Dear MTCians,
-- In my humble opinion: Teaching provides the road-map and learning is the actual journey.
Regards,
Prof. G. Surender Reddy
===========================================================
On Sun, Nov 3, 2013 at 8:41 AM, kiran paranjpe <kdparanjpe@rediffmail.com> wrote:
Dear Sir,I tend to agree with the view that teaching and content delivery and
learning are not two sides of the same coin.
It is possible that one may have great teachers but are unable to impart learning
to a class of students.
On the other side one may have mediocre teachers and yet there is significant
learning for the student.
There are thus many variables that determine learning so it is increasingly
difficult to determine teacher effectiveness if learning becomes the only criteria
for evaluation.
While teaching and content delivery are on the input side, learning taking place
in the student's mind is on the outcome side. It is said that real learning
changes the behavior for good. Now this happens when the student is able to think
thru the material that is provided, evaluate its worth, and apply it in his own
area of experience. All this has to be performed by the student.
I feel that there are two important parts that will make learning effective.The
first is to pack the class with motivated students who see value in undergoing the
course no matter who the teacher is. This calls for sound educational counseling
both by the parent and by experts who are able to sift the students for admission.
The second is,of course, the effective teaching and content delivery by the
teacher in the classroom. Now with the latest tools of technology, the role of the
classroom teacher is also changing or is becoming minimal. This changing role
pertains to showing, where to find the right material, encourage participation in
tasks for a more practical application and measure learning progress rather than
the old lecturing. The understanding of the content and its correct context being
the responsibility of the student.
However, it is important for the career of the teacher to evaluate his
effectiveness of his input delivery for improvement.
One way,and this is followed by reputed institutes is to determine the appropriate
teaching method befitting the subject. For example, teaching law is best achieved
by studying case histories and judgements,while Physics is best taught with
problem solving and experiments. An effective teacher would be one who implements
the correct method without deviation. It matter if the students find the class
interaction interesting or not in terms of the teacher's performance in the
classroom only in so far as it aids the learning process.
Best Regards,
K.Paranjpe
On Sat, 02 Nov 2013 01:16:04 +0530 wrote
>
I agree largely but not completely with the view points expressed in this forum
about teaching and learning. I do not believe these are two sides of the same coin
- teaching has
to be designed, planned, and delivered to accomplish learning. Without learning,
teaching has no scholarly value, in my view.
I believe so long as we will focus on teaching alone, little will be accomplished.
We need to focus on the outcome of our teaching, namely,student learning. No
amount of fantastic teaching (great knowledge, outstanding presentations, and
impeccable professionalism)
would make a student learn the material unless our teaching inspires two things:
the students can see a life-value (mostly career value application) that they
believe will help them in the improvement of their quality of lives, and (2) it is
presented in a
way that engages them and involves them until the day of reckoning (e.g., job
interview) arrives.
In India, at most of the institutions, student respect and revere teachers
innately (at least ostensibly) - this comes by way of our values. Thus if a
teacher is unprepared for the class, he is not condemned immediately, if he/she
promises that he will
do x to help students do y and does not come up true to his word, students are
very forgiving.
In the US, where students are babied and pampered (this may be the other extreme,
no Gurukul system this where teacher is God; above criticism and admonition), a
single failure may pull down the teacher's evaluations significantly and those
reflect in
salary raises and career decisions such as promotion. Indeed bad student
evaluations leave serious personality scars and stick with you for a long time
until you are able to make up for it via several great evaluations. Thus
professionalism and responsible
behavior are built in the teaching system in the US. The real challenge is: Can
you get them interested and motivated in what you are teaching? This can only be
done with a teaching philosophy and honest implementation of this philosophy by
establishing the
value of teaching in a student's life or career. At least in business schools,
and, i am sure, in all other disciplines, this requires one to be not only on the
cutting edge of knowledge and technology frontier but possess an innovative
mindset that perpetually
connects the material to current social/market needs.
