Can we discuss teachers as educators as well as learners ?
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As an educator a teacher should teach the required materials on subjects, aid in teaching the next level of social skills(even if the parents haven't done their part),boost all students egos and desire to learn, council as needed, recognize problems with emotions,physical,abuse,educational,financial or any other problem a student may have that is keeping them from performing their best and be on good terms with the child so the teacher may have a positive discussion and help with the problem or give suggestions for ways for the parents to get the child help, and keep up with all fund raiser money, notes and calls to parents, homework, grading,lesson planning, after school activities leader, and be cheerful and always present. As learning from the student a teacher must be open to new ways to communicate with students and learn new ways to teach as well as make students behave.The teacher will improve by dealing with many student conflicts/issues whether or not they are educational or affect educational purposes.The teacher will try methods that may work with one class but not the next and have to figure out how to meet the next classes needs.Over trial and error the teacher will learn how to meet the needs of most students. The teacher is also attending classes to keep up with the states requirements and/or to recieve their masters or above or administration degree or to teach other classes.The teacher is a constant learner and teacher. Teaching isn't in the classroom only and learning doesn't only happen from a desk.They are both ongoing and a responsibility a person must accept as a teacher.
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As I don't know that subject you teach or how far you've got on your course with them, I can only tell you what I do with my students, using my 1st lesson with them as an example.\n\n1. I started with an initial assessment-in my case, a health questionnaire, learning styles questionaire (VAK) and an individual learning plan (this plan contains the course outcomes/aims, room for teacher and student feedback and career/course progression advice and a questionnaire-what they know about Psychology, what they want to get out of the course etc). By the way, this is an individual, student centred activity.\n\n2. We then had a class discussion about the results of the questionnaire and I talked them through the structure and content of the course. These are whole class, teacher centred activities. At the end of the lesson, I also speak privately to students who have identified particular issues. E.g. One of my students is visually impaired, so I photocopy my worksheets etc onto yellow paper for her, so that she can read them more easily.\n\n3. We then had an icebreaker task-my favourite one is a variation on the child's game, I went to the shop and bought some....? I.e. Each student has to give his/her name and something that they want to do (it doesn't have to be real), the person next to them then has to say who the person is, what they want to do and then give their name & what they want to do, this carries on until I have to remember everyone's names and ambitions (the students are allowed to write the info down). This is a whole class teacher centred activity.\n\n4. To introduce a new topic (e.g. definition of Psychology), I ask  students to get into pairs and spend a couple of minutes coming up with ideas which they will feed back to the whole class. This is a student centred learning Activity (pair discussion). While this is happening, I draw a spidergram on the whiteboard.\n\n5. I ask each pair to give me their ideas which I then write on the board and the rest of the class writes all this down. This is a teacher centred whole class activity (class discussion).\n\n6. I then spend 15/20 minutes explaing what the students need to know about the topic (e.g. areas and applications of Psychology). This is a teacher-cented activity (teacher talk).\n\n7. I then give students a worksheet (e.g. gap fill) and ask them to complete it in groups. While the students complete this activity, I go round the class and offer individual student support, if necessary or offer an extension task (e.g. strengths and weaknesses of different areas of Psychology). This is a student centred learning activity (group discussion).\n\n8. We discuss the answers to the activities as a class. After that, the lesson is finished. This is a teacher centred, whole class activity.\n\nThis is only a rough outline of how I structure my lesson plans (in table format also including my aims, objectives, students' current knowledge, resources I will need and how I will meet each student's needs as previously described, as well as I how I will assess the students, e.g. through written homework), but I hope that it answers your question. By the way, you can also make sure that you've catered for evryone by putting everything the students need to know on a handout. Also, wherever possible get the more able students to explain things to the rest of the class and if possible get them to work with less able/less confident students. I've found that these approaches can work wonders. Finally, always structure your handouts etc at all levels. i.e. start simply (e.g. what does...mean?) and finish with an extension task, even if you don't discuss it as a group. This allows the keener or more able students to take things a bit further without putting pressure on the other students to keep up with them.\n\nFor further ideas, you could also read the following textbook:\n\nTeaching Today-Geoff Petty\n\nGood luck!
