make a critique of a teaching method, a teaching approach and a teaching techniques?
443318
The best way to teach children is to encourage.  Criticizing never works.  Small treats and rewards are good ONLY if they really deserve them e.g. if they get full marks on a test.  Never humilitate a child in front of his/her classmates.  That will deflate his confidence in an instant.  Is this the kind of info you were looking for?
533709
Decide what you want to teach.\nDecide how you are going to evaluate the learning. (Assessment drives planning)\nDecide how you are going to present the concept.\nDecide what kind of guided practice you are going to use to see if your students get the concept.\nDecide what independent practice you are going to use.\nMake sure you are:\nmeeting state and local curriculur standards\nmeeting the developmental needs of your learning group\nmeeting the learning styles of your learning group\nproviding differentiated instruction for your group\nmeeting the IEP of all the special needs students in your class\nincluding your districts character values\ntaking into account Gardner's seven intelligences\nmake sure you reach higher level thinking skills on Bloom's taxonomy\nNow you can start to plan period two...
824881
I'm not sure, but why don't you include a quote from the teacher or the book using these terms?  I'm sure putting them in context would help with identifying them.
89007
ask them nicely to demonstrate for you, so that you get a better idea of what exactly they want from you. if they can't, i don't think they have a clue what teaching is about. if they do a good job, then just copy it.
561325
Movie analysis is probably another term for a film critique.  A film critique is a reasoned, evaluative analysis of a film.  You may be asked to discuss the film using as much as you can of your acquired knowledge about what makes a film an effective and significant work of art.  \n\nA good film critique provides the reader with a basic idea of what the film is about. It provides the writer’s critical assessment of the success/failure or effectiveness/ineffectiveness of the film supported by the evidence the writer gathers from the film. It is more than a plot synopsis or the enthusiastic blurbs of publicity hype. For the writer, the critique is an opportunity to exhibit a critical awareness of the elements of the film as well as to share the delight and pleasure (or frustration and disappointment) the film offers the viewer.\n\nIf you're doing a movie analysis for a class, your instructor should have suitable guidlines for writing your analysis.  Theres literally hundreds of ways that you could about doing this.  Good luck!
179579
In teaching its ow u fare in the practice teaching or observation class thats important and not the personal interview.So insist on taking a class to the students under the observation of the interviewer(s).\nBe thorough with ur subject, lesson and the topic that u r going to discuss. Make the class more interactive so that a favorable impression will be created in the mind of the students.\nBe prepared to answer the questions like\nWhy do you choose teaching as ur profession?\nWhat is ur professional ambition?\nWhat is ur personal ambition in ur profession?\nWhat makes u think u r the best teacher?
24730
I've found that incorporating group activities is a good way to break the (sometimes) monotony of a class, and it gives the students a chance to apply the concepts you've been discussing.\n\nYou can also try bringing in outside materials - guest speakers, films, music, etc., that can be used to illustrate whatever you're teaching.\n\nAnother way is to have the students teach particular chapters or concepts; it forces them to learn and sometimes having students teach will keep their peers' attention better!\n\nA straight lecture for an hour or more does no one good. Good luck!
120488
Recipricoal Teaching (RT) is a method of reading for understanding.  Basically there are four steps you take when doing RT.  \n1. Predict: The students predict what the book, chapter, selection is going to be about.  As the teacher you can decide how much text you want to read.  Depending on the level of the students. There is a person that's the "teacher" that's in charge of getting everyone's predictions. It can be oral or written, depending on how ready your students are.  Usually the role of the "teacher" is not given to the students until they have practiced this long enough.\nThen students read the section to be discussed.\n3. Clarify: I let my students use post it notes to text code.  They either write down unknown words or just use the post it notes to remind where they found a word they didnt know or if they didn't understand something in the story.  After students finish reading the selection they help each other clarify words or explain what happened in the story.  If no one in the group knows then we go to the dictionary or use context clues to help us (the teacher guiding).\n3. Question: The students ask each other questions or the "teacher" asks the students the questions.  They can be Right There questions (where the answers are found in the story) or Think and Search questions (where the clues might be in the story but you have to think about it a bit more)\nYou can give them a list of question starter words to help them.  At first their questions will be very simplistic.  The more practice they get the more complex they will get.  Make your own questions in advance too.\n4. Summarize: The "teacher" asks the students to summarize the section they read.  \nA good sentence summary is this\n(Somebody)___________________wanted _______________________ so _____________________ but ________________________so__________________ in the end _____________________________.  \nExample of Cinderella\n(SOMEBODY)Cinderella WANTED to go to the ball SO she did all her chores BUT her stepmother didn't let her go SO her fairy godmother helped by giving her a glass slipper and a dress and IN THE END she goes and loses her glass slipper and the prince found it.\nIf this is a chapter book or the books is being read in two sessions you may want to predict what will happen in the next chapter or next part of the book.  Then reciprical teaching starts all over again.  If the students are ready the next time it may be a different student that plays the role of the teacher.
