What does it take to develop a good student teacher relationship? How do we ensure that we have a student learn and not just get lectured upon? How do we ensure that we have ethical teaching and not deviate from the set standards? How do we asses learners? All these questions and more are going to be answered in this pedagogy.
The first question is of course on how to develop a rapport between a lecturer and a student. The key to this of course lies in the art of communication. The way a teacher or lecturer communicates with the learner will determine the kind of rapport expected. For instance, a lecturer must learn how to praise a student when he or she has done good work, call the student by name and gesture. Another issue that needs addressing is how we develop a learning that is just not lecturing. David B. Daniel in his book says that a teacher must have personal characteristics that integrate well with his pedagogical practices. Though there are different characteristic, a teacher must blend well with the learners. A lecturer must also learn how to initiate and lead discussions.
In addition, a teacher must learn the right mode of assessment. Yet, before assessment, the teacher must have objectives and goals for teaching. For example, the lecturer must know class attendance, behavior of a student and even define his or her disposition. Moreover, the lecturer must follow ethics. The set standards of teaching if not adhered to will render the profession baseless. For instance, he or she should be fair, be n class on time and not solicit for personal favors in exchange for grades. Nevertheless, Christopher R. Howard examines the role of technology in higher education. A teacher must learn about the social networks used by the student, use modern technology like up to date computers, use course Management technology and even communication technology.
Therefore, to speak about effective pedagogy for professionalization seminar course, we have discussed the student teacher relationships. We have also examined roles of lecturers in the classroom, their responsibilities and ethics and assessment. Also highlighted upon is the behavior of teachers.
RACE AND ETHNICITY
FALL, 2013
OFFICE: Building 4, Room 9
OFFICE HOURS: 8:00-10:30 MON & THR; 11:00-12:00 WED
OFFICE PHONE: 824-794 (never leave a message)
WEB PAGE: http://home.ucc.edu
- DESCRIPTION
This course will involve the study of races and ethnicity. The origin of races and ethnic groups will be examined carefully and at great length. It will assist all students to know how different ethnic groups came to be and where race came, in. emphasis will be on development of human groups and societies. Students will be taught about races like the Caucasians, Arabs, and Africans. Those with racist backgrounds will have an opportunity t to change their attitude after learning more.
- ORGANIZATION
This is a classroom course whose topics the lecturer will teach. There are no practical involve. Any questions can be raised in the course of learning.
- CURSE OBJECTIVES
- Introduction to race and ethnicity
- Caucasians
- Africans
- Arabs
References
Buskist, W., & Benassi, V. (2012). Effective college and university teaching: Strategies and tactics for the new professoriate. Thousand Oaks: SAGE Publications.
