Any profession can not be mastered and donated unless it is aware of its origins and principles. And the teaching which is the process of teaching and learning assets and rules, including the teacher, including the learner, including the subject matter, including the method of learning and means. This is often what educational psychology is about.
For example, knowing how to learn, and what things affect it negatively or positively, helps you choose the right method of teaching that suits you and suit your students and your material. Although there is a difference in the theories and opinions in this area, but the knowledge and study critical study and the application of what is true of the teacher benefits greatly in teaching and helps to avoid many of the mistakes that occur in many teachers.
2 Learn the objectives of teaching .. General objectives / specific objectives / behavioral goals
The objectives in any work are of great importance, which is as follows:
1 Direct the related activities in one direction, and prevent dispersion and deviation.
2. To find the motivation for achievement, and to keep it active
3 Calendar of work to see the extent of success and failure.
These three things make the goals of great importance to the teacher while teaching. It is important that the teacher sets his goals of teaching, and clearly. Successful teaching can not be done without clear objectives.
The goals are specific. There are general long-term goals and there are special and interim goals. And the relationship between the public and private goals relative relationship, what is a general for the below may be special for the above. For example, in the teaching of jurisprudence at some point, there are general objectives of teaching the material
There are general objectives of teaching the material mainly, and there are objectives without teaching the curriculum at a certain stage and objectives of teaching a specific course in a specific year and finally the special objectives of teaching a particular unit or lesson. The teacher's knowledge of these goals helps coordinate the efforts and make them concerted to reach the ultimate goal set in the policy of education.
... a number that is expected to be performed by the student as a result of his activity in a particular lesson. We say that it is visible and specific in order to refer to a specific behavior that can be seen, defined and measured, not internal behavior that can not be seen. For example, if we say: expect the student after this lesson to be counted from one to ten. This is an apparent behavior that everyone can see and measure how well the teacher and student achieve it. But if we say: expect the student after this lesson to understand the relationship between such and such, this behavior any understanding of internal mental behavior we do not see, although we may see some of the effects, so may be difficult to measure.
Link all chapter activity to pursuing those goals. And make it in your first preparation and prominently, and not to write a brief on the blackboard to ensure that your brain is not distracted from them.
The behavioral goals, although criticized by some researchers, have a significant impact in facilitating the process of teaching on the teacher and learner.
One of the most important reasons for the failure of many teachers to perform their lessons in the classroom, despite preparing them in writing in a good preparation is not to establish the objectives of the lesson in their minds, you see the teacher moves from activity to activity as if no link between them and no common goal.
3 Know your pupils level / age characteristics / ideas ..
When you enter the classroom for the first time, you are facing a world that is very unknown to you. But you are often involved in a generally homogeneous group in terms of age and psychological and emotional characteristics. Knowing the general characteristics of this category helps you to set rules for dealing with them. For example, if you know the general characteristics of adolescence, it is easy for you to explain many of the behaviors that are passed by the passers of your students and you can expect to a large extent what can be caused by behavior or educational problems.
Also, knowing the students' social level, their cultural background and the quality of their ideas will benefit you in the way of brainstorming, presenting the lesson, and choosing examples.
4 Prepare your lessons well
The good preparation of the lesson is the plan the teacher reaches to his goals from the lesson and thus to a successful lesson.
· Setup steps
Setting goals
Set lesson objectives accurately and clearly, and formulate them correctly. The goals are often specified in the teacher's book or in the curriculum of teaching the course, there is no room for diligence.
Mental preparation
Once you have carefully defined the objectives of the lesson, start with the next step of drawing up the plan to achieve those goals. Before you begin to write, the idea of the lesson plan should be shaped in your mind.
Book preparation
After a complete and coherent visualization of the course of the lesson, record it in clear and specific steps, taking into consideration each step the time factor and its relevance to the lesson objectives.
And less attention to the preparation of the book only because the teacher and supervisor, sometimes! Has been seen as a routine work rigid .. No renewal, creativity and growth.
Prepare lesson requirements
Often the teacher needs to explain some of the methods Almnalimip and identified, and the teacher should pay attention to the preparation of these means and ensure the validity and the possibility of use in the place where it will be used. The preparation of the medium should not be deferred to the beginning of the lesson as this wastes a lot of time, and the means may not be available or usable.
