No instructional strategy can compensate for a teacher who lacks proficiency in his content area, is unclear about learning goals, plans an unfocused activity, or does not possess the leadership and management skills to orchestrate
effective classroom functioning.
Not exact matches
«We evaluate the choices in terms of how little management they need to
function properly in the
classroom and how
effective they are in supporting learning.
[16] Other work finds that trainees who student - teach in higher
functioning schools (as measured by low attrition) turn out to be more
effective once they enter their own
classrooms.
The
effective teacher performs many
functions that can be organized into three major roles: (1) making wise choices about the most
effective instruction strategies to employ, (2) designing
classroom curriculum to facilitate student learning, and (3) making
effective use of
classroom management techniques (Marzano, Pickering, & Pollock, 2001).
Description: This full - day session provides the tools that educators need to
function as
effective classroom - focused improvement teams.
Engaging Schools» five step approach to
classroom management, «Guided Discipline and Personalized Support,» presents case studies and sample responses to six familiar problem types; teacher qualities and skill sets associated with
effective classroom management; routines, procedures, and group learning protocols that build a high
functioning classroom community; essential practices, strategies, and scripts that invite student engagement, cooperation, and self - correction; individual and group strategies for supporting positive behavior; and specific intervention protocols for chronic unwanted behaviors.
The TVI collaborates with team members to create
effective environmental and curriculum related adaptations to support the development of independence, self - advocacy,
classroom participation, visual
functioning abilities and / or compensatory strategies.
Functions The teacher leader: a) Facilitates the collection, analysis, and use of
classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based
effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the
classroom and ensures that individual student learning needs remain the central focus of instruction.
The Report's central conclusion is that, although traditional legal pedagogy is very
effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the
classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is
effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to
function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10