APPROACHING TEACHING PRACTICE
In this section is important to mention some important aspect such achieve our goals
at the beginning of any course being a excellent teacher and apply properly every
methodology and technique, observing different ways to teach and learn, is important
to know and identify in what way the students are learning and getting the knowledge
in an easy way, for example if the techniques that I am using only three students are
learning I should change for another one, the main idea is to develop their English
skills during the course. Many studies have described aspects of teaching practice
which are related to effective classroom learning and student outcomes (Brophy and
Good, 1986; Wang, Haertel and Walberg, 1993). Close monitoring, adequate pacing
and classroom management as well as clarity of presentation, well-structured lessons
and informative and encouraging feedback – known as key aspects of “direct
instruction”– have generally been shown to have a positive impact on student
achievement. This is not enough, however; while the teacher provides learning
opportunities, these must be recognized and utilized by the student to be effective.
Motivation, goals and outcomes must be taken into account as well. Therefore, the
framework of instructional quality is broader than the direct instruction described
above. Based on results from the TIMSS video study, Klieme et al. (2006) proposed
three basic (second-order) dimensions of instructional quality: clear and well-
structured classroom management (which includes key components of direct
instruction), student orientation (including a supportive climate and individualized
instruction), and cognitive activation (including the use of deep content, higher order
thinking tasks and other demanding activities). These dimensions are to be
understood as “latent” factors which are related to, but not identical with specific
instructional practices (see Lipowsky et al., 2008, for a theoretical foundation and an
empirical test of the model). TALIS uses a domain-general version of this triarchic
model, identifying structure, student orientation, and enhanced activities as basic
dimensions of teaching practices. Instructional practices, in turn, depend on what
teachers bring to the classroom.
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