I
NTRODUCTION TO
T
EACHING
“Those things, which ye have both learned, and received, and heard, and seen in me, do:
and the God of peace shall be with you.” Philippians 4:19
Table of Contents
Introduction to Teaching ... i
Table of Contents ... ii
Preparing to be a Teacher... 1
Essential Tools ... 1
Preaching Vs. Teaching ... 2
Importance of the role of the teacher. ... 3
The Teaching Process ... 4
Basic Seven-Step Planning Process ... 4
Four Levels of Instructional Work ... 6
Rationale: Why am I teaching? What is the reason I am teaching? ... 6
Content: What am I going to share? ... 6
Methods: How am I going to share? ... 6
Evaluation: How well did I share? What is the result of my teaching? ... 6
Three Key Roles of Teacher ... 7
Instructional Expert ... 7
Manager ... 7
Counselor ... 8
Making Systematic Observations... 10
Observation and Inferences ... 10
As a teacher it helps you in: ... 10
Writing Objectives ... 12
How Do We Write an Objective? ... 12
Domains of Learning ... 14
3 Domains of Learning ... 14
Learning Modalities... 16
Tactile Learner ... 16
Visual Learner ... 16
Auditory Learner ... 17
Kinesthetic Learner... 18
Instructional Planning ... 20
Yearly Plan ... 20
Unit Plan ... 20
Daily Lesson Plan ... 22
Selecting and Designing Instructions ... 25
Three Key Points in Delivering Instruction ... 25
Procedures ... 25
Methods ... 25
Two Key Methods of Presenting Information ... 25
Feedback and Listening ... 34
Three phases in Listening Process ... 34
Evaluation ... 36
Three Reasons for Evaluating Students... 36
Factors for Poor Evaluation: Quiz ... 36
Two Major Point to Remember in Evaluation (Test) ... 36
Planning the Evaluation ... 38
Multiple Choice ... 38
True or False ... 38
Fill in the Blank/Completion Sentence ... 39
Short Essay/Short Answers ... 39
The Role of the Bible in Christian Education ... 40
Teacher-Parent Meeting ... 40
Parent-Teacher Conference ... 42
Discipline ... 44
Preparing to be a Teacher
Essential Tools
Devotional Card
When you are a teacher, you are in charge of doing devotion. It can be every morning. So you would
write this card in such a way that you could teach of it.
Advice for 3x5 Devotional Card
1.
Put “??” Question Marks: to remind you to ask the question from the class. Question is one of
the most important techniques of teaching. Being able to ask a right kind of question is
essential. Because if we get to intellectual mode, we start speeding out the information and
soon we forget that “Teaching is not giving information, teaching is teaching others to get
information. So that they can educate themselves.”
Tips: Wait 5-10 seconds in question - In question, we are to wait approximately at
least for 5 – 10 seconds. Sometimes you may only wait 2 seconds and you seemed to have
waited for two hours, because no one is saying anything.
2.
One or two sentences or summary in one section.
3.
Point to Share
4.
Put “*” – to remind yourself that this is the most important thought of things I ever read.
You spent time on it.
Teacher when you are planning class presentation, you are putting little symbols thoughout your
lesson plan, devotion card, even sermon to remind yourself the questions, the most important
point, and on.
Tips: Devotionals should not be longer than 5 minutes - When you are working with young
people, SOP so cleared, “you do not speak long!” Lengthy worships weary the children and even the
angels. Your goal is get truth into young person’s brain, and if you give too much truth, everything
overflows and they don’t get anything. Your goal is you want to get in little bit in there, and to make
it enjoyable, practical and interacting.
Unit Planning
Week and half to 2 weeks long on one subject. Different lesson plans all fit in one unit. Start unit planning as soon as I learn about it.
Tips: My life has to be pure - The most essential thing for teacher is that “My life has to be
pure” by the grace of God. But I must have that. I cannot change the life of any young person, if I’m
holding on to sin in my heart, and I am not controlling myself. It’s wasting of time. An impure lake
does not have a pure rivers going from it.”
CT 31 It is only life that can beget life. He alone has life who is connected with the Source of life, and only such can be a channel of life. In order that the teacher may accomplish the object of his work, he should be a living embodiment of truth, a living channel through which wisdom and life may flow. A pure life, the result of sound principles and right habits, should therefore be regarded as his most essential qualification.
Plan of Implementation Card
How will I enforce the rule that I have. What kind of methods I will use to implement that to win
their heart.
Tips: Be consistent - One of the important thing as a teacher is being consistent. You can forget
everything else, but be consistent. When you say something make sure it happens. So that student
can depend upon it. Sometimes it’s hard on you, but they are going to realize that what you say, it
happens. They are never going to believe what you says, if you don’t carry out what you says. There
are some teachers who allow “mercy.” But it’s not a mercy, but “training students bad habit.”
Sign of Good Teacher - When your student end up smarter than you are. That’s what you want to
accomplish.
Preaching Vs. Teaching
Matt 28:19, 20 Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost: Teaching them to observe all things whatsoever I have commanded you: and, lo, I am with you alway, even unto the end of the world. Amen.”
What is the difference between preaching and teaching?
Preaching is one-sided, teaching is two-sided.
Preaching is sharing information, teaching is helping them to learn the information
Teaching is closer to the people.
6T 154 Teachers should lead students to think, and clearly to understand the truth for themselves. It is not enough for the teacher to explain or for the student to believe; inquiry must be awakened, and the student must be drawn out to state the truth in his own language, thus making it evident that he sees its force and makes the application. By painstaking effort the vital truths should thus be impressed upon the mind. This may be a slow process; but it is of more value than rushing over important subjects without due consideration.
Why would someone want to be a teacher?
* You can fill out
“Getting to Know You”
form.
Eph 4:11 And he gave some, apostles; and some, prophets; and some, evangelists; and some, pastors and teachers; For the perfecting of the saints, for the work of the ministry, for the edifying of the body of Christ: Till we all come in the unity of the faith, and of the knowledge of the Son of God, unto a perfect man, unto the measure of the stature of the fullness of Christ:The true purpose of education is to restore in a man an image of God. The reason God give us a gift
of teaching is to bring the nature of Christ into our life. That is the reason and the purpose. Where is
God calling you? What is the call that He can place in your life. Make sure that you are living and
walking in His will. If you don’t have vision, get one, pray for it: “Father give me a vision. Give me a
passion to work for. To dedicate my life for.”