Try to predict learning difficulties
The successful teacher is the one who can predict the elements of the lesson that will be difficult for the students, and the account will be calculated during the preparation of the lesson and be prepared for it do not spoil the planning of his lesson.
Training on teaching
Some lessons or some steps in it, especially for the first time, may require some training. It is OK for the teacher to train them to ensure that they are provided satisfactorily to students (this may be clearly felt in the teaching of English).
5 Use the appropriate teaching method
To teach several ways, and there is no way of these methods are valid anyway, but there are several factors determine when a method is more appropriate than others.
Determine the appropriate road according to the following criteria:
1 The lesson to be explained
2 quality students
Any profession can not be mastered and donated unless it is aware of its origins and principles. And the teaching which is the process of teaching and learning assets and rules, including the teacher, including the learner, including the subject matter, including the method of learning and means. This is often what educational psychology is about.
For example, knowing how to learn, and what things affect it negatively or positively, helps you choose the right method of teaching that suits you and suit your students and your material. Although there is a difference in the theories and opinions in this area, but the knowledge and study critical study and the application of what is true of the teacher benefits greatly in teaching and helps to avoid many of the mistakes that occur in many teachers.
2 Learn the objectives of teaching .. General objectives / specific objectives / behavioral goals
The objectives in any work are of great importance, which is as follows:
1 Direct the related activities in one direction, and prevent dispersion and deviation.
2. To find the motivation for achievement, and to keep it active
3 Calendar of work to see the extent of success and failure.
These three things make the goals of great importance to the teacher while teaching. It is important that the teacher sets his goals of teaching, and clearly. Successful teaching can not be done without clear objectives.
The goals are specific. There are general long-term goals and there are special and interim goals. And the relationship between the public and private goals relative relationship, what is a general for the below may be special for the above. For example, in the teaching of jurisprudence at some point, there are general objectives of teaching the material
There are general objectives of teaching the material mainly, and there are objectives without teaching the curriculum at a certain stage and objectives of teaching a specific course in a specific year and finally the special objectives of teaching a particular unit or lesson. The teacher's knowledge of these goals helps coordinate the efforts and make them concerted to reach the ultimate goal set in the policy of education.
... a number that is expected to be performed by the student as a result of his activity in a particular lesson. We say that it is visible and specific in order to refer to a specific behavior that can be seen, defined and measured, not internal behavior that can not be seen. For example, if we say: expect the student after this lesson to be counted from one to ten. This is an apparent behavior that everyone can see and measure how well the teacher and student achieve it. But if we say: expect the student after this lesson to understand the relationship between such and such, this behavior any understanding of internal mental behavior we do not see, although we may see some of the effects, so may be difficult to measure.
Link all chapter activity to pursuing those goals. And make it in your first preparation and prominently, and not to write a brief on the blackboard to ensure that your brain is not distracted from them.
The behavioral goals, although criticized by some researchers, have a significant impact in facilitating the process of teaching on the teacher and learner.
One of the most important reasons for the failure of many teachers to perform their lessons in the classroom, despite preparing them in writing in a good preparation is not to establish the objectives of the lesson in their minds, you see the teacher moves from activity to activity as if no link between them and no common goal.
3 Know your pupils level / age characteristics / ideas ..
When you enter the classroom for the first time, you are facing a world that is very unknown to you. But you are often involved in a generally homogeneous group in terms of age and psychological and emotional characteristics. Knowing the general characteristics of this category helps you to set rules for dealing with them. For example, if you know the general characteristics of adolescence, it is easy for you to explain many of the behaviors that are passed by the passers of your students and you can expect to a large extent what can be caused by behavior or educational problems.
Also, knowing the students' social level, their cultural background and the quality of their ideas will benefit you in the way of brainstorming, presenting the lesson, and choosing examples.
4 Prepare your lessons well
The good preparation of the lesson is the plan the teacher reaches to his goals from the lesson and thus to a successful lesson.
· Setup steps
Setting goals
Set lesson objectives accurately and clearly, and formulate them correctly. The goals are often specified in the teacher's book or in the curriculum of teaching the course, there is no room for diligence.
