Yes, I think the expert teacher can be observed as having better classroom management skills than the novice teacher, who learns to manage the classroom better over time.

Many thanks,

Debra

Yes, I think the expert teacher can be observed as having better classroom management skills than the novice teacher, who learns to manage the classroom better over time.

Many thanks,

Debra

I'll second Debra's fine response. For me personally, the nerves went away after about a week but it took quite some time to develop my own classroom "chi". Years into it, I'm still ironing out some finer points.

Thank you!

Colton

Hello,

Notably, the management of classroom dynamism for catering to the needs of the learners in different educational contexts requires something over and beyond teaching knowledge. What makes the novice and expert teachers different is their background teaching experiences. There is an Arabic proverb which goes like this, " experience is superior to knowledge". As an illustration, novice teachers are highly dependent on the coursebooks they use and the lesson plans they produce; however, expert teachers are innovative and can think of impromptu activities when the need for practicing such strategies arises in the class.

Best regards,

R. Biria

Relative mastery of teaching techniques and goals to be achieved, improved knowledge of student types and needs, high level of confidence and better knowledge of what resources and people to work with.

The difference is with adjusting smoothly to the teaching and learning diacritics such as how to better articulate content knowledge to learners based on their different assimilation and academic dispositions. This in most times requires creativity and an instant decision to alter planned teaching methods based on the new situation evident in the class. This is done expertly by seasoned teachers. The novice teacher may not be able to creatively turn over the wheels of his/her teaching strategies to effectively manage the class. This skill always comes with time and the novice teacher learns it gradually. Best regards

Dickson

Differences are:

Theory engaging skills.

Practical knowledge skills.

Classroom management skills.

Some early career teachers are quite ego-invested in the success (or failure) of their efforts. This prevents them from engaging in the self-study and lesson analysis that leads to continuous improvement.

A novice teacher is just beginning to develop personal philosophy and implement teaching skills learned. An expert teacher has more experience in the classroom and should have classroom management and a variety of teaching strategies. Both teachers can learn from one another.

Expert teachers are very much acquainted with the concerned subjects . They are more efficient in planning and more selective in information processing than the novice teachers. The expert teachers are having the capacity to improvise and respond to the needs of the students and manage the classroom very quickly.

Regards

The more observations you have, the more effective you are. I am more flexible with group management as well as applied techniques (agile teaching). This is from my experience.

Hi dear,

Thanks for the question. I agree with the most contributors. The differences are:

-Management of students,

-Mangement of time,

-Management of knowledge,

-Managmment of difficult situations.

-Good assessment of stude, and so on.

The main difference between a novice teacher and an experienced teacher is that an experienced teacher tend to make a difficult topic easier for learners to understand and master while a novice teacher would do the opposite.

In my experience as an educator, I have found that excellent teachers are able to integrate their awareness of common misconceptions on a topic as new material is presented.

In one word: Experience

Novice teachers are still very focused on their own actions- what do I say here, how do I explain this, what should I do next. Expert teachers are able to focus on the needs of the students because their teaching behaviors have become internalized.

One of the differences might be the innate capacity to determine students' abilities and address their needs. There are people who can connect strongly with their students.

Having said that, I think a novice teacher is more concerned about perfecting his/her job and is thus stressed out because of the many variables to consider while preparing for as well as doing the teaching.

An experienced teacher is more concerned about creativity in teaching the same material(s) time and again to different groups or to different levels of students.

The difference is something I call "Pedagogical Maturity" , that is the ability to see and plan beyond the lesson at hand, i.e., before the lesson or unit and after the lesson or unit. "Pedagogical Maturity" enables the instructor to draw upon a wealth of experience , content knowledge, and theory from across many disciplines to create a rich and effective instructional episodes tailored for each student in class.

La mayor diferencia es que el profesor de experiencia ya no está preocupado por el dominio de la ciencia que imparte y por tanto puede manejar los otros factores de importancia de la clase. Pone en práctica la comunicación educativa en su clase y logra un aprendizaje como lo concibe Vigotski, mas completo porque tranforma la personalidad de los alumnos. No solo los conocimientos..

According to the results of my research, an important difference between a novice and an experienced teacher is the sense of self-efficacy: teachers with more than ten years of professional experience are more confident in their skills, which explain the diversity of strategies used in classroom management.

The ability to invest the teaching skills in a better way to achieve a shorter time and effort and more effective in achieving the goals of learning and reduce costs

Confidence and the ability to egage a variety of students are, I believe, the most obvious differences between novice and experienced educators.

