Search results for: Classroom techniques

This article focuses on what beginning teachers learned about planning; the nature of that planning; and the development of their awareness as to what planning could and could not achieve. This study is based on the analysis of 10 post-lesson interviews with 17 beginning teachers in England across three years (the PGCE year and the first two years in teaching). The findings demonstrate that learning how to plan clearly emerges as the most prominent feature in the PGCE year. It remains a strong feature in the newly qualified teacher year. Furthermore, ongoing learning about planning can be a powerful vehicle for ongoing learning about teaching as a whole.

The purpose in this article was to describe key aspects of the design, implementation, and initial evaluation of the innovative preservice secondary education teacher education program. The authors focused on the collaborative efforts of faculty in general education and special education departments to prepare future secondary teachers to use inclusive instructional practices to meet the needs of students with disabilities. The collaborative instructional design was based on a Universal Design for Learning (UDL) perspective to give preservice teachers opportunities to explore models of both inclusionary teaching and UDL lesson design. This collaboration between general education and special education teacher education faculty enhanced both the teaching of the methods courses and the candidates learning related to meeting the diverse learning needs of students within their teaching.

The purpose of this study was to identify the classroom management strategies that Australian pre-service teachers would employ, their confidence in employing them, and the effectiveness of the strategies. Furthermore, the study aimed to identify significant differences in these variables between pre-service teachers in the final year of a four-year teacher training course and pre-service teachers undertaking a one-year, stand-alone teaching program. The results of this study indicate that the most frequently reported strategies by all the Australian pre-service primary teachers surveyed were rewards and initial corrections.

This study compared the impact of effective teachers and less effective teachers on their students tests scores in reading and math. The authors used a two-phase study to shed light on the connection between teacher effects and teaching practices. The findings reveal that top-quartile teachers had fewer classroom disruptions, better classroom management skills, and better relationships with their students than did bottom-quartile teachers.