Mental preparation
Once you have carefully defined the objectives of the lesson, start with the next step of drawing up the plan to achieve those goals. Before you begin to write, the idea of the lesson plan should be shaped in your mind.
Book preparation
After a complete and coherent visualization of the course of the lesson, record it in clear and specific steps, taking into consideration each step the time factor and its relevance to the lesson objectives.
And less attention to the preparation of the book only because the teacher and supervisor, sometimes! Has been seen as a routine work rigid .. No renewal, creativity and growth.
Prepare lesson requirements
Often the teacher needs to explain some of the methods Almnalimip and identified, and the teacher should pay attention to the preparation of these means and ensure the validity and the possibility of use in the place where it will be used. The preparation of the medium should not be deferred to the beginning of the lesson as this wastes a lot of time, and the means may not be available or usable.
Try to predict learning difficulties
The successful teacher is the one who can predict the elements of the lesson that will be difficult for the students, and the account will be calculated during the preparation of the lesson and be prepared for it do not spoil the planning of his lesson.
Training on teaching
Some lessons or some steps in it, especially for the first time, may require some training. It is OK for the teacher to train them to ensure that they are provided satisfactorily to students (this may be clearly felt in the teaching of English).
5 Use the appropriate teaching method
To teach several ways, and there is no way of these methods are valid anyway, but there are several factors determine when a method is more appropriate than others.
Determine the appropriate road according to the following criteria:
1 The lesson to be explained
2 quality students
This question aims at the essence if teaching. I think it is not easy to be brief.
However I would probably say:
1) planning,
2) content knowledge,
3) pedagogical knowledge and
4) vision and scope
Ali Khashan In teaching there is a subject matter element and a didactical element. Of course, you need to have good knowledge of what you are lecturing, but equally important is the way the knowledge is facilitated. The teacher has tools of teaching - the didactical aspect of teaching. I use energy to make contact with the students and ask them what they know about the subject at hand. Often they know more than I expect and sometimes less. It gives me an idea of were my students are intellectually. Usually I have a short lecture before I ask the students to discuss the topic at hand between themselves. I know that «to learn, is to discover for oneself» and «to master, is to do by oneself». A lot of this is solved by asking questions and letting the students explore the topic at hand themselves alone or together with co-students. My input is of course also valuable. My knowledge of the topic at hand opens a veiw into horizons of knowledge they do not know yet, and is often the starting point, the inspiration or part of the energy to explore the topic further. I ensure this by building relationships of trust with my students. If they do not trust me, they will not learn. If my teaching is a success it can be measured in if it is recognizable and relevant for the students, if they experience that what they learn actually woks and if my students experience that what they learn gives long term benefit. I actually ask my students every day: «What have you discovered today? What did you find hard to understand? What would you like to know more about?». This both gives me an idea of how my teaching works and what both my students and me can improve to do better. Learning is a situation were both the teacher and the students need to put in their best effort.
In the teaching profession .. I feel that these are required : up to date knowledge, Passion for teaching and compassion or empathy for the students.
Dear Ali Khashan,
You have received excellent answers from colleagues. However, an additional element is necessary for good teaching -- your own DISCOVERY. You should not only translate your knowledge using different pedagogical tools, you should create new knowledge just in class, preferably by facilitation of your students. After the classes you should look at the blackboard with your notes and see the material for your new research papers or for correction of the textbooks you have published.
In my career, when I was unable to create new knowledge (new models, new definitions, new connections between constructs etc.) during classes, I gave up teaching that subject and moved to teaching another subject.
What are the elements of successful teaching?
Objective of successful teaching (from teacher perspective) is to enable students to learn & apply what they have learned. Towards this objective, elements of successful teaching include:
A teacher should be honest. He should be ready to spend time with the students. He should have a good knowledge of the field.
Up to date knowledge & good communication skills are very important factors.
in my point of view for successful teaching we need to be highly qualified, good communication skills, honest, having the desire to give and to promote our self, spend time with students , patience, know the new trends and technology in our field , language skills and inspiring the students to build them selves .
