Building a Better Teacher

Introduction

Each life time thinks of itself as new and distinct, of having discovered that holy grail that groups them part. Teaching is no different. The current signal of restructure is simply yet another gaze at the educating profession without comprehending that restructure, like the tads, arrives and goes with the seasons and the stages of moon.

The study is about building a better teacher as it is important and crucial for the education of students. It helped the students in gaining the knowledge which is helpful for the leaning of the students; moreover, building a better teacher also helps in productive teaching.

Discussion

For years, it has been assumed that teachers need to master the content they intend to teach. And the best way to do this is to take courses beyond that content. However, research does not support this common belief. There is a little evidence that advanced courses contribute to more effective teaching. Teacher know that feeling, when he or she try to explain to a child how to add multi-digit numbers, and teacher realize that it has become so obvious and sensible that the teacher wondered why it ever seemed difficult? That is what the teacher wants to be an expert, and that is what the teacher wants to guard against to be an effective teacher. “With years of practice and experience, it is easy to forget the difficulty involved for novices in coming to an understanding (Goldsmith, Kaye and Shelton, pp. 21-37).”

“Recent studies stress the importance of teachers' explicit knowledge of course content (Poetter, pp. 7-18).” It is equally valuable for teachers to be comfortable with the less clear, or tacit, knowledge inherent, as well. The challenge is to find a way to identify that knowledge. To illustrate how teachers can apply implicit knowledge, example of multiplication can be used, by using different approaches to explain the subtleties of mathematics to their students. When introduced to multiplication, the straightforward concept of repeated addition becomes more confounding with the incorporation more complex applications, such as multiplying by fractions or multiplying by negative numbers.

“It is believed that if teachers are able to develop a deeper understanding of course with their students (Higgins, pp. 65-82).” Though, it might prevent student frustration in later coursework and prepare them to contribute within a knowledge-based economy. Therefore, better teacher can be build, but it is more about engaging with one another to deconstruct concepts than about learning more advanced courses or engaging in problem solving.

A recent national survey of teachers found that teachers in high stakes testing states were more likely than those in other states to report. That the curriculum distorted by tests and that they feel pressured to use test formats in their instruction and to teach in ways that contradict their ideas of sound instructional practice. Untested subjects neglected. A national survey of more than 1000 public school teachers found that 85 % reported their school gives less attention to subjects that are not on the ...