Certification Development

Am I Teaching Well? Self-Evaluation Strategies for Effective by Hanna Cabaj, Vesna Nikolic

By Hanna Cabaj, Vesna Nikolic

It is a source for lecture room practitioners, pre-service academics and instructor running shoes. every one bankruptcy provides a chain of self-assessment projects to help you replicate and increase on quite a lot of points of your instructing perform. themes contain establishing for guide, designing courses and classes, utilizing assets and integrating expertise, lecture room presentation, responding to pupil questions and inspiring participation, delivering suggestions, expanding motivation, overview, application review, improvement. a variety of self-evaluation routines are absolutely photocopiable with no infringement of copyright, and the ebook is illustrated all through with funny drawings. The booklet concludes with an appendix that takes you step by step via systems for self-evaluation utilizing video or audio recording, a very powerful approach that might particularly allow you to see your self as others do. Written by way of skilled lecturers in an immediate, right down to earth, light-hearted kind, ''Am I instructing Well?'' bargains not just possibilities for self-assessment but additionally particular details on confident instructing perform. The authors' historical past in language educating is highlighted in distinctive sections that may be of specific curiosity to these educating international or moment languages to beginners of every age. With its finished scope and easy-to-follow, hands-on process, this e-book is bound to turn into a career-long accomplice for all lecturers drawn to operating towards excellence of their school room functionality.

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Extra resources for Am I Teaching Well? Self-Evaluation Strategies for Effective Teachers

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In this section, we explain the ideas embedded in each principle and then provide some of the questions and tensions we grapple with as we use them to guide our practice. Articulating our principles of practice 37 Principle One: Thinking like a teacher involves learning to see teaching from the viewpoint of the learner. Experiencing the role of learner is an important means of developing an understanding of the learner viewpoint Learning to think like a teacher requires developing an understanding of, and learning to respond to, the learning characteristics of individual learners.

It took time to find and help build a new set of communities. Becoming part of the Self-Study of Teacher Education Practices (S-STEP) Special Interest Group (SIG) within the American Educational Research Association (AERA) was a professional turning point. Through the SIG, I found colleagues who gave me not only companionship but also a tremendous boost professionally. Anne Freese, Anastasia Samaras, and I became instant friends and colleagues. Although we work at three different universities, we have engaged in numerous collaborative projects.

Things progress pretty smoothly; so far, so good. With 15 minutes left, the class session nears its end and I know the time is approaching for me to begin explicitly modeling my teacher thinking about the session for them, to give them a chance to share insights and connections of their own, and to start supporting them in the development of their thinking as teachers. ” [1] I pause, look around and check that I have their attention. ” Another pause. I wonder if they are with me. “To help you start to do this, we are going to recount what we did during this session and then begin to analyze it.

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