I’d totaly agree that this question is a bit tricky, because you have to define first what you mean by “successful teaching“. However, I would go with John Keller’s ARCS model, it’s simple and concise, easy to be measured. Keller’s ARCS : Attention, Relevance, Confidence, Satisfaction
Two things: First, know your subject well. Second, know how to teach well. The first one has to do with the teacher's knowledge. If a teacher knows well his subject he will be prepared to answer questions, show enthusiasm and passion for the subject. The second one has to do with the teacher's methodology. Willingnes to teach is not enough. A teacher should also be prepared in teaching methodologies in order to adapt his or her teaching to the environment, the class size, the age of the students, the use of technology, etc. Other traits, skills and knowledge can be developed over time.
I heard Harvard Professor Erik Mazur once say that the two elements are: 1. Showmanship, and 2. Plagiarism. His point is that you cannot invent all the good ideas yourself.
There are two ways of looking at this.
Firstly outcomes. Successful teaching produces students that are enthusiastic about the subject in question, know the things that they should know, and know how to find out the things that they don't know, and have the ability to transfer their skills and knowledge into different contexts.
Inputs - the successful teacher will know their subject, know how to expand on their knowledge, understand how students will approach the subject, and how they can misunderstand it, and be flexible enough to adjust their teaching to the needs and the contexts of a range of different students. And be open to different ideas and approaches, recognising that good ideas can come from anywhere, including from the students!
As a layman, I imagine that charisma and enthusiasm, coupled with excellent preparation, form a good basis for successful teaching.
We need to separate in our discussion successful delivery of lessons by the teacher from successful learning by the students. As we all know from experience and observing other teachers we have had, teachers play an essential role in orchestrating the students learning journeys in the subject. It is what the learner learns (which takes place in the learners) that matters, not how organized, charismatic, or efficient (and so forth) a teacher may be. Teaching and learning is a complex relationship dynamic, agreed, but the focus should always be on the learners (their needs) and NOT on the showmanship, etc. of the teacher, which of course could be of value if such teacher actions support student learning and not simply enhances the ego/power of the teacher.
There is a long-established research field on 'teacher effectiveness'. For an overview from 1970, see, for example:
Powell, M., & Beard, J. W. (1970). Teacher effectiveness: An annotated bibliography and guide to research. Routledge.
For a more recent 'state-of-the-art' review, see, for example:
Muijs, D., Kyriakides, L., Van der Werf, G., Creemers, B., Timperley, H., & Earl, L. (2014). State of the art: teacher effectiveness and professional learning. School effectiveness and school improvement, 25(2), 231-256.
It's good to know the research. Strangely enough, the research results, which I think are valuable, have not yet been able, if I look at it correctly, to enable students to perform better. Above all, they promote the careers of those who think, research and publish on the question.
And may i add , Hein, even better when a learner learns MORE because of the teacher? That is when a teacher knows s(sh) is successful.
There are different concepts for the teaching/learning process. The classical form, that the teacher lectures and the students record what they have said auditively or by writing it down, is still the most common form of academic mediation, even if the teacher's lecture is interrupted by questions and discussion sections. Newer forms emphasise more strongly the pedagogical intention to place the gaining of practical experience at the centre of teaching through the action of the pupils in experiments or through work assignments. The teacher then has more of a task to prepare effective learning situations and to grant the pupils the greatest possible freedom of action. Of course, there must also be a learning control at the end of the module. In any case, modern reform pedagogical approaches emphasise more the self-activity of the pupils, which makes a constant intervention of the teacher in the group process more of a disturbance variable than a help.
Many things already mentioned are necessary elements to successful teaching; content knowledge, planning, knowledge of current research, timely and useful feedback to students. However, something that is equally important is expressing through your pedagogical practice genuine care about your students, and constructing an environment of care. This transmission can look very different based on the age and level of students, but it is important for meaningful educational dialogue. This concept has been discussed in writings by Maxine Greene, bell hooks, Paulo Freire, and Nel Noddings, just to name a few.
Love for your Profession....Take it as a mission
Continuous updation of skills and competencies
Know the child more than knowing the syllabus and books
student centered learning
Cooperative learning
The term "elements" of learning leads to the conclusion that individual teaching skills are acquired according to the modular principle and then taught. However, the learning process of teaching is usually a holistic process that requires a "pedagogical situation".
