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