طرق تدريس اللغة الإنجليزيةteaching english methods

[almadawy]

Characteristics of Effective Teachers

السيد المعداوى م.ا.ث.ههيا شرقية

It is a good idea to keep this list in mind as you prepare to teach:

The teacher

Discusses points of view other than his/her own.

Explains clearly.

Is well prepared.

Is careful and precise in answering questions.

Encourages class discussion.

Invites students to share their knowledge and experiences.

Knows if the class is understanding him/her or not.

Has interest and concern in the quality of his/her teaching.

Has a genuine interest in students.

Is friendly toward students.

Respects students as persons.

Is a dynamic and energetic person.

Has an interesting style of presentation.

Seems to enjoy teaching.

Is enthusiastic about the subject.

Seems to have self-confidence.

Varies the speed and tone of his/her voice.

Has a sense of humor.

Master of his/her subject.

Is enthusiastic about his/her subject.

Is approachable, friendly, available.

Concerned for students' progress, etc.

Is warm, kind, sympathetic.

Uses teaching aids effectively.

uses a variety of instructional strategies.

has command of his classes.

is flexible.

promotes active student learning.

motivates students.

is clear and well-organized.

Has confidence in him/herself and what he/she is doing.

Dares to discipline (govern) to eliminate unnecessary talking, etc.

Cares about the progress and welfare of the students.

He interacts with the students:

a. Give immediate response to student question or answer.

b. Provide corrective feedback.

c. Use probing questions.

d. Praise correct answers with an observation based

on the answer (i.e., an explanation of why the

answer was correct).

Provides a "warm classroom climate."

a. Students free to interrupt at any time.

b. Spontaneous introduction of humor.

adapts to individual differences.

provides (specific) feedback to the students.

Nonverbal behavior

Uses gestures frequently.

Walks around as they talk.

Is extensive use of eye-contact

Premises of Teaching

• There is no one right teaching style.
• Your teaching style is an extension of your personality, thus some techniques will appeal to you more than others.
• Teaching may appear easier and "more natural" for some than for others, but there are no "born teachers" who don’t need to improve or others who can never improve regardless of effort.
• Good teachers work at being good and are constantly looking for ways to improve.
• Not all techniques are effective in every setting, in every situation of the same setting, and with every group.
• A new approach should not be tried only because it is new, nor rejected for the same reason.

Teaching & Learning: Points to Consider

Effective teaching should be thought of as helping students learn, and every student encounter should be thought of as a student's opportunity for learning.

Foster a good learning atmosphere.

• Be serious without creating excessive tension.

Be prepared to have a flexible teaching plan in mind.
Be positive toward learners
Be confident (not arrogant)

Effective Questioning

Effective questioning is considered a vital component of education and an integral part of teaching in the teaching profession. Questioning can:

• clarify concepts

reinforce student understanding
arouse curiosity
emphasize key points
stimulate interest
promote higher order thinking in students.

The process of skillful questioning includes:

• establishing an appropriate environment by creating a climate that is conducive to learning

using the right mix of questions
accurately phrasing questions
allowing sufficient time for responses

Effective questioning can provide useful information about the knowledge and skills of each student. This information obtained through questioning can be used to provide feedback to students about their strengths and weaknesses. Questioning can also be useful in obtaining information about the effectiveness of the educational program. The information obtained from this questioning can be incorporated into the process of continuous quality improvement.

السيد المعداوى م.ا.ث.ههيا شرقية

[almadawy]

الرجا إبدء الرأى حول الموضوع يا إخوانى

Characteristics of Effective Teachers

السيد المعداوى م.ا.ث.ههيا شرقية

It is a good idea to keep this list in mind as you prepare to teach:

The teacher

Discusses points of view other than his/her own.

Explains clearly.

Is well prepared.

Is careful and precise in answering questions.

Encourages class discussion.

Invites students to share their knowledge and experiences.

Knows if the class is understanding him/her or not.

Has interest and concern in the quality of his/her teaching.

Has a genuine interest in students.

Is friendly toward students.

Respects students as persons.

Is a dynamic and energetic person.

