One finding that may surprise you is that approaches that appear to make learning harder in the short term can actually lead to students retaining more information in the long term. Elizabeth Ligon Bjork, professor at the University of Michigan and Robert Bjork, professor at the University of California, said that varying the type of tasks you ask pupils to do improves retention even though it makes learning harder initially.
The report said that there may not be a direct link with these practices and student achievement, but to capture a broad definition of good teaching they should be included. Here are 10 salient points to take away: Know your subject The report, which looked at more than pieces of research, found that there were six main elements to great teaching and one of the most important ones was subject knowledge.
Praise can do more harm than good The wrong kind of praise can be harmful for students, the report found. Teacher beliefs count The reasons why teachers do certain things in the classroom and what they hope to achieve has an effect on student progress. Learning should be hard at first One finding that may surprise you is that approaches that appear to make learning harder in the short term can actually lead to students retaining more information in the long term.
Follow us on Twitter via GuardianTeach. Join the Guardian Teacher Network for lesson resources, comment and job opportunities , direct to your inbox. Topics Teacher Network Teacher's blog. Professional development Teaching Schools Primary schools Secondary schools blogposts.
Order by newest oldest recommendations. Show 25 25 50 All. Threads collapsed expanded unthreaded. Loading comments… Trouble loading? Research has demonstrated that a great deal of distrust exists between teachers and parents that is often exacerbated by race and class differences, and that this distrust undermines student learning. The result has been continued high teacher attrition and a lack of experienced teachers in many communities highly impacted by poverty. Currently, universities are accused of paying too little attention to practice, and new non-university programs are criticized for too narrowly defining teaching as technique and ignoring theory.
This debate has diverted attention from reforms that can make a difference. Given the rampant increase in high-stakes testing and accountability, schools have increasingly forced teachers to adhere to a form of teaching that is grounded on the assumption that the function of schools—and teachers—is simply to raise student test scores. I left the profession because this kind of teaching did not align with my beliefs about the function of teaching.
Many pre-service training programs still work from the assumption that the function of teaching should position teachers as facilitators of student creativity and curiosity.
How Do You Make a Great Teacher?
But colleges of education are at a crossroads as never before. Constantly under threat of being replaced by popular alternative certification programs like Teach For America, who reinforce assumptions about the standardized function of schools and teachers, traditional education programs must decide what types of teachers our nation needs. Only then can we have a conversation about whether prep programs are right or wrong in their practices. Jameson Brewer is a Ph.
He is a traditionally certified teacher with a B. I am proud to call myself a middle school teacher.
2. Praise can do more harm than good
I entered the profession through an alternative licensure pathway and started teaching just before No Child Left Behind went into effect. My first groups of students helped teach me how to teach effectively—in many ways my training was on-the-job, trial-and-error work with adolescents. I see teacher preparation as a complex web of options. There are so many ways to enter the profession; it is difficult to hold prep pathways to common, rigorous standards.
But I think a good start would be to shift from pathways that involve seat time, overemphasis on theory, and short-term student teaching experiences. Instead, we should focus on robust residency and apprenticeship models.
60 Life Lessons I Learned from my Parents
I believe the best preparation for teachers is to spend lots of time in K classrooms and schools—listening, learning, observing, planning, and teaching alongside experienced and passionate educators. Teacher preparation should focus more on long-term relationships between a mentor and pre-service teacher. And early-career teachers should be heavily supported with co-planning and co-teaching opportunities before they are expected to teach on their own.
Authentic action research—conducted in real classrooms—should drive teacher preparation that is also modeled after the National Board certification process and will create classroom-ready teachers.
Why I went from being a top student to an expelled dropout « ACEs Too High
Like a surgical resident who logs significant hours in the hospital, learning, practicing, and problem solving with peers and more experienced colleagues, pre-service teachers also need significant time in schools. Integrated into these communities, they can develop content and pedagogy knowledge, acquire a reflective mindset, take supported risks, and refine their teaching skills through practical experiences with other accomplished practitioners.
But 30 percent of teachers leave the profession in three years due to a complex combination of negative public perceptions, the conflicting demands of ever changing district initiatives, and an enormous variety of student needs. In high-need urban districts the average rate of attrition is 50 percent within three years. There are alternative teacher preparation programs transforming the process in three major areas: The first prong is easy to explain. The more time you have to practice, the better you will be at teaching. Most programs require student teachers to teach for 10 weeks.
In alternative residency programs, student teachers are at a school site four days a week for an entire school year.
2. Teach them social skills.
The second and third prongs provide new teachers with a coach who provides emotional and practical support. Often feedback is as simple as affirmations about the emotional turmoil of dealing with 30 to different personalities on a daily basis.
These coaches have a non-evaluative role and instead simply help teachers rethink their teaching strategies. This type of pedagogical support puts into practice the expectations that teachers are also lifelong learners. Teachers can become isolated in their classrooms, spending weeks without a substantial conversation at work with another adult. Peer support counteracts that isolation, but it can only be possible if districts invest in partnerships with universities to create the infrastructure for novice teachers to continue to grow and receive feedback.