Effective Teaching Thoughts About Teaching From Hiam Ginott

Effective Teachingthoughts About Teaching From Hiam Ginottive Come T

Effective Teaching thoughts about Teaching from Hiam Ginott “I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather…. As a teacher I have a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal….. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” How does the state of California describe an effective teacher? Teaching Performance Expectations include making subject matter comprehensible, assessing student learning, engaging and supporting students in learning, planning instruction and designing learning experiences, creating and maintaining effective environments, and developing as a professional. How do Ryan and Cooper describe an effective teacher? They emphasize attitudes that foster learning, knowledge of subject matter, theoretical knowledge about learning and human behavior, personal practical knowledge, and teaching skills. These views on effective teaching share common elements such as the importance of personal attitude, subject expertise, understanding student behavior, and creating a positive learning environment. However, they differ in emphasis: California's standards focus on measurable competencies and environments, whereas Ryan and Cooper highlight attitudes and theoretical knowledge as core components of effective teaching.

Sample Paper For Above instruction

Effective teaching is a multifaceted construct that encompasses various qualities and practices a teacher must possess and demonstrate to facilitate optimal student learning. The perspectives of educational authorities like the state of California, and scholars such as Ryan and Cooper, provide valuable insights into what constitutes effective teaching, underscoring both commonalities and distinctions in their approaches.

According to the California Teaching Performance Expectations, an effective teacher is characterized by the ability to make subject matter comprehensible, assess student learning accurately, support students actively, plan instructional activities thoughtfully, and maintain an engaging and safe learning environment. These expectations are grounded in the belief that measurable outcomes and classroom management strategies are central to effective teaching. Teachers should demonstrate ongoing professional growth, adapt instruction to meet diverse student needs, and foster a positive climate conducive to learning. This framework emphasizes competencies, skills, and the importance of a professional demeanor that promotes student success.

Conversely, Ryan and Cooper provide a perspective rooted more deeply in attitudes, knowledge, and personal qualities that influence teaching effectiveness. They describe an effective teacher as someone who possesses the right attitudes that foster a love of learning and student engagement. Their model emphasizes comprehensive knowledge—both of the subject matter and of human learning and behavior. This theoretical knowledge informs their understanding of how students learn and how to shape effective instructional strategies. Personal practical knowledge encompasses classroom experience, intuition, and reflection, which guide teachers in adapting their methods to specific situations. Additionally, the skills of teaching include communication, classroom management, motivation, and the ability to build relationships with students. Their approach suggests that effective teaching depends not solely on observable skills but also on the teacher’s mindset, attitudes, and capacity for understanding diverse learners.

Both these perspectives highlight fundamental components of effective teaching: mastery of content, ability to assess and support student learning, and creating a positive environment. They recognize that student engagement and motivation are critical regardless of the framework used. Nevertheless, while California’s standards emphasize outcomes, skills, and measurable performance, Ryan and Cooper’s approach underscores attitudes, theoretical understanding, and personal qualities as equally vital. This distinction underscores the complexity of teaching as both a skill-based and an attitude-driven profession, requiring continuous development of knowledge, skills, and personal disposition.

Commonalities across these viewpoints include the recognition that effective teachers need to be knowledgeable, supportive, and capable of creating conducive learning environments. They both stress the importance of planning, assessing, and professionalism. Differences reside mainly in focus: standards-based frameworks prioritize observable competencies and accountability, whereas scholarly perspectives like Ryan and Cooper emphasize the inner qualities, attitudes, and theoretical understanding that underpin effective instructional practices.

In conclusion, a comprehensive understanding of effective teaching integrates the standards of professional conduct and measurable skills with the personal attitudes and beliefs that motivate and inspire students. Combined, these dimensions provide a richer, more holistic understanding of what it takes to be an effective educator who can foster meaningful learning and positive development in students.

References

• California Commission on Teacher Credentialing. (2013). Teaching Performance Expectations. Sacramento, CA.
• Ryan, K., & Cooper, J. M. (2010). Those Who Can, Teach. Boston: Houghton Mifflin.
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