Contents

Contents...................................................................................................................................... 1 1.0 Introduction............................................................................................................................ 1 2.0 Definition of Good Teaching...................................................................................................1 3.0 Teacher and Good Teaching.................................................................................................4 4.0 Conclusions......................................................................................................................... 10 5.0 Appendices.......................................................................................................................... 11 6.0 eferences.......................................................................................................................... 12

1.0 Introduction When I was in school, I was facing an interesting learning experience and also the bad ones. So, if I were young, my belief in good teaching was the teaching that full with happiness and easy to understand. Maybe some student will said, the best teaching come from the best teacher, best teacher is means kind, democratic, sense of humor and happy teacher!. 2.0 Definition of Good Teaching Education is a medium or a transmission of knowledge from a teacher to students where they can help impro e a person!s thoughts or maturity. "homas #. $reen %&''() in his book *"he +cti ities of "eaching, states that -teaching is the task of teacher which is performed for the de elopment of the child.. "herefore, education in ol es two important processes of teaching and learning. "eaching at the school is the application of knowledge that is needed to de elop each student!s le el of thinking in schools. E en though the teachers deli er their lessons well, there are still many of them do not understand their learning but only attend school /ust to ha e fun, meet peers and follow the needs of parents. %0loom, &'12) was state these symptoms also arise when they further their

education to higher education. %3a/oc4ki, &''5) was identifying se en principles for good practice in teaching6 7 7 7 7 7 7 7 encourages student8school contact9 encourages cooperation among students9 encourages acti e learning9 gi es prompt feedback9 emphasi4es time on task9 communicates high expectations9 and, respects di erse talents and ways of learning %:hickering and $amson, &'1().

Schank %;<<;) was clearly belie e the knowledge is easily accessible in future and not be measured by an indi idual.s knowledge but the ability to ask =uestion and what =uestion to be ask. "hus, the effecti e teacher is the one who can !change! the students! abilities so that they are better able to generate =uestion and able to answer it. >anielson %;<<() has pro ided a road map for teacher to fulfill the teacher.s responsibility upon their /ob scope. "able & shows a model framework for teaching %>anielson, ;<<().

?lanning and ?reparation

Model #ramework for "eaching

:lassroom En ironment

"eaching

?rofessional @esponsibility

"able &6 Model #ramework for "eaching

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"his framework consists of four domains to impro e teaching. "he first domain model framework for teaching is the planning and preparation describes how teachers design a lesson plan. +ccording to >anielson %;<<(), planning and preparation is a backbone of teaching for class. "he second domain is the classroom en ironment. "his domain includes creating an en ironment that mutual respect and cooperation, creating a culture of learning, managing classroom procedures, managing beha ior of student beha ior and organi4ing physical space of the class. :onduci e classroom en ironment is a best place to promote learning and teaching. "he third domain is an important aspect of teaching in a student!s learning. "his domain includes components to communicate with students, =uestioning and discussion, engage students in learning, using assessment in instruction, show flexibility and responsi eness. "eachers must pro ide a good explanation to students as directions to change complexity into something clear in student life %>anielson, ;<<(). "he fourth domain is that of professional responsibility. "his domain consists of effecti e teaching, maintaining accurate records, communicate with students! families, participate in the professional community, to expand and de elop the professional, and show professionalism affecting effecti e teaching and learning teacher.s students. #or example, reflection can help teachers analy4e, discuss and e aluate the practice teacher in the classroom. 2.1 Terminology "he specific terms was used in this assignment, to make it clear, the meaning of each term was define as per below. 2.1.1 Teaching "he dictionary defines teaching, as, Aany manner of imparting information or skills so that others may learnA %Merriam8Webster >ictionary Bnline, ;<<2). "here are three components in this definition of teaching. "he first component, !any manner! identifies that teaching is a multi8faceted acti ity that re=uires a broad range of competencies
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and does not occur in a single manner %:ashin, &'1'). "he second component, !information or skills! identifies that teaching in ol es the imparting of two types of information knowledge and skill). 2.1.2 Effective Effecti e for the purpose of this work means to produce a desired outcome. It is not necessarily associated with enhanced efficiency. 3.0 Teacher and Good Teaching "he teacher is the representati e of the content and the school. Cow a teacher presents himself makes an impression on administrators, colleagues, parents, and students. Bften a student links the preference to a particular sub/ect to a teacher and the way the sub/ect was taught. Many aspect of good teaching can be trained9 anyway the =uality teacher is always impro ing the skill of teaching and gain useful knowledge through experience. 3.1 Elements of Good Teaching + great teacher is a one that student remembers and cherishes fore er. "eachers ha e long8lasting impacts on the li es of their students, and the greatest teachers inspire students toward greatness. "o be successful, a great teacher must ha e following elements6 3.1.1 An Engaging Personality and Teaching Style + teacher must ha e a style that help to maintain their student.s attention to the lesson. + great teacher is ery engaging and holds the attention of students in all discussions. Some teacher use entertainment in order to attract student attention %Deblanc, &''1). "he teacher has to be entertainer that will keep the classroom responsi e and acti e. "he sense of humor will help teacher to not taking too seriously when conduct the classroom and that keep student more relaxed en ironment. Student are human being, they.re somehow felt bored if the class too rigid or straight without short break %Deblanc, &''1). "ypes of lectures9 a. Illustrated talk 6 the speaker relies hea ily on isual aids to con ey ideas to the listeners %i.e.,