Importance of the role of the teacher.
1 Cor 12:28,31 And God hath set some in the church, first apostles, secondarily prophets, thirdly teachers, after that miracles, then gifts of healings, helps, governments, diversities of tongues…But covet earnestly the best gifts: and yet shew I unto you a more excellent way.
Teacher is right next to the prophet. We are living in a society where teachers are not being
appreciated. Teachers are becoming a babysitter. They are sending their children expecting that
teacher will change their child. As a result, teacher gets a low place in society. But the need for
teaching is incredible.
Story of a king looking for the greatest person in his kingdom.
First man – great scientist: created a vaccine that saved thousands of people.
Second man – great lawyer: he made a law that saved kingdom being an anarchy.
Third man – great architect: he made a building that earthquake can’t shake.
Last man – old gray haired woman: she was the teacher of these three greatest men.
That is the power of teacher.
* Also read the poem
“Why Teach?”
You want to become a teacher because you want to change the life for Jesus.
What is your purpose? You are wanting to teacher, whether it’s your profession or to benefit your ministry, but you are wanting to teach because you want to change the life for Jesus. That’s why you are being a teacher. That’s why you are wanting to get involved in teaching. If not, pray and ask God to give you that passion, give you that vision: THAT’S WHY I WANT TO TEACH.
The Teaching Process
This is the foundation of all teachings.
After this section, we will be looking at each area in detail.
Basic Seven-Step Planning Process
Step 1> Determine Content What I am I going to teach?
Step 2
Write Objectives Step 1 & 7 Determine Content Re-determine ContentStep 5
Plan Closure Step 4 Select instructional StrategyStep 3
Plan IntroductionStep 6
Plan EvaluationStep 2> Write Objectives
What I want student to get out of this class? Step 3> Plan Introduction
How am I get them interested? Step 4> Methods
What methods I am going to use to make this stick in?
Tips: No Lecture!!! - For Elementary and secondary, good lecture do not include “lecture” most of
the time. If you want to have your Academy or Elementary class go into sleep, lecture them. It’s
guarantied way to loose students’ attention. You may loose college students if you lecture too much.
There are some college students that just want their teacher to pour out the information as much as
they can, but they are not learning effectively if they are not taught in different method than just a
lecture. Here is why: You don’t remember much of what you have heard. College class is different
than just Academy classes: it covers at least 10 times more information.
For Example, in discussing Conversion and Righteousness by Faith Class; We are going to look at
the sanctuary model, and the very first thing that you come into sanctuary is the altar of burnt
offering: Justification. What is justification? Give them Bible and Concordance, and let them find as
much as they can about justification. 10-15, or 20 minutes. Then you discuss about it. It takes a
while to go through one process, but “they” found the information, it’s theirs, they own it.
Step 5> Plan Closure
Review - Closure is taking the content that you have discussed, and summing it up in 3 or 4 minutes. It’s a review; repetition leaves deep impression. That way they are ready to come back next day. When you finish your class, you back to your set induction and tie up everything in between. Keep this in mind.
Set induction for the next day - You don’t do this often. But they can’t wait to find what the next class is about. You want them to be interested, so when they come for next class, they will be ready to go on. ß
Step 6> Evaluation
How am I going to evaluate whether students have learned what I have taught them? (There are many different form of evaluation: making commentary for Bible class, doing a project, test evaluation, quiz evaluation, homework evaluation).
Step 7> Re-determine Content
Four Levels of Instructional Work
see the handout
Rationale: Why am I teaching? What is the reason I am
teaching?
Research & Study
Content: What am I going to share?
Putting together specific class contentMethods: How am I going to share?
Conducting class Planning teaching(strategies for specific class)
Evaluation: How well did I share? What is the result of my
teaching?
Grading & recording papers
Doing report cards & P/T conferences
College spends 50% of time in Rationale & Content; getting information. Secondary/Elementary – spends 60% of time in Methods; How am I going to teach this?
Typically, elementary teachers are the best teacher. In College, if you have PHD, if you know your topic, no matter how you present it, they will hire you. When it comes to Academy, you need to have your masters. But when you come to the elementary, you spend most your time learning what methods can I use to cross this information.
Tips: Sometimes you can use elementary methods in other levels - You will be surprise how much elementary methods can be used in Academy. It works. Sometimes even in the college. For example, you will surprise to know that how much Academy students are motivated in studying by putting the stickers on their paperwork. Telling stories.
Tips: Learn how to present the material in many different methods as possible in same content - Don’t let it just pass by. For example, you speak about something, and you can tell a story about it, you can illustrate in the board, and you can have a discussion in the class about it. You have four different methods discussed on same exact content; it will stick in. You got auditory(speak), visual(board), emotional(story), and intellect(discussion) students; all of a sudden it becomes real to them.
Three Key Roles of Teacher
Calling of teacher is high. There is more work done than they paid by teacher than any other job. Do
not become a teacher for finances. Teaching is a calling. If you are going in for any other reason, you
will be discouraged.
Instructional Expert
You must be expert in communicating the information that you have in a way that people might be
able to understand.
Manager
After school
Re-arranging room
Doing bulletin boards
Administrative paper work(reports, letters, etc.)
Phone calls
Preparing field trips
Contacting parents
Occupying children not yet picked upTips: Good teacher make good use of it. There is tendency that parents may look at teachers as a
babysitters. Your job is to say “If you want your children to stay, your children is donating time to help the school. Then parents may let them do that, or they will come pick their children. Hard part in teaching is not dealing with the students, but it’s dealing with the parents.
School board meetingsSome jobs that you may have to do as a teacher
Secretary – type letters, keep file, immunization reports, medical reports.
Genitor
Supervisor
Interior DecoratorTips: Your classroom, just by look will tell people whether you are a teacher or not. If you just have good
bulletin board, people wouldn’t bother you; unfortunately that’s true. They don’t look how you teacher, but they look what your classroom look like.
The most important role of teacher, your goal, is leading them to Christ. You must do more than just
leading them to Christ, but somehow embroidden to them this desire to serve God with whole
heart. The role of education is “to restore the image of the Creator, and to prepare the service for
this world and the world to come.” As a teacher, never forget that.