There are many fine answers here. I would like to voice my support of those given by Karen Kindle and Viorica Dobrica on an anecdotal basis. I began teaching college in 1996 (and I think that there is some basis to specify the level of teaching one is referring to). So, I am far from new to the game for those who are referencing experience. I remember walking into the classroom and being consciously focused on my ability to maintain a secure, structured environment, having the students "like" me (for lack of a better means of expression), and on integrating what I considered my most profound insights from my training into the classroom. However, being focused on these so explicitly meant that I was not free to truly engage the material in true presence and dialogue with the students. The result was that the things I wanted to happen the most were the least likely to happen. I found the situation to resolve in a manner that mirrored Viktor Frankl's paradoxical intention. When I became focused on how the material could or could not be brought to the students at their level of understanding for their good, only then were these other goals achievable. The teacher must get out of his or her own way, as it were. Over time, the concern with "likeability" has come to be the least valued for me. Being a good, seasoned teacher at my level means that some students will dislike you, period. When I go in to class now (and my students generally respond quite well to me), it is with the best knowledge of the material I can muster to feel as prepared as possible and then honing a sensitivity to how the material is or is not being received. I have further, more formal observations as presented in my recent volume featuring research on learning ("The Phenomenology of Learning and Becoming," 2017), Yuri, if you are interested. However, I felt this sort of response was more in-line with the way this discussion is shaking out.

I will echo what Reza said above, and boil that down to one term: self confidence.

Also, there is an excellent article that explains the differences between disciplinary novices and experts which may be of some help. You can easily access it:

National Research Council. (2000). Front matter: How people learn: Brain, mind, experience, and school: Expanded edition. Washington, DC: The National Academy Press.

An expert teacher can transfer the knowledge to the student in different way compared to novice teacher. This is due to diffrent way of thinking. Expert teacher always connect curriculum with their goals and with constructive long term plan. Whereas nice teacher may focus on short term plan.

Expert teacher can plan the session in effective and much quicker, however the novice teacher may take considerable time to prepare the session plan. Expert teacher can deal with questioning in effective and better way and will be able pass the message easily and effectively. Whereas novice may require reference for answer the questions.

I think that the most important indicator that distinguishes a expert teacher from a novice teacher is that he can design instruction according to his class. The novice teacher tries to design teaching by adhering to written sources (cirriculum, textbook etc...). The quality of teaching is through making a professionally effective design. This happens with experience comes with the adoption of dedication, dynamism and change.

An expert teacher has indeed more expertise, by learning from the readymade mistakes, in the various roles of the teacher: e.g. relationship to the group as well the individual student; appropriateness of instruction varying per class composition; discrimination/ usage of the various learning styles of students; unfolding of own lesson-material and inherent style. ( I work a lot with movement and voice, for instance). All in all the above mentioned pedagogical maturity. Also, the experienced teacher will enjoy holidays more, since he/she's got the ability to step into the 'teacher-mode' right after, so isn't too nervous about this during breaks...

Any experienced professional, teacher or otherwise, develops an intuitive feel to how something is evolving, in this case, student learning. The experienced teacher is able to adapt teaching according to this intuitive feeling, which was referred to as pedagogical maturity above perhaps. But a more direct reference to this was made by a contributor above.

Much has been written about class control, and up to a degree, this is true. Howevere a quite classroom does not necessarily result in the occurence of engagement with what is going on resulting in learning.

A student may be quite in class, but mentally miles away. Class group dynamics is something to consider as someone above said as well.

An expert teacher does not stick like glue to a lesson plan, but adapt as necessary. Sometimes even the planned delivery of content remains on the shelf if an animated discussion gets everyone going, with the teacher facilitating this.

All the above applies for pre-tertiary and tertiary education. In another forum here, there is a long ongoing discussion on how to encourage students become analytical. Those who teach in pre-tertiary (what in my country is called secondary) education, can have a msjor impact on this.

On a final note, an expert teacher can think outside the box and be innovative in how the teaching and learning can occur.

A novice teacher is "making their way" into the field using all of the knowledge acquired when they received their degree, trying to catch the bull by the horns so to speak. The expert teacher has saddled the bull, realizing that going in different directions to meet the need of all students make the ride much smoother.

Expert teachers are also learners, who continue to seek how they can improve their classroom teaching, have lived and know the subject matter, and, aren't afraid to take risks to learn how to integrate technology or new theory practices in their teaching.

If anyone of us has a good memory, s/he will remember her/his first few years in the teaching career (i.e. when described as a novice teacher).

In my case, I was beginner when I taught at schools for 3 years during which I worked hard to obtain a diploma in education (professional teaching diploma) after the BSc in chemistry which took me into teaching.

When I started teaching chemistry for university students after getting my PhD, I was no more novice knowing well how to carry out an effective teaching-learning process.

