...I. The Power of an Effective Teacher and Why We Should Assess It This is the value of the teacher, who looks at a face and says there's something behind that and I want to reach that person, I want to influence that person, I want to encourage that person, I want to enrich, I want to call out that person who is behind that face, behind that colour, behind that language, behind that tradition, behind that culture. I believe you can do it. I know what was done for me. The transformative power of an effective teacher is something almost all of us have experienced and understand on a personal level. If we were particularly fortunate, we had numerous exceptional teachers who made school an exciting and interesting place. Those teachers possessed a passion for the subjects that they taught and genuine care for the students with whom they worked. They inspired us to play with ideas, think deeply about the subject matter, take on more challenging work, and even pursue careers in a particular field of study. Some exceptional teachers achieve celebrity status, such as Jaime Escalante, the math teacher who inspired the film Stand and Deliver, but thousands of unsung heroes go unrecognized in their remarkable work with students on a daily basis. II. Qualities of an Effective teacher Think back to when you were in school. Who was your favourite teacher? Who was the teacher you dreaded having? Almost everyone will instantly be able to answer these two questions. We’ve all had terrific...
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...An Effective Teacher “Good teachers are costly, but bad teachers cost more”, just like the words imparted to me by one of the best teacher I’ve evr met where she says that “doctors can kill a person, a lawyer can cost one’s freedom but a teacher can destroy a nation”. Those very words are like fuel that triggers the passion burning within my heart. Teaching is never been an easy job but it is indeed a very significant and noble job. Teachers build ones nation. “Setting an example is not the main means of influencing another, it is the only means”, this saying is being proven by my very own professor in this subject in which she says that “teachers must do what they teach”. An effective teacher is a good example of a good citizen, a model who possesses kindness, compassion and humbleness. The very important job of a teacher is not only to give knowledge but also to help students how to use that knowledge. Just like the saying goes, “Give a man a fish and you feed him for a day; teach a man how to fish and you feed him for a lifetime”. An effective teacher never stop in finding new ways on how their student can be involve in the learning for them to understand more. You cannot teach a man anything, you can only help him find it within himself that’s why teachers should not only impose students that they need to learn but also inspires them for them to find in their hearts that eagerness to learn. An effective teacher makes sure that he invites pleasant emotions rather...
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...• An effective teacher loves to teach. The single most important quality that every teacher should possess is a love and passion for teaching young people. Unfortunately, there are teachers who do not love what they do. This single factor can destroy a teacher’s effectiveness quicker than anything else. Teachers who do not enjoy their job cannot possibly be effective day in and day out. There are too many discouraging factors associated with teaching that is difficult enough on a teacher who absolutely loves what they do, much less on one who doesn’t have the drive, passion, or enthusiasm for it. On top of that, kids are smarter than what we give them credit for. They will spot a phony quicker than anyone and thus destroy any credibility that the teacher may have. • An effective teacher demonstrates a caring attitude. Even teachers who love their job can struggle in this area, not because they don’t care, but because they get caught up so much in the day to day routine of teaching that they can forget that their students have lives outside of school. Taking the time to get to know a student on a personal level takes a lot of time and dedication. There is also a line that no teacher wants to cross where their relationship becomes too personal. Elite teachers know how to balance this without crossing that line and once a student believes the teacher truly cares for them, then there is no limit to what that student can achieve. • An effective teacher can relate to his or...
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...Good Teaching: The Top Ten Requirements Share on facebook Share on twitter Share on email Share on print More Sharing Services 176 Richard Leblanc, Ph.D. York University Editor’s note: In 1998, professor Leblanc was awarded the Seymous Schulich Award for Teaching Excellence. His top ten requirements for good teaching was originally published in The Teaching Professor, Vol. 12, # 6, 1998. 1. GOOD TEACHING is as much about passion as it is about reason. It’s about not only motivating students to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful, and memorable. It’s about caring for your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students. 2. GOOD TEACHING is about substance and training students as consumers of knowledge. It’s about doing your best to keep on top of your field, reading sources, inside and outside of your areas of expertise, and being at the leading edge as often as possible. But knowledge is not confined to scholarly journals. Good teaching is also about bridging the gap between theory and practice. It’s about leaving the ivory tower and immersing oneself in the field, talking to, consulting with, and assisting practitioners, and liaising with their communities. 3. GOOD TEACHING is about listening, questioning, being responsive, and remembering that each student and class is different. It’s about eliciting responses and developing the oral communication...