b. 0riefing6 the speaker presents a concise array of facts to the listeners who normally do not expect elaboration of supporting material. c. #ormal lecture6 the speaker.s purpose is to inform, to persuade, or to entertain with little or no erbal participation by the students. d. "eaching lecture6 the instructor plans and deli ers an oral presentation in a manner that allows some participation by the students and helps direct them toward the desired learning outcomes. ?reparation is one key to successful performance as a classroom teacher. "his preparation should start well in ad ance of the presentation. "he following four steps should be followed in the planning phase of preparation6 a. Establishing the ob/ecti e and desired outcomes9 b. @esearching the sub/ect9 c. Brgani4ing the material9 d. ?lanning producti e classroom acti ities.

"able ;6 #i e "eaching Styles

3.1.2 Clear O !ectives for "essons + great teacher establishes clear ob/ecti es for each lesson and works to meet those specific ob/ecti es during each class. Esta lish The O !ective ?reparation is one key to successful performance as a classroom teacher. "his preparation should start well in ad ance of the presentation. "he following four steps should be followed in the planning phase of preparation6 #esearching the $u !ect

Organi%ing the &aterial

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'lanning Classroom (ctivities

"able ;6 "he planning phase of preparation $reat teachers ha e clear, written8out ob/ecti es. Effecti e teachers ha e lesson plans that gi e students a clear idea of what they will be learning, what the assignments are and what the grading policy is. +ssignments ha e learning goals and gi e students ample opportunity to practice new skills. Cowe er, if there is too big difference in the mean achie ement, teacher should impro e an effort to re ise the weaknesses or errors in teaching. "his approach will facilitate the teacher to follow in order to achie e the ob/ecti e of teaching and learning at the maximum le el.