An expert teacher is one who is aware of what s/he is doing in the lecture; masters precisely the subjects that are taught, knows exactly how to monitor & adjust in order to bring out the best in students. I call this an understanding of optimization.

Each lecture will be considered as a building block for the final establishment of a full structure. There will be an element of complexity in such build-up process that cannot be immediately noticeable by a superficial observer. This subtlety is perhaps one reason why expertise in teaching is not so well recognized or understood by those unfamiliar with the real demands of the role. You may hear an amateur saying : "I can do what an experienced teacher does" but such statement is either a bold lie or manifest of unfounded overconfidence.

Confidence.

See this articles! I'm also an ET expert for classroom management.

Thank you Hans, I will look at this later but like the 'Highlights'.

Both the articles are useful:

'First steps into understanding teachers’ visual perception of classroom Events' and 'The development of expertise in pedagogy'

Thanks and regards to Dr. Hans

The novice teacher has longer professional experience than the expert teacher. This is evident :)

Read Berliner Piotr!!

I think depending on the culture of the university ornindeed teaching and learning environment, there are distinctive elements such as the novice can bring peer support, shared learning experiences and student inclusion. The expert, I believe brings more leadership skill and perhaps an expectation of contribution to knowledge in a particular discipline.

It goes with their backgrounds respectively, a novice is simply a beginner someone with a little experience. Whereas an expert teacher has the extensive knowledge and experience on how to teach effectively. The two must have undergone the process of teacher training programme. The former will be more experienced due to years of involvement.

A novice teacher is one who I think do not have any experience in his field of study. Such teachers know the content but lucks understanding and experience unlike an experienced or expect teacher. The expect teacher rather have experience and understands of his subject matter. As such such a teacher can at a spot provide different examples to explain a point for better understanding.

My point will be very limited here.

Let’s think of the development from novice teacher to expert teacher in a spiral, the novice being on the base of it, and the expert at the top of it. The differences would be qualitative and quantitative.

If we put the novice in the classroom, we might expect (1) that he doesn’t really knows the role he is playing (he would have a poor understanding-in-action of it); (2) the difference between knowledge on its own and taught knowledge; (3) poor understanding of what the student are, what they know, think, do… And so on, because there are so many things to consider. We would expect the contrary for the expert teacher.

I would consider the novice as a becoming-in-the-classroom (with hyphens), while the expert would still be a becoming in the world (without hyphens) because the expert knows better who he is in his role, who are his students, and the diversity of relationships he can establish with is students. But it depends on so many things: there are “experts” who are still act like beginners.

I suggest to read the following research:

https://www.researchgate.net/publication/244225580_Becoming-in-the-classroom_A_case_study_of_teacher_development_through_coteaching

Dr. Domenico Masciotra - Good explanation! Thanks

Based on my experience mentoring novice teachers over a 35-year teaching career in secondary schools, I cannot make many generalizations in response to this question. The only aspect the novices I have worked with share is limited and/or fragmented experience in the classroom. Some were content experts while others were better trained in pedagogy than in the actual subject areas they were preparing to teach. I believe that the big challenges for novice teachers are applying theory to practice and building the confidence necessary to take calculated risks in the design and delivery of student-centered learning. The role of the mentor, then, is to help the novice teacher reflect on her strengths and limitations and provide the necessary guidance (from a distance) so she develops the habits of mind to become a reflective professional educator.

- Experience provides a palette from which to draw upon to meet new situations creatively. That leads to an increased chance of success. Success leads to self confidence.

- Interestingly, to piggy back some what on Ms. Larvouniaris' comment above, the class I found most useful to help me be a teacher was a class in Classroom Management, and there was only that one class, taught by an experienced Teacher.

- What the Classroom Management class did was to pass on effective (tried and true) skills without the trial and error process so typical of new Teachers that it has a name, 'First Year Teacher Syndrome'.

Time, desire and dedication to grow in the profession. A simple answer, but one which requires the teacher to be steadfast, determined and to be willing to learn and apply new information. Svavarsdóttir, Sigurðardóttir and Steinsbekk (2015) describe expert educators as having advanced, up-to-date theoretical knowledge with the skill necessary to communicate the information necessary to be easily understood as opposed to a novice educator which has underdeveloped communication skills and does not yet have the skills of individualizing the educational needs to teach the most relevant information.

Svavarsdóttir, M. H., Sigurðardóttir, Á K., & Steinsbekk, A. (2015). How to become an expert educator: a qualitative study on the view of health professionals with experience in patient education. BMC Medical Education, 15(1). https://doi.org/10.1186/s12909-015-0370-x

Good article on the topic (mentioned by Dr. Robert S Smith). Regards

Dear colleague

A very timely question

There is a whole science for your answer but, above all, the labor adaptive process that makes the difference is crucial. Modestly I recommend the following link. His reading can argue the difference from this perspective of labor adaptive.

