Effective Teaching and Differences Discussion Essay

Effective Teaching and Differences Discussion Essay

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Effective Teaching and Differences Discussion Essay

chapter 7 please respond to Meghan with 190 words citations and reference

Topic 1: Effective teaching.

Effective teaching is the positive interaction of students and teachers. The success of these relationships is based on several aspects. Berns (2016), stated that the environment of the classroom will either detract or enhance the learning experiences of the students.

The teacher must recognize the needs of their students, be aware of their interests, to provide a positive environment. The teacher should encourage the students to explore and have a love for learning. The children should be taught about people in authority, how to cooperate with their peers, and how-to problem solve. The teacher must form a relationship with each child because each one is unique.

To establish a rewarding learning environment the teacher should work with each child individually as a group for a successful learning experience. According to Berns, there is a leadership style the teacher should use within the classroom. An effective teacher is warm, approachable, and generous when they praise students. The teachers are effective communicators and respond well to students. Teachers should be a role model to their students someone to look up to and respect.

The teacher must be a leader who directs the class to a specific goal. The teacher promotes learning by asking questions that motivate the child to learn and explore by doing research. A teacher should provide support for success also known as scaffolding (2016). A negative classroom environment can be caused by the teacher’s attitude towards the children and learning. Berns (2016) wrote, “ Worst teachers are boring, incompetent, distant, demeaning, and rigid with inflexible standards or inconsistent with lax standards”(p. 239).

Students Characteristics introduce variables that influence the classroom. Berns discussed that males have more interactions with their teachers the females (2016). Frawley, (2005) discussed that teachers responded differently to gender. Teachers usually responded to males with instructions and to female with nurture ( as citied in Berns, 2016, p. 246). The differences in how children react to criticism is very different.

Berns stated that when boys receive criticism for failure they felt it was because a lack of effort on their part. Girls when receiving the same criticism felt their failure was do to their ability (2016). Children come from many ethnic backgrounds. According to Berns, teachers must be sensitive to religious, ethic, and culture in relation to their students. Teachers should teach their students to be respectful and tolerant to their fellow students (2016).

The teachers must be aware of their students learning styles. Berns (2016) stated there are many ways that children learn. There are children that learn by observation, apprenticeship, or modeling rather than the most common teaching method of verbal instruction. While many factors affect a child learning such as social status, and abuse or neglect in the home the teacher must be proactive in knowing a child’s family situation and finding resources to assist the student.

Topic 2: Differences.

I feel my socialization was molded by parents with high standards. At a early age I was taught manners, to respect others, people in authority, and yourself. My mother’s parents were Irish and German and grew up in the south, and they raised my mother with the same values. My father’s parents were French and Spanish and lived in Chicago, they also had the same style of raising their children.

Ethnicity was not a issue in my home as only English was spoken. I have only attended a Christian school and was taught the same values there as in my home. Home and school emphasized building character, and having a good work ethic. I was raised in a Christian home and went to a Christian school of the same religion ultimately there were no differences in expectations. I did have several peers of different ethnicity.

Many spoke more than one language and had cultural traditions that they practiced. The students in my school came from many ethnic backgrounds such as Guam, Philippines, Mexico, Africa, and Korea. As a class we studied about these countries, their customs, and traditions. Berns (2016) wrote, “Respect for ethic as well as religious differences requires teachers to be sensitive to a variety of customs related to particular ethic group’s culture” (p. 247). The families of these students found ways to incorporate their traditions with their religious beliefs.

The teaching style at the school I attended is learner-directed. Upon entering school, the students are tested to see where they are performing academically. They are taught starting at their level and not by chronological age. The student learns and advances at their own pace. Because of the smaller class size the teachers get to know the students and their families. According to Berns teachers that work closely with each student and also understand group dynamics are likely to attain a rewarding, successful environment for learning.

Teachers that are friendly and warm are likely to create a favorable behavior towards school work. Teachers need to be role models for children as students pick up on their teacher’s attitudes and behaviors towards learning. The most important influence on students’ academic achievement is a competent teacher (2016).

Reference.

Berns, Roberta M. Child, Family, School, Community. 10th ed., Cengage Learning, Inc, 2016.

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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