3.1.3 Effective Disci)line $*ills + great teacher has effecti e discipline skills and can promote positi e beha iors and change in the classroom. Many community college historians acknowledge that pro iding a strong foundation in the discipline can furnish students with aluable building blocks for success %@ee es, ;<<(). 3.1.+ Good Classroom &anagement $*ills + great teacher has good classroom management skills and can ensure good student beha ior, effecti e study and work habits, and an o erall sense of respect in the classroom.
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+t the same time the teacher is the guardian for learning in the classroom en ironment. If the teacher goes in unprepared, unwilling to share, unfocussed on the process of de eloping a context that will encourage and stimulate an interest and a thirst for further knowledge then that teaching is shirking the responsibility of being a teacher. "eaching is far more than simply transferring information9 it is the engaging of minds to seek out answers. Strong, sil er and @obinson %&''E) put forward the acronym S:B@E to suggest a model of student engagement. S6 "he Success of mastery of the sub/ect that you teach. :6 "he :uriosity that e ery teacher should ha e entrenched in their teaching. + teacher who is not curious has lost a critical portion of the passion for learning. B6 Briginality F a teacher who is passionate about the teaching process will be creati e9 will be constantly seeking new ways of engaging and challenging students. @6 @elationships are central to the effecti e classroom and teachers are crucial in the nurturing of opportunities for students to engage with sub/ects that at senior le els can lead to a life8long interaction with the sub/ect. E6 "o maintain this process the teacher needs Energy. "his a something that schools do not always pro ide, and teachers in general need the time to reflect9 to re8 energies and to regenerate their focus on the learning process. It is an essential ingredient in the effecti e classroom that is too often ignored. %S:B@E acronym adapted from Strong et al., &''E6 '8&&) 3.1., Good Communication with Parents + great teacher maintains open communication with parents and keeps them informed of what is going on in the classroom as far as curriculum, discipline, and other issues. "hey make themsel es a ailable for phone calls, meetings, and email. Goung and Shaw %&''') demonstrate that effecti e communication, a comfortable learning atmosphere, concern for student learning, student moti ation, and course organi4ation were found to be highly related to effecti e teaching.
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3.1.- High Expectations + great teacher has high expectations of their students and encourages e eryone to always work at their best le el. + teacher must put e erything they can to help the students to achie e the expectations 3.1.. Knowledge of Curriculum and Standards + great teacher has thorough knowledge of the school!s curriculum and other standards they must uphold in the classroom. "hey ensure their teaching meets those standards. Cigh school is more than the sum of the classes the kids take. It.s a time to grow, explore, try on identities, and find /oys that might /ust last a lifetime. Sometimes the best teaching we do happens on basketball courts, in the halls after a class, at a local coffee shop or in a drama studio. "he best teachers know that they are teachers for much more than the time they are in the physical classroom. Ministry of Education, Malaysia %;<<H) has outlined the following educational goals6 &. Extend the potential of the indi idual as a whole to produce the Insane balanced in terms of physical, emotional , spiritual , and intellectual % IE@I ) ;. Enhance creati ity and inno ation and cultural knowledge of students9 5. Science and technology culture and lifelong learning. 2. Malaysia as a center of excellence in education and E. Increase the prestige of the Malaysian education on the international stage. 0ased on the Ministry of Education, school primary ob/ecti e is to assist the de elopment of pupils, school preparation, high school preparation, cultural understanding and social skills, building interest, religion and morality, and, contribution to society and the nation. 3.1./ 0no1ledge of $u !ect &atter "his may seem ob ious, but is sometimes o erlooked. + great teacher has incredible knowledge of and enthusiasm for the sub/ect matter they are teaching. "hey are prepared to answer =uestions and keep the material interesting for the students. %>r 0. 3ictor) in his speech
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of tittle -"eaching Skills for + :ollege "eacher. states that *the first =uality of a good teacher is knowledge of the sub/ect and this is prere=uisite,. 3.1.2 'assion for Children and Teaching + great teacher is passionate about teaching and working with children. "hey are excited about influencing students! li es and understand the impact they ha e. $reat teachers are warm, accessible, enthusiastic and caring. "eachers with these =ualities are known to stay after school and make themsel es a ailable to students and parents who need them. "hey are in ol ed in school8wide committees and acti ities, and they demonstrate a commitment to the school. "here is suffering in the world, and a good teacher recogni4es this and has the inner desire to help. $reat teachers help by teaching, because they know that by gi ing knowledge to the next generation, they are creating indi iduals who will ha e the skills, compassion, and dedication to ending suffering. $ood teachers care about the world and what they do and wouldn.t ha e things any other way. 3.1.10 $trong #a))ort 1ith $tudents + great teacher de elops a strong rapport with students and establishes trusting relationships. "he good teacher is ha ing ability to communicate their knowledge and expertise to their students. "here is a saying, A$i e me a fish and I eat for a day, teach me to fish and I eat for a lifetime *. +.0 Conclusions $ood teaching is something beautiful. It captures the attention of the listeners. "he teacher is well8prepared, knows what he or she has to communicate and abo e all is aware to what heights of knowledge the students need to be guided. "he one who can offer good teaching communicates clearly, con incingly and for the good of the students. $ood teaching is characteri4ed by good example and the teacher.s ability to understand the students. $ood teaching generates plenty of =uestions too from the students. In conclusion, good teaching must be applied to all teachers o er Malaysia. In the rapidly de eloping world en ironment, teaching methods must constantly change o er time so that the children do not continue to get tired and bored with traditional methods. +ll these aspects are
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ery important and ery critical to be de eloped and sustain so that these elements are used as a guideline for the education purposes.

,.0 ())endices "able &6 Model #ramework for "eaching "able ;6 #i e "eaching Styles "able 56 "he planning phase of preparation

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-.0 #eferences 0loom, 0.S . %&'12). "axonomy of educational ob/ecti es. 0oston, M+6 +llyn J 0acon. :ashin, W. E. %&'1'). >efining and e aluating college teaching. Idea ?aper Ko. ;&. Manhattan, L+6 Lansas State Mni ersity. :hickering, +. J $amson, N. %&'1'). Se en principles for good practice in undergraduate education. ++CE 0ulletin, 5, 58(. >anielson, :. %;<<(). Enhancing professional practice6 + framework for teaching. +lexandria, 3+6+S:>. $urney.? %;<<(). #i e #actors for Effecti e "eaching. Kew Nealand Iournal of "eachers. Work,. 3ol 2. Issue ;, pg 1'8'1.
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Deblanc. @ %&''1). "op ten re=uirements for good teaching. "he "eaching ?rofessor, 3ol ; @ee es. @. D. %;<<() $ood "eaching6 + Oualitati e study of the attitudes and teaching menthodologies of effecti e community college history instructors. "uscaloosa.+labama. pg &' Schank, @. :. %;<<;). +re we going to get smarterP Kew Gork6 3intage 0ooks. Strong, @., Sil er, C. #., J @obinson, +. %&''E). What do students want %and what really moti ates them)P Educational Deadership, E5%&), 18&;. 3a/oc4ki. S %&''5) Effecti e "eaching J "eaching Ea aluation ?ractices. :anadian Mni ersity $eography >epartments. 3ictor. 0. "eaching Skills #or + :ollege "eacher. Slideshare . Goung, S., J Shaw, >. %&'''). ?rofiles of effecti e college and uni ersity teachers. Iournal of Cigher Education, (< %H), H(<8H1H.

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