A foremost characteristic of good teaching is expert knowledge of the subject matter, and of teaching methodologies (Woolfolk, 2004). I personally have seldom ever experienced good teaching by someone with weak knowledge of subject matter information. However, expert teachers with little expert knowledge in subject matter may exude expert teaching through acquired skills and expertise in other areas such as, knowledge of general teaching strategies, proper use of curriculum material, knowledge of characteristics and cultural background of their students, the most appropriate settings in which students best learn, and overall knowledge of the general goals of education (Woolfolk, 2004, p. 6). An example of characteristics mentioned above is supported by a position statement of the International Reading Association in which they argue, “Every child deserves excellent reading teachers because teachers make a difference in children’s reading achievement and motivation to read,” (International Reading Association, 2000, p. 235). This position statement provides a research-based description of the distinguishing qualities of excellent classroom reading teachers. According to the International Reading Association, excellent reading teachers share several critical qualities of knowledge and practice:

1. They understand reading and writing development and believe all children can learn to read and write.
2. They continually assess children’s individual progress and relate reading instruction to children’s previous experiences. Reflective teachers think back over their day-to-day situations in an attempt to analyze their teaching skills, the subject matter, motivation of the students, and how they might improve upon the overall learning process. Gore’s work (as cited in Montgomery & Thomas, 1998. p. 372) suggests that the ideas of reflective teaching methodology in teacher preparation go back to Dewey (1904, 1933). Gore (as cited in Montgomery & Thomas, 1998) lists others (Archmuty, 1980; Cruickshank, 1985; Schafer, 1967; Zeichner, 1981-1982) who have acknowledged the importance of reflection to prepare teachers for continuing growth. What does reflection yield in providing teachers the proper feedback by which they may become better teachers? `What do teachers do that helps? What do teachers do that hurts? What advice do you have for teachers? The authors discovered the following four basic themes that children defined as that which makes good teachers: Gentleness, caring, understanding, and fun-loving. In contrast to caring, children hurt when they are not treated fairly. Speaking more on the topic of a sense of humor, I can easily recall an outstanding science teacher who I had in high school. He demonstrated a wonderful sense of humor. One hundred sixty-one students participated, and the results showed significant differences between the two groups in favor of the group learning with humor. The students (all females) were divided randomly into two groups. Humor was used in one, and the same teacher taught the second group without using humor. Indications support my experiences in school, i.e., humor in the classroom enhances not only interest in the subject matter, but better performance by students.

The above-mentioned characteristics of good teaching reflect the feedback from students, results from scientific studies, and reflection by teachers. One more source of input on what constitutes good teaching is derived from those who hire teachers, namely the school administrators. What qualities do school administrators seek in prospective teachers? In a 1998 study (Kesten, Lang, Ralph, and Smith (1998) conducted with Canadian school administrators, the school district hiring preferences in a Western Canadian province were depicted. These Canadian school administrators ranked the following attributes of good teaching as prerequisites for hiring:

• Establishing positive classroom climate
• Building/maintaining rapport with students
• Classroom management/discipline
• Using instructional methods/strategies
• Knowledge of subject matter
• Extracurricular work
• An interesting note about the differences between good female teachers versus good male teachers emerged from a 1993 study by Goodwin and Stevens.

Female professors also appear to be more interested in seeking “outside” assistance in attempting to improve their teaching; male professors appear to place greater value on students’ evaluations than females. Patricia Montgomery (Montgomery & Thomas, 1998) sums it up best:

I told them that I was a college student studying to be a teacher.

a. remind students of the class rules on a regular basis,
b. provide the teacher with a systematic way to acknowledge appropriate behavior and discourage inappropriate behavior through consequences
c. produce a visual or a document that students and/or parents can view that tracks the progress of how students are adhering to class rules

I highly recommend that teachers explain and use their classroom management tool on the first day of school to build a routine of appropriate behavior in their class.