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...hoolHow High School Students Perceive Effective Teachers Jerome G. Delaney Faculty of Education Memorial University of Newfoundland Abstract Traditionally high school students have not been given many opportunities to offer their insights and comments on education and schooling. This paper reports on a study which asked students to list the top five characteristics of effective teachers. Their perceptions are congruent with the literature and one of the several conclusions is that teachers, administrators and other stakeholders in education should pay attention to what students have to say about the characteristics of effective teachers. There appears to be a dearth of information regarding high school students’ perceptions of the characteristics of effective teachers. In fact, according to SooHoo (1993). Somehow educators have forgotten the important connection between teachers and students. We listen to outside experts to inform us, and, consequently, we overlook the treasure in our very own backyards: our students. Student perceptions are valuable to our practice because they are authentic sources; they personally experience our classrooms first hand. . . As teachers, we need to find ways to continually seek out these silent voices because they can teach us so much about learning and learners. (p. 389) Providing teachers with feedback about their teaching, whether it be from colleagues, administrators or students, is an important aspect of school improvement. Rudduck, Chaplain...
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...skills and strategies that help students become more effective readers and writers. As an effective teacher, I want to develop my questioning skills. I want my students and I to get the most out of a read-aloud lesson. With my help, I want my students to make connections that correlate with the readings. It is important for students to develop critical thinking and listening skills. All while gaining an appreciation for reading at the same time. I want my students to gain an understanding of what reading should sound like. If I ask the right questions I can help my students become independent readers. 1. As effective teachers, it is important to understand how students learn. To meet student needs, teachers should apply different learning theories as they teach. It is ideal for teachers to get to know each of their students. Teachers should observe students and take notes to learn more about students as learners. This would help them identify which learning strategies would benefit their students the most. They can integrate the learning theories discussed throughout this chapter into their classrooms. In my classroom, I plan to do just that. I want to learn about my students...
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...• EFFECTIVE (adjective) Sense 1 | effective [BACK TO TOP] | Meaning: Producing or capable of producing an intended result or having a striking effect Synonyms: effective; effectual; efficacious Context examples: an air-cooled motor was more effective than a witch's broomstick for rapid long-distance transportation / effective teaching methods / effective steps toward peace / made an effective entrance / his complaint proved to be effectual in bringing action / an efficacious law adequate to accomplish a purpose,producing the intendded or expected result * S: (adj) effective, effectual, efficacious (producing or capable of producing an intended result or having a striking effect) "an air-cooled motor was more effective than a witch's broomstick for rapid long-distance transportation"-LewisMumford; "effective teaching methods"; "effective steps toward peace"; "made an effective entrance"; "his complaint proved to be effectual in bringing action"; "an efficacious law" * S: (adj) effective, efficient (able to accomplish a purpose; functioning effectively)"people who will do nothing unless they get something out of it for themselves are often highly effective persons..."-G.B.Shaw; "effective personnel"; "an efficient secretary"; "the efficient cause of the revolution" * S: (adj) effective (works well as a means or remedy) "an effective reprimand"; "a lotion that is effective in cases of prickly heat" * S: (adj) effective, good, in effect, in force (exerting...
