What is the role of effective communication in the life of a biology teacher?
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all teachers must be able to communicate effectively, or their students won't learn much from them.
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I learned that in psychology and sociology communication is needed for growth of your mind, especially in younger children.\nAnd plus its great to communicate, how would you ever learn anything if you didn't??
203525
Wayyyyyyy back when, my biology teacher led us through procedures that pretty well guaranteed decent grades.\n\nHe had us keep notebooks with at least five sections. Notes, daily work, drawings, tests, and another which I forget.\n\nNotes were taken in class. Daily work was homework or free study work where we had to answer questions. Many of the questions could be answered right out of the book, but we had to rephrase them. Drawing, for biology, explain themselves. It wasn't art, but developing the ability to see what we were looking at and reinforcing it by making a labeled sketch. Tests, so that we could review right and wrong answers for future tests. Everything saved was corrected so that we had the right answers.\n\nThis notebook, along with the memory aid "SQ3R" carried us through what we couldn't discipline ourselves for or invent on our own.\n\nSQ3R was for reading our text information: Survey (skim it first), Question (what questions does the skimming raise), Read (look for answers to the questions while reading the text), Recite (find some way to talk about the new information. Relate it to something), Review (look over all the materials in notebook and text before quizzes and tests).\n\nOne other tip he gave us for science classes was "learn the vocabulary. You will have mastered half of the subject if you learn the special vocabulary and understand what it means."\n\nTo show how effective what he taught was, here I am repeating what he said 45 years later.
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I allow them discuss time.  It allows them to think about the topic in small groups, and it allows for talk to each other which they so long to do anyway.\n\nI also create a lot of activities and games.  My students are in high school, but they still like playing little kid games like word searches, memory, pictionary, etc.\n\nI also have them expand from small to complex.  For example, they have to give a word, then a phrase, then a sentence, then a question.  It increases word power and critical thinking.\n\nI teach Spanish so many of these activities are easier to do. Please, tell me what subject you teach, and I might be able to expand my practices according to your area.
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As the agricultural education profession works to expand its research base regarding teacher capacity to deliver scientific concepts effectively, the work completed in this area by our colleagues in science education should be examined.\nBasic Skills\nObserving Noting the properties of objects and situations using the five senses Classifying Relating objects and events according to their properties or attributes\nSpace/time relations Visualizing and manipulating objects and events, dealing with shapes, time, distance, and speed\nUsing numbers Using quantitative relationships Measuring Expressing the amount of an object or substance in quantitative terms Inferring Giving an explanation for a particular object or event Predicting Forecasting a future occurrence based on past observation or theextension of data\nIntegrated Skills\nDefining\noperationally\nDeveloping statements that present concrete descriptions of an object or event by telling one what to do or observe\nFormulating models Constructing images, objects, or mathematical formulas to explain ideas\nControlling variables Manipulating and controlling properties that relate to situations or events for the purpose of determining causation Interpreting data Arriving at explanations, inferences, or hypotheses from data that\nhave been graphed or placed in a table Hypothesizing Stating a tentative generalization of observations or inferences that\nmay be used to explain a relatively larger number of events but\nthat is subject to immediate or eventual testing by one or more experiments\nExperimenting Testing a hypothesis through the manipulation and control of independent variables and noting the effects on a dependent variable; interpreting and presenting results in the form of a report that others can follow to replicate the experiment science concept knowledge and performance of agriculture teachers. If not\nalready being done, effective science instruction methods should be infused into agriculture\nteaching methods courses as a way to bolster the scientific rigor of future agriculture teachers\nand simply to enhance their effectiveness.
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Retired Biologist and teacher trainer.
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Interesting question!  On one hand, the teacher is responsible for doing all in his power to make the course material as interesting as possible.  He should be well schooled in educational methods and strategies, and should constantly be seeking to learn more and better ways to impart information.  Careful forethought and planning on the instructor's part will result in many ideas that will make class more interesting and appealing to the reluctant learner.\n\nThat said, however, it is manifestly impossible to enter a pupil's heart and make him want to learn.  Part of being human is to have free moral choice, and some simply choose not to learn.  It is not possible to reach everyone, regardless of what the hopeful pundits may claim.  Even Jesus Christ, the Master Teacher, had one disciple that positively refused to accept His teaching.  \n\nI suspect that laziness on the part of the evaluator has something to do with blaming the teacher for the lack of motivation on the student's part.  It's easy just to say, "If the student hasn't learned, the teacher hasn't taught."  However, as with most things, the matter is far more complicated than that.  The evaluator (whether it be a school administrator, parent, board member, or politician) needs to take the time to check the teacher's methods and procedures.  If deficiencies are found, these can be addressed.  But let's not forget that it's the student's job to learn just as it's the teacher's job to teach.  Without the cooperation of both, learning cannot and will not take place.  And to try to fix unilateral blame for that failure may be an attractively simple option, but it is simply not realistic.
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Write him/her a letter telling him/her how he/she has helped you, impacted your life in a positive way, and how you will use those lessons in the future.  Just knowing that as a teacher, you have made an impact, is the BEST gift that can be gotten.
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To be able to communicate information to students and to instill a desire to learn within them.  Tough job!