Most students start the school year eager and ready to learn. But like anyone else, students want to enjoy the learning process and feel connected to what they are learning. Engaging students does not require that your lessons be over-the-top fun or easy. Instead, engaging lessons are thought-provoking and provide students with opportunities to express their thoughts and ideas. A successful classroom imitates that of a thriving community.

To speak specifically about the program, teacher education trains graduate students to work as teachers in schools. Further, this course attempts to teach new developments in the field to an aspiring teacher, so that he can excel in his field of specialization. In almost all the good universities of America, graduate programs are offered in teacher education and training. The National Council for Accreditation of Teacher Education (NCATE) is a government body that grades the quality of programs offered by universities for teacher education. Information on some of the leading universities that offer programs for teacher education is provided below. It offers major, minor, undergraduate, graduate, as well as post graduate programs in education studies. This university also offers two special programs, namely Master of Arts in Deaf Education and Master of Ed. Credential programs in multiple subjects.

Another renowned educational institution, the Harvard Graduate School of Education, also has some special teacher education programs for students who want to become trained as a teacher. They have two graduate level programs, namely the Mid-Career Math and Science program (MCMS) and the Teaching and Curriculum program (TAC).

The Emergence of the Montessori Grammar School

This shortage of teachers led to the establishment of teacher training centers inside of these schools so that they could mold traditional teachers who were willing to apply the Montessori Method to their educational techniques.

Abounding Popularity

By the end of the 1960s, many parents wanted to see the Montessori Method be taught in public schools because at that point, only private schools offered these teachings. The only Montessori schools opened in the 1960s were on a preschool level so children were forced to go back into a school system that only offered traditional learning ideas.

Current State of the Montessori Grammar School Program

With the help of many parents and some government funding, these Montessori programs became available in public elementary schools all the over the country so that those who requested it could spread the Montessori philosophy to other children and students. The United States presently has over 100 school districts devoted to the Montessori Method and most of these are fully developed and thriving.

When people wonder why these schools had such growing popularity back in the 1960s, they theorize that it was because Montessori schools provided an efficient alternative to the problems that were prevalent in public schools. Thanks to the Montessori Method, many children have experienced improved reading, writing, and comprehension skills at early ages.

Why?

This simple teaching strategy has a positive impact on the student-teacher relationship and greatly reduces classroom management issues and behavior problems.

So what’s this simple teaching tip?

Teachers need to give their students a break…

That’s right an actual 2-3 minute break during class. Of course, you must teach this procedure just like you must teach every procedure (teach the students exactly how much time they have, what they can do and can not do, and exactly what you expect of them when the timer signals that break-time is over.)

Break-time for students is truly a powerful teaching tip!

Along with teaching middle school social studies full-time, I also teach a course on classroom management as an adjunct professor at a local college. Recently, one of my college students confided in me that she thought I was absolutely nuts to suggest she give her 7th grade math students a break during class time.

The effective teacher is willing to take risks. Giving students a break during class time does not only aide in classroom management, but it also contributes to building on that critical teacher-student relationship.

The key to creating the perfect teachers plans is to maintain an accurate balance of structure and creativity. Some teachers claim that this isn’t possible. In some ways it is a difficult task; after all, you can’t be expected to predict how every single day of the semester will turn out. Accidents happen: school cancellations occur, classroom discussions go down tangents that last the entire class hour, and you may even have a classroom disruption that results in your entire schedule being thrown out of whack. However, by planning wisely ahead of time, it’s possible to create a bit of extra time for yourself to prepare for these events. In addition to preparing for the worst, having these extra days is also useful in that they allow you to be spontaneous and arrange a surprise field trip or outdoor outing.

Those who disapprove of teachers plans simply don’t understand that classrooms need structure in order to function. While spontaneity is a wonderful aspect to have to any teaching style, having no structure at all results in a classroom environment that feels unsure and indecisive. Your students will be able to sense this and disapprove. However, in creating teachers lesson plans that have the right mix of daily routine and unexpected fun, you will be doing your part to not only make things easier on both you and your students, but you’ll be working wonders to make a lasting impression with the concepts you’re teaching.

