Mastering teaching skills

Author: Joseph Romano
Publisher:
Publish Date: 2006-01-01
Features: This book still retains the previously mentioned views and ideas on model teaching, but the content has been expanded to include subsequent experiences and research findings. It proposes a new learning model that combines traditional structural cognitive perspectives with contemporary cognitive perspectives to explain the impact of teaching on learning, attempting to explain how students' learning differences arise from their own qualities, teachers' teaching conditions, and curriculum arrangements. Although some researchers may be skeptical about the influence of students' learning ability differences, they might oppose this view. This book introduces this new teaching model not only to encourage teachers to strive to promote students' learning but also to inspire everyone to conduct empirical research. The final chapter discusses the evaluation of teaching effectiveness and teacher motivation, reflecting the new knowledge gained after the previous edition discussed how to help teachers, especially new teachers, improve their teaching skills. Exchanges with teachers from different schools have greatly enriched the author's suggestions for part-time graduate teaching assistants in North Carolina. Based on his effective teaching model, the author lists a 10-question teacher evaluation form in the book for the first time. Regarding the motivation of teachers, the question "So, what is the motivation of teachers?" is always expanded in Chapter 10—why do teachers go to the trouble of pursuing excellent teaching results?—but this chapter still retains the emphasis on personal value and satisfaction.