Counselor
As a teacher, one of the most important role that you have is a counselor. Counselor should be able
to observe in objective way.
For example, “Your son Johnny is disturbing my class.” That is subjective. “Johnny has thrown
something at Julie three times today, and it stopped her from doing her work.” That’s objective. And
mother is able to interpret what ever she want to call it; most likely she would say it’s disturbing
the class.
Observation will teach you to be objective; to look at exactly what’s happening and not to have any
interpreter. As a teacher, our goal is to train them to give their heart to God. We can not do this until
we have ability to observe.
Tips: Observe your student - If you see a student struggling, don’t just pass by. Give him a card or a note
saying “Hey, I’ve been thinking about you, hope you have a good day.” You need to able to observe student’s need, that way you can provide for them in spiritual sense. When you meet them where they are at, then you can bid them to follow Jesus. But you need to care for them first.
Guide for Observation: Behavioral Descriptions Choose five student behaviors you will monitor.
1. Talking without permission 2. Fidgeting in seat
3. Talking to neighbor 4. Interrupting teacher 5. Listening
Keep record of behaviors on observation form. What other behaviors did you notice?
Take notes on classroom environment: time, weather, subject, etc. Also notice the class activity (independent study at desk, or teacher-directed activity such as lecturing or an oral quiz, etc.)
Summarize on final form with conclusions(safe and reasonable inferences), (type if handwriting isn't legible and neat - points will be deducted if it is unreadable)
Note time arrived and time left (45 minimum) Have teacher initial your observation.
Tips: Remember to set up the appointment! – don’t just show up to the class. Call the
principal of the school and say “I need to do the observation form for my introduction to teaching
class, it’s due by April 12. What would be good day for me to come and what class would be good
for me to observe?
Tips: Oral Quiz can be one of the set inductions. Students are not going to get a point for it,
but just to review and see whether students are catching up. This gives you chance to evaluate the
students without having to grade.
Making Systematic Observations
Observation and Inferences
Use your
Observation Record Form
Differences between observation and inferences
1.
Observation – behaviors.
2.
Inferences – interpretation of behaviors.
For example,
1.
Jane walked into the class, pushed the table back, she sat down and had a frown on her
face………
(O)
2.
Jane had a bad attitude………..……….
(I)
3.
Joe hit two students with the stick………
(O)
4.
Joe is a troublemaker………..………
(I)
5.
Joe stirred up the class……….………..
(I)
6.
Mark didn’t answer or look up when the teacher directed questions to
him……….………
(O)
7.
Mark didn’t appear to be listening………
(I)
8.
Mark doesn’t listen………
(I)
9.
Tom didn’t have assignment handed on
time………..…………
(O)
10. Tom is lazy……….…………
(I)
Tips: Always be objective! - It’s so easy for teachers to make inferences. You don’t want to make
inferences, you want to be objective and make your observation clear. Often times parents will understand what you are saying when you are given observation, and they will take inference for you. But if you give inferences, they will get frustrated with you. It doesn’t work. They will ask for objective fact.
Even when you are dealing with the students, you need to be very clear on that. Never say: “You and so and so was causing troubles in the class,” but say: “When you did this, so and so became like this. What was the reason you did it?” That would be the difference between inference and observation.
As a teacher it helps you in:
CommunicationPeople want to know clear, objective thing: If you have a student having a problem, and you are
making an inference, you are not helping him. If you are giving an observation such as “Here is
what’s taking place, here’s what you are doing, and it’s not appropriate. How can we change it?” you
are helping the student to see the problem. But when you say, “Excuse me, you are causing a trouble
in the class, you need to stop!” it will make student confused, it will make student rebellious.
Parent-teacher Conferences
You can say anything about your students, but parents wouldn’t believe. They want evidence. When
you give them your observation, “So and so said this, it took how many minutes to control this
situation, etc.,” they can’t argue with it. Not because you can win the battle, but the reason is to let
parents realize that there is an issue and they have to unite with the school together and make a
change. Parents will not join on something; even the school board will not join on something, if they
don’t know that. You need to be able to pull something together with the objective observation.
Shouldn’t students feel like they are being watched?
When you are in a trouble, and you are in the position that you have to do something, in a way that
students will not know, it’s important that you find out that information. Often if you are a
supervisor, whenever you are around, students behave. So there is difference with other teachers.
You should be able to hide and observe the class in a way that on one could know.
Writing Objectives
How Do We Write an Objective?
What is objective?Asking what are the desired learner outcomes?
Why do we write an objective?
If I can get into my mind how to write an objective that I don’t have to write it anymore, it will be
much successful, because your mind will think in objective terms.
Three Benefits of Objective
1. Teaching approach will be largely dictated by objective by your objective.
2. Important for your evaluation process – you will know whether your students has reached the desired goal, because you have your desire goal front of you.
3. It’s going to help me in communicating with the students that I need to communicate. Four Main Parts of Objective
1. Performance – How the students are going to perform? Something that is observable; see table 1.1 2. Product – What they are going to perform? Outcome or the result.
3. Conditions – Under what condition are they going to perform the product? Conditions which the students will perform the product.
4. Criterion – The skill level they are going to perform the product. Level of acceptable student performance.
Tips: You don’t have to set your criterion. You want 100% accuracy. You are wanting them to answer
everything right.
Table 1.1 Illustrative Verbs for Writing Goals and Objectives
COVERT
(NONOBSERVABLE)
VERBS
OVERT
(OBSERVABLE)
VERBS
apply
add
label
appreciate
analyze
list
believe
arrange
locate
comprehend
build
measure
cope
calculate
name
demonstrate
choose
operate
enjoy
circle
order
familiarize
classify
pick
grasp
compare
point
imagine
construct
pronounce
know
contrast
read
like
define
recite
realize
distinguish
select
recognize
draw
sing
think
explain
sort
understand
graph
underline
value
identify
write
For Example,
1. Given a set of picture, students will be able to place the pictures in proper sequence with no more than one
error.
(Condition) (Performance) (Product) (Criterion) 2. Given the necessary materials and the dimensions, the student will be able to construct a polygonwith all
dimensions being within 5%.
(Condition) (Performance)(Product) (Criterion) Are we going to write this for every single lesson that we teach?