Has an interesting style of presentation.

Seems to enjoy teaching.

Is enthusiastic about the subject.

Seems to have self-confidence.

Varies the speed and tone of his/her voice.

Has a sense of humor.

Master of his/her subject.

Is enthusiastic about his/her subject.

Is approachable, friendly, available.

Concerned for students' progress, etc.

Is warm, kind, sympathetic.

Uses teaching aids effectively.

uses a variety of instructional strategies.

has command of his classes.

is flexible.

promotes active student learning.

motivates students.

is clear and well-organized.

Has confidence in him/herself and what he/she is doing.

Dares to discipline (govern) to eliminate unnecessary talking, etc.

Cares about the progress and welfare of the students.

He interacts with the students:

a. Give immediate response to student question or answer.

b. Provide corrective feedback.

c. Use probing questions.

d. Praise correct answers with an observation based

on the answer (i.e., an explanation of why the

answer was correct).

Provides a "warm classroom climate."

a. Students free to interrupt at any time.

b. Spontaneous introduction of humor.

adapts to individual differences.

provides (specific) feedback to the students.

Nonverbal behavior

Uses gestures frequently.

Walks around as they talk.

Is extensive use of eye-contact

Premises of Teaching

• There is no one right teaching style.
• Your teaching style is an extension of your personality, thus some techniques will appeal to you more than others.
• Teaching may appear easier and "more natural" for some than for others, but there are no "born teachers" who don’t need to improve or others who can never improve regardless of effort.
• Good teachers work at being good and are constantly looking for ways to improve.
• Not all techniques are effective in every setting, in every situation of the same setting, and with every group.
• A new approach should not be tried only because it is new, nor rejected for the same reason.

Teaching & Learning: Points to Consider

Effective teaching should be thought of as helping students learn, and every student encounter should be thought of as a student's opportunity for learning.

Foster a good learning atmosphere.

• Be serious without creating excessive tension.
• Be prepared to have a flexible teaching plan in mind.
• Be positive toward learners
• Be confident (not arrogant)

Effective Questioning

Effective questioning is considered a vital component of education and an integral part of teaching in the teaching profession. Questioning can:

• clarify concepts
• reinforce student understanding
• arouse curiosity
• emphasize key points
• stimulate interest
• promote higher order thinking in students.

The process of skillful questioning includes:

• establishing an appropriate environment by creating a climate that is conducive to learning
• using the right mix of questions
• accurately phrasing questions
• allowing sufficient time for responses

Effective questioning can provide useful information about the knowledge and skills of each student. This information obtained through questioning can be used to provide feedback to students about their strengths and weaknesses. Questioning can also be useful in obtaining information about the effectiveness of the educational program. The information obtained from this questioning can be incorporated into the process of continuous quality improvement.

السيد المعداوى م.ا.ث.ههيا شرقية

[almadawy]

السيد المعداوى م.ا.ث.ههيا شرقية

Characteristics of Effective Teachers

Though there seems to be a prevailing assumption that effective teaching cannot be defined, the research literature indicates
otherwise. The studies below have identified some of the characteristics of teachers who are defined as "effective" by students,
peers, and administrators. It is a good idea to keep this list in mind as you prepare to teach and as you monitor your teaching
throughout the semester.

A. Components of Effective

B. Teaching as Perceived by

Students (Kenneth Eble, The Recognition and Evaluation

of Teaching, 1971)

1. Analytic/Synthetic Approach

a. Discusses points of view other than his/her own.

b. Contrasts implications of various theories.

c. Discusses recent developments in the field.

d. Presents origins of ideas and concepts.

e. Gives references for more interesting and involved

points.

f. Presents facts and concepts from related fields.

g. Emphasizes conceptual understanding.

2. Organization/Clarity

a. Explains clearly.

b. Is well prepared.

c. Gives lectures that are easy to outline.

d. Is careful and precise in answering questions.

e. Summarizes major points.

f. States objectives for each class session.

g. Identifies what he/she considers important.