Article ADAPTATION WORK AS A CONDITION OF HEALTH OF THE TEACHER

To be an expert teacher you should take some steps like: -

• Despite significant investment or support from teacher, the students take full responsibility 4 success as they’re empowered .
• Expert teachers have a body of experience so deeply embedded that their actions look instinctive and natural .
• Has flexibility&confidence to go off piste for learning’s sake, rather than clinging to plan, but still reach destination .
• self reflective. Committed. Genuine interest .
• Emotional intelligence ie assertive but fair allowing students to feel safe enough to be out of their comfort zone and learn.
• Always seeking to improve their practice and use it to help others .

In the relevant literature, the main differences are perceptual: experts see patterns that novices do not. Long experience alerts them to patterns that carry meanings. This work was originally done in the mid 1960s on chess players, where the idea of a pattern can be made quite determinate. It has subsequently been extended to all fields of practice.

The Dutch Van de Groot reseach this a long time ago. At the moment his research is not used any more.

For teaching it is better to read e.g. Berliner and Wolff!

Berliner and his colleagues drew heavily on the earlier work of deGroot and came to similar conclusions: the differences are perceptual; experts see patterns novices do not. They respond intuitively because their knowledge has filtered down into habit. They already respond successfully to patterns novices do not even see, while novices are using ineffective explicit rules to interpret the situations.

Here is deGroot:

de Groot, A. D. 1965. Thought and choice in chess, The Hague: Mouton Publishers.

Here is a good summary of the work of Berliner and his colleagues,

Kathy Carter, Katherine Cushing, Donna Sabers, Pamela Stein, David Berliner, Expert-Novice Differences in Perceiving and Processing Visual Classroom Information, Journal of Teacher Education, May June 1988.

OK but look also for the work of Wolff.

The research on novice and expert teachers (and other practitioners) has several sources, but the most important is the work of Hubert and Stuart Dreyfus, circulating earlier but published in full in Minds Over Machines. (1986). Earlier, nurse-educator Patricia Benner had published a summary of the Dreyfus model in a paper called "Novice to Expert". This paper has been cited more than 12000 times.

The key point is that novices cannot see the aspects of situations most important to practical action. They have to be given rules that pick out attributes they can recognize. These rules are poor guides to practice because the attributes they can recognize are not discriminating enough. The follow rules and perform rigidly and poorly.

But as they get more familiar with actual situations they also learn to recognize the "aspects" of whole situations and learn to respond to these both directly and in terms of larger contexts. In teaching, this may mean seeing beyond the student's behavior in just this exercise and seeing the student - his or her learning patterns, difficulties, etc. They become "competent."

Finally, they internalize these connections between aspects of whole situations and teaching acts in the moment. They no longer explicitly identify aspects and link them to actions, but just act intuitively. The situation presents itself and the act flows directly from it. This is expertise. Here is the link to the Benner article: https://files.eric.ed.gov/fulltext/ED384695.pdf#page=130

following

Attributes of the expert teacher ability to provide information in depth during the process of teaching and learning? So an expert teacher is a teacher who: can automatically connect the main principles in the lesson together. Interaction in the classroom in a way that positively affects the teaching and learning process • Can focus on important information in the lesson. . He has the ability to predict what can happen in the classroom when presenting a new subject for students. An expert teacher is able to use problem solving rather than just giving information and finding solutions, which represents only the teacher's abilities in the classroom. The problem-solving approach is designed to respect students' abilities and develop their learning competencies. Opportunities for students in teaching using the new information provided by the teacher.

Un profesor experimentado, si no innova y no se mantiene actualizado de los cambios en la pedagogía y otras ciencias, puede estar en desventaja con uno novel. Quizás tenga respuestas para cualquier asunto de su especialidad, pero puede carecer de los nuevos mètodos que se desarrollan y de las nuevas condiciones y características de la educación en la actualidad. En estos momentos la incertidumbre se convierte en una característica que influye, por lo que todo no puede predecirse y mucho menos cuando se trata de seres humanos. Claro, esto depende del significado que se le de a novel. Años de experiencia, edad, preparación? También la experiencia puede hacernos mas resistentes y rígidos en nuestras prácticas.

The major difference between a novice teacher and an expert teacher is the degree of enthusiasm and boredom. The novice teacher uses her/his classes to formulate, to systemize and sometimes to test her/his recently acquired knowledge.

The expert teacher does not exploit the audience in that way, she/he simply tries to transfer a tiny share of her/his knowledge, expertise and the life experience to those how are willing to absorb these things.