ccording to Murphy, et al (2004), teacher's beliefs and knowledge are the ways in which an educator impart knowledge in the classroom . “The most common distinction between belief and knowledge is that beliefs are based on judgment and evolution, whereas knowledge pertains to objective, verifiable fact.”
Mageehon (2006) conducted a study to determine what makes a “good” teacher good. The study revealed that “the idealized notion of who a good teacher is and the practical notion of what it takes for a…[teacher] to succeed in attaining this…goal may be in conflict”.
It can be gleaned that a good teacher simply acts out an instinct to please others and then go beyond that basic need by doing what she/he can to bring out the best in others.
Teaching Science from Middle School to 9th Graders Today
Teaching in middle school today proves to be a huge challenge for both students and teachers alike. A number of teachers have abandoned teaching mainly for behavioral problems of students today. The power struggle between students and teachers inside the classroom proves to be the biggest hindrance in the delivery of excellent learning opportunities to the students. Added to that is the threat of misbehaving students of their rights and the fact that their parents can sue.
A teacher functions in an environment full of challenge and second-guessing. This of course could affect the teacher's ability to teach. Discipline complains from parents are among the reality a teacher should face especially in a public school.
Discipline is a tool in teaching. It could be a potential source of conflict too. The problem in handling difficult students though is not insurmountable. Teachers should learn to make rules clear early on. Consistently enforcing little rules could eventually help curb disruptive behaviors among students (Drummond, 2002).
Teaching in middle school today requires teachers to be more than just sources of information. They need to be disciplinarians, parents and friend as well. In order to be truly effective, they need to be well-rounded and willing to face unrehearsed challenges.
The reality of classroom teaching today maybe far different from the theories taught to teachers but they need to adapt with the times and come up with new solutions for new sets of problems they encounter as carry out their duties (Drummond, 2002).
Classroom Management
Perrone (2000) in his book Lessons for New Teachers tackles the necessity of
classroom management. The author defines classroom management as the need for discipline in classrooms.
Perrone then proceeds to outline ten principles in developing and maintaining productive classrooms: 1) Be well-prepared for each day; 2) Use challenging ideas and materials; 3) Be reasonably consistent; 4) Be clear about what really matters; 5) Show respect for the students; 6) Know the students; 7) Be physically present; 8) Maintain calmness; 9) Be culturally aware and sensitive; and 10) Keep rules to a minimum.
These principles, of course, are largely based on common sense and accepted practices in maintaining control of students inside the classroom. Perrone believes that what makes classroom management more complicated is the fact that “administrators often judge teachers by how well they control student behavior”. This need to control behavior could be counterproductive as it inhibits the practice of real teaching and learning within the classroom.
Going a step further, Perrone suggested that reviewing the materials in advance and visualizing how you deliver it inside the classroom are important elements to success. Also that “challenging ideas” allow the students to have a healthy “wonder about their world” making them make “connection” to it.
The work that teachers do is definitely awe-inspiring. Perrone's process : preparation, using challenging ideas and materials, knowing the students, being culturally sensitive and avoiding too many rules are the key to effective classroom management.
Renner (1994) in his book “The Art of Teaching Adults: How to Become an Exceptional Instructor and Facilitator” outlines a dozen techniques to make teaching a more interesting endeavor. These include: group discussion, case studies, role-playing, small group tasks, individual assignments, field projects, learning journals, and even lecturing.
Renner discusses in Chapter 9 the need for instructive questions which encourages “careful…and thorough habits of thinking”. The new line of questioning changes the focus from teachers to learners. The teacher then plays the role of facilitator
instead of monopolizing discussions. This way, the students will become increasingly responsible for their own learning.
Practices vs. Theory
Becoming an excellent science middle school teacher is a life-long quest and challenge. Teaching is as creative as art and as exact as science.
Motivation is one of the most important concepts of teaching. It is related to other important concepts such as arousal, attention, anxiety and feedback/reinforcement. Motivation can be countered by hosts of factors such as anxiety, reward and punishment and the goal of the student (Kearsley, 2007).
