what are implications of expert-novice research for teachers?
552971
In what context? Students as experts teaching novice students in a particular area? The effectiveness of expert teachers vs. novice teachers?  \n\nThe implications are simple. Experience = effectiveness, given no burnout and good teacher motivation. So when you're a novice, turn to experienced teachers for mentorship. Build your own expertise through time and experience. When you reach effective levels of experience, be a mentor to those just starting out.
19743
There are good teachers and bad teachers, smart ones and, well, the other kind.\n\nOne important thing to understand is the difference between knowing the subject matter and knowing how to teach the subject matter.\n\nThe best teacher I've ever had was not extremely knowledgable, but was excellent at motivating me to learn the material.\n\nOn the contrary, I've had teachers who were at the cutting edge of their field but couldn't connect with the students.\n\nSo the question you should be asking is not whether your teacher is smart, but if your teacher can help you to learn, understand, comprehend, act, synthesize, etc. \n\nOne thing you can count on is that your teacher wants you to succeed, but you will need to put in the effort to make that happen. It will be a while before we can just download an education into our brains. Until then you will have to do what everyone else who wants the benefits of an education has to do. Get to work!
597276
I had some great teachers when I was in elementary-h.s. and the best ones influenced me to go on and be a teacher myself. What I learned from them, I applied in my classroom. What I learned from the not so good teachers (thank goodness those were very few) I remembered never to do in my class.\n\nI went back and thanked my high school teachers who had an impact on me. I told them that they had such an impact, it influenced my future to become a teacher. It is one of the best things you can do for someone who did something positive in your life...reward them by telling them that.
744825
I think it's fine for teachers to come here and ask for advice/suggestions to use as effective teaching tools/techniques. \n\n But when teachers-or any other professional for that matter- come here and ask the general public to provide them w/information that they need and is the basis needed to perform their job...in a teacher's case---curriculum, then maybe it does come across as being "lazy".\nBased on the past questions you've asked, there's not really anything there save but 1 or 2, that you couldn't have typed in your own search for....probably within the same amount of time it took for you to log in and post your question here....and the info found could've been printed out in the same or less time then it takes for you to keep checking for posted answers.\n\nTurn the table here...how do you feel when you see students on here asking us to provide them with the FLAT OUT answer to their homework questions--with NO explanations.  They don't want to know nor do they care HOW it's done, they just want to GET it done.   Perhaps that's the light some see your questions in?
261009
An effective, efficient teacher constantly evaluates whether her students are learning, not just the "quality" of her teaching.  If a teacher is only focused on her behavior, she could be performing wonderful teaching.  However, if her students are not learning, despite her teaching, the teaching is ineffective. \n\nEffective teachers look at student assessments, see what students are and aren't learning, and then adjust instruction accordingly.  If kids didn't learn something, the effective teacher goes back and reteaches it.  If one kid didn't learn it, the teacher offers that student (and requires his participation!) extra assistance.\n\nWhen teachers refuse to let students fail, student achievement soars.
1091040
Yeah... teachers try to "cheat" kids out of failure by "tricking" them into knowledge.  :o)
576833
How dare you claim that those who actually know the subject matter would be the best teachers!  Don't you know it's more about self-esteem, and making the students feel better about the fact that they don't know s**t?
236480
A balance of both. Teachers are there for a reason, as well as peers.
166221
Gaining new understanding about why things work.
997704
I taught in a public school for three years.  The "powers that be" actually told me to stop grading for grammatical and spelling errors, saying all of my students would fail.  That is a travesty.  From my perspective as a teacher, ignorance (which is what I believe you are really asking) is on the rise.  Despite compulsory education, it almost appears to me that we are reverting to a 19th century-like model with an educated few and masses of ignorance.
835465
A good teacher is an effective teacher.\n\nI never answer questions with a web site, but visit  Harry Wong's and if you can, borrow or buys his "The First Days of School" book. It is amazing. (and yes, that is his name).\n\nhttp://www.harrywong.com/
265527
I don't have any, but I'm sure you can find unresearched, unproven "factoids" (that means unsubstantiated or unproven non-facts) from Teacher's Unions or any State Department of Education website...they do, afterall, have a lot to lose if too many people figure out that they're doing a horrible job "educating" the students of our Nation...and then more parents decide to allow their children to learn at home and in the big open world we live in! Good Luck in your search!\nHOMESCHOOLING ROCKS! LET LEARNING FLOURISH! ALLOW KIDS TO BE KIDS AND LEARN NATURALLY!
