- HOME
- Table of Contents
- Resume
- Philosophy Statement
- 1. History of Jewish/General Education
- 2. Assessment
- 3. Curriculum
- 4. Language Development/Hebrew
- 5. Personal Development of Teachers
- 6. Collaboration/Community
- 7. Technology
- 8. Learning and Cognition
- 9. Evidence-Based Practice
- 10. Child Development
- 11. Content Knowledge
- 12. Ethics and Values
- 13. Instructional Methods
- Inspiration/Chizuk
- Post-Observation Reflections
Teaching methods and styles are as many and varied as teachers themselves. Every student, class, topic and situation requires an educator's discretion how to best react, manage, communicate, and educate. Indeed, every interaction between teacher and student transmits a message.
The history of schooling, and education in a broader sense, reveals varied modes of instruction. Firstly, there are numerous possibilities for grouping students: the one-room schoolhouse with all children together, grades according to age, tracks according to ability, and inclusion of diverse students. There is frontal teaching, chavruta learning and peer/group work, and the current approach of differentiated instruction.
Different topics call for different teaching styles, and there are infinite possibilities of ways to give over information and skills, and to invite students to discover on their own. A serious and reflective teacher will try to best suit the topic to the instructional method to facilitate maximum student engagement and understanding. A creative and forward-thinking teacher will experiment with different styles to try to reach students in new and meaningful ways. Diverse learners require diverse teaching methods, so a teacher must constantly evaluate the efficacy of practices in order to best reach the students.
While students need structure and routine, they grow bored of the same teaching style each day; they thrive on diverse lessons, excited to come to class each day, curious what they will learn today. A good teacher makes learning a dynamic, relevant, and stimulating endeavor, empowering students to improve skills and to think in deep and meaningful ways.
Included is a small sampling of possibilities of teaching styles, of diverse and new frameworks for approaching teaching as not just teacher-generated, but student-focused.
The history of schooling, and education in a broader sense, reveals varied modes of instruction. Firstly, there are numerous possibilities for grouping students: the one-room schoolhouse with all children together, grades according to age, tracks according to ability, and inclusion of diverse students. There is frontal teaching, chavruta learning and peer/group work, and the current approach of differentiated instruction.
Different topics call for different teaching styles, and there are infinite possibilities of ways to give over information and skills, and to invite students to discover on their own. A serious and reflective teacher will try to best suit the topic to the instructional method to facilitate maximum student engagement and understanding. A creative and forward-thinking teacher will experiment with different styles to try to reach students in new and meaningful ways. Diverse learners require diverse teaching methods, so a teacher must constantly evaluate the efficacy of practices in order to best reach the students.
While students need structure and routine, they grow bored of the same teaching style each day; they thrive on diverse lessons, excited to come to class each day, curious what they will learn today. A good teacher makes learning a dynamic, relevant, and stimulating endeavor, empowering students to improve skills and to think in deep and meaningful ways.
Included is a small sampling of possibilities of teaching styles, of diverse and new frameworks for approaching teaching as not just teacher-generated, but student-focused.