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Teaching Models Essay

Some student reporters are not well prepared and its shows in the delivery of their reports. If the report was not properly There must be some guide questions that the teacher will formulate to guide the reporter in his/her delivery of the report. The teacher must be always present while the report is being presented. The teacher must ask for an outline or hard copy of the student report before the delivery of the report. 2. Use of Graphic Organizer It cannot be use in all topic/lesson. If the student doesn’t know how to use the proper graphic organizer for a particular epic, the ideas become vague.

It needs time and effort to prepare/make a graphic organizer. The student/teacher must possess prior knowledge or background information regarding the topic/lesson in using graphic organizers. Teacher’s active participation during the presentation of graphic organizer by the students must be evident to clarify ambiguous point/ideas. 3. Lectures It is teacher-centered Encourages one-way communication. Places students in a passive rather than an active role, which hinders learning. Lectures emphasize learning by listening, which is a disadvantage for students who eve other learning styles.

The lecturer must be effective in speaking/conveying information regarding the topic. The lecture must make a conscious effort to become aware of student problems and student understanding of content without verbal feedback. The lecturer must asked questions to the audience/students to maintain their interest. Lectures should be followed by other activities to cater other learning styles. 1. Role-playing Social Interaction Family room to accommodate a bigger class. The objective/goal of role-play is sometimes not clearly established by the presenter.

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The teacher must give specific task to all members based on their expertise and talents. In doing role-playing, the teacher must make sure that the room is spacious enough to accommodate the class. The teacher must ask for the script to make sure that the storyline is parallel to the objective/goal of the lesson. 2. Group Discussion Little to No intervention from the teacher. Not all students will participate, especially in a large group. The “knowledgeable” student will most likely dominate the discussion. If the objective is not clearly defined, the discussion will be ineffective.

The teacher should monitor the group discussion. The teacher must group the students in a smaller groups to promote active participation from all the members Give each member an opportunity to talk/express their thoughts/ideas. A discussion from the teacher must be done first prior to the group discussion. The teacher must formulate topics for group discussion that are easy to understand or the students have already background information. 3. Group Games (Quiz Bee) Not all students will participate. The leader of the group or the most knowledgeable student will most likely answer the questions.

This activity can be used for review purposes only. Time-consuming The teacher must let all the members answer. It must be done after discussion of the lesson. 1. Giving Rewards/ incentives Behavioral Modification Family Students will always expect for a reward/incentive from the teacher Students who are considered as “fast learners” will reap all rewards/incentives. The teacher must be consistent in giving rewards/incentive to limit disappointments from the students. Give reward/incentive to students who have the most improved score/grade in the class not only to those who got the highest score/grade. Field Trips/ Community trips Behavioral Modification family It is time-consuming It contains an element of uncertainty The teacher can take his students somewhere not far from school or within their locality. The teacher should assure that the trip must keep to the time schedule. The teacher must provide list of questions that may serve as guide for the students. The teacher must have a follow up activity after taking the field trip. 3. Peer Counseling/ Teacher Counseling The peer or the teacher does not have appropriate “expertise” regarding proper counseling.

Some students may feel “shy’ in talking to their teachers. Students will see the teacher as an authority figure, which may make it difficult for them to be totally straightforward. Some students may feel too comfortable to their friend (peer) that may result to not taking the counseling seriously. The teacher/peer must trust their intuition when they think an individual’s problem is more than they can handle and the assistance of a professional is warranted. The teacher/peer must clarify their role as advisers/counselors. They must respect the student if he doesn’t want to talk bout his problems.

If he feels comfortable, he will eventually talk about it. When a student shares a problem or questions, the teacher should refrain from immediately imposing his opinion. 1. Making Personal Journal/Diary Personal Family No intervention or control from the teacher. Difficult to evaluate/grade After reading the Journal, the teacher must provide advices/comments for the students to reflect on. If the Journal/diary contain something that should be concerned about, the teacher must talk to the student involve or seek professional alp. Set a standard/criteria for grading the Journal (e. . Rubrics) 2. Reflection/ Reaction paper It is prone to biases. The reflection/reaction paper may be ineffective if the student Just copy it from another source/reference The teacher must make comments or give feedbacks regarding the reflection/reaction paper. Student number should be indicated in the paper instead of their names. Formulate criteria for rating/grading their paper. 3. Self/Peer Assessment If the students does not have prior knowledge regarding the method of self/peer assessment it will take additional briefing time for the teacher to explain the procedure.

Friendship may affect the assessment. Students may give everyone of his classmates the same mark. Students may be reluctant/pressure to make Judgments regarding their peers. Before the assessment, the teacher must discuss first the appropriate method in doing self/ peer assessment. Students can submit their assessments independent of the group. The students must be aware that their works/contributions will be graded by their classmates. The teacher must guide his students in making assessment or value judgment.

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