...Quality Management Journal, 6(2), 9-21 (1999). HOW TO IMPROVE TEACHING QUALITY Richard M. Felder Department of Chemical Engineering North Carolina State University Rebecca Brent College of Engineering North Carolina State University An announcement goes out to the faculty that from now on the university will operate as a total quality management campus. All academic, business, and service functions will be assessed regularly, and quality teams will plan ways to improve them. A campus quality director and a steering team are named, with the director reporting to the Provost. All university departments appoint quality coordinators, who attend a one-day workshop on quality management principles and return to their departments to facilitate faculty and/or staff meetings at which quality improvement is discussed. Many faculty members are irate. They argue that TQM was developed by and for industry to improve profits, industry and the university are totally different, and talking of students as "customers" is offensive and makes no sense. They make it clear that they will have nothing to do with this scheme and will view any attempt to compel them to participate as a violation of their academic freedom. What happens then is…practically nothing. Some changes are made in business and service departments, some curricula are revised, and a few instructors make changes in what they do in their classrooms but most go on teaching the way they have always taught. After two or three...
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...------------------------------------------------- Episode 4 ------------------------------------------------- Guiding Principles in the Selection and Use of Teaching Strategies * ------------------------------------------------- My Target In this episode, I must be able to * Write evidence of the application of some guiding principles in the selection and use of teaching strategies. * ------------------------------------------------- My Performance (how will be I rated) Field study 2, Episode 1 – principles of learning Focused on: Application of the principles of learning in the teaching- learning process | Task | Exemplary (4) | Superior (3) | Satisfactory(2) | Unsatisfactory(1) | Observation/ Documentation | All task were done with outstanding quality; work exceeds expectation | All or nearly all task were done with high quality | Nearly all task were done with acceptable quality | Fewer than half of task were done; or most objectives met but with poor quality | My Analysis | -Analysis questions were answered completely; in depth answers; thoroughly grounded on theories-Exemplary grammar and spelling. | -Analysis questions were answered completely-Clear connection with theories -Grammar and spelling are superior | -Analysis question were not answered completely-Vaguely related to the theories-Grammar and spelling acceptable | -Analysis questions were not answered-Grammar and spelling unsatisfactory | My Reflection | Reflection...
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...Peer coaching verses traditional coaching Peer coaching has being observed from this abstract to have being far productive than the traditional mode of teaching more so in the three parameters that were tested. Their were instances whereby peer coaching was found to be not a good tool to use or may present unwanted results. Pre service teachers lack experience so when peer reviewing they may give wrong suggestions leading one to wrong conclusions or direction to take in the future, such as incorporating in his lessons materials which the peer reviewer felt was missing yet it might not be required. She/he may include a certain degree of bias in his assessment and suggestions which will lead to his suggestion lacking much usefulness and relevancy, like when a peer reviewed teacher in his or her own opinion insist that the other uses a certain technique that he/she did not use in her lesson and feels it’s the cause of why her/his lesson didn’t reach his objectives. Note she/he didn’t use the technique yet she is vouching for it (quoted from audio tape no.5B extract). While we appreciate that peer coaching leads to instant “results”, those results are not a product of proper analysis due to the urgency by which they are given-at the end of a lesson, they luck in depth unlike those that the traditional preservice teacher students will get from an experienced supervisor and an experienced teacher , Traditional coaching does not provide the student with enough interactions with...
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...NU2278 Developing Quality Practice Assignment 1 Guidelines: Teaching Plan Using the Teaching Plan template on WebCt you must plan a 20 minute teaching session, that you will perform in clinical practice with a patient of your choice, during the teaching activity your mentor or patient will complete the Teaching Activity Proforma (available on WebCt). ------------------------------------------------- Step 1 - Plan ahead – You need to manage your own time. Make an appointment to meet your module supervisor well in advance. At your meeting your module supervisor will expect to see a plan of what you want to discuss, they will provide advice and guidance, but they will not proof read your work or correct your grammar as this is your responsibility. Your work should reflect an understanding of: * the evidence base supporting your chosen activity and teaching patients * the need for confidentiality and sensitivity when interacting with patients, clients and carers * patient equality, peoples’ equality, diversity and rights ------------------------------------------------- Step 2 – your plan should consist of a title; introduction / background to the session; teaching plan, reference list and appendices (if applicable). Title – every essay should begin with the title written out in full Introduction / Background to the session (500 words) – this section should include your rationale for selecting the activity and a clear identification of the patient / client...