The most important element of successful teaching is successful learning or achieved learning outcomes through teaching process.
Learning about the subject and communicating it to the student in a way that suits his abilities and abilities, and keen to interact with the students in a way that gives pleasure to the lesson with the teacher's interest in the development of scientific development continuously, and away from the routine in giving information or teaching method.
Add to important elements mentioned by Dr. Konstantinos Karampelas and Dr. Samir M. Ismail, I think the learning methods is also very important of successful teaching.
They have been shown in my video: https://www.youtube.com/watch?v=cPtOUaIkJlk&feature=youtu.be
6 elements of great teaching
Content knowledge. This is when teachers have a deep knowledge of the subject that they teach and can communicate content effectively to their students. ...
Quality of instruction. ...
Teaching climate. ...
Classroom management. ...
Teacher beliefs. ...
Professional behaviours.
Being able to convey knowledge and skills to others in an effective and productive way so that they can learn, do, replicate, challenge and apply.
Yes, I absolutely agree with Hein Retter, it is very important to be the best possible role model for our students. That's theoretically described and developed in so-called social theories of learning (Maslow, Bandura, Rogers etc.).
Experience and Knowledge are very important for successful teaching .
Looking back on a whole teacher's life, this question can probably be answered better than if you have just started to work as a teacher.
We can find many elements.
I would like to highlight four:
1. Situation based teaching style
2. Excellent pedagogical sense
3. Deep knowledge of the subject
4. Respect of students
1. Understand the concepts deeply yourself. 2. Understand the roots of student misconceptions and difficulties. 3. Listen to students. Their thoughts are precious to them. You will never have credibility without them being able to trust you with their thoughts. 4. Use questions to help direct them.
It could be an advantage if the teacher is a role model for the students, but is not a condition for children's learning. We learn always.
Attitude and interest among teachers towards teaching will enhance teaching learning process
Employment of technology in university teaching
• Educational Technology
• E-Learning
• Learning resources
Link topics to life, current events and society
Employing another language in teaching
there are so many elements to reach successful teaching:
1- communications
2-respect
3-rearrange subject
4-teaching material based on thinking
5- teaching material based on practical or training
I believe that some of the elements to be successful on teaching are:
1) content knowledge;
2) pedagogical knowledge;
3) motivation; and
4) great communication.
Hein, your comment seems to me to mean that we should not attempt too much. A favorite phrase from Dr. Lillian McDermott, a Physics Education pioneer is, "Do you want to 'get through the material?', or do you want 'get the material through the students?'"
- It is important that the trainer's have high motivation
- Establishing a supportive environment
- Beginning by determining what students know
- Creativity must be prioritized
- Realistic and good planning
- to take into account that teaching is an ongoing process...
The elements of successful teaching are the division of students into krupps and explaining the material in general and then returning it to each krupp with different examples of each krupp
The best way is to have good background in the subject that you are elected to study it, through this you will be a reference to your students. Not only explain, but also be social, nearly, and flexible.
For successful teaching is the pre-preparation of the lesson and the use of educational means to interact positively with students and use an exciting method of dialogue and presentation of the study material as well as the teacher of the material.
Hi researchers
The success of teaching depends 100% to the teacher. That means its level in :
*communication
*reaction
*motivation
*active
* knowledge
best regards
Hi, good ideias!
My contribututions: teacher should have pro-activity and empathy.
[ ]'s
From my own experience there are three broad principles, which are:
1. Know and love the subject
2. Know and love the students
3. Know and love teaching
The balance between these varies according to the level. Ie. K-6 emphasizes 2.
Meshing the three together, you need to know what difficulties or misconceptions students are likely to have, and develop strategies to meet those. I like guided Socratic inquiry, at least for the crucial or difficult parts.
There are many strategic and tactical strategies along the way which are useful, and will be mentioned in other posts: Learn how to really listen to students. Be well prepared and organized. Keep pacing and breaks which work for students. . . .
The success of teaching depends on to the teacher. That means its level in :
communication
- Badges
- Science method
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