Strengths and weaknesses of teaching methods
You should choose for your answer a strength that matters in teachingand a weakness that is not essential for this profession. Strengths to choose from:. To say that you are over-friendly with students is a good answer and a typical one many people use in the interviews.
Teacher Strength & Weakness Checklist
Other good option is to choose a subject you do not like to teach, for example Math, or a subject you struggle with. In such a case, however, you should not forget to elaborate on your answer, saying that you always try your best in every lessonregardless of the subject you teach, and whether you like it or not.
Your attitude is the most important thing for the interviewers. I have good listening skills, and I believe to understand the emotions and problems children face nowadays. Benefiting from this ability, I can connect with children on a very personal level, which helps me to gain their trust. From my weaknesses, I would mention computer skills.
I need to improve on them, and I attend evening classes to learn to work with the most common office software. I have a tendency to be over friendly to children.
From my strengths I can mention good listening skills, and an ability to understand the emotions and problems of young children rather quickly. Children are rarely bored with me in the classroom, becasue I always try to make the lessons engaging, and interesting for them.
But I do not like to teach Math, and I know I could do better when teaching this subject. I want to work on my Math teaching skills in the course of my professional career. Surely I will get better over time. Have a look at my eBookthe Teacher Interview Guideto see the full list of 28 questions you may deal with in your interview. You will find some great answers directly on the eBook page, so it makes sense to check it even if you do not want to purchase anything…. Homepage Answered Questions Why do you want to be an elementary teacher?
Where do you see yourself in five years time? Can you name the main problems teachers face nowadays? What are your strengths and weaknesses? Do you think that all the students should be treated equally? What is your opinion on IT at elementary school? What are your hobbies?Strengths and Limitations of Demonstration as a teaching strategy:.
How does Demonstration deal with High and Low Capability students? You can ask them questions about what you are showing them. It allows them to help a friend with what they have been shown in the demonstration. This makes them feel valued in a class environment, strengthens their ability to work with others and reinforces to them what they have learnt. After the demonstration to keep them involved and if they have completed the task set, you can get them to reflect on what they have learnt from the demonstration.
Set them questions like: Write down the main steps involved in coil pot construction. Why do you have to knead the clay before you begin?
Why do you have to smooth each coil as you go? Because demonstration can cover a skill step-by-step, it simplifies it for them and they can focus on one part at a time.
You can ask the students if they understand as you do the demonstration. They can be corrected and helped by their peers during and after the demonstration.
How Demonstration Effects Assessment:. This is made easier when you know you have shown them the technical skills needed to make this work, through a demonstration. Therefore you can assess how well they have put their skills to use? Have they followed the same method and not cut corners? Have they chosen and used the appropriate skill to produce that work?
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Notify me of new comments via email. Notify me of new posts via email. They can ask questions about what they see or hear at any point in the process. You have the ability to question students while you are performing the demonstration. You can purposefully demonstrate why NOT to do something.
Students benefit from multiple learning techniques, i. Visual, Kinetic, Linguistically. Activates prior knowledge from previous lessons. Sometimes students are asked to move from their chairs and gather round the demonstration. Explains new information on a concrete level. It stimulates the visual learner and accounts for the audio learners as well. They can use these tools outside of school. Demonstration artistically, allows students to relate to and act upon the ideas behind an image, demonstrated and analysed by the teacher.
One student in the class might relate to that issue and they now have the confidence to voice their struggle. You might not know the students prior knowledge: High capability students might be bored with a demonstration because they already know how to do what you are demonstrating.When Sherida Britt taught high-school English, her strengths were in providing instruction and designing curricula, not in creating bulletin boards and planning classroom projects. As teachers, we often spend time devoted to turning our weaknesses around when we should be focusing on what we already bring to our students: our own particular approach to the classroom.
Your teaching is shaped by your strengths. In contrast, the types of activities that you find most draining, or the ones you never do, may rely too much on skills that you have not fully developed. For example, one teacher may thrive at teaching in an active and noisy classroom, another may prefer to instruct via quieter, more focused classroom discussions.
Of course, as a teacher, you naturally engage with lots of different personalities. If you want to learn more about your strengths, the first step is to know yourself. Make note of observations from other teachers about how you teach.
For example, do they comment on your organization, your humor or your creativity? And, consider inviting other teachers to observe and give you feedback on your strengths in the classroom.
