Effective Teaching: Science or Magic?

Pellicer, Leonard O.

doi:10.1080/00098655.1984.9955504

Cited by 4 publications

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“…“It is essential that teachers provide feedback equitably, that all students receive feedback on their work” (Danielson, ). An effective teacher should inform students of their specific progress toward the learning objectives (Pellicer, ) through regular, constructive, specific, and accurate feedback, designed “to recognize the discrepancy between intended and actual behavior” (Bassaw et al, ). Students should never be made to feel belittled by the tone or substance of the feedback they receive.…”

Section: Essential Characteristicsmentioning

confidence: 99%

Good teaching is good teaching: A narrative review for effective medical educators

Berman

2015

Anatomical Sciences Ed

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Educators have tried for many years to define teaching and effective teachers. More specifically, medical educators have tried to define what characteristics are common to successful teachers in the healthcare arena. The goal of teacher educators has long been to determine what makes an effective teacher so that they could do a better job of preparing future teachers to have a positive impact on the learning of their students. Medical educators have explored what makes some of their colleagues more able than others to facilitate the development of healthcare professionals who can successfully and safely meet the needs of future patients. Although there has historically been disagreement regarding the characteristics that need be developed in order for teachers to be effective, educational theorists have consistently agreed that becoming an effective teacher is a complex task. Such discussions have been central to deciding what education at any level is really all about. By exploring the literature and reflecting upon the personal experiences encountered in his lengthy career as a teacher, and as a teacher of teachers, the author reaches the conclusions that teaching is both art and science, that "good teaching is good teaching" regardless of the learning environment or the subject to be explored, and that the characteristics making up an effective medical educator are really not much different than those making up effective educators in any other area.

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Section: Essential Characteristicsmentioning

confidence: 99%

Good teaching is good teaching: A narrative review for effective medical educators

Berman

2015

Anatomical Sciences Ed

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“…However, Ornstein (1985) points out that "Teaching is a complex act, and no single factor can entirely explain or describe the qualities of a 'good' or 'effective' teacher" (p.27). Many resourses in the literature indicate that there is no single method of teaching or conducting a class that is superior to all others; or constitutes an effective teacher (Adams 1969, Williams 1980, Hawley and Rosenholtz 1984, Pellicer 1984. Williams (1980) suggests that: "The assumption the teacher makes about the purpose of schooling, the learning process, and the learner serve as the first filter for the selection of any teaching method" (p.85).…”

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Normative teacher and student role behaviors in the U.S. with a contrast to Japan

Ulrich¹

2000

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Title: Normative Teacher and Student Role Behaviors in the U.S. With a Contrast to Japan APPROVED BY MEMBERS OF THE THESIS COMMITTEE:janette DeCarricoThe purpose of this thesis is to (1) discover normative U.S. classroom teacher and student role behaviors; (2) contrast these to one other culture, Japan and (3) anticipate the difficulties both teachers and students would face if placed in a culturally mixed class unaware of the cultural differences between them. This study also (4) extends the issues theoretically beyond the cultural differences between the U.S.and Japan to other cultures. 2In addition to the literature review, data was gathered by means of a questionnaire and observation checklists. Both the questionnaire and observation checklist were matched with ones used in the Barna (1986) study which was conducted in Japan. U.S. high school and college students completed the questionnaire and several high school classes were observed. A reliability test was done on the questionnaire and those items that proved reliable were statistically analyzed. Items that were reliable in both the U.S. and Japanese study were then contrasted.Differences were found in classroom role behaviors between the U.S. Feeling prepared, self assured, yet somewhat anxious, she approached her classroom with confidence and a smile. As she entered, the entire group of Japanese high school girls stood up and in unison said, "Good morning teacher." Deborah blushed returning the greeting and encouraged the class to sit down--to relax. "This is going to be fun!" she thought.Yet, no one smiled ••• blank faces. "What's wrong with these girls?" she wondered. "Maybe it's jet lag." When she asked, "How are you?" to some of the students, she was given a flat "Fine thank you and you." from everyone she asked.Discouraged with the formal seating arrangement, she asked the students to help her put the desks in a circle--again blank faces.Before she knew it, the girls were holding a conference. Finally emerging from the group came one girl who acted as a spokesperson for the rest. She wanted to know exactly how the desks were supposed to be placed. Feeling awkward, Deborah tried to explain. The girl returned to the group and delegated the work. In no time the desks were placed in a perfect circle. Deborah's attempt to make the class more informal was a failure, the circle seemed as formal as the straight rows. When the students sat down they retained the same blank faces, but with an occasional whisper and giggle.2 Deborah started to feel rather self conscious. She found that every time she asked a question, it had to be addressed to a specific student, a general question to the class yielded no response. After a posed question, several would confer and the answer always emerged resembling a line from a grammar book. Often when called on, the students giggled, holding their hands against their mouths--how silly Deborah thought. Feeling frustrated, she decided to drop her attempt at conversation and try a pronunciation exercise. When she asked the c...

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Effective Teaching: What Do Kids Say?

LaBonty

Danielson

1988

The Clearing House: A Journal of Educational Strategies, Issues

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Effective Teaching: Science or Magic?

Cited by 4 publications

References 1 publication

Good teaching is good teaching: A narrative review for effective medical educators

Good teaching is good teaching: A narrative review for effective medical educators

Normative teacher and student role behaviors in the U.S. with a contrast to Japan

Effective Teaching: What Do Kids Say?

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