not permissive) and takes the opposite approach to

Skinnerian behaviorism that relies on external sources for reinforcement.

Classroom management as a process[edit]

In theHandbook of Classroom Management: Research Practice and Contemporary

Issues(2006),[12]

Evertson and Weinstein characterize classroom management as the actions

taken to create an environment that supports and facilitates academic and socialemotional

learning. Toward this goal, teachers must (1) develop caring, supportive relationships with and

among students; (2) organize and implement instruction in ways that optimize students access to

learning; (3) use group management methods that encourage students engagement in academic

tasks; (4) promote the development of students social skills and selfregulation; and (5) use

appropriate interventions to assist students with behavior problems.

Dr. Tracey Garrett also describes classroom management as a process consisting of key tasks

that teachers must attend to in order to develop an environment conducive to learning. Thesetasks include: (1) organizing the physical environment, (2) establishing rules and routines, (3)

developing caring relationships, (4) implementing engaging instruction and (5) preventing and

responding to discipline problems.Classroom Management Essentials, created by Dr. Tracey

Garrett, is the first classroom management app for the iPad, iPhone and iPod touch that guides

teachers through the tasks involved in the process of classroom management.
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Classroom management as time management[edit]

In their introductory text on teaching, Kauchak and Eggen (2008)Kauchak, D., and Eggen, P.

(2008). Introduction to teaching: Becoming a professional (3rd ed.). Upper Saddle River, NJ:

Pearson Education, Inc. explain classroom management in terms of time management. The goal

of classroom management, to Kauchak and Eggen, is to not only maintain order but to optimizestudent learning. They divide class time into four overlapping categories, namely allocated time,

instructional time, engaged time, and academic learning time.

Allocated time

Allocated time is the total time allotted for teaching, learning, and routine classroom procedures

like attendance and announcements. Allocated time is also what appears on a student's schedule,

for example "Introductory Algebra: 9:50-10:30 a.m." or "Fine Arts 1:15-2:00 p.m."

Instructional time

Instructional time is what remains after routine classroom procedures are completed. That is to

say, instructional time is the time wherein teaching and learning actually takes place. Teachers

may spend two or three minutes taking attendance, for example, before their instruction begins.

Engaged time

Engaged time is also called time on task. During engaged time, students are participating actively

in learning activitiesasking and responding to questions, completing worksheets and exercises,

preparing skits and presentations, etc.

Academic learning time

Academic learning time occurs when students 1) participate actively and 2) are successful in

learning activities. Effective classroom management maximizes academic learning time.Common mistakes in classroom behavior management[edit]

In an effort to maintain order in the classroom, sometimes teachers can actually make the

problems worse. Therefore, it is important to consider some of the basic mistakes commonly

made when implementing classroom behavior management strategies. For example, a common

mistake made by teachers is to define the problem behavior by how it looks without considering

its function.[13]

Interventions are more likely to be effective when they are individualized to address the specific

function of the problem behavior. Two students with similar looking misbehavior may require

entirely different intervention strategies if the behaviors are serving different functions. Teachersneed to understand that they need to be able to change the ways they do things from year to year,

as the children change. Not every approach works for every child. Teachers need to learn to be

flexible. Another common mistake is for the teacher to become increasingly frustrated and

negative when an approach is not working.[13]
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The teacher may raise his or her voice or increase adverse consequences in an effort to make the

approach work. This type of interaction may impair the teacher-student relationship. Instead of

allowing this to happen, it is often better to simply try a new approach.

Inconsistency in expectations and consequences is an additional mistake that can lead to

dysfunction in the classroom.[13]

Teachers must be consistent in their expectations and

consequences to help ensure that students understand that rules will be enforced. To avoid this,

teachers should communicate expectations to students clearly and be sufficiently committed to

the classroom management procedures to enforce them consistently.
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the aims of teaching

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