1. Realistic Answer – No. When you get out into elementary school, and when you are teaching 9 classes a day to 3 different grades, that’s 27 lessons per day. There is no way that you can put 27 objectives together.
2. Idealistic Answer – It’s best to have the objective for every lesson.
You want to have a mentality of how to have an objective automatically. As you walk into the class, you should be able to make an objective for that class in your mind. Create a mentality of approaching a subject: when ever you see a subject analyze your performance, product, condition, and criterion. But you won’t be able to make these objectives in your mind, if you haven’t practiced writing in the paper.
Difference between Objectives and Goals
1. General Educational Goal – broadest. 1) To restore the image of the Creator; 2) To prepare the joy of service of this world and the world to come.”
2. Informational Objective – smaller. It’s for certain class. “Preparing committed educators.” “Space travel.” (It’s not specific such as your course goal).
3. Instructional Objective – narrowest. It’s for one day. “Preparation of Astronauts.” (it’s specific such as unit plan)
Being a Christian Educator… Love God with all your heart, and love your neighbor as yourself: this is the fundamental. If you can somehow install into your brain that this is what the education is all about, it’s going to drastically affect the way we deal with the students in your classroom. First thing “I want God’s image installed in this young person,” and the second thing “I want them to get working side by side with me.” Keep these two things in your mind. “Is this restoring the image of God?” and “Is this preparing them for service?” These are the two questions you need to ask in everything taking place. If you ask these questions, it’s going to solve so many other things.
For example,
1. The students will learn to read………...( G )
Domains of Learning
3 Domains of Learning
As an educator, somehow you have to deal with all these different levels. Some students are
stronger in one area than another.
Affective
Attitudes and feeling: Heart issue. 1. Receiving – choosing to listen. 2. Responding – choosing to cooperate.
3. Valuing – appreciating and having burden for.
4. Commitment – being able to act upon and follow through with what I value.
Affective level seems not that important as an educator, however you will find that if you make
Affective your main focus, you got everything else. If your students are willing to receive the
information and not only respond to it but value it and having the commitment, then they will going
to love the Cognitive, and they will do well in the Psychomotor area. But this is the hardest job in
the class.
Psychomotor
Physical hands-on skills: Hand issue.
1. Imitate – you see something and imitate it.
2. Manipulate – to move with your hands to control yourself being able to make something in some degree.
3. Precision – doing exactly what they want to accomplish. Cognitive
Knowledge and thinking skills: Head issue
1. Knowledge – just recalling information, raw memory.
2. Comprehension – not just a raw memory, but explaining what I recall.
3. Application – taking whatever they’ve learned and comprehended and applying. 4. Analysis – being able to dissect.
5. Synthesis – creating something new from information you had before. 6. Evaluation – valuing, determining information.
You want to have closest to the bottom as possible in your instructional training. You can’t
ignore the knowledge, however real intellect comes from the bottom; when they are able to take
something and apply, when they are able to create something new.
Exercise
1. The student will correctly adjust the microscope ( P )
2. The student will write an essay which is argument for prayer in school was developed ( C)
3. Given the material and the picture of a sugar molecule, students will create a model of a sugar molecule with 100% accuracy ( P )
4. The student will voluntarily check out books related to art ( A )
6. Given a paragraph, students will type in a rate of 50 words per minute with fewer than 2 errors per minute. ( P )
7. The student will argue for more science in the public school. ( A )
8. The student will correctly write the sums for all the basic addition facts. ( C )
9. Given attitude inventory, the students will rate social study from the high-ended scale. ( A )
When you get into a habit to include these three areas in your objective, when you have lesson plan that had each one in it, you are going to be a very good teacher. If you can give them a Cognitive objective – what I what to get in their head, Psychomotor objective – what I want them to do with their hand in this class period, and Affective objective – what I want them to feel about this class when they are done, that’s teaching! Teaching is not just presenting the information, it’s much more. That’s your goals as an educator.
Learning Modalities
“He was a good student; I knew he studies very hard. In fact, he would study 3 hours for a test when others will study 30 minutes.
They get the same grade. I knew he was bright; God has blessed him in hands on skills (Psychomotor). He knew how to cut the trees, kill the snakes; he knew how to deal with the issues that are outdoors. But in the class, he struggled. When we had a test 50% of the test was wrong, but when I called him after class
and asked him verbally, he knew everything. It’s just when it came to reading it, it wasn’t working.” We will be learning about Learning Modalities. Some people are auditory learners, some are visual, and some are
hands-on. If you don’t consider that in your class, many students will struggle a lot, and fail the class. Know what kind of learners your students are, and try to strengthen their areas that are weak.
There are four modalities or ways in which people learn. The categories are: Visual, Auditory, Kinesthetic, and Tactile. With the ever-expanding interest in individualized instruction, the identification of a child's major modality may provide at the classroom level a multi-option approach to learning. In this way all children have a chance at success. Fall owing are some signposts for learning styles, and some suggestions for dealing with modality weakness. This material was originally developed by Dr. Penelope Young.
Tactile Learner
How to Spot the Tactile Learner1. Needs to use concrete objects as learning aids. 2. Cannot rate count, sequence material without aids.
3. Has difficulty establishing one-to-one relationships in number values. 4. Has difficulty learning abstract symbols (letters and numbers.) 5. After chronological age 6.5 is generally classed as underachiever. 6. Often is described as a child who can't keep his hands to himself. 7. Needs to explore his environment more than average for his age. 8. Is often considered hyperactive.
How to Make Adjustments for the Child with Tactile Modality Weakness
1. Use pictures to help establish associations whether in area of words, numbers, or meanings. 2. Attach verbal labels.
3. Use visual-auditory, tactile, kinesthetic method for teaching writing.
4. Consider seating and classroom organization that wi11 allow more air space and 1imit negative contacts with others.
5. Allow for planned times for movement, such as monitor jobs, or office messenger. How to Teach the Child with Strong Tactile Modality
1. Present manipulative experiences whenever possible. 2. Use sandpaper letters, writing in sand, clay, 3-D materials.
3. Supply concrete objects for counting, sequencing, establishing patterns, seeing likenesses and differences.
How to Spot the Visual Learner
1.
Likes to look at books and pictures – stays with a book, not just manipulating books on and off the
shelves.
2.
Loves to look at orderly things – demands neat surroundings.
3.