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Improve Your Communication Skills\n\nRegardless of what business you are in – a large corporation, a small company, or even a home-based business – effective communication skills are essential for success.\n\n \n\nThe articles in this section of Mind Tools help you to understand effective communication, and then show you how to communicate your message in the best possible way. After completing this section, you should have a better understanding of how to communicate effectively – to individuals and groups, via spoken communications, written communications, and even electronic communications.\n\n \n\nThese articles are further supported by the additional resources found elsewhere on the Mind Tools web site.\n  \nEffective\nCommunication\nAnd Much, Much More...\n\nAdvertising has been excluded to enhance clarity, and sections have been formatted for ease of use.\n\nFind Out More >>\n\n \n\nThese include other important sections that help you be the best you can be, courses, book reviews, additional resources and more. Take a look around this Communications Skills section of the Mind Tools web site, and then take the time to view other sections, all researched and written by the Mind Tools staff who share a strong commitment to helping you achieve lifelong success and happiness.\n\n \n\nFind out what you need to know about Communication Skills in the articles below.\n\n\n\nIntroduction to Communication Skills - Why You Must Get Your Message Across\n\nMaking a Great First Impression\n\nThe Johari Window - Helping People Understand One-Another\n\n\nBetter Public Speaking - Ensure Your Words Are Always Understood\n\nWriting Skills - Before You Write It Down, Know This\n\n\nEffective Email - Communicate Clearly in the Technology Age \n\n\nIce Breakers - Setting the Scene for Productive Meetings \n\nRunning Productive Meetings\n\nWin-Win Negotiation\n\nSpeaking to an Audience - Communicate Complex Ideas Successfully\n\nActive Listening - Hear What People Are Really Saying\n\nPresentation Planning Checklist\n\nGuest Article: Ten Tips for Effective Email\n   \n\nPremium Member Tools: (How to become a member)\nCommunicating in a Crisis - Don't shut down communication.\nChunking - Grouping information so it's more easily understood.\nCommunicating Internationally\nCommunicating in Your Organization\nCommunications Planning - Getting the right message over, in the right way.\nConcept Attainment - Reaching a shared understanding of important ideas\n\nCrawford's Slip Writing Method - Gathering ideas from many contributors.\n\nCross Culture Communication - Collaborative efforts a must!\n\nThe Delphi Technique - Achieving well thought through consensus among experts.\n\nWhat's Empathy Got to Do With It?\n\nEmphatic Listening - Going beyond active listening.\n\nAvoiding GroupThink - Avoiding fatal flaws in group decision making.\n\nHeron's Six Categories of Intervention - Understanding how to help effectively.\n\nJargon Busting - Communicating without creating barriers\n\nNominal Group Technique - Prioritizing issues and projects to achieve consensus.\nQuestioning Techniques - Asking questions effectively\n\nRole Playing - Preparing for difficult conversations and situations.\n\nCreating a Value Proposition - Simply and clearly communicate the benefits of your product, service or idea
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Communication is essential for human relationships.
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Your science teacher needs to re-arrange the class seating chart.  Who and where the students sit do make a difference on how the students behave.  Students often hate assigned seatings but it does help the students to focus.  Think about it--if the students get to sit by who they want, it is because they want to chat.  The teacher may have to change up the seatings a few times before there is a right combination for student focus.\n\nThen the teacher can set up a reward/punishment system for behavior like detention, parent calls, etc.  \n\nAs a general rule, the more time the teacher spends on student behavior, the less time the teacher can focus on student learning.\n\nThe difference between a good school and a poor school are not the teachers or the principals, but the students.  It is the students that determine how good a school can be.  And that comes down to if the students care or not.
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Teaching is the responsibility of the teacher or professor. Learning is the responsibility of the student. A good professor will present material in a way that facilitates learning, but it is up to the student to learn it. After all, the professor can't just open up your head and pour the material in. Some work on the part of the student is always required.\n\nThere's also the issue of memorization. Studies have shown repeatedly that information is retained longer and more accurately when it is revised frequently in small doses. This works much better than cramming at the last minute, at least for long term memory. For example, to retain knowledge of verb conjugations your French professor covered in class, it helps to review them every couple of days initially, then after a few weeks slow it down to one revision a week, and eventually to once a month or so. With frequent revisions initially, it is much easier to convert short-term knowledge into long-term knowledge.
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aside from contacting the headteacher, you could go to the class teachers and see if anyone is enthusiastic about your idea.\nthere is no one person in primary schools that are in charge of parent-teacher liason.\nsome key buzz words in education that are becoming increasingly important (according to certain authorities) that you might want to look into - coaching (not sports coaching), personalised learning,\nand the ever-important one - inclusion.\nyou may want to think who would benefit from the enhanced communication - parent/teacher/child. some teachers are very resistant to change, as are some parents. they won't want to hear that they are not doing it right, so think carefully how you are going to approach them. think about it from their point of view - teacher - 30 kids to look after, all day every day, govt targets to meet, pressure from local authority, headteacher, etc.\nparent - want to do the best for their child, want to trust the teacher.
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Can you explain a little more about what it is that you want to communicate?  Each situation is different.  You should check out your schools catalog or handbook.  You should be able to find a section in either book to help you with you situation.\nAlso, maybe somebody can help you more on here if you provide more information!
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There is no magic answer.\nWhat is it that experienced teachers do to keep good order? It might be to do with thorough preparation and oganisation, praise, reward, engagement with pupils, talking with pupils rather than to pupils, listening, humour, quick response to signs of disorder, consistency, sparse use of punishment and clear boundaries, etc. The list is long!\nExperience is a major aspect as is working in the same place for some years.\nAnybody will get fed up and restless with a diet of uninteresting, meaningless, academic stuff - especially if they can't understand it.\nEverybody responds well to stuff they enjoy, do well at ,is interesting and is relevant.
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Significance of communication?\n\n1. Enable person to express themselves and needs\n2. Removes barriers between a person and another\n3. Essential part of comprehension and understanding\n4. Empowering oneself to take part in one to one/group situations\n5. Only way to contribute to self and others \n\nDo not forget to mention active verbal communication (speaking/writing) and non-verbal communciation (Body language)\n\nGood luck!\n\nRos