Intentional Teaching; Classroom Observation
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Intentional Teaching; Classroom Observation
Introduction
Teaching is one of the professions that require competency and eligibility. A good teacher can deliver relevant knowledge needed by students regardless of age, background, diversity, and gender. Otherwise, one might spend years teaching without success because there is more teaching than barely standing before students. Subsequently, the aspect of intentional teaching emerged, and since researches show that it is productive and useful to both children and adult learning. Intentional teaching is a purposeful, thoughtful, and planed teaching whereby teachers use their knowledge, expertise, and judgment to organize learners’ experiences (Epstein). This means that an educator acts intending to achieve a specific goal and outcomes in all domains for learning, including science, literacy, mathematics, cognitive, and creative development (Epstein). In other words, intentional teaching requires adequate knowledge of child development, instructional strategies, communication strategies, assessment, and theories associated with learning.
Observation; Intentional Teaching Strategies
Since teaching is an activity that involves the acquisition of new knowledge, it might vary with the level of experience or development. Thus, knowledge acquisition is different between children, and adult learners provided children tend to learn through people around them. The behaviorist BF Skinner argued that children acquire language through imitation, repetition, and exposure to spoken word (Skinner, 1968). As a result, intentional teaching requires a teacher to understand the theories involving learning, such as child-guided and adult-guided experience, to understand their learners’ needs. Indeed, the behavioral theory of language acquisition is observable in the classroom. Adult-guided experience enables an intentional educator to introduce literacy processes and ideas, whereas child-guided experience enhances social interaction among learners, which is essential in language development. Likewise, Piaget’s theory of cognitive development presents a strong correlation between learning and biological maturity (Piaget, 1972). For instance, in my observation, I realized learners acted dumb anytime the teacher introduced a complex sentence, or new vocabulary knew to them. This is an indication that for young learners to master new aspects, a teacher should give room for repetitive learning to ensure that they are familiar with the concept. The language teacher emphasized more on the unique lesson aspects to ensure students grasped the knowledge.
Similarly, instructional strategies are used in various classes to accommodate the differences among students. These include cooperative learning, group discussion, issue-based inquiry, independent study, and others. Cooperative or collaborative learning involves student learning in small groups to complete tasks. Group discussion is integral learning that includes either the entire class or small group. Group discussion creates a forum where learners can freely explore and express their ideas. Also, group participation help learners consider the perspectives of their colleagues, thus, develop practical problem-solving. Independent learning is individual learning that requires a learner to select an area and gather and analyze information. In particular, this is used in higher learning institutions.
On the other hand, Issue-based inquiry is learning that focuses on the acquisition of information on a particular issue. In the classroom observation, the teacher employed group discussion and cooperative learning to enhance interactive learning. Interestingly, the two are useful instructional strategies that I would consider in my future teachings because it makes learning more interactive and learner-centered.
Additionally, the classroom teacher applied mixed techniques in his class, including demonstration, material positioning, informing, questioning, and description. Studies show that intentional teaching is considered valid for learners, especially children because it enhances the interaction between the two. Firstly, the teacher used demonstration and description, which simplified aspects of the main lesson that was taking place; “public speaking.” He demonstrated how good speakers deliver their speeches in public, and luckily, students appeared to enjoy watching their teacher act. For example, he demonstrated tonal variation that confident public speakers use; moderate and regulated intonation. He also used both informing, explaining, and demonstration approach to describe the actions that limit one from being an excellent public speaker. For example, he demonstrated fidgeting during speech delivery, eye contact avoidance, and wrong facial expressions. Notably, the mixed approach enhanced dialogue between the teacher and pupils, thereby created an interactive classroom that sustains learner’s interest and attention.
Relatively, the teacher employed essential communication techniques to demonstrate the topic; public speaking. According to Gagne et al., (2005), verbal information is vital to pupil’s learning, given it is an essential mode of interaction. However, the teacher used language that the students seemed to understand better. Research indicates that demonstration as a technique requires a common language between learners and their teachers (Barners, 2012). Besides, he used summative, paraphrasing, and question verbal techniques to ensure his students grasped the content. While teaching, the teacher asked his students questions related to the lesson. For example, Teacher: What do you do when the audience asks a question you cannot answer?” Students raised their hands to answer, whereas others engaged their desk mates in a discussion concerning the issue before raising hands. Research indicates that questioning is an essential aspect of teaching because it informs the teacher of what the students know, needs to know, and perhaps are yet to understand. In particular, questions allow expressions of views to seek learners’ attention and encourage learners through their colleagues.
Besides, questioning creates a dialogue that enables students to share their ideas during the lesson. According to Kyriacou (2009), questioning enhances cognitive development because it allows learners to think critically about what they already know. On the other hand, the teacher used paraphrasing to restate the answers of his students. In most cases, learners provided brief or long answers; thus, the teacher employed paraphrasing to clarify their points in the simplest language understandable to all students. Also, the teacher used summary in two ways; finalizing a topic before introducing another one and at the end of the lesson to summarize the main issues. Research shows the effectiveness of summary in receptive learning; presentation of knowledge in its final form (Kyriacou, 2009).
The teacher also used nonverbal cues to demonstrate aspects of public speaking, such as facial expression, body movement, and gestures. Interestingly, the students were more attentive during the demonstration, and I noticed other students asking questions in between. Aspects such as facial expressions and gestures also attracted the students’ attention during the lesson. Elsewhere, the description was used to highlight lesson aspects. This happened throughout the class as the teacher introduced new concepts to the classroom. During the lesson, the teacher used the demonstration and later finalized with summative verbal communication to ensure his students grasped the concepts.
Another observation was the use of motivation and reinforcement in intentional teaching. The importance of motivation is linked to the human urge to explore and seek stimulus. Most students develop an interest to learn provided they are appreciated (Kyriacou, 2009). In my observation, the teacher used intrinsic motivation to reinforce learning. He started the lesson by narrating situational problems associated with the topic; public speaking. With this, he gained students’ attention because they were more than willing to answer the situation. Besides, a student was provided a pen for having answered a question correctly. This is known as extrinsic motivation.
Moreover, the teacher applied various techniques to investigate what students have acquired. Notably, this provides teachers with relevant information in determining future lessons. Studies indicate that intentional educators are committed to learner’s outcomes, and to do so, they have to carry an assessment before moving to another topic (Barnes, 2012). The teacher provided a list of questions that required the students to answer the queries on their books practically from the observation. However, there were teaching techniques used by the teacher that somehow I wouldn’t apply in my classroom. Firstly, the teacher, at some point, used equipment and material positioning. Even though scholars like Barnes (2012) assert that positioning is an effective teaching technique that puts students closer to reality, it promotes inequality within the classroom. In particular, disabled students are limited from participating. Since classroom targets children regardless of their diversity, sex, disability, teachers should apply techniques that serve all students to avoid equity implications (Barnes, 2012).
From the observation, the teacher under scrutiny demonstrated robust intentional teaching strategies that positively influenced learner’s outcomes. He created a learner-centered class where learner’s needs are more prioritized and unlimited. Besides, learner-center ensures a teacher provide relevant information regarding the learning objectives. Therefore, it can be concluded that intentional learning is a productive approach to classroom activities; thus, it should be embraced by all potential educators.
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