Table of Content

1.0 Summary Page 3

2.0 Introduction Page 3

3.0 What Thinking Teachers Can Do to Become Experts Page 3

4.0 Conclusion Page 4

5.0 References Page 6

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Academic Report – Individual

1.0 Summary

As the time goes on, many changes can be seen in the world of academics such as
ways of teaching, school systems, and the world environment overall after the
coming of modern gadgets. For teachers, they need to improve in their work quality.
The way they teach need to be improved. Qualities of a teacher are important to the
students in their studies (National Research Council, 2001). Therefore, teachers
must adapt to the changes and start to improve their teaching to be effective enough
in helping students to achieve academic success. They are steps on which teachers
can follow in order to reach a certain level which then they can be called an expert.

2.0 Introduction

A teacher’s goal would be to become an effective educator. To be one, the teacher

must have one characteristic of an expert teacher. That characteristic is to be
constantly thinking. By doing this, a teacher would be able to start improving
themselves and think about how they can become expert as soon as possible. To be
able to do so, there are some things that are done by expert teachers that a novice
teacher can try to do, to find out what separates them from the experts. Those things
are, pointing out what the expert teachers do, understanding why the experts are
doing the things they do, and setting the experts as role model to try to get a better
look on their dream personality.

3.0 What Thinking Teachers Can Do to Become Experts

Firstly, a teacher should look at the things that the experts are doing which make
them an expert. Expert teachers are called so because of a reason. From (Council,
2000) experts have gained the knowledge that affected things they notice and how
they organize, represent, and interpret things around them. These are the things that
the thinking teachers should find out for them to imitate. As a guidance, the novices
should first list down the things that the experts are doing. After that, they should
think about how they can start to do the same thing for them to achieve the same
expertise as the experts has. These steps are very important in developing many
more expert teachers in the future. These kinds of things can be done by thinking
teachers because they are constantly thinking about what can really make them

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teach more effectively in the classroom. Therefore, by finding out what the experts
are doing, a thinking teacher should be able to become an expert themselves when
they try to do the same thing as what the experts are doing.

Secondly, after knowing what the experts are doing, thinking teachers should
understand why the experts are doing so. This step would really help the thinking
teachers to know the exact reason on why the experts are doing certain things the
way the experts do. As an example, expert teachers plan their teaching lessons
before classes. In one research done by an organisation (EduExcellence, 2017),
teachers that prepared their lessons could make them a better teacher. Based on
that, anybody can imitate this, but as for a thinking teacher, they need to understand
why they are doing this. Experts always do their planning using most of the time they
have, while doing the actions of the plan using less the amount of time than during
the planning stated by (Britannica, 2020). Based on this statement, it can be said that
doing something without knowing the reason behind it would be a waste of energy
and time because the goal of that activity is not clear. So, understanding why experts
are doing something would be beneficial for thinking teachers to improve themselves
by doing the same way as the experts while knowing the exact reason to do that way.

Lastly, a thinking teacher can become an expert when they have picked the
right role model for them to follow. After analysing all the things before, such as
finding out what the experts do, why they are doing it, now it is time for the thinking
teachers to pick the acts of the experts that could really help them become an expert
too. A thinking teacher can also have someone as an idol, as an example, a very
good teacher back then, Richard Feynman to try to implement the things that he did
when teaching to the thinking teacher’s own teaching. Based on a point of view from
(Kudoswall, n.d.), having someone in high regard that has done changes to the world
would inspire us to do the same. Having someone that had achieved a lot of
achievements would help the thinking teachers to be motivated on improving
themselves. The role model picked would become the example of result of what they
want to become. Thus, thinking teachers should have a role model for them to set
goals in order to achieve the label of experts in teaching.

4.0 Conclusion

In conclusion, a thinking teacher can become an expert after following a few steps.
The steps includes, finding out what the experts do that separates them from the
rest, understanding the reason of why the experts are doing something different from

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the other, and lastly to set a goal or role model as an example of what the thinking
teacher wants to become. These steps would really help many teachers to increase
their effectiveness in their teaching. These teachers then would be able to contribute
more to the society.

895 words

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4.0 References
Britannica. (2020). Expert Thinking and Novice Thinking. Retrieved from Encyclopaedia
Britannica: https://www.britannica.com/topic/thought/Expert-thinking-and-novice-
thinking

Council, N. R. (2000). How People Learn: Brain, Mind, Experience, and School: Expanded
Edition. Washington, DC: The National Academies Press.

EduExcellence. (2017, June 11). Teaching Strategies: Why Preparation and Planning is
Important? Retrieved from EduExcellence:
https://www.eduexcellence.org/blog/292/teaching-strategies-why-preparation-and-
planning-is-important

Kudoswall. (n.d.). 5 Reasons You Need A Role Model. Retrieved from kudoswall:
https://kudoswall.com/index.php/easyblog/entry/5-reasons-you-need-a-role-model

National Research Council. (2001). The Critical Importance of Well-Prepared Teachers for
Student Learning and Achievement. In N. R. Council, Educating Teachers of Science,
Mathematics, and Technology: New Practices for the New Millennium (pp. 44-46).
Washington, DC: The National Academies Press.