It is refreshing to hear that you have had mostly positive experiences in your education. f 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. f Specifically, it
sounds that this teacher utilized strong encouragement of student-faculty contact and active
learning in her gentle, patient and creative approach. f 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. f 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. f
Additionally it sounds like that teacher struggled in maintaining high standards and
expectations, another trait common in inexperienced educators. f Thank you for your
examples, they were both excellent. f 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). f 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.
