Walter Geerts & René van Kralingen - The Teachers' Handbook

TheTeachers’ Handbook

the most common teacher-directed and student-directed methods and activities. Chapter 4 is concerned with challenges in regard tomaintaining classroomorder. We will discuss two analytical models and resulting recommendations for class room management. Finally, Chapter 5 elaborates on educational objectives, the volume of learning and lessons, and assessment. Both conceptual and practical guidelines are provided to administer valid tests and evaluations. PART B  How do I work effectively with groups? Teaching goes beyond reiterating lessons and that is why in Part B the scope is broadened. Both experience and research indicates that a successful teacher is able to connect with a group of students in a comfortable and intelligent manner. Research conducted byWim van de Grift (2010) at GroningenUniversity shows that 80-90% of schoolteachers in secondary education actually produce fairly well-organised lessons. However, it also demonstrates that clear and structured instruction by itself has only a limited effect on student performance. Van de Grift (2010) believes that a well-organised lesson accounts for only about 20 percent of the difference between learning outcomes. Most teachers do not even get to 20 percent, he argues. Fewer than 60 percent of teachers in secondary education manage to make their lessons more effective through the use of different teach ing methods to maximise student involvement. It is predominantly experienced teachers who are capable of involving students through the use of clever inter vention strategies (Van de Grift refers to providing clear instructions, involving all students, and teaching students how to study). These kinds of extraordinary teachers are able to cope with differences among students by providing improved explanations, creating a fruitful learning environment as well as implementing interactive teaching strategies. This stresses the importance of the question: how can you as a leader work effectively with groups? In Chapter 6 we discuss the impact of groups and group formation on the students themselves as well on the teacher who faces ever-changing groups. We also point out exceptional situations that arise in the classroom, for instance as a result of large differences among individual students: who makes up the class and how can we manage differences as a teacher? In ad dition, how do we handle bullying behaviour? Chapter 7 is devoted to special needs education. We examine which students need additional help and the role you can play to facilitate this as a teacher. Ad ditionally, we make the transition to a methodical approach. Which aspects re quire adaptations for every student to be able to follow your lessons? We provide suggestions for teaching strategies which are suitable for students with typical and distinct disorders. Finally, we examine the support provided by the school administration. Chapter 8 provides practical guidelines on how to conduct dis cussions with students. Several discussion techniques will be presented which can be used to create dialogue in order to work effectively with the group as a whole.

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