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...1.1 Explain the role of initial and diagnostic assessment in agreeing individual learning goals. Initial and diagnostic assessments should effectively diagnose learners’ strengths and weaknesses. Learners who know what their strengths are and which areas they need to improve are more likely be motivated and “know what is expected of them” (Gravells, 2012, p.50) to progress and meet the requirements of a course or programme. In order to determine “the level and which specific aspects learners need to improve on” (Gravells, 2012, p.50), teachers should administer initial and diagnostic assessments to them before or at the start of a course or programme. The results of initial and diagnostic assessments can be used to help learners agree on Individual Learning Plans specifically designed to meet their learning needs. Some learners might have expectations of making rapid progress within a course or programme but unexpectedly experience difficulties due to a lack of personal or functional skills. Initial and diagnostic assessments should help teachers identify problems early relating to their learners’ personal skills. In certain circumstances, results from initial and diagnostic assessment might indicate that some learners do not have the requisite skills to have any realistic chance of progressing within a course or programme and they should be referred to a course or programme which more specifically meets their learning needs. On the other hand, some learners might have very...
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...ESSAY ON ROLES AND RESPONSIBILITIES OF A GOOD TEACHER About My Subject: My subject is to teach Arabic as second Language for adult students from different Races and ethnicities. I have students from different cultural background. Some of my students are from Pakistani Families, some are Bengali Families, Indian Families, Kenyan Families and few of them are originally from British Background. I also have two Irish students too. It is very challenging because of different background of the students and it is very difficult because of different level of skills of Arabic Language. Some of the students are familiar with Arabic Alphabets, few words and few sentences because of their Muslim background. Many Muslims speak Urdu as their common language of communication which includes Arabic Alphabets and words. Some are learning Arabic for the first time, as beginners. Their level of learning skill is very low. Hence, it is very challenging that to teach such group and complete the aim and achieve the goal. Aim: The aim of the course is to learn reading, writing and speaking Arabic. The students can read, write and speak basic Arabic as a mean to communicate with Arabs and to access to Arabic Literature. Achievement: I am hoping that the students will be able to read, write and speak basic level of Arabic at the completion of the course. Certainly, I cannot expect very high expectations from the students. I cannot expect perfection in any of them. Some of them will achieve excellence...
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... a vocalist, a speaker, an analyst, a trainer, a guide, an anchorperson and a judge. Our research shows that the images of an ideal teacher remain fresh and green in the memory of students throughout their lives. The paper carries some suggestions and concludes that the blend of personal and professional qualities and didactic knowledge of the subject are valued key points. This study also set path for further and deeper discussion of images of a good teacher at all levels in general and at tertiary level in particular. Keywords: Role model, Quality Education, Lucidity, Evaluation, Instructional objectives Teachers: The Epitome of Pedagogy 1. Introduction Teachers are the architects of a nation. It is richness of teachers' talent that fabricates intellectual and academic architecture. It is the mosaic of talented teachers that would bring renewed vitality. Before we discuss the qualities of this constellation of educators, we have to address the query that why are the quality of a teacher important. Because good teaching leads to effective learning, which in turn means thorough and lasting acquisition of the knowledge. (How to improve teaching quality). Also, the Quality Education is a...
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...read, and is the actual reason for reading! Comprehension requires purposeful and thoughtful interaction with text, and improves through explicit teaching of specific cognitive strategies. More specifically, the rationale for explicitly teaching comprehension skills is that comprehension can be improved by teaching students to reason strategically when they encounter barriers to understanding what they are reading (National Reading Panel, 2000). The NRP reviewed over four hundred studies on text comprehension and found that there are seven instructional strategies that appear to have a solid scientific basis for students to increase comprehension. The first strategy is Comprehension Monitoring which involves students reading text with an aggressive awareness of when they do and don’t understand something. The second strategy is Cooperative Learning, which involves students working on clearly defined reading tasks in small groups or as partners. The third strategy is the Use of Graphic Organizers or Story Maps. This helps display concepts and interrelationships among concepts in text through the use of diagrams. The fourth strategy is Question Answering, which involves students answering questions posed by the teacher, and includes immediate teacher feedback. The fifth strategy is to Generate Questions. This involves teaching students to ask their own questions prior to reading by scanning the text and then having students read the text to answer their questions. The...