Then read on for ideas on how to use each strength to its best advantage. You must be logged in to post a comment. Necessary cookies are absolutely essential for the website to function properly. This category only includes cookies that ensures basic functionalities and security features of the website. These cookies do not store any personal information. Any cookies that may not be particularly necessary for the website to function and is used specifically to collect user personal data via analytics, ads, other embedded contents are termed as non-necessary cookies.
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It's Free! Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. Direct observation in the primary source of gathering evidence within NVQs as it is the most appropriate way of presenting naturally occurring evidence. Performance evidence demands consistent and repeated performance to the required standard. Work products might be pre-op checks, job descriptions, duty rosters, checklists, accident forms, policies and procedures, records of phone calls, records of correspondence communication book records.
Work products about clients or staff should not be photocopied and put in the portfolio. Stop Using Plagiarized Content.
Assessors should view them and fill in the relevant sheet showing what was read, where its kept and for which PCs, it is relevant and attach it to an Evidence Record sheet. The candidates contribution to the Work Product needs to be made clear.
They understand the policy or procedure or they have applied it to their own area of work or they have trained their staff in it or they have used the policy or procedure. Generally certificates only provide proof of attendance at a course and are not a test of knowledge or competence. Assessors may need to ask questions to test competence or knowledge.
Some assessors now show proof of competence across defined situations and this provides good evidence. A witness should ideally hold the NVQ assessor award and be in a supervisory capacity to the candidate. Colleagues can give Witness statements but in a small environment issues of pressure and collusion can arise.
Assessors can use witnesses to confirm the content of a Candidate Report by writing a supporting statement at the end of the evidence record sheet. There are two types of witness — the expert witness and the non-expert witness. An expert witness is someone given the role of regularly and systematically observing and reporting on candidates when they are performing tasks which produce evidence towards an NVQ and who is occupationally competent, with the necessary expertise in the area for which they are providing testimony.
This information should be noted by the assessor. Non experts my also be used as witnesses, however, their evidence may be less reliable than that of the expert witness as they are unlikely to be familiar with the standards being assessed. Assessors must judge the validity of all witness testimonies.
NVQ units cannot be achieved by relying on witness testimony alone. Achievement of an NVQ unit will always involve observation of the candidate by a qualified assessor taking account of the evidence provided by witness testimony. Examples might be dealing with a health emergency or working with someone who challenges the service. If a learner had a previous rplit can be used to support their other assessments.There are a lot of different methods of conducting research, and each comes with its own set of strengths and weaknesses.
I've been thinking a lot about the various research approaches because I'm teaching a senior-level research methods class with a lab this spring. This has led me to think a lot about how these different research methodologies might work together. While most researchers are exposed to a variety of methodologies throughout graduate training, we tend to become engrossed with our own specialty.
This makes sense, at least to me, as there are so many nuances that it can take years to become truly proficient in conducting research in our own areas. Specialization seems necessary; however, this is exactly why effective communication and collaboration is key. We have said many times before that "it takes a village" and open communication to solve large problems. When it comes to student learning, I feel strongly that it takes a diverse group of experts from different research backgrounds and various experiences teaching in schools.
With the amount of time and dedication that it takes to become an expert researcher and an expert teacher, it would be hard for one person to become both! The same is true for research methodologies. There are pros and cons to each, and science is best served when we combine our efforts and tackle our questions from many different directions.
In this spirit, in today's blog I am writing about the general research methodologies that might be used to help us understand student learning.
For each methodology, I describe what it is and how it might be used, as well as the strengths and weaknesses of the approach. This blog is a bit longer than our typical blogs because I'm tackling some big topics, but hopefully you'll find the discussion of various research methodologies, together in one place, as important as I do!
The main purpose of descriptive research is exactly what it sounds like it should be: to describe what is going on. There are a lot of individual approaches that fall under the descriptive research umbrella.
Here are a few:. A researcher might conduct a case study on an individual who has a specific learning disability, or on a classroom that is engaging in a particular mode of instruction. Observation research involves sitting back so to speak and watching how individuals interact in natural environments.
A researcher might with permission from the school and parents of the children, of course watch a group of preschoolers through a 2-way mirror to see how the children interact with one another. There is also a special type of observation research called participatory observation.
This method is used when it would be difficult or impossible to simply watch from a distance. You can think of this as going under cover, where the researcher joins a group to learn about the group.
