This project endeavors to reveal, present and discuss the idea that a wide and various array of teaching techniques proves effective in improving the functionality of instructors as tertiary educators. It emphasizes the central role of varied communication in the teaching process and covers the important skill set that is required to teach effectively. A brief discussion is included of some of the most important pedagogical issues. This project demonstrates the effect of the styles and techniques instructors must learn in order to have a strong impact on the student learning experience.
[...] The survey originally asked the participants to answer on the teaching styles and techniques of the researcher as their previous instructor and will be expanded outwardly to answers based on esteemed colleagues that the researcher is acquainted with or has knowledge of. The students will again be asked to answer their questions according to the level of degree whether they agree or do not agree with a statement in a question. The scale used has four measurements: Very Important, Important, Not Applicable, and Not Important. [...]
[...] Retrieved December from The Regents of the University of California Web Site: http://teaching.berkeley.edu/compendium/suggestions/file143.html Appendix A Teaching Techniques & Styles (Survey) TEACHING TECHNIQUES & STYLES Survey SCALE Question Very Impt. NA Not Importan Impt. t I set high standards for students in this class What I say and do are appropriate ways for students to think about issues in the subject. My teaching goals and methods address a variety of student learning styles. Sharing my knowledge and expertise with students is very important to you. [...]
[...] One does whatever it takes to keep student eyes and attention on one's own self and thus on the subject being presented. Classroom management is just that thing that fails when the performance fails. It's improvisational acting; when one loses the attention of the audience, everything is lost. The classroom essentially disappears for the most part when the teacher does not have the class sufficiently well in hand and interacting with the material. Field Note Freshman Composition (ENG 100) Survey Class Lecture Date: August Time: 1:15 pm Location: At her workplace Lucy Corin- Instructor of English The ENG 100 class extends over two quarters and is worth four credits three credits are for the large lecture section presided over by Corin and one credit is for the five small recitations held weekly by graduate teaching assistants. [...]
[...] Knowing well how fine teachers differ as fully as their characters and styles differ, peculiarity is a virtue to the extent that successful teaching rests on that overall meld of character and wisdom. Using a range of techniques (Davis, 1999) and making a point of being sensitive and fully aware of students' learning styles (Muskingum, 2007) can make a below average teacher a success and an above average teacher a truly great one.It's a defining characteristic in anyone's approach to teaching, but it should also be a guiding one because, despite common debate, excellence in educating is an acquired trait because faith requires works. [...]
[...] As an experienced educator, this researcher will be able to analyze the techniques used and assess if varying the techniques affects the overall process of learning and assimilating data (Suen & Ary, 1989). By following the teaching of twelve individuals, it can be ascertained which techniques appear to be most fruitful. Since many beginning post-secondary teachers have introductory composition and creative writing courses or introductory lectures, it should be quite possible to uncover a large enough group can be studied to make at least preliminary conclusions. [...]
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