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...on February 28, 2013 Better late than never. I blame myself for never watching it before an educational psych class senior year of college. This was a truly inspiring movie! There was a clear clash between the traditional and conservative values espoused by Welton Academy as an institution, and the progressive teaching methods of John Keating. Welton Academy’s ethos of “tradition, honor, discipline, and excellence not only discourages but makes it a crime for a student to exercise a critical political consciousness. Professor John Keating, on the other hand, is concerned with the political and moral quality of his students. He challenges them to question the social and political norms that defines their lives at Welton. As a result, he inspires Charlie to publish an article in the school newspaper, arguing for why Welton should be coeducational. In the end, Headmaster Gale Nolan, was so unwilling to even consider the possibility that Neil Perry’s suicide was a product of the intellectually and political repressive atmosphere at Welton, that he compelled every member of the Dead Poet’s Society on threat of expulsion to sign a form stating that Keating’s “destructive” teaching method was the true culprit. By the end of the film, it was clear that what transpires at Welton Academy is not true learning, but rather an insidious form of social and political control in which the dynamics of the dominant, established society, as exemplified by Neil’s father’s suppression of his son’s...
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...Induction and mentoring programs are a structured form of support for beginning educators. The two programs are linked together and complement each other for the security of lowering the attrition rate in beginning teachers. These two programs are offered to new teachers for a combination of support, new development and opportunities. Mentoring and induction programs are very similar, but their differences set them apart and each one can offer knowledge and experience for every new teacher. More and more school systems are creating quality induction and mentoring programs for new teachers with great success and this process is invaluable. Across the country the need for more quality teachers has been recognized and the support from successful induction and mentoring programs can make that need a reality. The New Teacher Center reports working with “teachers, administrators, universities, and other educational organizations to build induction and mentoring programs not only designed to support new teachers, but to have a lasting impact on classroom practices and the school communities.”(NTC, 2009) For an induction and mentoring program to have longevity, strategy and constant feedback are two vital components. When an induction and mentoring program are successful, teachers can easily integrate into the culture of the school full of confidence to respond to their own induction and mentoring plans. How does a mentoring program differ from an induction program? The induction...
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...advantages of teacher evaluation 3. Give disadvantages of teacher evaluation 1. What is teacher evaluation It is a process of vetting teachers to maintain teaching standards. It also refers to the formal process a school used to review and rate teachers’ performance and effectiveness in the classroom. It can also be defined as collecting and using information to judge. The two main types of evaluation are formative and summative. The former is used to improve instruction and foster teachers’ growth, while the latter is a tool used to make administrative decisions and guide employment of teachers. The findings from those evaluations are used to provide feedback to teachers and guide their professional development. Traditionally the evaluation of teacher solely relied on classroom observation. It was done by principals or school administrators; using checklists. Other factors taken into consideration included students’ performance, teachers’ records and lesson plans. The public viewed evaluation as a major problem in the school system. With time therefore, new trends have come up in teacher evaluation. This evaluation has undergone significant changes in recent years. This is due to a wave of research on teacher quality, political pressure to eliminate poorly performing teachers from the system, and interests in improving teacher effectiveness. Methods used in the past were: i. Classroom observation ii. Measurement...
