Those Who Can, Teach 10th Edition Kevin Ryan and 可以教第十版凯文瑞安和.pptVIP

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Those Who Can, Teach 10th Edition Kevin Ryan and 可以教第十版凯文瑞安和.ppt

Those Who Can, Teach 10th Edition Kevin Ryan and 可以教第十版凯文瑞安和

Copyright by Houghton Mifflin Company. All rights reserved. Those Who Can, Teach 10th Edition Kevin Ryan and James M. Cooper Chapter 5 What Makes a Teacher Effective? Framework for Professional Practice Teacher-Competence Areas and Instructional Decision Making Three Stages of Decision Making Planning decisions Implementing decisions Evaluating decisions Aspects of Reflective Decision Making Attitudes that foster learning and genuine human relationships Knowledge Subject Matter Knowledge Theoretical knowledge Personal Practical Knowledge Teaching skills that promote student learning What Attitudes Does the Effective Teacher Possess? Self-understanding - achieved through reflection, study, and participant observation Positive attitude toward children - high expectations for students; willingness to examine own negative attitudes Collaborative attitude toward colleagues and parents Enthusiasm for subject matter! What Subject-Matter Knowledge Does the Effective Teacher Possess? Elements, logic, possible uses and social biases of subject content School and district content curriculum expectations and standards Pedagogical content knowledge - best practices for teaching particular content Kounin’s Research on Effective Classroom Management Effective teachers are: With it Smooth Effective teachers avoid: Overdwelling Fragmentation Guidelines for Effective Classroom Management Establish clearly defined rules and routines - Have students help. Ensure students’ compliance with rules and demands - by establishing positive relationships and being willing to administer consequences Involve families - Communicate to make sure they understand the rules Effective Questioning Techniques Phrase questions clearly; ask brief questions Ask questions that lead to lesson objectives Ask thought-provoking questions Avoid yes/no and leading questions Question a range of students; balance volunteers with non-volunteers Encourage students to respond in some way to every question Provide

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