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...Contents 1-Abstract 2 2-Introduction 3 3-Theory 4 3.1-Total and effective porosity: 4 3.2Primary and Secondary porosity: 5 4- Experimental Set-up and Procedure 5 4.1-Materials and equipment 5 4.2- Experimental set-up and procedure 5 5-Results and calculations 7 6-Discussion and conclusion 8 6.1- Discussion of the results 8 6.2- Conclusion 8 7- References 9 1-Abstract The aim of this report is to be familiar with the basic procedures of preparing rock samples and to measure the density of and porosity of rock samples. Firstly the rock size and mass was measured to determine the density and bulk volume using an electronic ruler and mass balance. Then using the helium porosimeter the grain volume of each core plug sample was measured. Each of these measurements were repeated three times and then averaged for precision sake. The porosity was then calculated by subtracting the grain volume from the bulk volume, to determine the pore volume, and then dividing by the bulk volume. The porosity results for all the samples were reasonable except for sample 1 and 6 for which the porosity is calculated to be in negative % and make no logic. These possible reasons for these inaccurate results are that the group made high errors in reading the measurements or did the experiment in a wrong method. 2-Introduction For the storage of oil and gas in any reservoir rock presence of porosity is vital. However, the degree of porosity in any rock depends upon...
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...A PETROPHYSICAL EVALUATION OF THE TRENTON-BLACK RIVER FORMATION OF THE MICHIGAN BASIN By Lu Yang A THESIS Submitted in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE In Geology MICHIGAN TECHNOLOGICAL UNIVERSITY 2015 © 2015 Lu Yang This thesis has been approved in partial fulfillment of the requirements for the Degree of MASTER OF SCIENCE in Geology. Department of Geological and Mining Engineering and Sciences Thesis Advisor: Wayne D. Pennington Committee Member: Mir Sadri Committee Member: James R. Wood Department Chair: John S. Gierke Table of Contents Acknowledgement 4 Abstract 5 1. Introduction 6 2. Geology of Trenton-Black River Formation 7 3. Methodology 10 3.1 Picking Formation Tops 11 3.2 Crossplot and Mineral Identification 14 4. Thomas Steiber Method 31 5. Discussion 38 6. Conclusion 39 References 41 Appendix I: Crossplots & Mineral Identification 42 Appendix II: Thomas Stieber (Thomas and Stieber 1975) 49 Acknowledgement I would like to express the deepest appreciation to my advisor Dr. Wayne D. Pennington for his expert guidance and full support. His experience and ability improved my research skills. My thesis work would not have been possible without his help and incredible patience. I would like to thank my committee members, Professor James R. Wood and Professor Mir Sadri, for helping me during my graduate years and...
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...Effective and efficient learning on the part of the students highly depends on teachers and the actions they take in their classes (Markley, 2004). Jordan, Mendro, and Weerasinghe (1997) reported that “by spending a few years with effective teachers can put even the most disadvantaged students on the path to success whereas a few years with ineffective teachers can deal students an academic blow which they may never recover”. However, Language practitioners and researchers have already recognized that teachers do not have a complete control over what learners learn from English language courses (Allwright, 1984 as cited in Breen, 2001a; Salimani, 2001). According to Williams and Burden (1997) learners perceptions of teaching have a great influence...
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...Rosemary Wong have done an excellent job in their writings on “The First Days of School”. A leading issue in the American education system is the need for effective teachers. Research has shown that the number of first-year teachers entering the profession lacks the essential skills to be effective. School districts across America have gone above and beyond to draw attention to the issue. In Wong’s book, The First Days of School”, Wong addresses the necessary skills that all first-year teachers should possess. Moreover, Wong suggests some proven techniques that will assist the first year teacher in becoming effective. Wong believes there are three common characteristics of an effective teacher. Wong postulates that positive...
