Good Teaching. Jennifer Osborn-Heinze. TE 807: Professional Development & Inquiry, Section 733. Kristy Brugar. August 9, 2010

Transcription

1 Good Teaching 1 Good Teaching Jennifer Osborn-Heinze TE 807: Professional Development & Inquiry, Section 733 Kristy Brugar August 9, 2010

2 Good Teaching 2 Abstract This paper explores my view on good teaching. I will use the authors McBee (2007) and Lin, Lake and Rice (2008) to support my idea that good teaching incorporates the following: caring for students by making a personal connection with each of them, setting high expectations for all students, creating a culturally unbiased classroom, and lastly, offering help to students above and beyond what is expected to ensure academic success. In order to exemplify this, I will be creating a lesson plan and student handout in which the class will identify various behaviors/actions inherent to good teaching and learning. This will be completed during the first week of school. Following the lesson, a classroom size bulletin board will be created to illustrate what our classroom community will look like.

3 Good Teaching 3 Part I Good Teaching Good teaching incorporates the following: caring for students by making a personal connection with each individual, setting high expectations for all students, creating a culturally unbiased classroom, and lastly, offering assistance to students beyond what is expected to help them be successful in school. In this paper, I will use the authors McBee (2007) and Lin, Lake and Rice (2008) to support my view of good teaching. Caring for students is a major aspect of good teaching. According to McBee (2007), caring for a student is a key feature in a student s success in school. It is important to make a personal connection with each student. McBee (2007) states: Having a caring adult in students lives who takes the time to get to know them, show[s] an interest in their circumstances, just listen[s] to them and their concerns, and communicate[s] high expectations for them is one factor consistently reported in helping children overcome the numerous risks of school failure (p. 34). If a student does not feel cared for, they will be less engaged in classroom activities and at risk for failure and delinquency. If a student knows their feelings, beliefs and opinions are valued by the teacher, they are more apt to participate and contribute positively in the classroom and be successful in school. When a student feels cared for, they WANT to perform well and they WANT to please. It is also important that teachers care for students in a way that makes them want to reach out and care for their peers. McBee (2007) expresses the same idea by saying that

4 Good Teaching 4 teachers should care intellectually and emotionally to a point where the students return the caring to others. Good teaching enforces the idea of caring for everyone. In a classroom, all students are equal and everyone deserves to be treated with respect and be heard. Good teaching also includes setting high expectations for all students. A critical component to instructional effectiveness is caring enough to demand and expect the best from all students (McBee, 2007, p. 35). A classroom that establishes high expectations for students will have a higher rate of academic success. In these cases, a learning bar is set and students strive to meet these expectations. Creating a learning environment that is culturally unbiased is another key to good teaching. It is important that the teacher learns about their students cultures and needs. Implementing a curriculum that is culturally responsive is vital (Lin, Lake and Rice, 2008, p. 187). An anti-bias curriculum acknowledges differences as fundamental and confronts troublesome issues rather than covering them up (Lin, Lake and Rice, 2008, p. 189). Individuals of different cultures have different customs and traditions which can cause them to learn very differently. Therefore, it is imperative that these cultures be recognized and considered when teaching. Additionally, it is essential that classmates recognize similarities and differences among all people. Learning about different cultures creates opportunities for individuals to personally relate to people who have different customs or traditions. Lastly, it is important that good teaching includes a strong dedication to helping students reach their full potential. Putting forth the extra effort includes being willing to go the extra mile in helping students (McBee, 2007, p. 37). It is important that students are successful, and being available to help them throughout the day is crucial. Helpful teachers are

5 Good Teaching 5 concerned with any difficulties a student is having. They go beyond what is required to do everything in their power to help that student succeed (McBee, 2007). Throughout this paper, I have used McBee (2007) and Lin, Lake and Rice (2008) to support my view of good teaching. Good teaching includes caring for students and making a personal connection with each of them. It is also important to set high expectations for all students and create a learning environment that is culturally unbiased. Good teaching also includes assisting students any way possible in order to increase their successfulness in school.

