A good teacher is many things; ask any number of people, and the responses will vary. According to Slavin, a good teacher knows the content and how to best present it, possesses strong pedagogy for "instructional effectiveness," and makes intentional decisions with a specific outcome in mind (2015, p.4-6).
Knowing the content beyond the curriculum is essential to teaching, but an educator must also be proficient in the best practices for presenting the information to students. A good teacher should be able to communicate in a way that is relevant to children. First-rate pedagogy encompasses "motivating students, managing the classroom, assessing prior knowledge, communicating ideas effectively, taking into account the characteristics of the learners, assessing learning outcomes, and reviewing information" (Slavin, 2015, p.5). In addition, self-reflection is a key characteristic of a strong teacher. An intentional teacher believes that all students can learn and will do whatever is necessary to ensure that all students receive the very best. In order to always give the best, good teachers consistently reflect on outcomes, improve strategies and content knowledge, and collaborate with peers to grow in their profession.
Another component of good teaching is understanding educational psychology and cognitive development theories and using that knowledge when working with students. For example, according to Piaget's stages of development, a fifth grade math teacher must rely a great deal on concrete conceptual models because students are entering the beginning stages of abstract thinking (Slavin, 2015, p.32). Furthermore, using research-based strategies and resources warrant better success in the classroom.
Reflection
I have experienced a tremendous amount of growth since I first entered the classroom. My content knowledge is ever-increasing (In fact, I learned more information in a professional development session TODAY!), my pedagogy is evolving daily (for the better!), and I use the Professional Learning Communities (PLCs) model to make intentional decisions for my students. Professional development and collaboration are the avenues I use for success.
When I re-entered the classroom four years ago, I changed age groups and subject areas (from middle school ELA to fifth grade math). Transitioning to a completely different setting combined with an eight year break from the classroom, I had a lot to learn. To put it lightly, I was overwhelmed! The shift was a humbling but amazing career move. Being a strong math student did not make me a strong math teacher. I had to learn best practices for teaching the curriculum, and self-reflection was a daily exercise that stretched me to places of examination I had never experienced. I knew that if I wanted my students to do their best, I had to give my best.
In regards to cognitive development, I just recently explored theories to support work I want to do with a math deficit my school is facing. By investigating research-based strategies and understanding the theories that support them, I hope to aid students in their quest to math fact fluency. For example, as I examined incremental rehearsal strategies, I discovered that Vygotsky's Sociocultural Theory would support them. The theory states that pairing students for peer assisted drill and practice is a fruitful strategy that benefits fluent students and those needing to build fluency (Arnold, 2012, p. 30). Because the strategy and the theory are research-based, I feel confident that success will be a result of implementation.
References
Slavin, R. E. (2015). Educational psychology: Theory and practice
(11th ed.). Boston, MA: Pearson Education.
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