Can find what others have lost, remembers where they have seen things.
4.
Sees details--how you dress, if your slip is showing, errors in typing.
5.
Can find page in book or workbook readily – may have it half done before others start.
6.
Can't get directions orally (if child is timid will copy from others rather than ask for more directions.)
7.
Likes to work puzzles.
8.
Probably will be able to make good pictures – at least ones with good balance.
9.
Can set the table correctly, remembers where the dishes belong in the cupboard.
10. May have a speech problem
11. May watch teacher's face intently.
12. Rarely talks in class—or responds in as few words as possible.
How to Make Adjustments For The Child With Visual Modality Weakness
1. Take out visual distractions. It is impossible to take visuals out or the regular classroom, but try to place the chi1d where he is not bombarded by too many visual items. (He swims visually in an overloaded situation.)
2. Leave a frame of blank wall around visual displays.
3. On a worksheet put a heavy line around items to help pupil attend to one item at a time. 4. Give him a BIG marker.
5. Allow him to point if necessary. Let him touch the first letter of every word. 6. Have him work in a cleared area.
7. Let the child get one work sheet at a time, rather than hand him several papers at once. This also gives the child a purpose for moving about as he turns in his completed work and gets his next assignment.
8. Try not to stand in front of a too cluttered background when instructing him. 9. Give him one step of an assignment at a time.
How to Teach the Child with Strong Visual Modality
1.
Give him lots of visual directions.
2.
Give demonstrations.
3.
Use matching games.
4.
Charts.
5.
Graphs.
6.
Maps and the use of a legend.
7.
Color coding system.
8.
Number frames.
9.
Abacus.
10. Dictionaries.
11. Visual symbols for sounds.
12. Use configuration clues.
3. Tries to be funny.
4. Can win spelling bee if taught say-spell-say method.
5. Good story tellers. Stories get taller and taller. Child may have to learn when to stop. 6. Poor handwriting, history of reversals.
7. If child can make telephone call asking for information you have directed, and remembers the received message and relays that message, a good sign of auditory strength.
8. Makes a good boss.
9. Likes records, rhythmic activities. 10. Probably has ten excuses for everything. 11. Knows all the words to all the songs. 12. Can memorize easily.
13. Poor performance on group intelligence test. 14. Seems brighter than group test reveal. 15. Poor perception of time and space.
How to Make Adjustments for the Child with Auditory Modality Weakness
1.
Take out as much noise as possible.
2.
Find him a quiet place to work.
3.
Very soft background music may be used.
4.
Use as few words as you can when giving directions.
5.
If you repeat, use the same words.
6.
Speak directly to this child.
7.
Earphones and tape recorders help cut out distractions of other noises.
8.
Cup your hand about his ear to help his focus on instructions.
How to Teach the Child with Strong Auditory Modality 1. Teach him to talk through tasks.
2. He may need to spell out loud. 3. Needs to say syllables out loud.
4. Have him name punctuation marks as he reads to develop an awareness of its function. 5. Play lots of rhyming and blending games.
6. Allow him to think out loud. Encourage oral response. 7. Tape record lessons and tests. Use record.
8. Pair him with a visual learner.
9. Encourage him to use color cues and markers.
10. Use neurological impress method, (child points to words while you read to him. You feed the words into his ear.)
Kinesthetic Learner
How to Spot The Kinesthetic Learner1. Movers, that is how they learn. 2. Wants to touch and feel everything.
3. Rubs hand along the wall while in lunch line, or walking down the hallway. 4. Puts hand on the doorframe, touches desks as he moves down the aisle. 5. Thumps buddies.
6. Can take an item apart and put it back together. 7. Enjoys doing things with his hands.
8. Is well coordinated, good at sports. (If visual modality strength is lacking, will be good at those sports where no visual analysis is required.)
9. Frequently uses fists.
How to Make Adjustments for The Child With Kinesthetic Modality Weakness 1. This child needs a quieting down period after physical activity. .
2. Quiet periods interspersed with active periods best.
3. Contingency management system works well – task reward. 4. Don't place this child too near other children.
5. This child has a need to know when the work/study time will end. A timer or clock is useful.
6. Make certain that these children go to the bathroom, have drinks or whatever before the beginning of class.
7. Make it harder to move than to sit sti11, (place the child’s desk close to, the wal1 to make him aware of movement.)
8. He may be unaware of hi s own movement, and he is distracted by the movement of others. 9. Some children with. This prob1em are given medication. Be aware of this!
How to Teach The Child With Strong Kinesthetic Modality
1. Use movement exploration activities-addition and subtraction concepts as well as prepositional concepts can be taught on the monkey bars!
2. Let them clap or tap out numbers, syllables and the like.
3. Use number 1ines on the f1 oar-experience learning, move heavy objects along the number line for more physical feedback.
4. Walk patterns of words.
5. Use sandpaper letters, felt letters and the 1 He. 6. Use Fl0 pens for more kinesthetic feedback.
7. This chi1d may need to talk to self to feel self-saying things – gets motor feedback even though he may speak in monotone.
8. Use all the manipulative possible.
9. Do lots of things with eyes shut using 3-D letters. Some of these children are taught to read Braille. 10. Use lots of writing. May need to introduce writing with stencils.
Instructional Planning
Yearly Plan
What you hope to accomplish in a year. It helps you to determine the pace as you go through your materials. PACE = PAGES/(INSTRUCTIONAL DAYS – TEST DAYS)
Instructional Days = 164 Days
School Days: 36 weeks x 5 school days = 180 days Tests: Four quarters x 2 test per quarter = 8 tests Review days: 8 (at least one review before each tests) 180 – 8 – 8 = 164 Days
Pages = 567 pages = 567/164 = 3.5 4 PAGES A DAY. 1 Quarter = 41 Days x 4 Pages =164 pages
Tips: For Math is written in a way that you do a lesson a day.
Unit Plan
It’s more specific. 1. Topic
2. Educational goals
3. Outline of daily activities/lessons 4. Informational objectives
5. Resources & materials
6. Assignments & total evaluation.
* Also see Sample Unit Plan: The American Civil War, and Teaching Unit Guide.
Sample Unit Plan
Title
Natural Health Solutions & the conspiracy to keep you from knowing them! Grade 11 & 12
Educational Goals
- To realize how modern medicine is a grand hoax that only traps patients in a system of medicine
that will leave them dead and broke.
