the effective lecturer is.. or. effective teachers exhibit ? molesmoles activity 1: using your prior...
TRANSCRIPT
Effective teachers exhibit ?
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Activity 1:Using your prior experiences, think of what it means to be an “effective” lecturer
Effective teachers exhibit:
Mastery;
Openness;
Learning;
Enthusiasm;
Stewardship;
Motivation
Objectivity;
Listening
Empathy
Student-centred style
Moles – characteristics of Effective teachers Mastery (Bloom) – critically competent and credible in:
Content How students learn
Openness (Palmer and Rogers) – to different viewpoints, ideas, ways of learning and teaching; individual differences.
Learning (Brookfield) – willingness to learn from others-peers, students; continually reflect and improve on own practices.
Enthusiasm (Wlodkowski) – animated, sparkling, with
X-factor
Stewardship (Block and Lee) – concern for student’s learning and development.
Moles – characteristics of Effective teachers Motivation (Goodlad, 1984) – strong commitment to students and teaching and learning;
Objectivity (Billups and Rauth, 1984) – treat all students equally & fairly. Remain non-judgmental (of student differences, not behaviours).
Listening (Good, 1985) – genuinely interested and respond to voice of students.
Empathy, warmth, genuineness (Rogers 1983) – respect students. Understand student’s perspective. Accept students as worthy persons & trust them to learn
Student-centered style (Good, 1985) – their concern is more for the student than the subject.
The Courage to Teach
“Good teaching cannot be reduced to techniques;good teaching comes
from the identity and integrity
of the teacher.”
Becoming critically reflective- a process of learning & change -
See our practices in new ways by standing outside ourselves
and viewing what we do
through four distinct lenses.
Brookfield’s 4 critically reflective lenses
Our autobiographies as
learners and teachers
Our students’ eyes
Our colleagues’ experiences
Theoretical literature
Our autobiographies as learners and teachers
Share our stories …
Autobiographies as learners-teachers
Some significant episodes
Metaphors we teach by … understanding ourselves & our studentshttp://www.cte.umd.edu/library/podresourcepackets/defininingteaching/metaphors.html
Metaphors can communicate ourphilosophy of learning and
teachingrevealing how we see ourselves
inrelationship to students and what
wethink it means to teach.
Who are my students?Feedback from students
“Students are a great and underrated source of teacher development”
Thiessen, D. (1991). Classroom based teacher development in Hargreaves, A. and Fullan, M. (eds).
Understanding Teacher Development. London: Cassell.
Informal prose Student journals
Critical Incident Questionnaires, Brookfield
SurveysFormal student evaluation
Knowing the theoretical literature
“Nothing as practical as good theory” - Kurt Lewin –
WHY we do what we do …
Educators need to be informed about thetheoretical perspectives & the literature ofteaching and learning and be able to collect and present rigorous evidence of their effectiveness
from these perspectives as teachers. Trigwell, et al. (2000)
Understanding Teacher CultureHargreaves (1994) Changing Teachers, Changing Times
Fragmented individualism Balkanisation
Contrived colleagiality
Collaborative culture
Our colleagues’ experiences
Deeper reflection requires other eyes and perspectives as well as our
own.
“Interactive Professionalism”
Fullan, M. & Hargreaves, A (1998)What’s Worth Fighting For? Working Together for
Your School
Teacher credibility: “critical competence”
Teacher authenticity:what is it?
“critical reality”
Building Trust with Students
1. Ensure that your words and actions are congruent (life-walk).
2. Be ready to admit your errors (fallible). 3. Reveal aspects of yourself unrelated to
teaching (vulnerable). 4. Show that you take learners seriously
(respect). 5. Don’t play favourites (fair).6. Realise the power of your own role
modelling (mentor).Brookfield, S.D. (1990) The Skillful Teacher.
San Francisco: Jossey Bass
Fostering Academic Mentoring Excellence (FAME)
Launched in Nov 2001 Mentoring workshops commenced Jan 2002 Renewing our Lives as Teachers:
The Challenges of Teacher Mentoring
1st FAME network: Sep 2002(15 mentors & 18 proteges)2nd FAME network: Jan 2003(9 mentors & 9 proteges)3rd FAME network: June 2003(11 mentors & 14 proteges)Total = 76 lecturers (35 mentors & 41 proteges)
It is a unique interaction between two individuals where learning and experimentation takes place, coupled with the gaining of skills and competencies within a supportive atmosphere.
Hays, T., Geber, R., and Minichiello, V.
Mentorship: a review of the concept. September 1999.
Unicorn. Vol. 25 (2), 84-95.
Can mentor-protégé relationships flourish in teacher education?
Feiman-Nemser (1996): doubts that something as “personal as a mentoring relationship can be formalised in a programme”.
Wendy Baker (2002): increasing number of formal mentoring programmes which “provide a structure & processes to create mentoring relationships”.
Many similar in-house teacher training programmes have a system of
mentors based in the participant’s own department to provide advice and support. This would need to be
someone not in a managerial relationship who could provide support and feedback on the
participant’s development.SEDA External Examiner’s Report 2001
The central “skill” of an effective The central “skill” of an effective mentor is the capacity for self-mentor is the capacity for self-awareness – a willingness to keep awareness – a willingness to keep a relentless, if forgiving, eye on a relentless, if forgiving, eye on our own journey as well as that of our own journey as well as that of our companion. our companion.
Lois Zachary (2000:xivLois Zachary (2000:xiv) )
Guidelines for the mentoring Guidelines for the mentoring processprocess
Build the relationship first:Build the relationship first: the learning will follow; the learning will follow; create the appropriate climate for learning. create the appropriate climate for learning.
Structure the process:Structure the process: sharing the responsibility for structuring the sharing the responsibility for structuring the learning relationship improves the quality of learning relationship improves the quality of the interaction.the interaction.
Keep the focus on learningKeep the focus on learning