The above diagram shows the hierarchy of the observed behavior on the two teachers. In psychology, a behavior is a characteristic of a person that is intangible; it is seen, but cannot be touched. As a teacher, being informative is certainly a necessity in student learning. Much of the information that students’ know originally came from their teachers. In the teaching profession, the tonal quality of the voice must be observed. On his study, Brophy (1979) argues that teachers who have more personal approach in teachings students will most likely get their students’ attention. In addition to this, teachers use this method to motivate students’ to work harder than usual in order to get good grades. Lively is another trait by which a teacher can combine both their resourcefulness in presenting topics in the class, via use of visual aids. Facial expression is also important as Brophy (1979) pointed out because it helps students to analyze the teacher’s character further. However, Lakshmi, Rama and Hendrickz (2007) pointed out that a teacher’s resourcefulness is, and lively discussion helps students to understand the lesson better than mere spoon feeding them of facts. These two qualities of Teacher 1 is evident in a classroom discussion and have been regarded as the most obvious methods of instructional delivery. The second teacher is also informative, kind and patient. Despite a little strictness in terms of criticizing one’s paper and information learned from the lesson, nonetheless the effectivity of providing information about a certain topic is impressive. Discussions are performed with skill and participation whilst speaking in a well-modulated voice. On the other hand, since the students’ rely heavily on some visual presentation to be able to understand the class discussion, Illinois State Board of Education (2013) stated that a clear and organized visual and audio presentation should be used and other technology such as computers to help students familiarize and learn on their own. Additionally, certain types of pupils prefer to study on their own; for example in Mathematics, some students prefer a ‘hands-on’ practice to learn the lesson.
Moreover, Wilkerson (1998) further explained that in order for a teacher to become more successful in teaching their students, aside from the traditional visual aids and lecturing, it is highly important to coordinate with the students and communicate with about the lesson itself for better learning. Better teaching methods can attract the students’ attention and help them in focusing their minds for the topic. Moreover, aside from visuals, handouts are also necessary for them to memorize the information in chunks; in contrast to reading a whole book. Wilkerson argues that studying with only the relevant information helps ease the minds of the students’ from stress and therefore this will help them to focus on their lessons respectively. Teaching professionals also concluded that doing a warm-up exercise can rid the negative aura on their bodies and replace it with a positive energy. For the faculty, it is highly recommended that the peer reviews, coaching, consultations and mentoring a student will further enhance their potential in class as well as it will serve as a preparation in college. In addition, Wilkerson also pointed out that the students rely so much on the information given by the teachers and it is, therefore, needed to empower the faculty so that they can continue in shaping the minds of the students to become competitive individuals in the future.
References
Brophy, J. (1979). Teacher Behaviour and its Effects (Ph.D). Michigan State University.
Illinois State Board of Education,. (2013). Guidance on Collecting Evidence of Teacher Practice Not Observable During Classroom Observations in Teacher Evaluation Systems. Illinois: AFL-CIO.
Lakshmi, T., Rama, K., & Hendrickz, J. (2007). An Anthology of Best Practices in Teacher Education (1st ed.). Bangalore: National Assessment and Accreditation Council (NAAC).
Wilkerson, L., & Irby, D. (1998). Strategies for improving teaching practices: a comprehensive approach to faculty development. Academic Medicine, 73(4), 387--96.
