Running Head: EFFECTIVE TEACHING

Kimberly Inga

Salt Lake Community College

Effective Teaching

Students motivation is by creating challenging goals where students can experience

success. Motivation causes students to be interested in the lessons and challenges them by

keeping them involved. There are two forms of motivation, extrinsic motivation and intrinsic

motivation. Extrinsic motivation can come from engaging in an activity for some type of

emotional or physical reward. Intrinsic motivation is where individuals just become involved in

an activity for its own sake because its interesting. There are specific ways effective teachers can

increase students motivation, by first attracting their attention, creating personalized content,

promoting students success, making their activities a challenge, and successfully getting students

involved/engaged. An effective teacher follows steps such as planning for instruction, then how

to implement the instruction, and finally assess students learning during and after instruction. All

in which involve setting the state standards that also involve planning out what topic that is

important, that relates with learning objectives, preparing and organizing the activities to reach

these goals, and creating assessments to see whether or not the lesson was successful.

Essential teachings skills begin with who we are as a teacher and our beliefs about

learning and how we interact with students. One essential teaching skill is to care about their

students. By giving time to them before and after school where they can have personal time with

the student to help them when they struggle or just talking about issues important to them. They

support good efforts and encourage them to meet high standards. Second is believing in personal

teaching efficiency, where teachers believe in students and dont blame them for external causes

and praise them instead of criticize. In the classroom textbook Introduction to teaching by
Running Head: EFFECTIVE TEACHING
2

Kauchak and Eggen, Teachers with higher self-efficacy beliefs showed higher instructional

quality, as indicated by, cognitive activation, classroom management, and individual learning

support, whether instruction was rated by the teachers themselves or by their students ( p.364).

Another great quality high effective teachers have is having high expectations/ standard for their

students. An educator's expectations makes a great impact on the student's achievement that can

last for years. One of the most effective characteristics a teacher can have is enthusiasm.

Enthusiasm can be seen through teachers interest in the subjects they are teaching. Which can be

contagious and make students more interested aswell, which is like modeling where people

imitate others behaviors. An example would be having materials organized for instructional time

and return papers promptly. It is also important to be organized so that teachers have more time

for teaching and help manage the classroom.

There are more ways to get students to understand lessons. Great skills teachers should

have are being able to get students to focus on them by having something that is eye

catching.Also reviews are essential during lessons to help students understand how new

materials are related to what they have already learned. Having a good amount of questioning

frequency throughout every lesson will help with the learning objectives. Making sure that there

is an equitable amount of distributing the questions to everyone shows to students how you

believe in everyone to answer. So if they cant answer it is great for teachers to prompt their

students with other questions. But it is appropriate to have a certain amount of wait time

throughout asking questions. So that students have time to think but the wait time is normally

short but the more you wait the more longer responses you'll get. Lastly, is feedback and closure

that starts out with giving back students assignments/tests quickly so that they can know what

they need to work on. To end a lesson a teacher summarizes what has been learned to close it.
Running Head: EFFECTIVE TEACHING
3

As I volunteered I have noticed how much the teachers motivates their students. I

volunteer in a second and fourth grade classroom and so far I've seen more motivation in the

second graders class. It is amazing to see how supportive students are in her classroom and it is

thanks to the teacher. The last thirty minutes of her class are more like creative time for the

students to learn to draw from a video she plays on the board. After it ends some students go up

and show it to the teacher and she congratulates them and shows the picture to the classroom.

Everyone normally yells like WHOA! and they clapped. The teacher gives them class money

where they can get gifts out of their shop in class. This money is only giving to them when they

have done great things like being on task and engaged. Doing so motivates students to be good in

class and it also gives them a chance to share to the classroom.

The top four instructional strategies I plan on using once I become a teacher is first direct

instruction, guided discovery, lecture discussion and cooperative learning. So to show direct

instruction I plan on reviewing what was learned before and then I introduce the new section of

lessons very well for my students to understand what they will be doing through explaining,

modeling and questioning. Then students will practice what they have learned through

assessments. When learning about a certain unit for a couple days I would like to use all types of

instructional strategies at least once. I believe that guided discovery gives students a chance to

answer questions they think of themselves and I could provide solid examples by using visuals.

So I will spend more time asking questions and less time explaining so that they can form ideas

on their own. When I would be lecturing I would like to incorporate discussions so my students

are involved so that they can see different points of view. By combining different views on ideas

I could guide my students into a deeper understanding of the entire topic. Lastly I would use

cooperative learning the most. I would like to set students up into groups of three or four in
Running Head: EFFECTIVE TEACHING
4

activities where they depend on one another to learn. I would like to use the jigsaw method

where individual groups of students know their topic and then can teach it to others as a

classroom activity. I also really enjoy the idea of flipped instruction and would like to add that to

my classroom. I would like to have my students be ready for an activity of what they learned

from the videos I put up from home.

References

Kauchak,Donald P. (2017) Introduction To Teaching.

https://shelf.brytewave.com/#/books/9780134028323/cfi/6/20!/4/2/32/10/16@0:0
Running Head: EFFECTIVE TEACHING
5

Kimberly Inga

Salt Lake Community College

Philosophy of Assessment
Running Head: EFFECTIVE TEACHING
6

I can teach students and parents the importance of assessments. As a future teacher I

would like to take the pressure off of student testing and give clear feedback to both students and

parents. I would like to empower students to have more control over their learning. For students

to feel this they need to know where they are at academically through assessments and can easily

see the outcome through I can . statements (CVIS). Formative assessments, summative

assessments and norm referenced assessments all which give back feedback are used to track

students progress. Teachers who focus on power standards focus on the common core standards

and will help throughout these assessments.

Viewing assessment through CVIS in the article, Assessment Philosophy, it is mentioned

that formative assessment is, (the heart) of assessment and is a continual process used to monitor

learning progress during lessons and units (p.1 2010). In which it provides specific feedback to

both the student and the teacher that identifies the areas of weaknesses and strengths of the

student. Power standards are also a focus for teachers on what they find important to teach

students through the common core standards. I also enjoy the form of assessment through

(CVIS) on there I can statements where students self evaluate themselves and set goals using

them. I find this great to start of new units so students could mark off what they have learned

thus creating a sense of accomplishments.

In the end of the unit summative assessments are measured to see weather the students

goals were met. This is where I could create a unit main assignment like projects or assign a test

where students can focus on what they learned and I can measure their level of proficiency. I

honestly prefer a big project instead of a test because the student is forced to do research and

doing so makes them have to learn about the topic that was at hand. Plus the student has some

form of creativity and owns their project and can make their goals.
Running Head: EFFECTIVE TEACHING
7

Non-referenced assessments are important for students to take and is a teacher's duty to

have parents informed on why it is important. The CVIS uses the NWEA computerised test to

assess reading and math which is given twice a year. Parents can choose whether or not they

want their child testing. The test measures the students progress and understanding whether they

mastered it or where their areas of focus need to be for academic growth. Which is good to track

so any school they go to will know where they are at academically. The scores also are

compared to other students in that grade level and district which is used to determine the

weaknesses within the school system. All the more reason on why students should be tested so

that schools can enhance student learning and keep parents informed.

Reference

Sommers, R. R. (n.d.). Assessment Philosophy. Retrieved November 19, 2017,

from

http://webcache.googleusercontent.com/search?q=cache%3Ahttp%3A%2F%2Fcv

is.org%2Fcurriculum%2Fassessment-philosophy%2F
Running Head: EFFECTIVE TEACHING
8