(1) Teachers should regularly lead class discussions,
presenting clear explanations and examples of basic concepts and/or asking
questions so that students can piece together the principles desired.
Group 1: this approach may exclude student discoveries or their
learning to become independent thinkers
letting students go on their own may make their weaknesses more apparent
students may simply memorize and not actively question what they don't
know
Group 2: sometimes it is good for students to take the lead,
explore their own examples,and formulate their own questions, yet it is
very important for the teacher to summarize at the end and make sure students
don't form too many misconceotions
Group 3:
Happy Homecoming
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How do we know they are getting the principles?
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If you are leading the class students do not have the freedom necessary
to piece together the overall meaning for themselves.
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Use Group Work as a valuable tool to help students use knowledge each other
have to piece together the general meaning. That helps to teach intrapersonal
relation skills which are useful later in life.
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Overall, this statement is too board and needs to be broken into two more
specific statements to be effective. one should concentrate on how
teachers should control their classroom and the second should focus on
how students should use information presented, each other and the teacher
to piece together the correct meaning.
Group 4:
It is hard for the teacher to be sure that students gather the the
pieces of principles in a desired way because of students' misconcepts.
When the teacher lead the class discussion, it would be more systematic
and fair. The teacher can extend and clarify the concepts by giving related
examples and explanations.
(2) All teachers need to master their subjects, as a prior
condition to trying to teach them.
Group 4
It depends on the level of who you are teaching. However, all teachers
need to know enough in the field he/she is intend to teach.
Group 3
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"ALL teachers should master their subject" is realistically
impossible. However, teachers have to make great effort to understand their
subject so that they don't give their own misconceptions to students directly..
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Teachers are in process of not only teaching, but also in
process of learning when they are in class.
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Pre-service and in-service teachers need enough opportunity
to get re-/education for their teaching.
Group 2:
The teachers just need the basic knowledge to start the
class. They don't have to know everything about the subjects.
Also, they can learn more about the subjects as the class progress.
If they have problems with certain topics, they can always bring in other
resources (ie. speakers, field trips and etc.).
Group 1:
The mastery of knowledge does not always lead
to the mastery of teaching.
(3) Teachers can and should transmit their knowledge to
pupils.
Group 1:
Teachers are unable to directy transmit information to their
pupils. Teachers can not transmit knowledge only information.
Group 3:
1. Students might not be receptive.
2. Teachers sometimes cannot transmit their knowlege or expertise, even
if they are mastered
subjects; but they cannot articulate them.
3. Transmitiing knowlege is impossible because it is built upon information,
but transmitting
experience is promising.
Group 2:
Teacher can and should transmit
knowledge to pupils but should also allow students to expand and form their
own knowledge.
Groupp4
Agree. Teachers
need to use other sources.
(4) Teachers should, at first, present simple and easy
problems and tasks, in order to build pupils' courage to tackle more difficult
and unfamiliar tasks.
Group 2:
Showing students the complex
first and then breaking it down into simple steps could give them a sense
of accomplishment.
Going from simple to complex
is often good, but depending on the topic being discussed, the opposite
method may be better.
Simple tasks can sometimes
bore studednts if they have no idea what they will be used for in the future.
Group 4
Examples and
problems teachers use are supposed to be one step above the level of children.
Group 3
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Overall, we agree with this statement.
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Starting with simple examples and then working to more complicated examples
will allow students to gain confidence and encourage them to take on additional
challenges. This confidence will also be essential if working with
a group of special education students.
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It is also important to start with simple examples and then progress to
more complicated examples to assist with learning speed. Although
it might be feasible for computers to learn all the information from Algebra
I to Calculus III in a single semester, humans require time for knowledge
acquisition.
(5) Teachers should give equal attention to all pupils.
Group 2: Impossible to give equal attention to ALL students, more important
to find what type of attention to give to each student based on their specific
needs.
Group 3
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We do not agree with this statement as it is not appropiate for teachers
to concentrate on all their students equally. Teachers must make
sure that they are in touch and aware of the needs of all their students,
but then they must concentrate their resources and efforts with the weaker
students to maximize their teach effectiveness..
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This might also be a great place to incorporate group work into the classroom
-- use stronger students to help weaker students and the teach can circulate
throughout the class to monitor the progress of all
(6) Teachers should give quick feedback on pupils' work,
indicating clearly what is wrong and why.
Group 4
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The teacher should emphasize on the process rather than results.
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Self-esteem issue depends on how the teacher presents the feedback.
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Finding mis-assumptions which students brought to school.
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Give chance to students to evaluate their answers by themselves.
Group 3
* Emphasize on the positive response insteaad
of pointing out just "what is wrong"--indicate digfferent ways to approach
the problem.
* Negative feedback ccan affect sstudents
self-confidence.
* Qucik Response is always a good idea.
Group 2:
Important to give feedback but sometimes it may be
helpful to refrain from specifically stating what is wrong. Rather,
the students can go back and rethink things to determine what is wrong
for themselves. Also, it may be helpful to use other forms of feedback
such as through peers.
Group1:
There are several types of feedback that can be
effective. Among them peers review can be a good source of evaluation.
(7) Children should focus first on content and second
on means of expression.
Group 4
Two main oponions:
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Content and means of expression go hand in hand. They are of equal importance.
Without a good expression, the content is useless.
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The content is a little bit more important than means of expression. If
a students has very good ideas, the means of expression doesn't undermine
his/her talent.
Group 3
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Presentation of content is important, but should coincide with application.
This could be reinforced through group discussion, debate, team projects,
etc. This enable the learners to restate content and assimilate the
content with students' prior knowledge.
(8) Children should strive to understand their teachers
and the textbooks.