Is Indian system better or the US system better - that's a moot discussion. I
think the truth is in the golden middle. Extent of learning determines the quality
of teaching. I would say that on that count, much as I dislike it, student
evaluations impose
a salutary compulsion to do all the right things needed to teach well. However,
accomplishing learning remains still an independent variable since preparation or
professionalism does not vouch for right kind of learning.
I am eagerly reading all that this august body members have to say; just as I am
also keen to say my bit.
Ashok
From: join_mtc@googlegroups.com [join_mtc@googlegroups.com] on behalf of NagarajanV.NAGARAJAN,B.A., LL.B.,PGDBA, PGDCA,
Vasudeva Rao [v.nagarajan99@gmail.com]
Sent: Friday, November 01, 2013 2:03 PM
To: join_mtc@googlegroups.com
Subject: Re: [MTC Global] Defining Teaching Effectiveness
It is not the question of "Teacher teaching and Student learning." It is
absolutely an issue of Attitude and Aptitude of both the teacher and the taught.
If both of them no their duties, things will move smoothly and the question of
analysing
" which is first" will not arise at all.
As Dr.APJ said, "if your commitment is deeper than the sea and if your attitude is
taller than the skies then your Future will be brighter than the SUN. What is
required is Commitment and A better attitude to reach the heights of glory. Let
the TEacher
and the Student have the Commitment first and also develop the attitude to attain
the goal. In order to attain the mission one must have single minded devotion to
achieve the goal.
Regards,
Corporate Trainer & HR Consultant,
Motivational & Keynote Speaker,
General Manager-HR (Retd.) TTK Prestige Limited, Hosur,
Former President & Advisor - National HRD Network, Hosur Chapter,
(Mobile) +91 9994919619
e- Mail Id: vnagarajan99@gmail.com
On Fri, Nov 1, 2013 at 3:48 AM, PK wrote:Certificates.The aim is finally"JOBS"
Nothing can be taught.
A student can and will learn from every source when he is bent on having his
question answered.
Today people are going thru a process which is mis-called learning to obtainPK(Pradeep KrMaheshwari)- S164-GK1.
Teaching is also being programmed to fulfill this need.
There is no growth of the personal spirit and persona.
Both the teaching world and the learning world are "Bread earning programs".
Thanks and RegardsTo: "join_mtc@googlegroups.com"
intro to latest book/activities:http://carecompassionmedicine.weebly.com
PL check this link for professional info:
http://www.scribd.com/doc/145035973/PK-CV-doc
Phone:7503246477, 91-11-41730043,
skype:pradeepmahesh. Facebook: Pradeep PK Maheshwari
From: Ananda Reddy
Sent: Thursday, 31 October 2013 12:13 PM
Subject: RE: [MTC Global] Defining Teaching Effectiveness
In my into session to faculty development, I ask this question.
While both are important, which will be the first between"teacher teaching" &
"student learning"?
I firmly believe that students learning comes first. All of my work starts from
this point.
Today technology is changing so many aspects and is giving us so many
opportunities. We need to revisit this question at regular intervals.
Regards, Anand
Sent from my Windows Phone
From:
Usha Gowri
Sent:
31-10-2013 11:47
To:
join_mtc@googlegroups.com
Subject:
Re: [MTC Global] Defining Teaching Effectiveness
Since it is a term we use in at work ever so often ,I am so happy to add to the
list: I belong to the group that critiques teaching effectiveness.While I wont
belittle the impact and importance ,my
personal take has been that for too long we have discussed and focused teaching-
hence the emphasis in teacher training and material creation;the text book and
methodologies. All are important but the proof of good to great teaching is in the
proverbial pudding:
how much did the child learn? was it for now or for ever?Have we made them fall
in love with what was said? has their curiosity and innovative spirit gone up?are
they thinking on what was said ?do they connect with the new knowledge and
information now coming
to them to what was learnt? Have we created life long learners? Are they asking
questions and above all did this make the teacher a better person?-did he/she
learn too?