35104
Of course. You can "lead" them to the answer, letting them solve the problem with clues. Or you can offer multiple choice answers. Or you can help them understand the problem by showing which answers are not possible (elimination of choices). Stimulating young minds is a challenge that is very rewarding. When done correctly, children gain confidence in their own abilities and excel. Of course, it helps if the teacher really understands the concepts they are teaching. So many teachers are versed in education, but not in the subject matter. A mathematician who is taught to teach is a far better math teacher than an educator who "learns" math.
1010616
Research allows a student to explore, systematically, a field of study with the intention of finding specific information, but all along learning additional facts in the search. It allows a student to focus strictly, without int eruption, on fact and gain a greater understanding of the information at hand; and learn how it relates to their world. It expands their mental perceptions and gives them new skills for handling new situations in that particular  area of study.\n\nWhich is why it is so important that the material being studied is organized, correct, and relevant. The more organized and relevant the facts are, the faster a students mind can absorb, categorize and relate it to other objects in their long term memory. With this greater understanding and knowledge obtained through this method, the better prepared a student will be when it comes time to apply that material to a new situation in the future.\n\nThe material above is my own words and is approx. 152 words long. I suggest you expand on it a little further instead of just copying and pasting. Do as the question suggests and gain a greater understanding of the material that I have written.
544075
Wonderful question!!!\nBy definition, a problem is any stimulus, question, task, phenomenon, or discrepancy, the explanation for\nwhich is not immediately known. Thus, we are interested in focusing on student performance under those\nchallenging conditions that demand strategic reasoning, insightfulness, perseverance, creativity, and\ncraftsmanship to resolve a complex problem. Not only are we interested in how many answers students\nknow, but also in knowing how to behave when they DON'T know. Habits of Mind are performed in response\nto those questions and problems the answers to which are NOT immediately known. We are interested in\nobserving how students produce knowledge rather than how they merely reproduce knowledge. The critical\nattribute of intelligent human beings is not only having information, but also knowing how to act on it.\nA "Habit of Mind” means having a disposition toward behaving intelligently when confronted with problems,\nthe answers to which are not immediately known. When humans experience dichotomies, are confused by\ndilemmas, or come face to face with uncertainties--our most effective actions require drawing forth certain\npatterns of intellectual behavior. When we draw upon these intellectual resources, the results that are\nproduced through are more powerful, of higher quality and greater significance than if we fail to employ those\npatterns of intellectual behaviors.\nEmploying "Habits of Mind" requires a composite of many skills, attitudes cues, past experiences and\nproclivities. It means that we value one pattern of thinking over another and therefore it implies choice\nmaking about which pattern should be employed at this time. It includes sensitivity to the contextual cues\nin a situation which signal this as an appropriate time and circumstance in which the employment of this\npattern would be useful. It requires a level of skillfulness to employ and carry through the behaviors\neffectively over time. It suggests that as a result of each experience in which these behaviors were\nemployed, the effects of their use are reflected upon, evaluated, modified and carried forth to future\napplications\nHABITS OF MIND ATTEND TO: .\n·  Value: Choosing to employ a pattern of intellectual behaviors rather than other, less\nproductive patterns.\n·  Inclination: Feeling the tendency toward employing a pattern of intellectual behaviors.\n·  Sensitivity: Perceiving opportunities for, and appropriateness of employing the pattern of\nbehavior.\n·  Capability: Possessing the basic skills and capacities to carry through with the behaviors.\n·  Commitment: Constantly striving to reflect on and improve performance of the pattern of\nintellectual behavior.
1103862
I am not familiar with Jennifer Crowley. I will offer some advice that I have used with my third-graders. What you do will depend on the age of the children. Inferring requires students to make generalizations and draw conclusions about information in a story that is not explicitly in the text. \n\nThis last year I started by gathering my students on the floor. I then made faces i.e. happy, excited, scared, sad, mad. I then asked them to "infer" how I was feeling. When they told me what they saw, I asked them if I told them how I was feeling or did they take the information given and "figure it out." \n\nI tell them that inferring is like solving mysteries. You use the clues to solve the mystery. You could try using mystery stories with your reading students to help them get started with this skill. One picture book I used is a book about a cat called Charlie Anderson. You read small parts and ask them to infer what is going on in the story based on the clues.
656147
My suggestion is that you create your own worksheets and with you creating your own, you will have your own answer sheet. I think teachers should be created and innovative when it come to creativity with students and in the classroom.