Key Teacher

Skills: What
Teachers Do
Prior to While After
Teaching Teaching Teaching
RHOMMEL S. ICATLO
Discussant
 Skill#5
MONITORING
In a sense, monitoring means keeping
one’s finger on the pulse of the class.
According to Carol Cummings,
“Monitoring is really a system of quality
control, in which the teacher is
determining whether or not each step in
the teaching-learning process was
effective”. A teachers attention is trained
but moving on the entire group of
students, aware of actions, tensions,
successes, and social or interpersonal
issues.
Looking more closely at monitoring, we see a
couple of skill-related issues:

PROXIMITY
Without getting in students’ faces, teachers should avoid
the other extreme of placing vast physical distances
between themselves and students. Generally speaking,
monitoring becomes much more difficult when teachers
increase the physical distance between themselves and
students.

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WITHITNESS
Kounin (1970), a keen observer of teachers, mentions with-
it-ness as the degree to which teachers are aware of what is
going on in the classroom. With-it-ness prevents many off-
task behaviors and prevents disruption. Teachers can develop
their with-it-ness by keeping their finger on the pulse of the
classroom, mainly by getting close to students as they are
working.

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 OVERLAPPING
Kounin also found that a teacher's skill in overlapping facilitated
the activity flow in the classroom. Overlapping means doing
two things at once:
Dealing with a problem or potential problem while continuing a
lesson without interruption.

Example:
The teacher who simply moves closer to a student who is
fussing or off-task while she maintains the flow of her
instructions to the class.
 Skill#6
FEEDBACK
• Feedback is information provided about the quality
of one’s work.
(Matsumara, Patthey-Chavez, Valeds and Garnier
2002) In a recent study, the amount and type of
feedback received by students and influence the
quality of the content, organizations and mechanics od
students writing.

(Waxman & Walberg 1991) In general, feedback

to students is most useful when it goes beyond
student’s simply knowing whether their response are
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Specific Feedback- To be most useful to the
student, feedback should be as specific as
possible. It should relate directly to the
behavior or work being evaluated (and not
toward judging personal qualities of the
students) Specificity implies that feedback is
detailed, where students have a clear idea of
what the teacher is communicating.

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Immediate Feedback- To be value to
students, teachers should provide feedback to
the students regarding the quality or value of
students work as soon as possible as close in
time to the work being evaluated.

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Ongoing Feedback-Feedback is effective
when provided frequently: “Learners
perform better and maintain high levels of
academic learning time when they are given
frequent feedback about their performance”
(Gettinger & Stoiber, 1999)

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Student self-feedback (i.e., self-regulated learning)- Self-
feedback is part of a larger practice called self-regulated
learning, which is one of the more exciting initiatives in
modern education. It helps answer the teacher-centered
versus student-centered dichotomy that has occupied a
good deal of controversy among educators by showing that,
yes, the student is at the center of what teaching is all
about. Self-regulated learning recognizes that as students
grow, they and not the teacher or their parents take over
primary responsibility for their learning because they have
developed the skills and attitudes of a motivated learner.

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Record keeping- This is an important
prerequisite skill for providing feedback. Today,
parents expect that teachers keep accurate and
fairly detailed records of their children’s
progress and achievement. Record keeping not
only helps teachers formulate a grade for report
cards and progress reports but also allows
teachers to give students and parents (and other
educators) valuable feedback on how well
students are progressing.
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 Skill#7
SUMMARIZIN
G
Whether a teacher engages in teacher-centered
or student-centered teaching, the teacher’s skill
in summarizing as well as summarizing by
students can promote learning.

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Formative (continuous or ongoing) summary-
Not all summarization takes place at the end of
a lesson, on Friday afternoon, or on the last day
of the unit of instruction. During the lesson,
teachers should take a moment and do a
formative check.

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Chain-link summary- A good summary works
both ways: It serves to close a topic, lesson, unit,
or discussion, but it also works to provide a
connection to what is to follow. I like the analogy
of links on a chain to show that just as each link
is connected on both ends, in a chain-link
summary the teacher stops and asks the class to
link what they are now doing with some prior
but connected learning.
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Set the table for next class- The time for
summarizing is also a time to set the table for
the following class, whether that class is
tomorrow or next week. Setting the table means
anticipating what the next class will use as a
reference point

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Reviews to deepen understanding- Dempster
(1991) reported that classroom reviews serve
more than the purposes of repetition; they also
enrich understanding, moving from surface
understandings to deeper connections with the
material at hand. Even a brief 2-minute, low-
tech summary at the end of class or at the end of
the day serves to increase the depth and extent
of students’ retention.
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 THANK
Don't hesitate to
YOU FOR ask any questions!

LISTENING!