- To analyze why most modern diseases are actually a result of nutritional deficiencies that can be
easily corrected.
- To understand and list how one can completely rebuild their entire body, at a molecular level, by
making new food choices starting today.
Resources And Materials:
- Hand-outs
- Understanding Nutrition textbook
- Michael Moore's SiCKO Video
- Field trip to a drug-making factory
Unit Content Outline
Day 1: An Intoxicated Nation
Objective: The Student will realize who is it that is behind pushing foods, drugs and personal care
products that actually harm people and to reason from cause to effect how modern medicine is the
cause of disease and be able to list 7 facts taught in the class about health and disease with 90%
accuracy.
Set Induction: Start off with a display of the popular kinds of medications available these days in
the so-called treatment of diseases and have each student choose one and list the side effects of
those medications and ask them ‘do you think it is possible to treat a disease with only ONE
prescriptive drug without developing another disease or is it possible to be 100% cure without the
use of any medications?’
Body: The teacher will then go over facts and information on how gullible the nation has become
into thinking that a synthetic chemical can solve all your problems and put your life in perfect order
and give ways how 90% of all diseases are easily preventable
Evaluation: In groups of 3’s the student will then discuss and summarize the
contrast that they perceive in relation to drugs vs. lifestyle and also read the section
on psychostimulants in textbook: The Side Effects of Common Psychiatric Drugs
by Citizen’s Commission on Human Rights.
Day 2: Nutritional Deficiencies
Set Induction: Demonstrate how medications can deplete the body of its nutrients with chemical
solutions.
Body: Teacher will go over major vitamins and minerals needed by the body for everyday growth
and development and how these pharmaceutical drugs can throw off the circadian rhythm of the
body.
Evaluation: The class will then look into the different types of nutritional foods that contain these
essential vitamins and minerals available in textbook: Understanding
Nutrition by Whitney/Rolfes.
Day 3: Health Transformation
Set Induction: Bring to class a raw disease-looking kind of animal meat along with models of 3
infected body parts and compare it with a mouth-watering dish of vegan lasagna made with tofu
and another model of 3 healthy body parts then ask which they would prefer…. then show 10 min
clip of ‘Meet your Meat’ …. then ask which is more likely to produce the infected body part.
Body: Then we will discuss the labels on each item and the negative or positive (if any) effects they
have on the body… and will zoom in on major ingredients that are found most commonly in food
items causing the numerous diseases plaguing the world today.
Evaluation: Quiz. Student’s will review day’s class work and will come up with alternatives for
healthier food choices and implementing it.
Day 5: Disease Prevention
Set Induction: Short video clip of Dispatches: Supermarket Secret 1
Body: Go through the basic 8 laws of health and additional treatment methods for the curing of
diseases naturally.
Evaluation: Quiz. Each student will choose one of the 8 laws of health and study in depth it’s effect
in the prevention and curing of diseases along with additional notes from class… and will watch the
Part 2 of Dispatches: Supermarket Secret and evaluate in their own words the extent that these
profit-hungry private industry will go to bleed the people dry of their money and health.
Day 6: Health care Reform vs Health Reform
Set Induction: Short video clip of Michael Moore SiCKO base on health care system in the US with a
focus on for-profit health insurance and the pharmaceutical industry.
Body: Quotes from the Spirit of Prophecy on Health Reform vs. the world’s system of Health Care
Reform and how meaningless Health insurance can be when the focus is not on health itself and
we’ll also be focusing on health claims by the FDA as well as Big Pharma companies that unhealthy
foods are good for them.
Evaluation: Quiz. Find the underlying cause of diseases and put together a menu plan of 5 days for
someone who wants to convert to the way of healthy eating along with principles for each day’s
meal found in SOP. Resources for this would be: Understanding Nutrition; Natural Health Solutions;
Counsels on Diet & Food; Healthful Living and Becoming Vegan.
Daily Lesson Plan
1. Objective 2. Materials 3. Set Induction * 4. Procedures * 5. Closure * 6. Evaluation* These three are the one that you actually do in the class. If you have nothing else, just make sure that you have those three. Others are important, but these three are essentials.
I would like my lesson plan to be so good, that any substitute teacher could come and pickup the lesson plan and teach the class.
Lesson Plan on Health Transformation
Content: Fact - Looking at chemical ingredients placed in the human food supply that creates havoc
in the internal body organs and a better alternative to meat.
Set Induction: Start off with a hands-on activity in analyzing a pork sausage and it’s composition.
Instructional Objective: After analyzing the meat product students will list 5 points in what they
saw, felt and smelt with few words as possible, then at the end of lecture be able to summarize the
harmful effects these products have on the human system.
Materials: Power-point Slide show, Jimmy-Dean original pork sausage, Veggie patties.
Body: Teacher will then give some facts about diseases that are linked to eating processed meat;
also how ignorant people can be or want to be when it comes to eating unhealthy injurious food…
then show a 2 min. video clip of: ‘Meat your Meat’ and finish off with what the USDA and FDA are
hiding from the people in regards to the chemicals injected in meat products as well as others, and
how there is a more healthier choice of eating recommended by the SOP and the word of God about
man’s original diet.
Closure: Will then present a platter of green vegetables, a special homemade sauce with vegan
patties for them to taste and see the big contrast between decayed animal flesh and fresh, nutritive
wholesome food from the garden.
Evaluation: Will be determined by their research on main diseases linked to a flesh diet and quotes
from the SOP to back it up, along with more research on Sodium Nitrite and what else they found on
that along with 2 other ingredients placed into food products.
Lesson Plan on an Intoxicated Nation
Content: Fact - Realize who is it that is behind pushing foods, drugs and personal care products that
actually harm people and to reason from cause to effect how modern medicine is one of the cause of
diseases.
Set Induction: Start off with a display of the popular kinds of medications available these days in
the so-called treatment of diseases and have each student choose one and list the side effects of
those medications and ask them ‘do you think it is possible to treat a disease with only ONE
Body: The teacher will then go over facts and information on how gullible the nation has become
into thinking that a synthetic chemical can solve all your problems and put your life in perfect order
and give ways how 90% of all diseases are easily preventable.
