It is refreshing to hear that you have had mostly positive experiences in your education. a
The example you share about your positive experience and the way the language teacher
interacted with the class exemplifies all the positive principles of teaching. a Specifically, it
sounds that this teacher utilized strong encouragement of student-faculty contact and active
learning in her gentle, patient and creative approach. a Additionally it sounds like she
utilized a variety of teaching techniques to appeal to a broad and diverse array of learning
styles.The example of poor teaching sounds to me like that teacher had issues maintaining
control of the classroom. a This can sometimes be a trait in younger teachers who have not
learned boundaries yet and is a clear violation of maintaining appropriate student-faculty
contact. a Additionally it sounds like that teacher struggled in maintaining high standards
and expectations, another trait common in inexperienced educators. a Thank you for your
examples, they were both excellent. a They had valid examples of several principles of
teaching. I found you were very transparent and enlightening in using your experiences to
address the Principles of effective teaching (Bernstein, Franz, & Chew (2020). I never
really considered the methodology which educators used as being factors (advantageous or
disadvantageous) related to learning effectiveness. You made strong points regarding good
and bad teaching. However, before this assignment my eyes were closed to effective
teaching and what could potentially be rated as good or bad.You mentioned you had recent
positive experiences from a “good” instructor. I also had instructors like yours who seemed
to walk in the character and behavior of serving and providing opportunities to explore
learning. Both your and my instructors displayed effective teaching principles: 1. encourage
student-faculty contact 3. encouraged active learning with the recordings 4. gave prompt
feedback 7. provided learning cues. This acknowledgment from the instructor motivated me
as it seems to have motivated you. We both agree that the good instructor took steps to
make themselves available in the areas in which we needed reinforced learning (Bernstein,
et al., (2020).However, I can also relate to your negative experiences from a “bad”
instructor. The bible states that we are to encourage each other (MEV, 1 Thes. 5: 22). But I
also saw and heard of disappointments in high school and undergraduate and graduate
programs that were not encouraging. I do recall that some individuals complained that
certain instructors exhibited monotone speaking, nonchalant attitudes regarding whether the
students “digested” the information, or (within the military) “death by power point”.
Hopefully, this is not an assembly minded mentally that was suggested by (de Pillis &
Johnson, 2015). I agree it is necessary to address individuals’ educational needs within
different contexts and without favoritism or financially related undertones.Often it is as you
mentioned, all do not learn at the same pace related to personal or other circumstances. The
scripture you used mentioned, regarding running the race (MEV, Heb. 12: 1) is similar one
that I adopted in graduate school for endurance related to memory and physical attacks
(MEV, Gal. 6: 9). a As a result of having additional insight related to effective teaching, this
assignment reinforced my stance to continue in providing a “child version” of scripture and
visual cues in addressing life circumstances and suicidal ideation with the children I service.
References
Bernstein, D. A., Franz, S. & Chew, S. Teaching Psychology, 3(20). ISBN
978-0-367-14394-7 (digital).
de Pillis, E., Johnson, G. (2015). First, Do no harm: Effective, ineffective and
counterproductive. Journal of Higher Education Theory and Practice. 15(1), 58 – 69.
Modern Evangelist Version (2014). Breakthrough Jubilee Bible. Military Bible.
