Select one of the helping behaviors related to effective teaching—using student ideas, structuring lesson content, questioning, probing, and teacher affect—and discuss how it may be integrated with one of the five key behaviors related to effective teaching

Question

What will be an ideal response?

Answer 1

Select one of the helping behaviors related to effective teaching—using student ideas, structuring lesson content, questioning, probing, and teacher affect—and discuss how it may be integrated with one of the five key behaviors related to effective teaching.

Teaching involves more than knowledge of how to perform, it also requires orchestration and integration of the key behaviors with the helping behaviors into a meaningful whole.

Student compositions should logically connect a key behavior with a helping behavior and adequately address the integration of the two such that the understanding of each is clear and the connection between the behaviors is logical. Examples may include addressing associations between lesson clarity and structuring lesson content, instructional variety and using student ideas and contributions, engagement in the learning process and teacher affect, etc.

The five key behaviors include
? Lesson clarity—how clear a teacher's presentation is to the class,
? Instructional variety—the variability or flexibility of delivery during presentation of a lesson,
? Teacher task orientation—the amount of classroom time devoted to teaching,
? Engagement in the learning process—the amount of time students devote to learning what is taught, and
? Student success rate—the rate at which students understand and correctly complete exercises and assignments.

The five helping behaviors include the following:
? Using student ideas and contributions—behaviors that acknowledge, modify, apply, compare, or summarize student responses to promote the goal of a lesson and encourage participation
? Structuring lesson content—teacher comments made for the purpose of organizing or scaffolding what is to come or summarizing and reinforcing what has gone on before
? The art of questioning—questions are posed in two distinct areas, content and process, which are further explained below
? Probing—using teacher statements that encourage students to elaborate on an answer through expressions that elicit clarification, solicit additional information, or redirect a response. These probes often shift a discussion to a higher level of thought
? Teacher affect—the emotions and intentions of a teacher that develop the teacher–learner relationship

Research on teacher questioning has found two distinctive types of questions:
? Content questions deal directly with factual content and typically require no interpretation. They are ‘closed' in that they lead to one correct answer.
? Process questions encourage mental processes that require interpretation and alternative meanings. They are ‘open' in that they may lead to a variety of correct answers based on personal sources of knowledge.