Get Am I Teaching Well? Self-Evaluation Strategies for Effective PDF

By Hanna Cabaj, Vesna Nikolic

ISBN-10: 0887510876

ISBN-13: 9780887510878

It is a source for lecture room practitioners, pre-service academics and instructor running shoes. every one bankruptcy provides a sequence of self-assessment projects to help you mirror and enhance on quite a lot of facets of your educating perform. subject matters contain setting up for guideline, designing courses and classes, utilizing assets and integrating know-how, school room presentation, responding to scholar questions and inspiring participation, supplying suggestions, expanding motivation, overview, application assessment, improvement. a number of self-evaluation workouts are totally photocopiable with no infringement of copyright, and the publication is illustrated all through with funny drawings. The booklet concludes with an appendix that takes you step by step via tactics for self-evaluation utilizing video or audio recording, a very powerful technique that may fairly allow you to see your self as others do. Written by way of skilled lecturers in an immediate, all the way down to earth, light-hearted kind, ''Am I instructing Well?'' deals not just possibilities for self-assessment but additionally certain details on optimistic instructing perform. The authors' historical past in language instructing is highlighted in designated sections that would be of specific curiosity to these instructing international or moment languages to novices of every age. With its entire scope and easy-to-follow, hands-on procedure, this booklet is certain to turn into a career-long associate for all academics drawn to operating towards excellence of their lecture room functionality.

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Additional resources for Am I Teaching Well? Self-Evaluation Strategies for Effective Teachers

Example text

You [department chairs] need to address teachers’ unprofessional behavior in your next department meeting,” he ordered, a vein pulsating in his forehead and his eyes narrowing in a steady glare. (“Do as I Say, Not as I Do”) Because Tower is uncomfortable with the behavior of the teachers, his friends, and because he wants to remain “one of the boys,” he has placed himself in a professionally tenuous situation. As a principal, he can maintain the friendships he has forged over the years, but he needs to recognize that it is his role, not that of the department chairs, to manage the behavior of his staff.

The leader remains accountable for the vision, the oversight of strategies and processes, and the facilitation and mediation of people and best practices. Leaders are a sounding board; they provide feedback, ask questions, and make suggestions to assure that decisions made or plans suggested by faculty and staff members are feasible. If valuable suggestions are not feasible, leaders determine how to go about creating a situation in which the ideas can come to fruition. If Superintendent Walberg wants to have a collaborative leadership style where her administrators function as a team, as she told her new middle-school principal, she will need to make time for team building and use a collaborative approach.

I went to Sea World, toured a Navy submarine, and soaked up some rays. ” Heedless of the raised eyebrows, Watt continued. “I had drinks with principals from Oregon every night, and we went dancing with these APs from Colorado. Those chicks know how to have a good time. I slept in most days and got those free baseball tickets too! You know,” he shared, “my job is very stressful, and I really needed the time to relax and catch up on my sleep. I made it to the two keynote speeches at the conference, but I didn’t have time for any of the breakout sessions,” he boasted.

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