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). >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.
