Perfect Teacher Slight of build and red of hair, Mr. Jenkins made me laugh even when he wasn't dressed like Lief Erikson. I also cracked up when last week he showed up with a gold facemask and Alexander the Great regalia brandishing plastic swords he flailed about, pretending to attack his barbarian students. My favorite Mr. Jenkins costume was the Neanderthal garb he wore the first week of class: the fur matched his beard so well I wondered how much of it was actually fake. But every week on Friday my smile faded fast. His weekly exams were brutal: in fact, Mr. Jenkins' class was one of the only ones I truly struggled with, the one that I had to work hardest to get A's and B's. If the tests had been any harder I probably would have developed an aversion to history. However Mr. Jenkins entertained and enthralled his eighth grade world history class, bringing the subject matter to life and stimulating our desire to learn. Costumes and classroom drama on this extreme level aren't prerequisites for being an effective teacher. Humor, on the other hand, is. Not all brands of humor have to be as ostentatious or outrageous. A simple smile, a willingness to break down generation gaps, an ability to laugh at oneself: these are more down-to-earth aspects of humor that any effective teacher will impart to the class. Humor alone can't teach, though. Like Mr. Jenkins, an ideal teacher buckles down, encourages studying and retention of classroom material through traditional means...
As much as I hated them at the time, in retrospect I realize that I do certainly remember dates, names, and places that come in handy when I watch Jeopardy! Mr. Jenkins would have been a perfect teacher had he done what my 11th grade English teacher did: leveled with his students, communicated with them as an equal. Mr. Jenkins' only fault was his inability to break free from his role as instructor. Because I know first hand the value of a teacher who speaks to students with respect, encouragement, and compassion, I feel that along with humor and firm commitment to academic excellence, an ideal teacher is one who breaks free from hierarchy to become like a close friend or sibling.
The ultimate goal is to increase student achievement by improving the hiring process by adding another layer of screening, namely teacher efficacy. The following aims will support the ability to achieve these goals. Aim 1: To evaluate the association between full and part time faculty regarding the characteristic of teacher efficacy. Hypothesis One: Part-time teachers sampled will report statistically lower teacher efficacy scores than will sampled full time faculty in business
3.4 Finally, I am interested in whether or not there is a trickle-down effect from leftist or rightist politics style at the provincial and federal levels. 1.3 Objectives 1.3.1 There are two major objectives for this research. The first is to compare the level of motivation among secondary school teachers under the Vancouver British Columbia School District in Canada by their socio-demographic and organizational factors. My hypothesis in advance of investigating this is
visual cues come from students developing knowledge of letter/sound relationships and of how letters are formed what letters and words look like often identified as sounding out words Example 2- Phoneme Awareness -- Recognizing Rhyme Assessment (Klein, 2003). Instructor: Says two-three words that rhyme: fat, cat, bat Model: These words have the same sound at the end so they rhyme; cat and mop do not rhyme because their sound is different. Share: Listen to
I view education holistically. Students are developing their character and their values in addition to facts and figures. Language learning is a critical component of character development because language mastery enhances cross-cultural communication. A fellow teacher offers a powerful statement on the role of progressivism in the classroom: "In a progressivist classroom, teachers plan lessons to arouse curiosity and push the student to a higher level of knowledge. The
), there is far more to their use than simple memorization. Instead, as English moves into a lingua franca situation in global economics and politics, students of English need to understand idioms in order to respond and understand context as well as fact. Not doing so reduces ESL speakers to a reduced form of English and a larger scenario of uncomfortability within community, school, and therefore, culture (O'Keeffe, McCarthy and
Teaching Communication Skills for Students With Autism The conditions for diagnosis for autism that are presently prevalent within the U.S. are those mentioned in the American Psychiatric Association, Diagnostic and Statistic Manual for Mental Disorders," Fourth Edition, which is generally pinpointed as 'DSM-IV." Autism is taken into account by the Diagnostic and Statistic Manual (4th Ed, DSM-IV, American Psychiatric Association, 1994) as an existent development disorder (PDD) that is impacted by
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now