When my students come back 5 years after they finished their course and remind me
of how we discussed Mark Anthony's silence on Ceaser' s death I know my class was
a good teaching .When they recall lines
I am on cloud nine.When I recall my elements tables my teacher has done a great
job-my Geog teachers whose WWII and its beginning in Austria or her geography when
I am on top of a glacier-all are signs of great teaching
Why is this great teaching-because of the way it appealed to me as a
learner;because of the way it came to me at my level
Gowri
On Thu, Oct 31, 2013 at 8:20 AM, Dr Vinod Dumblekar
wrote:
Defining Teaching Effectiveness
By Maryellen Weimer, PhD
The term "teaching effectiveness" had its heyday in the 80s and early 90s during
that period when so much work on student ratings was being done. Its connection to
evaluation activities
remains and even end-of-course ratings are often thought of as measures of
teaching effectiveness. Given its continuing importance, it is a term we should
regularly revisit.
Definitions for teaching effectiveness abound, which makes it difficult to
identify any one as definitive. We've defined it by asking those concerned
(teachers, students, and administrators) what the term means to them. Here are
some examples of how we've asked
and what's been answered. When asked to list in order of importance the three
most important teaching goals, students, teachers, and administrators agreed on
the same three —
cultivate thinking skills, stimulate interest in the subject and,
motivate students to learn — but not in the same order.
In another study, researchers compared the words and phrases students used to
describe effective and ineffective teachers. The top three words used to
characterize teachers with the highest ratings were:
interesting, approachable, and
clarity. The definition extracted from descriptions of teachers nominated for
teaching awards used these words:
approachable, presents material well, makes subject interesting, helpful, and
knowledgeable. In 1988, Kenneth Feldman did a meta-analysis of 31 studies in which
teachers and students identified characteristics they associated with
good teaching and effective instruction. He found that students emphasized the
importance of teachers being
interesting, having good elocutionary skills, being available and,
helpful. Faculty placed more importance on
being intellectually challenging, motivating students, setting high standards, and
encouraging self-initiated learning.
To examine this further, let's start with two basic questions. (1) What do these
various aspects and characteristics of teaching effectiveness have to do with
learning? (2) Why don't we just define effective teaching as teaching that results
in learning? Too
many intervening variables, the researchers tell us. Say you teach a course
students do not want to take (developmental reading or remedial math might be
examples), and you do all these things associated with effective teaching, your
students still may not
learn. They may not have the prerequisite background knowledge, they think they
cannot learn the content, or it just may not be the time of their lives to be
learning what you're teaching. On the other hand, you may be an ineffective
teacher but if your students
are motivated to learn the content, they will do so in spite of you. Students are
the ultimate "deciders" when it comes to whether or not they learn.
But do these teacher attributes and activities make it more likely that students
will learn? Research (albeit most of it correlational) says that they do and if
it's fairer to evaluate teachers on their teaching than on their students'
learning, then these
aspects of effective teaching merit our consideration. But here's where the
research lets us down. The quest for descriptors continues, even though we have
already identified many different traits and characteristics.
I wish we knew which of these descriptors are the most important. How many do you
have to display before students consider you effective? If you're deficient in one
area, can you compensate by excelling in another area? Does it matter that
students and teachers
define "teaching effectiveness" differently? How does one craft an improvement
agenda when so many of the characteristics seem like personal attributes?
Finally, there are some who critique an emphasis on teaching effectiveness by
saying that it takes the focus away from learning and students. Are they mutually
exclusive? Can we only focus on one and not both? I would grant you that for a
long time the focus
was too much on teaching and not enough on learning, but we have redressed that
imbalance. It seems to me that focusing on both cements the link between teaching
and learning. We want to be teaching in such a way that learning results and if
these aspects
of teaching promote learning, then we should be working on the skills necessary
to develop them.
References:
Layne, L. (2012). Defining effective teaching. Journal on Excellence in College
Teaching. 23 (1), 43-68.
Feldman, K. A. (1988). Effective college teaching from the students' and faculty's
view: Matched or mismatched priorities?
Research in Higher Education, 28 (4), 291-344.
Best wishes
--------------------------------------------------------
The great aim of education is not knowledge but action. ~ Herbert Spencer
Dr Vinod Dumblekar
MANTIS
Management Simulation Games
design | development | delivery
Ph : +91.9818631280
http://www.mantis.co.in/
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