3. Instructor-Group Interaction

a. Encourages class discussion.

b. Invites students to share their knowledge and

experiences.

c. Clarifies thinking by identifying reasons for

questions.

d. Invites criticism of his/her own ideas.

e. Knows if the class is understanding him/her or not.

f. Has interest and concern in the quality of his/her

teaching.

g. Has students apply concepts to demonstrate

understanding.

4. Instructor--Individual Student Interaction

a. Has a genuine interest in students.

b. Is friendly toward students.

c. Relates to students as individuals.

d. Recognizes and greets students out of class.

e. Is accessible to students out of class.

f. Is valued for advice not directly related to the

course.

g. Respects students as persons.

5. Dynamism/Enthusiasm

a. Is a dynamic and energetic person.

b. Has an interesting style of presentation.

c. Seems to enjoy teaching.

d. Is enthusiastic about the subject.

e. Seems to have self-confidence.

f. Varies the speed and tone of his/her voice.

g. Has a sense of humor.

B. Characteristics of Effective Teachers Most Often

Mentioned (Edward Sheffield, Teaching in the Universities

-- No One Way, 1974)

1. Master of his/her subject, competent.

2. Lectures well prepared, orderly.

3. Subject related to life, practical.

4. Students' questions and opinions encouraged.

5. Enthusiastic about his/her subject.

6. Approachable, friendly, available.

7. Concerned for students' progress, etc.

8. Has a sense of humor, amusing.

9. Warm, kind, sympathetic.

10. Teaching aids used effectively.

C. Characteristics of Great Teachers (Lea Ebro, Instructional

Behavior Patterns of Distinguished University

Teachers, 1977)

1. They get right down to business.

2. They teach at a fast pace.

3. They use a variety of instructional strategies.

4. They stay with their subjects.

5. They use humor.

6. They have command of their classes.

7. They interact with the students.

a. Give immediate response to student question or

answer.

b. Provide corrective feedback.

c. Use probing questions.

d. Praise correct answers with an observation based

on the answer (i.e., an explanation of why the

answer was correct).

8. Provide a "warm classroom climate."

a. Students free to interrupt at any time.

b. Spontaneous introduction of humor.

2 Teachers and Students - Sourcebook

9. Nonverbal behavior

a. Uses gestures frequently.

b. Walk around as they talk.

c. Extensive use of eye-contact.

D. Characteristics of Effective Large-Class Instructors

(Karron Lewis, et al., from The Large Class Analysis

Project conducted by CTE).

By combining the comments from both the students and instructors

who took part in this study, it was found that the characteristics

of an effective large-class instructor are:

1. Enthusiasm about the subject.

2. Knowledge of the subject and the ability to communicate

this knowledge.

3. Cares about the progress and welfare of the students.

4. Dares to discipline (govern) to eliminate unnecessary

talking, etc.

5. Has a sense of humor.

6. Uses a variety of instructional strategies.

7. Interacts with students during, as well as before and

after class.

8. Has confidence in him/herself and what he/she is doing.

E. A Checklist for Good Teaching (Ron Smith, Concordia

University, Teaching and Learning, Vol. 7, No. 1, Sept.

1980)

1. Good teaching tests pre-requisite skills.

2. Good teaching provides feedback to the teacher.

a. Non-credit tests, quizzes

b. Discussions with students

c. Questionnaires

d. Non-verbal messages

1) Drops in attendance

2) Students sleeping

3) Students reading newspaper

3. Good teaching adapts to individual differences.

4. Good teaching provides (specific) feedback to the

students.

5. Good teaching is flexible.

6. Good teaching promotes active student learning.

7. Good teaching motivates students.

8. Good teaching is clear and well-organized.

Can you think of other characteristics of effective teachers? List them below:

السيد المعداوى م.ا.ث.ههيا شرقية

[العروبة2]

يا مستر ينفع الموضوع ده في عمل بحث طرق التدريس للدبلومة العامة في كلية التربية نرجو الرد وشكراً جزيلاً على تزويدنا بهذا الموضوع الجميل

[مستروجيه]

شكرا ليك يامستر سيد انت واهل اعدوه والاستاذ عبدالله محمود مقرر الماده والى الامام دايما