Closure: Have each student take a pill from each bottle and give them a body organ name, and then
have one organ [student with pill] pretend to gotten ill, take that particular pill they have to treat
that illness, then have another organ [student with pill] affected because of that one pill so they also
became ill, and just show the vicious cycle of one disease leading to another by making the mistake
of taking one pill.
Evaluation: Individually the student will summarize the contrast that they perceive in relation to
drugs vs. lifestyle and also read the section on psychostimulants in textbook: The Side Effects of
Common Psychiatric Drugs by Citizen’s Commission on Human Rights.
Tips: Don’t ever raise your voice in a classroom – when you raise your voice in a classroom, students
will think “Wow, if this is what happens when he get frustrated, when people get mad, they say what they really think. And I must be that kind of person. He must be really not like me at all.” It’s not true: often it’s at people who we love the most we loose our temper. We get frustrated to the people who we love the most. Sure you may cover up, but one few seconds of moment will be very hard to be erased in their mind. Make sure that it doesn’t happen.
Selecting and Designing Instructions
One of the most important things to be affective teacher is planning. Unplanned teacher is the worst teacher that you can have. Human by nature, our enjoyment with teacher and preacher doesn’t have to do with logic, we like teacher or preacher who is dynamic. We look so many times into dynamic that often times we forget the content.
But teacher or preacher is not out there to entertain: they are out there to get content through. When students enjoyed the class but by the time they leave the class they don’t remember what you have taught them, you haven’t taught them; you just entertained them. We don’t want to depend upon the dynamic, we want to make it
sure the content is getting them. Dynamics are important. You have dynamics and content, you are awesome teacher.
Three Key Points in Delivering Instruction
Three most important things in planning are Set Induction, Procedures, and Closure. We are going to look at these three areas.
Set Induction
1. Get student’s attention a. Silence
b. Speak in very low tone c. Gestures
d. Walking across 2. Get student interest
3. Establish Framework – bridge to your lesson.
** Also it creates questions – students want to know “why?” Then your students are ready to receive the information.
Procedures – Outline of the lesson plan. Organization of how my content is going to be delivered. Outline of how are you going to teach the lesson.
Methods– How am I going to teach that outline? How you are going keep students’ attention while you are teaching these points.
1. Keep the students’ attention 2. Motivate students.
3. Demonstration 4. Modeling
Student-Centered Method
1. Discussion – throw a question and let them discuss.
2. Panel – point a student to study and be an expert on certain subject, and whole class will be throwing questions.
3. Debate – make sure it’s not competitive: give one group to study the position on one side, and other group study the position on the other side, come up with the strong points, and at the end make final conclusion. Not competitive, but being objective.
4. Role playing
5. Cooperative learning Quiz
1. What are the six steps in lesson plan?
- Objective, methods, set induction, procedure, closure, and evaluation. 2. Give two purposes of set induction.
- Get attention, Get interest, establish framework.
3. Using one of those principles you wrote in question 2, give me one set induction that will accomplish that purpose.
4. What is the difference between procedures and methods? - Procedures: outline to carry out the information. - Methods: ways to get their attention.
5. What level of the cognitive level is question number 3? - Synthesis
Tips: When collecting the quiz – you can save your time by telling them to give it to the person in the
front. While the student is collecting the quizzes, you can use that time to prepare and set for your lesson. That way you don’t have to waste your time to walk around and trying to collect the quizzes. If they have to hand them in, and you collected the paper, they know that they are late, they are going to be quicker with their classmate than with a teacher.
How Do You Choose The Teaching Method?
1. Students (personality, learning modalities, age, interest level) 2. Subject
3. Resources (textbooks, location of the school, weather, chalkboard, money)
Tips: Fall in love with the information you are sharing – if you don’t like the information, your students
will not like it. If you learn to enjoy your topic, your students will learn how to enjoy your topic.
Factors Helps You To Decide Which Method To Use
Two Methods of Learning ModelTraditional Learning Model – your students are all in the same grade at the same age level with same learning level and same homework graduating at the same time.
Advantages:
– Teacher have complete control. – Lot of materials covered.
– Easier to teach. Disadvantages:
– You don’t think yourself. – Get into routine, not thinking.
– Student who have not the same level have to suffer.
Mastery Learning Model – student will learn until he/she masters it, and he will be sent into the next level. Advantages
– Creates creative mentality. – Better for the students. Disadvantages
– When teacher have no skill, repeating information until students get it, the students can be frustrated with the school.
– Takes lots of time, paper work, and extra works.
* We can’t encourage a student graduate from college and straight jump into the Mastery Level. IEP (Individualized Educational Program)
Each student has his or her own IEP. Teacher exactly knows where each student are at, where their mastery level is, teacher have program for each student how to accomplish their learning.
“We should be a thinker, not merely a reflector of other’s thought.”
USA and Austria use Mastery model, and most of the oriental countries uses the traditional model. The best thinkers of Math and Science come from oriental countries. But the best thinkers financially come from USA. Mastery model creates “free-thinking” mentality, willingness to be creative and try a new thing. Somehow we need to combine both.
During the early years of age when the child has no solid reasoning, child should be under complete submission. Teachers with early students should have this traditional learning mentality (Grade 1 and 2). At the same time, teachers with higher-level students should have much mastery learning methods than traditional learning methods.
Improving Lecture Method
Lecture method is a passive type of learning. When you have to cover a lot of material, it’s very helpful. But there is danger in using lecture method. This is not the method to use except in rare cases in high school and
never to be used in elementary school except very special reason. There are times that you have to cover the material especially in college setting.
So you run into a stress time. But what are some ways to improve the lecture method? Because there are times lectures are necessary.
Value
1. You can cover a lot of material at one time.
2. Need minimum mastery understanding on the part for the lecture to change it to other form. 3. Teacher is always in charge of the content.
4. It’s easier to plan.
5. It supplements the printed page. Problems
1. When misused, it can be very boring, especially for children.
2. It violates the principles of teaching such as involvements and group participation. 3. It encourages mainly retention of facts.
4. It’s a telling procedure; you are telling them what they have to do. 5. Limited application.
6. It encourages the dependence upon instructor.
7. It gives very little opportunity for individual differences. Ways to improve
1. Combine the lecture with other forms of teaching such as using white board. 2. Question and answer period after the lecture.