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...recruitment or for an efficient continued performance. Their ability to teach therefore largely depends on self training, either by trial and error while teaching or by observation of colleagues, who may or may not be helpful examples. Getting in front of students is a trying experience for a budding teacher. One may earnestly try to prepare him or herself: read books about teaching methods, attend lectures and take courses on didactics. Yet, in theory everything seems much simpler than in practice. The complexity of a teaching situation can be overwhelming. To deal effectively with it, teachers must not only have a good knowledge of the subject in hand, but also some communication skills such as ability to observe, supervise, lead a discussion and pose questions. Furthermore, a teacher should be aware of how students perceive him or her. This perception is sometimes quite different from the teacher's self-image. It is difficult to self assess one’s own abilities and we benefit from colleagues’ feed back to recognize our strength and identify areas for possible improvement. Evaluation of teaching by students is becoming a common practice, and a constructive feedback could be an effective way to improve one's rating as a teacher. Even the experienced educators may sometimes reflect about strengths and weaknesses of their teaching style. What is microteaching? Microteaching is an excellent way to build up skills and confidence, to experience a range of lecturing/tutoring styles...
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...TLA Self-Assessment: To What Extent Do My Lessons Show… OLTA Code | Area of Teaching, Learning and Assessment - “To what extent do I, my students or my lesson show…” | Strength | AFI | 1 | QUALITY OF LEARNING | | | 1a | Punctuality (and attendance) * do my students arrive on time; are they ready and prepared for work; * do I address lateness properly and effectively; have I evidence of strategies I have used to prevent lateness; * do I support late-comers and integrate them into the lesson; * am I aware of any background issues that might prevent my students arriving on time; * do my students demonstrate a commitment to learning through consistently high records of attendance (90% +)… | | | 1b | Learner Engagement * are my students attentive and focused; * are they responding to my questioning and are ALL my students engaged in the tasks during the lesson; * are my students enthusiastic and do I nurture this with my tasks; * am I aware of which students need more of a challenge and do I include this in my tasks… | | | 1c | Standard of Work * if someone was to look at my students’ work on the tables or in their folders does it meet or exceed the expectations of typical students at this level; * are their folders neat, tidy and have they brought the appropriate resources with them; * am I helping my students develop along Blooms’ taxonomy from developmental to higher order skills… | | | 1d | Individual & Independent Learning (outside)...
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...Semester) Date of Review To be filled during PLANNING To be filled during EVALUATION Major Final Outputs (MFOs) Key Results Area (KRA) Objectives Timeline Weight per KRA Performance Indicator (Quality, Efficiency, Timeliness) Actual Results Rating Score MOV 1. Professional Growth and Development 1.1 Participated/ Conducted in seminars, workshops, trainings within a year 5 Outstanding Conducted 5 seminars/workshops/trainings for teachers in specific learning (supported by evidence/assessment reports) Seminars/workshops/training 4 Very Satisfactory Conducted 4 seminars/workshops/trainings for teachers in specific learning areas (supported by evidence/assessment reports) 3 Satisfactory Conducted 3 seminars/workshops/trainings for teachers in specific learning areas (supported by evidence/assessment reports) 2 Unsatisfactory Conducted 2 seminars/workshop/ trainings for teachers in specific learning areas (supported by evidence/assessment reports) 1 Poor Conducted 1 seminar/workshop/ training for teachers in specific learning areas (supported by evidence/assessment reports) 1.2 Served as demonstration teacher 5 Outstanding 4 lesson demonstrations served Documented demonstration teaching 4 Very Satisfactory 3 lesson demonstrations served 3 Satisfactory 2 lesson demonstrations served 2 Unsatisfactory 1 lesson demonstration served 1 Poor...
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...Although there are many things that characterize me as a new teacher, my teaching philosophy is based on a fundamentally optimistic view. I’m currently volunteering at the African Center. I teach basics English to refugees. I believe that all of my students, with the help of the right tools, will be able to overcome any difficulties that the study of a foreign language might present. I don't mean that every student who enters my class will be able to express him or herself equally simply as a result of how I present the lesson, but rather that each of my students will be guaranteed the opportunity to express him or herself to the best of his or her abilities. I believe that one of my best qualities as a new teacher is my ability to inspire confidence in my students so that they feel comfortable expressing themselves regardless of their level of ability. In my language classes, students are required to speak in English at all times: this is not always easy for those who are having their first encounter with this method of foreign language instruction. The first step, then, is to put the student at ease in such a way that even the most timid student is able to make the most of his or her time in the classroom. In my teaching evaluations, many students refer to the type of atmosphere that a language class should have, and to how the learning environment in my classroom allowed them to express themselves: "He created such an amazing class environment; no one was ever afraid to...
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