Quality_Teaching

The notion of a quality teacher has changed over history. There is an ongoing debate based on moral character of staff verses pedagogical skills. Exactly how does a teacher teach, do they preach knowledge or construct knowledge' The quality teaching model was designed to improve the learning outcomes of students from kindergarten to year 12 across all subjects. It is based on the best current national and international research into quality teaching. It also builds, most importantly, on what teachers know and value and many already do in terms of quality teaching practice, (Department of Education and Training, 2004). Teachers are using the model outlined above as a way of thinking about what they do in the classroom and how they can improve what they do to achieve better learning outcomes for their students. A quality teacher has the right pedagogy to teaching. Pedagogy is the art and science of teaching. “It’s more about how teaching is done rather then what is taught”, although the two are connected, (Department of Education and Training, 2003). A quality teacher should have professional knowledge, professional practice, i.e. developing skills and a professional commitment i.e. an ongoing commitment to teaching, (Department of Education and Training, 2004). A quality teacher is someone who interacts with their students, they know when a student isn’t feeling their best and they are able to help them. Finally they teach in a variety of different ways to make it easier for each and every student to understand lessons, they change their teaching style to suit everybody. The quality teacher model helps us focus our understanding of quality teaching. It examines or reflects our own teaching aiming to improve our pedagogy. It is an experience of a recently constructed professional approach to teaching. The research into quality teaching has shown that there are three main features of classroom practice that are linked to improved students learning outcomes, they are: teaching that promotes high standards of intellectual quality, teaching that promotes a quality learning environment and teaching that develops and makes clear to students the significance of their work, (Department of Education and Training, 2003). The model allows us as teachers to examine the three dimensions of teaching. These dimensions promote the high levels of intellectual quality. It’s about a quality learning environment and has specific significance to the students work. The three dimensions are intellectual quality of teaching, a quality learning environment, and the significance of what is being taught, (Department of Education and Training, 2003). Dimension one: intellectual quality develops learning, develops concept and skill, and treats knowledge as something that requires active construction. It requires students to engage in higher order thinking skills and prompts students to ask questions and talk. Teaching that focuses on producing deep learning and understanding of key ideas and skill of intellectual quality. Deep knowledge of a topic is gained by focusing on a small number of key ideas and having an understanding of the links between these ideas, (Department of Education and Training, 2004). Students are asked to analyse and evaluate information, being aware that there are many ways of looking at a problem and various ways of achieving a solution. They are asked to talk in depth, about these ideas with their teacher and classmates. The elements of dimension one includes: deep knowledge, deep understanding, problematic knowledge, high order thinking, Meta language and substantive communication, (Department of Education and Training, 2003). Dimension two: quality learning environment creates a classroom where students and teachers work together simultaneously. It has learning as the focus, it sets high and exploit expectations and it develops positive relationships in the classroom. The six elements of quality learning environment include explicit quality criteria, engagement from the students, high expectations, create social support, create student regulation and finally create student direction, (Department of Education and Training, 2004). In a quality learning environment teachers have high expectations that their students will achieve good results. They explain clearly to students that quality of work they are expected to produce and give students some choice of learning activities, (Department of Education and Training, 2004). In a classroom where students and teachers treat each other with respect, and where students are involved with work that interests them and are encouraged by their teachers and classmates, learning is enhanced and misbehaviour is uncommon, (Department of Education and Training, 2003). Dimension three: significance, this make learning important and meaningful. It helps make connections to student’s experiences and the classroom. It values diverse knowledge and cultural understanding. The six elements of significance include background knowledge, cultural knowledge, knowledge integration, inclusivity, connectedness and narrative, (Department of Education and Training, 2004). The best way of teaching is linking a new lesson with what students already know. This may be from things students have learned previously in school or what they know from their own loves outside school and in their family. Teachers include viewpoints and understanding from different cultures in lessons. Teachers demonstrate that different types of knowledge are valued and legitimate, (Department of Education and Training, 2003). Teachers explain the purpose of learning a particular topic or skill. This is important because it makes learning relevant to students and the world in which they live. Teachers ensure all students are included, and have input into the teaching-learning process. Students are clear about why they are learning a particular subject, (Department of Education and Training, 2003). This approach is about teaching students to think, not just recite facts. It is about engaging and encouraging students. The notions of quality and educational teaching and learning have changed over time. It is up to the teacher and the students to work together to try and achieve a sense of educational and quality teaching. They do that by interacting with each other and by the teacher engaging with the students and getting them to think critically to enhance their learning.