how we identify effective teachers

Part I: Education Myths

1. Myths toward Effective Teaching

2. Myths toward the Lecture Method

Part II: Effective Ways of Teaching

1. Structure of Instructional Continuum

2. Knowing Students' Background

3. Setting up Objectives

4. Psychological Security for Students' Leaning Environment

5. Advantages of Teacher Questions

6. Outcomes of the Grouping Process

7. Elements of Effective Instruction

Part III: Making Curricula and Performing Assessments

1. John Goodlad's Five Levels of Curriculum

2. Elliot Eisner's Three Levels of Curriculum

3. Assessment of Three Main Domains

Part IV: Conclusions and Discussions

Reference

What do students really want for the university education?

__The effectiveness is proportional to the amount of teaching time.____A smaller size of class provides more effectiveness of teaching.____A student, who is quiet and is not leading the experiment in the lab, will not understand the topic.____The ability or effectiveness of teaching is proportional to instructor's amount of knowledge.____The instructor's fluent speaking leads to effective teaching.__

It is obviously wrong, but quite a few people believe in this statement. The amount of time should be determined by how many topics the instructor can actually teach for students' understanding. This also depends on his/her organization, communication, and other management skills. Therefore, the effectiveness should not simply be measured by the amount of time.

In fact, the smaller class an instructor has, the more accessibility students can have. However, the effectiveness depends on the instructor's skills and experience. For instance, if the instructor is not effective to interact with students, the students may not grasp the materials in spite of the small size of class.

This does not necessarily mean that s/he will not learn the material. The student may have contemplated what is going on. Sometimes the student will become more positive toward the end of semester especially s/he starts grasping the concepts. With instructor's proper assessment, students try to learn by observing other students' performance in lab.

Yes. Even students can notice that how well the instructor know the mateials to teach. However, the effectiveness is not necessarily proportional to the amount of instructor's knowledge. It is more important for instructors to know how the knowledge tranfers to students.

It is better, but it is not necessarily correct. For the personal communication skill, this will be a great advantage; however, fluent speaking actually "hypnotizes" students that they understand the materials perfectly. In other word, this can be a huge impression for students to hide the essential practice toward their understanding. The class tends to have a gap between teacher's expectation and students' real comprehension.

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