What sort of things are included in teachers lesson plans? Some basic elements include textbooks, movies, essays, anthologies, tests, quizzes, workbooks, classroom discussion topics, assignments, and others. Some teachers also include field trip plans and classroom objectives as well. Regarding field trips, it’s best to get these arranged as soon as possible. After all, you’ll never know when you’ll need to reserve seats, rent a bus, or other complicated, time sensitive tasks.

Many school districts require that you submit your teachers lesson plans for scrutiny before they’re approved for use. This not only ensures that your materials and discussions are appropriate for your students, but it also makes sure that they’re within their skill level as well. Should they find something that needs clarification or fixing, you may be required to alter your lesson plan accordingly.

These are only a few tips to consider when creating teachers lesson plans. Learn more today about how this simple plan can improve your teaching and make the daily routine of school life much easier on your students.

Tutorial modules hosted on the web are known as internet tutorials. Just like the usual computer lessons, internet lessons can also be in the form of a screen recording, an online lesson, a downloadable file, or an audio file. Regardless of the form of tutorial, the learner will be given step by step instructions and the freedom to learn at his own pace.

Microsoft training modules are at the forefront of computer tutorials with the latest training products on new technologies and improvements of key software. Any tutorial version from Microsoft training usually has certain similar characteristics.

The first section may contain a presentation of content with examples. Next step of the module is a review section that refreshes and examines the content provided in the previous modules. After a briefing of the new lessons, the tutorial proceeds to the next modules or sections. Computer training modules from Microsoft thus provide you the best computer education and software learning content available on the internet today.

With computer training tutorials from Microsoft, anybody can easily learn any software application in the minimum of time. And since these informative products have been developed by the experts in the industry, you can rest assured that you are getting to learn the best there is to develop your computer skills.

Most online tutorial modules feature easy-to-follow language and simple practical sessions at an amazingly affordable price. These feature-packed computer training sessions empower you with skills in the most popular computer software applications and productivity tools. Microsoft training offers you training sessions in a wide range of applications like the:

• Microsoft Word
• Excel
• PowerPoint
• Access
• Outlook
• Project
• Publisher
• FrontPage
• Flash
• Dreamweaver
• Photoshop
• Web Development and much more.

A lesson especially designed with younger students in mind starts with commercially-made flower pots which are cleaned by firing and then given to the children to decorate as their imaginations will. This lesson familiarizes students with basic ceramic theory and terms, and gives them hands-on experience in decorating pots with underglazes and velvets. Underglaze pencils and crayons can be applied to create individualistic designs; younger children can use sponge painting with liquid underglazes before placing their work on the ware cart to be fired in the kiln.

Another lesson which can involve students of all ages is Ceramic Tile Wall Murals. This is an art history lesson which traces the development of this art form from the first millennium B.C.E. to the present. Copiously illustrated with examples from ancient Persia, Babylonia, Greece, and China, the story continues through Renaissance Majolica tile-making; up to contemporary uses of tile wall murals in modern art and architecture. This Power Point Presentation concludes with instructions on how a group tile wall mural project can be used to bring school students, their parents, and faculty members together to create a delightful all school experience.

In addition to ceramics there are also lessons devoted to the history and how-to of fused, slumped, and cast glass. Warm glass techniques date back to the second millennium B.C.E. in Mesopotamia, and were considered the equal of gold and silver in ancient Greece and Rome. The era of blown glass objects d’art eclipsed the warm glass technique, but it has been revived and become a popular medium for contemporary artists. These lessons show how to use glass stringers, frits and confetti to create fused glass plates, shaped vessels, and jewelry.

Other popular lesson plans cover such topics as sculpture in both history and how-to; lithography and other print-making techniques; paper-making and paper sculpture; working in Chinese-style bronze; making Japanese-style tea bowls and garden lanterns; and making Mexican-style skulls for the Day of the Dead. There are also special lessons on dinosaurs, insects, life in a coral reef; and prehistoric cave art.

