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What a good teacher should do
vivi 发表于 2008-09-18 21:30:08
those principles are borrowed from Dr. Abdulsalam Hamad, Sur College of Education's PPT. And i quietly agree with those points, and that's the major reason why i copied them to my blog. Yes, in order to be a good and eligible teacher, i will spare no pains to reach my goal.
1. English teachers should receive regular updates in new and innovative teaching techniques and curriculum.
2. Attending conferences, workshops, or institutes offering specific training in developmental education and familiarise them with the literature and research in the field.
3. There should be Sites on campuses that provide support for professional development.
4 Attending regional or national professional conferences focussing on developmental education and learning assistance;
5. Reading and discussion of professional books, journals, and other publications in the field;
6. Taking graduate courses in adult and developmental education or a related field;
7. Participating in on-campus workshops or other professional development activities focussing on developmental education theory, research, or techniques;
8. Participating in training institutes or long-term workshops on developmental education theory, research, or techniques;
9. Attending conferences or workshops on developmental education; or
10. Participating in a mentoring programme under the leadership of an experienced, senior developmental educator with appropriate background and training.
11. A local campus coordinator of developmental education who will be responsible for overseeing the development and implementation of the development plans.
12. Creative use of integrated laboratories and noncourse-based activities.
13. Efforts be made to improve the quality of coordination in all courses and activities
14. All courses and activities be evaluated on a regular and systematic basis.
15. Learning assistance programmes take a greater role in providing instructional development activities.
16. Coordinators should meet with all advisors and counsellors at their colleges at the beginning of each academic year to brief them on existing policies as well as to inform them of recent policy changes, if any.
17. Follow-up meetings should be held during each term to give all those working body information an opportunity to discuss implementation, problems and review policies.
18. A Commission on Excellence in Education be appointed to observe and report the shortcomings in the programme, and to raise awareness of the need to attract high-quality teacher candidates and to improve their education and training.
19. Colleges should frequently examine and revise curricula, propose changes to improve the education of prospective teachers, and raise the standards of academic preparation and experience that new teachers must meet[4]
20. A summative evaluation be designed to determine the merits and shortcomings of the programme, and to determine whether or not this programme has accomplished its objectives. That is, it aims at assessing the programme's real, rather than its potential, accomplishments and benefits.
I am on the way.
1. English teachers should receive regular updates in new and innovative teaching techniques and curriculum.
2. Attending conferences, workshops, or institutes offering specific training in developmental education and familiarise them with the literature and research in the field.
3. There should be Sites on campuses that provide support for professional development.
4 Attending regional or national professional conferences focussing on developmental education and learning assistance;
5. Reading and discussion of professional books, journals, and other publications in the field;
6. Taking graduate courses in adult and developmental education or a related field;
7. Participating in on-campus workshops or other professional development activities focussing on developmental education theory, research, or techniques;
8. Participating in training institutes or long-term workshops on developmental education theory, research, or techniques;
9. Attending conferences or workshops on developmental education; or
10. Participating in a mentoring programme under the leadership of an experienced, senior developmental educator with appropriate background and training.
11. A local campus coordinator of developmental education who will be responsible for overseeing the development and implementation of the development plans.
12. Creative use of integrated laboratories and noncourse-based activities.
13. Efforts be made to improve the quality of coordination in all courses and activities
14. All courses and activities be evaluated on a regular and systematic basis.
15. Learning assistance programmes take a greater role in providing instructional development activities.
16. Coordinators should meet with all advisors and counsellors at their colleges at the beginning of each academic year to brief them on existing policies as well as to inform them of recent policy changes, if any.
17. Follow-up meetings should be held during each term to give all those working body information an opportunity to discuss implementation, problems and review policies.
18. A Commission on Excellence in Education be appointed to observe and report the shortcomings in the programme, and to raise awareness of the need to attract high-quality teacher candidates and to improve their education and training.
19. Colleges should frequently examine and revise curricula, propose changes to improve the education of prospective teachers, and raise the standards of academic preparation and experience that new teachers must meet[4]
20. A summative evaluation be designed to determine the merits and shortcomings of the programme, and to determine whether or not this programme has accomplished its objectives. That is, it aims at assessing the programme's real, rather than its potential, accomplishments and benefits.
I am on the way.
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