博文
2012-11-11: Mary, How to Be an Excellent Teacher
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这是我们家庭教育联合自治坊请的外教，很忙很难请到的。我跟她交谈后觉得很好，她在美国受到的教师教育，其中有很多常识是我们中国教师所陌生的，因而特别请她为我的首师大本科生们做一场报告，感兴趣的家长也可以来，报告对听众是不收费的。
How to Be an Excellent Teacher
Speaker: Mary (Margaret Mary Katherine Aly-Youssef)
Mary is an international Education Oral English teacher at Beijing Foreign Studies University, She possesses a comprehensive teaching experience of 43 years and has 4 teaching licences of USA, Adult Education, Elementary Education, Spanish, English as Second Language, respectively. She is the author of following books:
(1) Amusing American Idioms, A Communicative Approach to Spoken English, 2001
(2) Better Ways to Build and Expand Your Word Power 2007
(3) Talking with Foreigners about Travel ( with Cai Bo) 2009
(4) English Idioms Can Be Learned This Way (revision of Amusing American Idioms) 2010
Script writer and actress for CD-rom of book, Amusing American Idioms, China
Abstract. This will not be a typical lecture where the presenter speaks and the audience tries to pay attention to learn something new. I will use the ‘Socratic method’ that encourages very active listener participation. It was developed by the great ancient Greek philosopher, Socrates, who taught his students by asking them challenging thought questions. This method empowers the students to actively create their knowledge and gain self-esteem.
Time: 2012年11月11日，周日，晚上7:00pm-9:00pm
Classroom: 教四409 (北京西三环花园桥往南首师大校本部)
-----------------------Detailed Abstract of Presentation---------------------------------------
How to Be an Excellent Teacher
Abstract:
This will not be a typical lecture where the presenter speaks and the audience tries to pay attention to learn something new. This method is often not very effective because just listening is passive learning. The listeners are not actively involved and don’t have the opportunity to prove that they have understood the most important points
I will use the ‘Socratic method’ that encourages very active listener participation. It was developed by the great ancient Greek philosopher, Socrates, who taught his students by asking them challenging thought questions. He arranged the questions in such a way that he guided the students to use their own intelligence and experience to ‘discover’ the answers for themselves or to explore possibilities by giving personal opinions. This method empowers the students to actively create their knowledge and gain self-esteem. They also demonstrate what they have learned. If their conclusions are not completely correct, the facts can be given.
Lecture method:
1) Questions are given to the audience. Small groups of 4 students collaborate for a few minutes and then a representative from each group reports their conclusions to the class.
2) Comments are given about the students’ ideas and the “right answers” are summarized or taught if the students didn’t mention them
3) A demonstration is given about how to make a math class on “fraction numbers” a very interesting, ‘hands- on’ discovery activity that engages the students
Topics:
# 1 Motivation
Questions:
1. (a) What did you dislike about class work or teachers’ behavior when you were in elementary school? (b) What did you dislike about class work or teachers’ behavior when you were in high school? Explain how these affected you in a bad way. What was your emotional response?
2. ( a) What did you enjoy about class work or teachers’ behavior when you were in elementary school? (b) What did you enjoy about class work or teachers’ behavior when you were in high school? Explain how these affected you in a good way. What was your emotional response?
Conclusions: When students are in a positive classroom environment and feel they are successful in learning the facts and skills, they are motivated!
1. Intrinsic Positive student motivation increases when: (a) the teacher has a pleasant personality, dresses and acts in a respectable way (b) the teacher is knowledgeable about the subject, organized and gives clear presentations (c) teacher has reasonable expectations. (doesn’t insist that the students do tasks that are too difficult, too long, or useless (d) the teacher connects the class work to reality, not just abstract thinking that is hard to understand. (e) students are allowed to be actively learning, not just copying or watching the teacher write on the board.(e) the students believe the class will give them interesting and useful knowledge.
2. Extrinsic motivation increases when: (a) there is competition with other students. Everyone wants to do their best (b) high scores on tests are needed to satisfy parents and teachers expectations (c) the teacher is very strict and will punish “offenders” (4) rewards are given for the best students.
3. Both kinds of motivations are necessary! However students’ emotions must be considered. If teachers humiliate students who don’t do things “their correct” way, they cause emotional damage to their self-esteem. This can prevent the students from being successful later in life!
#2. An Effective Teaching Method
Question:
(a) Think of your favorite teacher and say 2 or 3 reasons what you liked about his/her teaching style.
(b) Think of a teacher you detested and say 2 or 3 reasons what you disliked about his/her teaching style.
Conclusions: Academic Learning Time…students actively focusing on the task…is the key factor to guarantee learning
1. If the class is a continuation of the previous lesson, give a quick review by asking comprehension questions. ( students alone or in small groups to discuss first and then report answer. The teacher can re-teach if students didn’t understand the foundation information. This prevents the students “getting lost” in class, feeling hopeless, and losing motivation to try.
2. If it is a new topic, (a) make an interesting introduction to catch the students attention. (b) ask questions related to the topic to elicit opinions or recall their knowledge. (This makes the students feel important and gives them the desire to actively participate.)
3. Model (teach) the material very clearly. Make sure all students can see the blackboard or Power Point from where they are sitting, and hear your (loud enough) voice.( I discovered that some “bad boys” who didn’t pay attention couldn’t see what the teacher was writing or hear what he was saying)
4. Don’t give too many facts at one time. Do activities with the students (guided practice) to make sure they can do the exercises correctly before proceeding with new facts . This makes the students ‘focus’
5. Give the students exercises or activities to do by themselves ( independent practice) AFTER they have done them correctly in the ‘guided practice’. This is the immediate test to see if the students have learned!
6. Don’t give the students homework assignments about facts that were not taught and practiced in class! Homework should be an opportunity for a review so that the students can show how much they have learned in class!...and they’ll be happy to show how smart they are. Difficult homework creates too much unnecessary stress and makes the students feel inferior! In desperation they will ask the parents to do the homework for them, or they will cheat by copying other students’ work! This prevents true learning and development of moral values!
7. It’s important to understand that students have different learning styles. They learn the most when the teachers use several teaching styles! Discovery opportunities, social interaction with classmates, and ‘hands-on’ activities are just as important as ‘listen to teacher’, ‘read the book’, ‘write the exercises’, ‘copy the information’, memorize the facts’ and ‘take the test’ techniques that are part of traditional teaching methodology.
https://blog.sciencenet.cn/blog-45143-627712.html
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