1186764
do you mean\n"by which methods do we learn best?"\n\nsuch as: lectures, reading, video, TV   etc
274063
Ahhh the nightmare that is letters of application - I know it well!  I, too, have gone over mine a million times but am more than happy to share what I'm doing (not that I've had much success at the moment)!  \n\nI had a chat with my tutor and she said to organise it so you are demonstrating your priorities.  So mine starts with "Class Organisation" - where I've discussed my classroom ethos, the guidelines I set, and relationships I establish within the class.\n\nNext up for me is "Current policy", where I talk about government initiatives I think are relevant (I focus on Excellence and Enjoyment).  Then "Assessment" - progression of students and self-assessment mainly.  Followed by "School Relationships" - management styles, skill sharing, communication, etc.  Next up is "Use of Resources" (self-explanatory, lots of focus on ICT).  \n\nI then move on to "Subject Specialism" - what I teach best and an example.  Next is "Career Progression" - how I plan to improve.  And end with a section on my hobbies and interests and how I could include them in eg extracurricular activities.\n\nOne tutor recommended basically using the person specification for the headings, that way you can be sure you have included everything they've asked for.\n\nBest of luck.
801617
What necessarily are you trying to teach???
323284
I would start by...I enjoy your class, but I would like it even more if...critism is better taken when highliting something good and offering a sugestion about how to improve, saying "you suck" doesn't help much.
1176327
I think constructive criticism is the better way to go because you brought attention to something as well as a way to resolve the situation. Remember, if you aren't part of the solution you are part of the problem!!
230686
If you have a philosophy of education, review it.\n\nDo you know the latest concerns of educators in your area? \n\nWhat specialty will you offer? Even if you haven't taught before, you need to be ready to sell yourself as good at something.\n\nLook each person in the eye, smile, but don't grin or giggle, if you don't know the answer to a question, say so. Ask for clarification if you don't understand what someone says.\n\nBest wishes.
279041
Write out step to step procedures about just about anything.  Let someone you trust critique them.
499206
I'm a teacher and I've not heard of the system approach - can you give us more information?
955434
As I don't know that subject you teach or how far you've got on your course with them, I can only tell you what I do with my students, using my 1st lesson with them as an example.\n\n1. I started with an initial assessment-in my case, a health questionnaire, learning styles questionaire (VAK) and an individual learning plan (this plan contains the course outcomes/aims, room for teacher and student feedback and career/course progression advice and a questionnaire-what they know about Psychology, what they want to get out of the course etc). By the way, this is an individual, student centred activity.\n\n2. We then had a class discussion about the results of the questionnaire and I talked them through the structure and content of the course. These are whole class, teacher centred activities. At the end of the lesson, I also speak privately to students who have identified particular issues. E.g. One of my students is visually impaired, so I photocopy my worksheets etc onto yellow paper for her, so that she can read them more easily.\n\n3. We then had an icebreaker task-my favourite one is a variation on the child's game, I went to the shop and bought some....? I.e. Each student has to give his/her name and something that they want to do (it doesn't have to be real), the person next to them then has to say who the person is, what they want to do and then give their name & what they want to do, this carries on until I have to remember everyone's names and ambitions (the students are allowed to write the info down). This is a whole class teacher centred activity.\n\n4. To introduce a new topic (e.g. definition of Psychology), I ask  students to get into pairs and spend a couple of minutes coming up with ideas which they will feed back to the whole class. This is a student centred learning Activity (pair discussion). While this is happening, I draw a spidergram on the whiteboard.\n\n5. I ask each pair to give me their ideas which I then write on the board and the rest of the class writes all this down. This is a teacher centred whole class activity (class discussion).\n\n6. I then spend 15/20 minutes explaing what the students need to know about the topic (e.g. areas and applications of Psychology). This is a teacher-cented activity (teacher talk).\n\n7. I then give students a worksheet (e.g. gap fill) and ask them to complete it in groups. While the students complete this activity, I go round the class and offer individual student support, if necessary or offer an extension task (e.g. strengths and weaknesses of different areas of Psychology). This is a student centred learning activity (group discussion).\n\n8. We discuss the answers to the activities as a class. After that, the lesson is finished. This is a teacher centred, whole class activity.\n\nThis is only a rough outline of how I structure my lesson plans (in table format also including my aims, objectives, students' current knowledge, resources I will need and how I will meet each student's needs as previously described, as well as I how I will assess the students, e.g. through written homework), but I hope that it answers your question. By the way, you can also make sure that you've catered for evryone by putting everything the students need to know on a handout. Also, wherever possible get the more able students to explain things to the rest of the class and if possible get them to work with less able/less confident students. I've found that these approaches can work wonders. Finally, always structure your handouts etc at all levels. i.e. start simply (e.g. what does...mean?) and finish with an extension task, even if you don't discuss it as a group. This allows the keener or more able students to take things a bit further without putting pressure on the other students to keep up with them.\n\nFor further ideas, you could also read the following textbook:\n\nTeaching Today-Geoff Petty\n\nGood luck!