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The “2E” in the Alphabet of Teaching

posted Apr 9, 2017, 5:37 PM by Jose Dasig

The “2E” in the alphabet of teaching stands for Effective and Efficient teacher. There are several ways on how to become an effective and efficient teacher but I’ve got and considered the two among the many. These are listed below.

I.                   Establishing an Active Learning Environment

In order for students to gain knowledge from the presentation of information, they should actively participate in their learning.

Active learning provides opportunities for students to talk and listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations, case studies, role playing, and other activities. All of which require students to apply what they are learning and/or think about what they are learning as they are learning.

Practices of Active Learning Environment which I quoted, established, and practiced in my class

1. Create situations in which students become actively involved, physically and mentally, in order to learn more and learn more effectively and make it meaningful. Have them talk about it, write about it, relate it to past experiences, and apply it to their lives (Chickering & Ehrmann).

2. Deliver lecture material in 20 to 30 minute segments, and then pause to ask related questions. Have the students record their answers in their notes (Drummond).

3. Provide opportunities for students to perform apprentice-like activities (Chickering & Ehrmann).

4. Have student’s research concepts related to specific subjects on the Internet or in the Library.

Make them aware of and accountable for the proper procedure for reporting and annotating correctly.

5. Have students simulate techniques using or producing computer activities.

Classroom atmosphere should be active and living as much as possible. There should be a  what I called “popcorn” participation among the students wherein each one of them will stand-up and give their best shot to deliver their answer or opinion. As a teacher or facilitator of the class, I can’t deny the fact that possessing a sense of humor, speaking with a well-modulated voice and reserving enough energy are essential and it will give the students a strong impression to actively participate inside the class. But there is one thing that I shouldn’t forget and set-a-side, the word “preparedness”. It makes difference when you’re always prepared before you arrived inside the classroom and start the discussion. If we believe in active student learning, we must consider the variety of ways in which students are encouraged to participate.

Benjamin Franklin says, “Tell me and I forget. Teach me and I remember. Involve me and I learn.”

II.                Timely Feedback

Regular feedback helps learners efficiently direct their attention and energies, helps them avoid major errors and dead ends, and keeps them from learning things they later will have to unlearn at great cost. It can also serve as a motivating form of interaction between teacher and learner, and among learners.

“When students learn to internalize the voice of the 'coach,' they can begin to give themselves corrective feedback.” (Angelo)

When I give feedback to my students, I assure that everyone is open for such thing.  I instill to their being that feedback is an essential way of acquiring knowledge and experience. It also serves as a ground for their improvement. Corrective feedback might also help the students to grow not only in their academic performance but might as well to their behavior as human.

Below are the practices which I listed and practiced of providing Timely Feedback;

1. Establish a time period within which all assignments or tests will be graded and returned to the students.

2. Link feedback with assessment and vice versa.

3. Define how quickly students will receive feedback (on questions they ask, emails sent, projects submitted, and tests taken).

4. Don't assume that all students understand; ask. Try asking them to jot down what the "muddiest point" was in a particular reading, lab, or lecture, and then respond to the most common "muddy points" in your next class. Find out what students are doing with the feedback you're already giving them. Do they read and use the comments you write on papers and exams? If so, how? If not, why not? Explicitly demonstrate how you get feedback on your work and what you do with it" (Angelo).

6. Give students chances to reflect on what they have learned, what they still need to know and how they might assess themselves (Chickering & Ehrmann).

7. Use email or Facebook group to support person-person feedback.

8. Encourage the use of student portfolios for storing all student work so that instructors and students can compare early efforts and evaluate growth in knowledge, competence, or other valued outcomes.

Some of the contents of this article were excerpts from the “Ten Principles of Effective Teaching and Practical Examples for the Classroom and Blackboard” among the group of faculty, teachers and staffs at Bradley University, Peoria, Illinois.

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