First, the school, school board or Ministry of Education where you are teaching may require them. They are also useful for schools and teachers to show to parents whenever there is a question about how and what a student is learning.Also, the lesson plan provides the teacher with a track to run on. Once a plan is in place, it can be used over and over again with future classes and much less preparation time. It is always easier to rework an existing lesson than to start from scratch.

My plan is a simple one-page affair with the following headings:

• Date

This is self-explanatory and can be helpful later when reviewing or gauging how long certain topics take to teach.

• Objective

You should have a reason to teach every lesson. This will fit in with your overall syllabus. Are you teaching possessive pronouns? descriptive adjectives? Past perfect tense?

• ype of Activity

How are you teaching: Lecture? Reading? Writing? Quiz?

• Material Used

If using a text, you would note the pages. You will also record any handout or other material you use such as an article from a magazine, newspaper, CD, other text or Internet.

• Pre/post Comments

This is where you make notes that will help you in the future. Was the lesson effective? Does it need changes? Was it too long, too short or just about right? What went wrong? What

went right? What would you change?

If you are stricken with an illness and cannot teach for one or more days, having a lesson plan will really help a substitute teacher to step in and carry on in you place. S/he will know exactly where you are, what you were planning to teach and what materials you were going to use. In other words, a lesson plan allows for continuity. Without a plan, the substitute teacher probably will literally be flying by the seat of his or her pants. I can tell you from experience that teachers do become rather good at doing that out of necessity but a lesson plan really make life easier for a subbing teacher.

Lesson plans are especially valuable if you have different or multiple classes or if you teach different subjects. They go a long way to keeping track of where you are with each class.

How detailed should lesson plans be? I know one sciences teacher who does a minute-by-minute plan and sticks rigidly to it. He has taught Chemistry and Physics for so long that he knows just how long he needs to cover material. My plan is not nearly as detailed. I just note down the basics I need to remember where I am and what I plan to do. Think of it as writing notes for a speech. You don’t have to write out the whole speech, just guidelines and key points.

Teachers don’t always have the time they would like to have for preparation and lesson plans can maximize what little time the do have. Of course, like people in general, some teachers are better organized than others. Those are the ones who are comfortable with lesson plans. Unorganized teachers tend to be the ones who need LPs the most but are often the ones who procrastinate.

It can take time to get used to completing these plans because they do take time. But, there is an advantage to undertaking this task. It makes you stop and reflect on what you have been teaching; what you will teach next, and how it fits into the overall scheme of things.

]]> http://teachers-plans.com/lesson-plans/the-value-of-working-from-a-lesson-plan.html/feed 0 http://teachers-plans.com/news/tips-for-effective-management-training-program.html http://teachers-plans.com/news/tips-for-effective-management-training-program.html#comments Fri, 25 Jun 2010 15:38:03 +0000 Mr. Teachers http://teachers-plans.com/?p=916 While management training programs should always be high on the list of priorities for a growth-minded business, change management training is especially valuable during slow periods when companies are experiencing internal culture and policy changes due to external factors.

When change occurs within an organization, employees often internalize the changes and find them difficult to embrace. A united management team can assist in garnering employee buy-in to change. To achieve this balance, many small and medium-sized business owners are utilizing the vast selection of change management training programs available.

Five considerations to keep in mind when developing a change management training program specifically for managers are:

Frequently, managers in small-business settings who interact with employees on a day-to-day basis neglect this type of specific communication and rely on face-to-face contact to constantly change their direction.

1. Leadership skills can be taught. The time managers spend working directly with staff members to assist with embracing changes by setting clear goals and expectations, actively building relationships and providing positive feedback will ultimately have an impact on the entire organization.
2. Supervise for results. A change management training program should stress the difference between supervising for results and simply monitoring for activity. When changes within an organization are inevitable, management should know how to solicit input from all levels within the organization so each employee feels they have a role in helping manage the changes that could impact their work environment.
3. Go beyond training. Managers must learn the proper way to offer sufficient feedback and develop employees.