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My answer to your question is that this web-site\nteaches you to become both a student and teacher in\nthis fast-growing digital world we live in. For the first time in your life and mine, we can eventually\ndo anything that we can image by sharing ideas and challenging each-other to ask extrodinary questions.
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Depends on the like though! I've aways wanted my teachers to like me because i was good at my work,but teachers are human, we tend to see them as walking encyclopedias - it would be good to know them as they really are people with feelings, family, dreams like everyone else too don't you think?
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I think it's fine for teachers to come here and ask for advice/suggestions to use as effective teaching tools/techniques. \n\n But when teachers-or any other professional for that matter- come here and ask the general public to provide them w/information that they need and is the basis needed to perform their job...in a teacher's case---curriculum, then maybe it does come across as being "lazy".\nBased on the past questions you've asked, there's not really anything there save but 1 or 2, that you couldn't have typed in your own search for....probably within the same amount of time it took for you to log in and post your question here....and the info found could've been printed out in the same or less time then it takes for you to keep checking for posted answers.\n\nTurn the table here...how do you feel when you see students on here asking us to provide them with the FLAT OUT answer to their homework questions--with NO explanations.  They don't want to know nor do they care HOW it's done, they just want to GET it done.   Perhaps that's the light some see your questions in?
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How dare you claim that those who actually know the subject matter would be the best teachers!  Don't you know it's more about self-esteem, and making the students feel better about the fact that they don't know s**t?
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If your main concern is trying to control children in a classroom setting - what about in a tutoring environment? Or perhaps you can go into developing curriculum?\n\nNot really an answer - just throwing out new ideas.
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Teachers and principals
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I think that students remember things more if the subject creates an emotional connection either with a visual picture, experience, or auditory sounds.\n\nI have recently started trying to make little music videos and mini movies to teach concepts to my students. It's amazing how it has increased their knowledge base, vocabulary, and motivation level.
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There are many methods / strategies.  A teacher / teacher to be would be wise to learn many and be ready to implement any of them to accommodate different "learning styles."\n\nLecturing\nMini-lecture\nGroup study\nCooperative Learning\nDebates\nTextbook reading and response\nIntegrating technology\nRole Playing\nGames\nHands on activities\netc.
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You just answered my question (What is the most important thing you ever learned?) in the way that makes a teacher trainer believe in what she is doing!\nLook, I can't speak for the UK these days. Got qulaified -Got out! I'm on International Eductaion now and it's been my passport to the world...and a vocation I still believe in after...well too many years at the chalk face! The profession doesn't need people to make up numbers, as much as it needs dedicated professionals who seek a reward far richer than gold. I have funny feeling you are just the sort of teacher the kids are so desperately needing (and frankly deserve!)...so hang in there, cos it really is worth the slog. You can contact me for info about a curriculum based on learning to learn for life ...not for tests or govt. figures, if you're interested. jacquelinewebb@isoz.ch.
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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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don't you have a teacher to speak with?
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This essay is about a teacher who used the special interests and backgrounds and experiences of the students to get them learning.  He taught them the value of the things that happened in their own lives and thier own environment.  He was able to step outside the usual concept of what a teacher was supposed to do and he dared to be different.  As a result students responded and learned.  What the teahcer did could be considered, in a sense, using "multiple intelligences" theory in the classroom.
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A good teacher likes and respects all his students.  It is proven that having a good relationship with a techer is the first priority in getting children to respond positively in a classroom\n\nsecond, the teacher provides opportunities for studentsto learn in groups or pairs, and learning styles are catered for.\n\nthird, the curriculum is made relevant, and students are motivated to want to learn.  there are many ways a teacher can do this\n\nAND students succeed, and the more they succeed the more they will want to learn
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Hmmmm .... I'm not sure if you mean "affective teaching" or "effective teaching".  The second term is much more common in education literature, and they are different concepts.\n\nThe first link I've included discusses teaching and learning in the affective domain.  The other links are related to effective teaching.\n\nI hope this helps.
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Your training should have  covered  most of  that--how  about talking  with  other, older  teachers  and  maybe  they will  share  their personal  pearls of  wisdom.\n\nBUT , as  an educator, it is  also  your  responsibility to LISTEN to  what  the  students say,  no matter how  far- fetched it may be.Get  to  know  your  students and  gain their  trust-you  may be the first one  to notice continuing abuse  or  neglect of the lil  ones !