Theory Of Teaching

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Theory of Teaching

Theory of Teaching


There are a number of approaches that can be used in the classroom to promote effective learning. I have selected two approaches (Preventive and Supportive) and discussed why I believe them to be effective in the context of my subject. Effective learning cannot be promoted without proper classroom management. No other aspect of teaching is as much of a concern to prospective and in-service teachers as classroom management and discipline. Gallup polls of the public's attitudes toward public schools have consistently identified “lack of discipline” as the most serious problem of the UK educational system. Preventive and Supportive Approaches are very necessary for effective learning as they both help greatly on classroom management.

The more effective teachers are at motivating students, the easier it will be to manage behaviour and the less the need to discipline highlights the dimension of classroom environment. My aim is to maintain a positive, productive learning environment”. Here, I give three reasons for working hard to manage classrooms: (1) more time for learning—time can be critical, and out of allocated time for learning there must be significant time on task and increased academic learning time when there is real learning and understanding; (2) access to learning, with an awareness that each task has its rules for participation—different expectations for a reading task compared with a group discussion task; and (3) management for self-management—the shift from demanding obedience to teaching self-regulation. (Fink 2003, 114)

1. Preventive Approaches

Just as you plan your lessons and units, you need to plan management. Preventing problems before they occur is best. This involves getting off to a good start, establishing clear rules and procedures, and being aware of effective teacher characteristics—knowing before classes even begin what works. This will reduce stress, make teaching pleasurable, and prevent teacher burnout. (City 2009, 69)

Effective management begins with motivation and problem prevention. There is no substitute for starting the term by displaying a professional attitude that gives the message, “I care about you; I know that you can behave; I want to help you be a better you,” and by quickly showing that your lessons are meaningful, interesting, and relevant. You can show that you believe each student is important and can grow academically and socially. Right at the beginning, they should know you mean business, care about them, will be firm but fair, expect them to behave and succeed, will be consistent, will not have favourites, have a sense of humour, and that you will do your best to provide excellent lessons. At the outset, remind students of the unequivocal “given” that misbehaviour may not be accepted since it obstructs the rights of other students to learn and grow and your right to carry out your professional duties.

Students learn quickly whether a teacher will consistently enforce rules and make sure procedures and routines are followed. Follow through! If you say that something will occur, it usually ...
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