| "The teacher, like the artist, the philosopher, and the | | | | Tips and Techniques for Learning How to Become a |
| man of letters, can only perform his/her work | | | | Good Teacher |
| adequately if s/he feels him/herself to be an individual | | | | The real secret recipe is characterized by the second |
| directed by an inner creative impulse - not dominated | | | | level of teacher development or, conscious |
| by an outside authority." [B.Rusell, "Unpopular Essays", | | | | competency. Asking first yourself (then colleagues and |
| 114] | | | | teachers if possible) the right questions before and |
| So many preservice teachers rapidly develop skills of | | | | after a lesson plan for example, is part of this |
| survival as part of their teacher training, especially | | | | competency. The more you reflect as you try and |
| when it comes to lesson planning in the beginning. For | | | | tackle certain problems and issues in your teaching, the |
| new teachers, survival means managing a classroom. | | | | easier it will be for you to open up to the journey of |
| Survival however is short lasting; but tips and | | | | finding your own individual teaching style, which is |
| techniques for becoming a better teacher is ongoing. | | | | crucial for reaching the student-oriented level. |
| The reflective model, developed by Schon (1983) and | | | | Here are few beginning tips: |
| is a universal model taught during the periods of | | | | 1. Believe in yourself. Take what is good for you yet |
| preservice teacher training to show the path towards | | | | be open. |
| becoming an excellent teacher. | | | | 2. Believe in your own teaching and management |
| As you carefully read through these levels of teaching | | | | styles. |
| development, think where you are at or where you | | | | 3. What works for one lesson, does not necessarily |
| are headed for each stage differs from individual to | | | | work teaching and for another lesson. Use this |
| individual. | | | | important piece of knowledge and make your |
| Stages of Preservice Teacher Training | | | | decisions accordingly. |
| 1. The survival level is part of the natural process | | | | Implications for Improving Your Lesson Planning |
| where lesson planning counts for success, but it's more | | | | Levels of Reflectivity - This is basic to the teaching |
| like the beginning teacher's echo: "I want to get in and | | | | process. |
| out of the class alive." This usually applies to teachers | | | | 1. Survival. Technical issues - how and what am I going |
| just finishing teacher's college and in the beginning | | | | to teach? How am i going to get through the lesson? |
| stages of practicum. | | | | 2. Pupil oriented level. Affective issues - What happens |
| 2. The material-oriented level is a lesson where the | | | | to the students and what happens to me before |
| syllabus is the main objective. Here the teacher intends | | | | during and after the lesson? What went well? What |
| to teach the students through the lesson plan; the | | | | didn't? Did specific parts of the issue plan conform to |
| common goal of "let's finish the book" is apt here. | | | | my educational values? |
| 3. Finally, there is the student-oriented level where the | | | | Over to You: The more you use opportunities after |
| teacher constantly adapts him/herself to the class. A | | | | the lesson to reflect on you and your students' |
| teacher needs the confidence, experience, empathy | | | | performance, the easier it will be for you to improve |
| and finally, the knowledge bank to reach the kids. | | | | your role as a teacher. |