Experienced teachers are better able to integrate and draw connections between current, past, and future learning and relate their content to other curricular areas. They tend to be able to better use such classroom management skills as voice, gestures, reading student facial expressions and body language, and proximity. They can see the big picture--in planning they can anticipate problems and a need for alternative plans and adjust their practice accordingly. They also know their students' needs and evaluate their lessons according to students' learning growth--that is they measure effectiveness of a lesson beyond meeting the broad objective of the day. Plus, they are knowledgeable about school and community resources that can benefit students. They understand the culture of the school, and have amassed strategies to effectively engage parents in collaborative activities. They understand how to motivate students and maintain their interest even in the face of temporary failure (NBPTS, 2002).
Islam beautifully demonstrates to us the significance and sanctity of a teacher-student relationship in this process. Imam Ja’fer as-Sadiq (peace be upon him) reminds us, “Your teacher has the right over you that you should honor him and pay him respect in different assemblies. You should be very attentive to his words. You should not raise your voice above his. You should not converse with others in his presence, and you should allow people to benefit from his knowledge.” This message can be applied in our middle school, high school, and college classrooms, and can also be translated to Islamic lectures, majalis, and other forms of Islamic learning. Respect for a teacher indicates not commenting on their words during a lecture or snickering about a scholar’s flaws or traits. Being attentive implies giving full effort to comprehend the information, withholding side conversations, refraining from passing notes and constantly texting, and preventing one’s self from showing complete disregard for his or her message and efforts.
Essay on respecting a teacher | H2O ToGo
Learning that elders deserve respect and that giving that respect is not an option could cause listening to teachers, answering questions, and taking responsibility for tasks and actions to be habitual for students.
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The Big Four is just the tip of the iceberg. Teachers also accept responsibility for student success, develop communities of respect, and help students become partners in their own success. They take on three instructional roles: direct instructor, facilitator, and coach (Tomlinson & McTighe, 2006). Their professional responsibilities include reflecting on their own teaching, maintaining accurate records, communicating with families, participating in professional communities, growing professionally in content and pedagogical skills, and showing professionalism with their own integrity and ethical conduct (Danielson, 2007, ch. 1).
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With all this in mind, Carole Frederick Steele (2009) would add that teachers need to be adept at improvising, interpreting events in progress, testing hypotheses, demonstrating respect, showing passion for teaching and learning, and helping students understand complexity. Fortunately, she reminded us that "No teacher is likely to excel at every aspect of teaching....What experts attend to and ignore is markedly different from what beginners notice. The growth continuum ranges from initial ignorance (unaware) to comprehension (aware) to competent application (capable) to great expertise (inspired)," paralleling Bloom's taxonomy. "Lack of awareness occurs before Bloom's categories. The awareness stage is a fair match for Bloom's stage of knowledge and understanding. Teachers at the capable stage use application and analysis well. Educators who reach the inspired stage have become skilled at synthesis and evaluation in regard to their thinking about teaching and learning" (Introduction section).
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In Bob Sullo's view (2009) teaching over the past quarter-century has become more professional due to the emergence of a number of "best practices" that have significantly affected curriculum and instruction. "A sampling of innovations includes differentiated instruction, Understanding by Design, the emergence of state standards, the development of curriculum frameworks, scope-and-sequence charts that inform teachers of what to teach and when to teach it, the expanded use of technology in education, active literacy, curriculum mapping, and the proliferation of professional learning communities. Formative assessment informs instruction like never before" (Introduction section). What is striking is that CT4ME includes discussion of many of those innovations throughout this site.