BuildingA Better Teacher
Theycan right a wrong. It is true that the best teachers put themselvesin the students’ shoes. To solve a problem, one must first admitthat there is a problem. Finding out how the student thinks helpsbetter mold them for more challenging topics. Secondly, they neversay “Shhh!” Eradicating ambiguity shows great leadership in ateacher students are more likely to listen to you when you as aresult of such behavior. Thirdly, they encourage deeper thinking: themind is a muscle, the more you exercise it, the more it grows. Thistraining especially applies to growing children. Instead of givingthem fish, you train them how to fish. Fourthly, Cold Calling withpurpose. This behavior is tied closely to the third reason. Studentshave room to think and focus on their own. This freedom ensures thatevery student is attentive in case they are picked to answer. Lastly,They show more than they tell. This mental journey with the studentsplaces the student into the mind of the writer of the Examiner. Thisjourney sets them a unique vantage point that eliminates guessing andenhances the students’ confidence in their answers.
Thearticle raises valid points. They are all valid instructions forbetter teaching both in class and at home.
Thefirst behavior along with the second behavior use the AuthoritativeParental Influence on Development the teacher guides the students onhow to regulate themselves. The third action uses the self-conceptaspect of Erikson’s theory. The student is encouraged to believethey are good at something through their deep thinking. The fourthpractice caters to the production of a conducive learning microsystemenvironment according to Bronfenbrenner’s model, it keeps the wholeclass attentive at all times. The fifth action combines both anefficient learning micro system with an authoritarian parenting styleof teaching by guiding the student on a mental journey.