Describe Effective Teaching Techniques that Result in Intended Learning.

Effective teaching requires using multiple approaches to keep students engaged in the progress of learning. Whether direct, indirect, or inquiry instruction teachers have to be versatile and willing to change quickly even if it means giving up a planned lesson for the day to go with a "teachable moment."  But on a typical teaching day using direct instruction students should have an exposure to various attention-gaining devices whether a question that draws them in to learning, a visual such as the SMARTboard or even a small video that paints a vivid picture of the concept to be studied that day. An effective teacher should show enthusiasm and be animated through eye-contact, voice and gestures or movement to facilitate transitions. An instructor should be flexible and also have a certain consistency in their approach (e.g. presents, asks questions, then provide for independent practice). Effective teaching incorporates students ideas or participation in some aspects of the instruction. There should be a mixture of rewards and reinforcers ( e.g. extra credit, verbal praise, independent study,etc). There should also be evaluation and measurement incorporated on a daily/weekly basis to help students retain information and give them a chance to prove what they've learned. Direct instruction should be used for knowledge and comprehension goals and indirect instruction for inquiry and problem solving objectives. Rubrics are a great approach that outlines the needs.

How Do I Motivate Students?

Listening to the voices of students is key to understanding what motivates them to learn. According to Barbara Combs, students have repetitivly stated what makes them want to learn. (a) rigor and joy in their school work, (b) a balance of complexity and clarity, (c) opportunities to discuss personal meanings and values, (d) learning activities that are relevant and fun, and (c) learning experiences that offer choice and require action. (Combs 1995).  Following these tenets is not always easy. Trying to make everything about our curriculum interesting and fun is not always possible.  Motivation in students can be achieved through positive feedback, praise and having clear directions and objectives.  Finding ways to connect to students is an art and it begins by knowing their interests, backgrounds, and abilities.

Attribution theory is a classical approach to motivation of pupils. Students seek to understand why they have been successful. Some reasons students might give are effort, innate ability, an easy or hard test, or luck. These causes either originate within the learner (effort, ability) or outside the learner (luck, task). It's either an internal locus of causality, or an outside locus of causality.  How the student thinks about or interprets success or failure and not the outcome itself impacts motivation.

Self-efficacy theory is another way theorists have tried to explain motivation. Students are more likely to begin, persist at, and master tasks that they think they are good at.  Motivation through self-efficacy can be increased by verbal persuasion through which the teacher expresses confidence and surety in a students ability. The most important factor influencing learners is their past experience with success or failure.

Goal Theory is another perspective on motivation. It focuses on putting an emphasis on why children would want to succeed. Theorist put people into two groups. The first is task-focused group who are focused on developing academic competence and improving their skill for purely intrinsic reasons. The second is the ability focused group, who are more interested in showing off abilities, show off their skills, and attain rewards such as praise and grades. Research shows that those who are intrinsically motivated have long lasting success.

What is the Role of the Teacher in the Classroom?

A teacher is the facilitator of learning and in my view should be the main source of information when it comes to knowledge or where to find knowledge. A student should be understand clearly what is expected of them and have specific objectives laid out for them that are approachable and not out of reach. A teacher should make learning seem logical, purposeful, and almost effortless (even though it is not). When students become confused the teacher appears to know just what to do and how to ask the right question or rephrase instructions in a way that get everyone back on track. Effective teaching is usually the result of thoughtful planning and careful preparation.  A teacher should maintain a class that is secure and comfortable for anyone to sit in. Students should not be afraid to take risks such as stating their views, answering a question, or proposing a point that is not a normal response. A teacher should have control of their class and make sure that learning is maximized without any disruptions or behavior that seeks to distort the fabric of the class.  The role of a teacher is to adjust the plans of lesson to go with a "teachable moment." Sometimes sticking with a strict lesson plan can be tedious and long winded and going with the moment can be more important. Teachers have to be open to change on the drop of a time, but always have to be prepared and ready to guide the learning of a class.