Rationale
Effective teaching in the years 2010 and beyond involves the collaboration of various teaching methods, strategies and resources while maintaining awareness of individual student abilities. The ambition is to successfully promote and enhance learning opportunities that develop conceptual understanding and therefore encourage maximum individual results. Contemporary teaching is the “...process of facilitating learning rather than being the simple transmission of knowledge from the teacher to the successful learner.” (Smith & Blake, 2005. p. 2). There are many characteristics of effective teaching and classroom reality suggests there are no simple formulas as all people and situations are unique and each teacher will have his/her own interpretation (Marsh, 2008). This is evident in the group work presented by Tutorial Group M, Study Group Five. There were many opinions and through collaboration and interaction a website has been constructed to describe some important aspects of effective teaching.
Information and Communications Technology (ICT) is an integral part of modern living and over the course of the past decade websites have become a fast and productive format for the transfer of information. “The World Wide Web (WWW) is the fastest growing segment of the Internet.” (Marsh, 2008, p. 363). Presenting the assignment as a webpage acknowledges the influence of ICT in students’ lives while recognising that effective contemporary teaching utilises the variety of resources available. Preparing the assignment created some interesting challenges, including interacting as a group with participants in various geographical locations. Group interaction was facilitated by ICT, including the use of MSN and email, Curtin University Blackboard and at times, mobile telephones, demonstrating that “…geographic isolation is no longer a barrier…” (Brady & Kennedy, 2007, p. 124). The website provided the opportunity to produce varying arrangements of information relevant to modern teaching while extending the Zone of Proximal Development (ZPD) of the creators, assisting the development of knowledge and effective teaching skills. “Computer based instruction has become a major method of instruction and therefore will have a far-reaching influence on teaching and learning.” (Marsh, 2008, p. 363).
The Effective Teaching Newsletter addresses the philosophy of constructivism, providing information on theorists, assessment procedures and the role of the teacher and technology in a contemporary classroom. “A constructivist teacher plans appropriate tasks and time for talk, guides and focuses children’s attention and, thus, unobtrusively directs and guides their learning” (Booker, Bond, Sparrow & Swan, 2004, p. 385). The holistic approach of constructivism supports a variety of teaching practices and strategies that focus on student needs. Metacognition and reflection are necessary components of a constructivist classroom and an effective teacher acknowledges the importance of prior knowledge, authentic learning opportunities and scaffolding while encouraging social interaction and safe environments where students are active participants who learn from their errors and formulate their own knowledge. “It is often stated that constructivism is one of the most challenging yet rewarding approaches to teaching” (Marsh, 2008, p. 169).
The ‘Wanted’ page illustrates how a constructivist centred school may advertise for an effective teacher in a local paper or employment site, outlining the requirements and importance of creating positive learning environments. “Positive classroom environments motivate students and create conditions in which learners can achieve to their full potential.” (Killen, 2007, p. 23). This innovative and imaginative presentation demonstrates that learning and providing in depth information can be fun and inventive thus engaging the attention of the student. An effective teacher establishes a physically and emotionally safe environment that focuses on the student and encourages inclusiveness, aligning with constructivist principles of teaching and learning and demonstrating the importance of understanding each student’s prior knowledge, individual differences and development levels. “The goal is to promote students’ feelings of safety and security, together with a sense of success, challenge, and understanding...” (Eggen & Kauchak, 2010, p. 332). Developing professional relationships and communication between teachers, students and parents helps maintain student focus, provides feedback and assists the analysis of performance and outcomes.
The effective classroom management essay provides an interesting and educational perspective on some strategies and skills that are important to Twenty-First Century teaching. An effective teacher ensures active student involvement and engagement in the learning process and through “...classroom management aims to provide effective learning opportunities for students...” (Marsh, 2008, p. 179). Aspects of classroom management discussed include Skinner’s approach to positive reinforcement, communication with students and parents, the use of technology, discipline and the effects of bullying. Promoting a positive learning atmosphere and maximizing the required behaviour of students’ may not come naturally to all teachers but with self-reflection and self-development these skills can be learnt. “As they (teachers) acquire knowledge and experience…they learn to make these decisions routinely and efficiently.” (Berliner, 2000, as cited in Eggen & Kauchak, 2010, p. 5).
Motivation is an important and rewarding part of effective teaching and learning and has been presented in Power Point form thus embracing the technology angle of the assignment. A successful teacher will engage the students’ interest in what is being taught, facilitating learning as “...success is indicated by learning progress and accomplishing tasks...” (Eggen & Kauchak, 2010, p. 333). Intrinsic motivation (self-motivation) increases student involvement therefore assisting the role of the teacher whereas if the student is extrinsically motivated the teacher needs to determine his/her desires to support understanding. Ensuring students’ basic needs are met, such as thirst, hunger and using the bathroom also increases student motivation. Students respond to differing teaching techniques and effective teachers continually analyse their approach to information and presentation, monitoring student motivation and interest levels. “Teachers who are high in personal teaching efficacy take responsibility for the success or failure of their instruction.” (Eggen & Kauchak, 2010, p. 326).
The construction of the ‘Effective Teaching Beyond 2010’ website presented an enjoyable and rewarding, authentic experience of group work which demonstrated that successful interaction is challenging and requires dedication, communication and compromise. This collaborative process is relevant to effective teaching and provides conceptual understanding of how students may react when asked to work in similar situations. The website embraces ICT and is informative and creative, allowing for descriptions of a variety of important aspects of effective teaching. Some characteristics overlap as this reflects the importance of particular areas and demonstrates that effective teaching is an interwoven process of many practices and strategies. “No matter how you teach, there is always room for improvement.” (Killen, 2003, p. 49).