A classic example involves a researcher, Leon Festinger, who joined a cult who believed the world was going to be destroyed by a flood in the s. From this work, Festinger proposed Cognitive Dissonance Theory to read more, check out this page. Survey research is considered descriptive research. In this work, the researcher compiles a set of questions and asks people to answer these questions.
The types of questions can vary. Some surveys might people to rate their feelings or beliefs on a scale from also known as a "Likert" scale or answer yes-no questions. Some surveys might ask more open-ended questions, and there are many that utilize a mix of these types of questions. If the researcher is asking a lot of open-ended questions, then we might call the research an interviewor a focus group if there are a few people discussing a topic and answering questions in a group.
In this research, the participants may actually be guiding the direction of the research. There is another important distinction to be made under the descriptive research umbrella: quantitative research vs. In quantitative research, data is collected in the forms of numbers. If a researcher asks a student to indicate on a scale from how much they think they will remember from a lesson, then we are quantifying the student's perception of their own learning.
In qualitative research, words are collected, and sometimes those words might be quantified in some way to use for statistical analysis.Students get easily bored if their teacher cannot combine teaching methods in order to make each lesson unique and intriguing.
Any information can be passed over to pupils in numerous ways. Some of them are easy to understand and remember and others are difficult. The combination of different methods of teaching is something each professional teacher should not only know but also implement in their classroom.
The variety of teaching methods types are must-know in the 21st century. This is the time for awaking curiosity in kids, getting away from monotonous patterns of giving important facts and information to children and trying to be as versatile as possible.
It is better to describe what teaching method really means. This term is used to describe the pedagogy, main principles of study, and educational strategies that are used by teachers in the classrooms to instruct students. Each type of teaching a teacher uses in the classroom should depend on student demographics, a mission of the school or institution, a topic of the lesson, and the personal educational philosophy. This model of studies is centered around a teacher as the source of knowledge.
The method is based on the authority figure that passes the information over to students. Pupils, on the other end, can only listen to lectures and get instructions from their teachers. They cannot be active and participate in the lesson, ask questions as they are passive listeners. The main goal of a teacher-centered method is to teach and measure the knowledge based on assessments and various tests. The process of learning in this method is evenly shared between a teacher and a student.
They both play an important role while studying and it is a complete opposite to teacher-centered approach. The teacher is like a coach to students. It is important to explain the new material and encourage understanding of it. The knowledge is evaluated through school and college projects, different types of assessments, discussions, portfolio etc.
Both informal and formal tasks help to measure the level of knowledge. This method of teaching connects studies with assessments to help students understand the discipline better.
Even with technologies and innovations, some teachers are fans of traditional teaching with low-tech classrooms. Instead of typing notes, students write them by hand. This method can help to recall everything better because handwriting helps memorizing information. While technology has been extremely useful it also has some educational disadvantages.02 01 Describe your teaching style
The fast development of technology, innovations, and the Internet that is quickly spreading all over the world influence the system of education. The high-tech learning method is based on using the latest technology in the classroom.
This could be anything, from projectors to personal computers. It often happens that homework and tasks are assigned to students over the Internet.Poll results shown below for the top 3 strengths and weaknesses of teachers. Participate in voting for your top 3 so we can build a comprehensive list of the teaching community.
This poll of teaching strengths and weaknesses will only be open for a short time. To answer this poll please select the top 3 strengths and weaknesses you feel teachers have in your field. These can be from personal experiences or what you have witnesses in your profession. I will try to add them to the possible answer list as soon as I can. My background is not teaching so I look forward to helping students in the education profession with your list of top 3 strengths and weaknesses.
What is your favorite teaching Stereotype? Comment below with your favorite. Save my name, email, and website in this browser for the next time I comment. Anonymous Vote. Sign in with Wordpress. What are Teachers Top 3 Strengths? Works Well Under Pressure. Self Motivated. Bullheaded Persistance. Positive Attitude. Team Player. Fat dick. Strong Work Ethic. What are Teachers Top 3 Weaknesses? Easily Bored. Critical to Others.
Too Kind. Too kind. Dismiss Other Disciplines. Tend to dismiss other disciplines. Weak in the science aspect of medicine. Balancing Time. Inability to say "no".
Teach to Your Strengths
About the Author: alex. Alex is the creator of My Strengths and Weaknesses. He is passionate about helping others create a career around the life they deserve. Related Posts. May 4th, 0 Comments.