6 Good Teaching 6 References McBee, R. (2009). What It Means to Care: How Educators Conceptualize and Actualize Caring. Retrieved June-July 14 from WilsonSelectPlus Search Engine. Lin, M., Lake, V. E., & Rice, D. (2008). Teaching Anti-Bias Curriculum in Teacher Education Program: What and How. Retrieved June-July 14 from WilsonSelectPlus Search Engine.

7 Good Teaching 7 NAME: Jennifer Osborn-Heinze GRADE LEVEL: 6 th Grade Part II, Option B Good Students are Good Teachers Objectives: Students will: 1. Identify what characteristics make good students and teachers 2. Identify that good students and good teachers share the same positive characteristics Time: 60 minutes (approximately) Materials: 1. Pencil (1 per student) 2. Student Handout (1 per student) 3. PowerPoint of Handout (to fill in as students give responses) 4. Computer (teacher only) PROCEDURE: 1. Introduce the activity a. As a class, we will be brainstorming what qualities good students have. b. We will also be brainstorming what qualities good teachers have. c. We will be discussing the similarities and differences of good students and good teachers. d. Throughout the lesson, we will be completing a student handout. e. At a later date, we will be constructing a bulletin board to illustrate our conclusions. 2. Distribute the student handout and briefly discuss the steps in completing the activity and each section. a. Take student questions before moving forward. 3. Ask students what it means to be a good student. a. Call on several students to get ideas flowing. Then, give students time to brainstorm their personal ideas. Their brainstorming goes in Section 1 of the student handout. b. Come back together as a whole-class and share ideas. c. Have students keep track of any ideas other students have that they did not think of (on handout). d. Pause to discuss why each quality is important to being a good student. e. Sample student responses:

8 Good Teaching 8 i. Respectful of everyone ii. Good listener iii. Follows directions iv. Participates in class v. Is always prepared vi. Organized vii. Does not interrupt viii. Treats everyone with respect ix. Does not gossip x. Helps peers xi. Helps teacher xii. Includes everyone in group work xiii. Patient xiv. Uses an inside voice in the classroom xv. Keeps desk and personal area clean xvi. Is on time to class xvii. Does not miss school xviii. Does not use vulgar language (swear) xix. Does not get in trouble (in class and outside of the room) xx. Plays with everyone at recess 4. Ask students what it means to be a good teacher. a. Call on several students to get ideas flowing. Then, give students time to brainstorm their personal ideas. Their brainstorming goes in Section 1 of the student handout. b. Come back together as a whole-class and share ideas. c. Have students keep track of any ideas other students have that they did not think of (on handout). d. Pause to discuss why each quality is important to being a good teacher. During this discussion, direct students to realize that this list looks similar to the good student list. e. Sample students responses: i. Respects everyone ii. Stops bullying iii. Good listener iv. Helpful v. Offers extra help beyond student work time vi. Participates in activities vii. Prepared to teach each day viii. Organized ix. Treats students with respect x. Does not gossip about students xi. Answers questions xii. Does not yell xiii. Funny xiv. Includes everyone in group discussions xv. Keeps a clean, organized room xvi. Is not late xvii. Does not miss a lot of school days xviii. Explains concepts in multiple ways if students do not understand xix. Does not get frustrated if students do not understand (patient)

9 Good Teaching 9 5. Compare our lists and discuss our conclusions a. Some questions to consider: i. How are the lists similar? ii. Option: On the worksheet, using straight lines have students connect ideas between the lists that are the same. iii. How are the lists different? iv. Option: If the students connect the similar qualities using lines, the discussion can center on what qualities are left. v. Are there many differences between being a good student and being a good teacher? vi. Are certain qualities of being a good students and teacher more important than others? vii. What qualities are the most important for both students and teachers to have? A good discussion about this is needed in order to move on to the next step in the lesson plan. 1. Have students share their ideas on this question. 2. Can the lists be condensed or combined? 3. Continue discussion until the teacher feels this question has been properly addressed. 6. Decide what 5-7 qualities from each list stand and out. a. Ask students to review their ideas and think about what qualities on both lists stand out to them. b. Have students circle 5-7 qualities from each list that they believe make good students and teachers. The goal is for students to identify the same qualities on both lists. c. Ask students to volunteer to share the qualities they circled. d. As a class, discuss and make a final list of 5-10 qualities that a good student AND teacher must have (the length of the lists may vary according to class discussion). Make sure students are aware that ALL of the qualities on their list are important, and that the class is just narrowing down the list. i. During discussion, the class should come to a group conclusion as to what qualities are the most important in maintaining a high-quality classroom. ii. During this discussion, the teacher continues to contribute, make and modify the list(s) according to student responses until the class is satisfied with the final results. 7. Completing the student handout a. Complete Section 2 of handout. Turn to the back side of the worksheet. b. Have students copy the final list on the board (in their best handwriting) to the designated space on the student handout. c. Complete Section 3 of handout. After students are finished copying the list, the class will decide on a title that symbolizes how our behaviors/actions are inherent in good learning and teaching.