3. Stop provoking questions and demonstrations.
4. Using visual aids such as overhead, chart, PowerPoint, etc. 5. Have outline to know what’s clearly going to happen.
6. Practicing good principles of speaking such as eye contact, voice inflection, enthusiasm, and proper posture.
7. Emphasizing important points.
8. Having good illustration such as good set induction, and closure. 9. Being able to tell stories.
Problems with story tellingo
Poor facial expression of the person who is reading could destroy effectiveness
of the story.
o
Quoting the story rather than “telling” the story.
o
Bogging down; you add so many details and students forget the theme of the
story.
o
Lack of enthusiasm.
o
Sermonizing; using the story to do the sermon; there is more sermon than story
in the presentation.
o
Poor organization.
How to improve: Secret to good story telling.o
Plan ahead.
o
Good application.
o
Limited distraction.
o
Good presentation; clear voice, eye contact, and deliberate quietness for effect.
o
Seat or stand.
o
Enthusiasm; get into your story by using your facial expression, intonation, body
language, and actions.
o
Avoid distraction.
o
Adapt your vocabulary to student level; it’s better to use lower vocabulary to
anyone.
o
Use extra sensory words such as “shining,” “fuzzy”: be descriptive in your
language.
o
If the story has really touched the heart, end with a prayer.
When you make the person in the story come alive, all of a sudden it’s not a person to hate, it’s a person to love and admire. Telling story to a high school age and college students is different than telling story to elementary school. Elementary students have: Short attention span. They are hands-on. Bigger imagination. You never use lecture method in this setting. You have to tell the story with “hands-on” activities.
Tips: The best way to improve story telling skill – Spend time watching master teachers!!! Watch the
techniques they use, watch what they do.
Questioning
Proper questions
How can questioning makes lecture better? Two Types of Questions1. Convergent Questions – from broad information to narrowing down to only one answer. a. Emphasize the point.
b. Drawing & testing.
2. Divergent Questions – start up with one concept and broaden up to many different correct answers. a. Best to start the discussion.
b. Evaluation – you get not one thought, but all different opinion. Levels of Question: Cognitive Level
1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation
Most of the time, convergent questions are “Knowledge,” and “Comprehension” levels. On the other side, divergent questions are “Application,” “Analysis,” “Synthesis,” “Evaluation” levels.
Categories of Questions types of questions that are connected to the cognitive dominion of learning.
* Empirical questions are the hardest essay you can grade in the objective manner. Because there is one set answer, but you have to do a lot of thinking to get into that set answer.
Types of Questions different methods of questionings to help to produce the desired results.
1. Focusing – to focus student attention on the day’s lesson.
How could we test the hypothesis presented in the text?
MENTAL OPERATION QUESTIONS BLOOM’S TAXONOMY GUILFORD’S STRUCTURE OF THE INTELLECT EXAMPLES Factual Knowledge or
comprehension Cognitive or memory process Who invented the automobile? Empirical* Application or analysis Convergent thinking What is the most economical source
of energy?
Productive Synthesis Divergent thinking How can we improve our
performance in Math?
2. Prompting – use hints and clues to aid students in answering questions or to assist them in correcting an initial response. Teacher does not give the answer.
“What is 5 plus 7, Pat?” “I don’t know.”
“Well, let’s see if we can figure it out. What is 5 plus 5?” [Pause] “10.”
“Right. Now, we want 5 plus 7. How many more than 5 is 7?” [Pause] “2.”
“Good. So, if 5 plus 10 and we add 2 more, what is 5 plus 7?” [Pause] “12.”
“Very good, Pat.”
3. Probing – force the student to think more thoroughly about the initial response.
What do you mean by that?
Tips: Want Good Sabbath School Lessons? – You have to change from lecture to discussion. To do that,
you need to have questions, a question that doesn’t have only one answer. Have at least one or two diverse questions, then you got the Sabbath school class under control. Your job is not to lecture, but to control the discussion not to go off the track.
Techniques in Using Questions
Redirecting – asking several students to respond to a question, in light of the previous responses. Tips: When you can’t answer the questions – “That’s good question, Mark. Someone want to respond to
what Mark just said.” What happens is the information is coming from the group, but not me. As a teacher, I want to students to learn how to think, but to depend upon me to give the fountain of information.
Wait time – By nature, it’s uncomfortable for us to stand front and be silent. Average teacher waits 1 second after their question. But if you can get into that habit, you can give students chance to think, and respond.
Wait time 1: when I ask a question, how much I allow before any answer is given? 3-5 seconds for one person,
Wait time 2: how much time do I allow for the whole class to deal with that question? You can decide.Reinforcement – encourage to answering. You want young people in class to want to answer. If you are hardening your students, or don’t respond to students, or give negative response, you are going to eliminate them from wanting to answer you.
Methods used in teaching
See Handout Ellen “White On Learning Methods,” and “How Children Learn,” and “Methods Of Teaching.” FYI
Salary for baby sitter is $3 per hour. Not counting coffee time, break time, teacher work 5 hours, that is $15 per day. There are about 20 students, that is 15x20= $300 a day. But they only work 180days a year; 300x180 = $54,000.
How about those for who have 10 years experience and master degree? To be fair, let’s give him a minimum wage, $5 an hour. 5 x 5 = $25. 25x20 = $500 a day. 500 x 180 = $90,000.
Teachers are requesting a higher wage, should they?
Teachers are doing more work than the baby sitters, yet they are paid less. Teachers are responsible for
molding and shaping the future of the children, why are they getting paid less?
Quiz
1. What two types of questions stimulate higher level thinking? (There are four, but two specifically deals with higher level thinking).
a. Productive b. Evaluative
2. Which kind of question is best suited to start the class discussion, why? Divergent – more than one answer.
3. What are the benefit of factual questioning? a. Evaluate the general knowledge b. Reemphasize the point
c. Drill review
4. List two benefit of wait time. a. Give people time to think b. Get attention
c. Get more than one answer 5. Write an empirical question.
What are the steps that led to world-war I? What are the disadvantages of drinking coffee? (Clear, definite answers, but you have accumulate lot of information, it’s research questions. If you have given the list, and they just simply cite from memory, that’s not an empirical questions. But they find out from the readings.)
6. What were the color of the George Washington’s collar? White
Tips: Question 6 – This was slightly mentioned in the class, but not related in any major point. This kind of