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...GCU TCH-518 – Collegial Coaching Mary K. McDonald July 17, 2012 Collegial coaching thrives off the principles of grounded instruction, professional development, and learning communities. Curriculum content and the learning environment are the premise of effective coaching. Collegial coaching has proven to be an asset to many educational institutions. It is the foundation of a teacher’s professionalism and the success of state standards. Implementing a collegial coaching program in a school setting is beneficial when attempting to improve the school’s AYP, student mastery, and teacher effectiveness. The school and staff must have a shared vision and purpose so that the coach can develop a plan of action, workshop of strategies, and effective resources. Many factors mandate coaching; changes in curriculum, dynamics of the school culture, and approaches to teaching. Regardless of the geographic location of the school, the challenges are the same, however the approach may be different. Coaching is effective across the globe. The scope, sequence, pacing guides, and policies are often orchestrated by the teacher to establish or maintain their professional beliefs and objectives. Globally, the expectations of teachers are the same. Transforming the world begins with great teaching. Coaching is a significant global professional development strategy. The search for proficient, competent, and experience instructional coaching professional became prevalent when the federal government...
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...SECONDARY SCHOOLS Introduction Secondary school administrators work with teachers to design and prepare curriculum, establish budgets and ensure that students performance meet government standard. The most common administrators in secondary school environment are Principals and assistant Principals. These professionals set goals for individual schools within a public school district or individual private institution. They also collaborate with teachers to curriculum and performance goals are meant. Secondary schools administration e.g Principals often begin their career as teachers and then move into school administration positions as the assistant Principal level. ADMINISTRATION SET UP PRINCIPAL VICE-PRINCIPAL NON-TEACHING STAFF STUDENTS TEACHING STAFF The Principal A secondary school is headed by a Principal, preferable a graduate in Education and Postgraduate Diploma in Education or Masters Degree in Education. A school Principal most have taught for a considerable number of years and must also have vast administrative experience. A non-education graduate with several years of experience, a Postgraduate Diploma in Education, administrative experience and other attributes expected of a school Principal could also head a school. ROLES OF A PRINCIPAL The role of a Principal covers many different areas including leadership, teacher evaluation, student discipline and several others. Being an effective Principal is anchored on hard work and is also time consuming. A...
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...ED 250 REFLECTIONS 1 The Need for Teacher Education . The week two lectures had highlighted an important issue which has come under a lot of criticisms for the past years. This was the need for teacher education. Although many critics still feel that teacher education is a waste of time or that field experience is more important. Most do not realize that the need of teacher’s professional development is essential for the improvement of education all over the world and thus the expectancy for quality teacher education is becoming higher every day. First off, there are countless criticisms to the need for teacher education. However the two that I will focus on are firstly, the critic that teachers are “born and not made.” I feel that in order to be become a good teacher , you must learn the skills, knowledge as well get the experience to achieve the goal of being or becoming a good teacher. I do not agree with the statement that teachers are born ; for they are made. Teacher education is thus based on the theory that teachers are made and not born in contrary to the assumption that they are born. Since teaching is considered an art and a science, the teacher has to acquire not only the knowledge but also the skills or the ‘tricks of the trade’. In addition to this, another criticism is that knowing my subject content is sufficient. This I disagree with, because it definitely will not prepare you for the classroom and the school environment. I believe that educating children...
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...Practiced by Public Elementary School Teachers and Pupils Classroom Behavior : Towards Effective Learning CHAPTER 1 THE PROBLEM AND ITS BACKGROUND Introduction Discipline plays a vital role in the teaching – learning process. Pupils tend to understand the lesson best when they are well- disciplined as the teachers imparts the lesson. Teachers may not be aware of the consequences their discipline measures have injected in children’s mind children with misbehavioral problems will always be present in a regular classroom. Teachers are idols of pupils and they play a vital role in the development and upbringing of a child. The teacher will surely affect the childs learning activities. It is in this point that teachers should be aware in identifying the behaviour problems of their pupils. In the classroom , it is considered as an effective tool that enhances the teaching – learning process since it may guide the individual child toward the right conduct in a certain task. In general, discipline leads every person to be a holistic individual with reasonable values that facilitate a wholesome being. The tremendous, but definitely surmountable challenge for teachers in today’s situation in public elementary schools is how to balance their functions as classroom teachers. Altough teaching pupils istheir primary goal they must also be aware that discipline is the control to misbehaviours enforcing orderly conduct for effective learning. Most of...
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