10 Good Teaching 10 d. Sample student responses: i. Good Students are Good Teachers ii. Being a Good Students is Being a Good Teacher iii. Good Students and Good Teachers Share the Same Qualities 8. Wrap-up a. Ask for final comments. b. At this time, the teacher should wrap-up the activity. Good students are good teachers. Remind students that it is important to make sure that BOTH students and teachers are fulfilling our list on a daily basis in order to maintain a better classroom learning environment. c. Both lists will become part of a bulletin board in our classroom. The bulletin board will illustrate what our classroom community should look like on a daily basis. d. Our final lists will also be sent home for parent information. NEXT STEP BASED ON ABOVE: Following the lesson, a classroom size bulletin board will be created to illustrate what our classroom community will look like.

11 Good Teaching 11 Name: Date: What does it mean to be a good student and a good teacher? Section 1: Brainstorm what it means to be a good student and a good teacher. List your ideas on the lines provide. What does it mean to be a good What does it mean to be a good student? teacher?

12 Good Teaching 12 Section 2: Copy the final list on the board into the correct space provided. Title of Our Bulletin Board: Good Students and Teachers: Section 3: Brainstorm possible titles for our class bulletin board. The title must connect the ideas of being a good student and a good teacher. Write your ideas in the space provided. Finally, when the class has made a group decision on a title, write it at the top of this page in the designated space

13 Good Teaching 13 Part III Personalized Learning Trajectory During this class, I have grown professionally in several ways. Through the readings, peer responses and papers I feel I have become a more educated and effective teacher. I am more aware of how to be a caring teacher and better prepared to identify the quiet students in my classroom. I also feel I have become more educated on teaching an anti-biased curriculum. I have always felt I am a caring teacher. I listen to my students, show compassion, give extra help to students who need it and I am sensitive to each student s needs. It was interesting to read about the different characteristics people feel make up a caring teacher. Through the readings, I have come to realize (even more) how important it is to connect with every student! That personal connection is imperative to having a successful year both behaviorally and academically. My goal for the future is to make a personal connection with every student even if it takes the entire year! Identifying the quiet struggling students is another area that I have become more educated on. In the past, I have felt confident that I can recognize students who struggle quietly, but the article by Weissbourd (2009) made me aware of many additional struggles some students may be having. Those include dehydration, not having money for books or a computer and not having transportation for after-school activities. As I become a more experienced teacher, I hope to identify the quiet struggling students in my classroom quicker and more accurately.

14 Good Teaching 14 Each year I acknowledge the different cultures that make up our learning community. I think it is important for students to identify the similarities and differences between cultures. It is also important for individuals to recognize that although two people come from different cultures, they have common characteristics and interests. The area I feel I have grown the most in is identifying how coming from a different culture can hinder learning unless the curriculum is adapted to meet their needs. In order to be successful in this area, I must look at each culture more closely and learn how to better identify and assist student learning. In the future I will make an even greater effort to teach an anti-biased curriculum. I have grown in many different ways this semester. It was exciting to read multiple articles that related authentically to my profession. In the future, I will make a continued effort to build personal connections with every student in my room. Another goal I have is to identify the quiet struggling students quicker and more accurately. Finally, I aim to teach a more culturally anti-biased curriculum.