Pedagogical Skills Development Mekha 1f3l6r

Pedagogy Pedagogy can be defined as

the art of teaching. Pedagogy involves being able to convey knowledge and skills in ways that students can understand, and apply.

Pedagogical skills Pedagogical skills can

generally be divided into classroom management skills and content-related skills.

 Pedagogical Skills for Classroom Management Loughran (2010) asserts that pedagogy is the “relationship

between teaching and learning” and as a teacher, i hope that my classroom management strategies are a reflection of my educational philosophy in that i want to encourage my students to be active participants in the culture and activities of our classroom and as such share in the responsibility of our classroom management. Behaviour management is perhaps one of the most difficult skills for pre-service teachers to master due to the fact that managing a room of 30 teenagers is a far cry from anything that they have ever encountered.  And ultimately, a lot of the time classroom management and behaviour management go hand in hand.   Having good pedagogical skills is essential for classroom and behaviour management.  The pedagogical skills essential for classroom management are as follows:

Knowing your subject. Being able to reflect on your teaching practices and identify what works and

what doesn’t. Acknowledging methods that do not work is key to classroom management. Knowing your students – not just academically, we need to know what makes our students tick; what their interests are, their personality and their learning styles. Being transparent – students should be well aware of your expectations. In a constructivist learning environment, students should be active participant in building and adhering to the culture go the classroom.   Teachers need to be consistent and equitable in their negotiation of expectations and consequences for inappropriate behaviour. Being able to provide stability and structure in both the academic and cultural aspects of your classroom. Being able to create a learning environment that it challenging, open, engaging and rich which enables students to meet their targeted learning outcomes as well as being interested and motivated.

Evaluating Student Writing Providing detailed on student papers is an effective way to engage

students in intensive, in-depth learning on a particular topic. When a teacher spends time reflecting on and communicating about student work, students feel that their time and effort has been honored and that their learning matters. This not only makes them appreciate your teaching more; it encourages them to continue to learn in this class and in future classes. Conversely, students can be bitterly disappointed or even insulted when they spend 20 to 30 hours on a paper despite competing demands of job, ministry, and family, only to receive back from their teacher just a few scrawled notes, like ‘Good attempt’ or “strong paper, but needed better conclusion.” For students underprepared by their college backgrounds, second-career students anxious about performance, and students who have too much of their self-esteem wrapped up in the approval of others, a dismissive or bored teacher response can be devastating. Show students that you respect their efforts.

 Every student paper presents the teacher with important opportunities for

affirming, contesting, redirecting, and nuancing the claims made and interpretive trajectories undertaken by the student. To teach well entails being as responsive to these opportunities as your own time and other obligations permit.  You will find your own structures and rhetorical rhythm for commenting on student papers. it will be helpful to begin with a short introductory paragraph that affirms whatever I can (even in poorly done papers). Follow this by two or more paragraphs that comment in detail on the substance of the paper, inviting the student to consider content or hermeneutical claims in alternative ways where necessary.  If there are proofreading or other minor problems with the paper, mention them just briefly toward the end. Always close with an affirmation, “Thank you for your work.”

Evaluating Student Midterm and Final Examinations Exams

can be marvelous teaching tools, if teachers take the potential of the medium seriously rather than considering exams as “hoops” through which students must jump. Students learn virtually nothing from receiving exams back with a score and a brief comment scrawled in red at the top: 98 great job! 87 good 70 what happened?? see me

Commenting

in personalized detail on exam paper is not feasible for most teachers. But it is quite possible to make up a master sheet that explains what knowledge and skills the exam was testing, identifies specific content that was sought , and gives instructive examples of various ways in which successful exam-takers approached specific questions.

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