Upon leaving college or university classrooms, new teachers often encounter a diverse range of teaching styles that may be unfamiliar to them. This transition can be confusing, as educational programs in higher institutions frequently establish specific teaching methods considered to be the “right” way to teach. These approaches can significantly differ from what new teachers face in teaching environments.
Was your higher education experience similar to your actual classroom?
Black and Davern (1998) outlined instances where newly appointed teachers found themselves in perplexing classroom scenarios, which ended up being so distracting that they overlooked the innovative aspects of those particular classes. The article illustrated a communication breakdown that arises from these new teachers neglecting to ask experienced colleagues questions. These questions could have provided insight into the underlying rationale behind the seemingly chaotic situations they were witnessing and experiencing for the first time. For instance, contemporary classrooms often incorporate problem-based teaching or discovery learning techniques. Also, one must ask themselves: How long has it been since their professor set foot in a classroom?
What was your experience in college working through chaotic situations?
Students might be actively collaborating in teams, and the noise level could be high. It might appear unproductive chaos to an inexperienced teacher, but it represents a meticulously managed and organized teaching and learning environment. for a seasoned educator. Different instructional approaches are evident in these classrooms, including cooperative grouping, advanced teamwork abilities, collaborative learning, self-regulation skills development, self-paced learning, and competitive methods. While students actively participate, not all appear thoroughly engrossed; most genuinely engaged. It’s important to note that having students sitting quietly at their desks doesn’t necessarily guarantee that they all stay focused and on track. University supervisors analyzed the scenarios used in the research to demonstrate how new teachers could misconstrue effective learning and teaching strategies.
Classroom Implementation
New teachers can focus on the particulars of a class activity, lesson, or strategy by carefully considering its overall nature. It’s important not to let your first impressions dictate your understanding of how your classroom should run. Engage students by compiling inquiries, analyzing them, and preparing for dialogue with the classroom. Evaluating teaching methods is a learned skill that should be approached with an open mind. Ask non-judgmental questions to understand why specific strategies were chosen. Exposure to new perspectives helps new teachers learn and integrate them into their teaching practices. It is important to differentiate between the techniques to adopt the ones that can be used and model the ones that could be used in the classroom.
Effective Observation Strategies for New Teachers
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Listen attentively, observe closely, and identify how the teacher is conveying genuine interest and a willingness to discuss matters openly and constructively.
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Demonstrate respect and empathy for the challenges educators face.
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Investigate the groundwork required before observation and the resources needed for successful classroom experiences.
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Understand the teacher’s viewpoint on class needs to validate classroom dynamics and analyze the strengths and weaknesses of employed strategies.
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Communicate teaching methods and principles to experienced teachers. Develop ways to address sensitive topics, acknowledging inevitable differences among staff members.
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Foster independent thinking and diplomatically raise disparities in practices and philosophies. Cultivate analytical and reflective skills for identifying, exploring, and expressing ideas.
Are there discrepancies in learning styles?
In 2004, the Learning and Skills Research Center in the United Kingdom initiated a study to analyze established models and tools related to learning styles systematically. The commissioned report by Coffield and colleagues pointed out discrepancies in these models and tools, advising educators to be cautious about their application. Additionally, the authors proposed a recommended research plan for further exploration in this field.
Evaluating Teaching Methods with an Open Mind: A Key Skill for New Teachers
Experienced teachers may welcome you as a colleague, but they may not be eager to answer your questions. New teachers should not take this personally. All interactions should be positive and valuable, but this is not always the case in any profession. Teachers have different levels of competence, and not every interaction will lead to mutual understanding. Additionally, teachers are not consistently “good” or “bad.” They have both good and bad days, and their lessons can be both successful and ineffective. Similarly, student classes can have off days when nothing seems to go right. Events, weather, and other factors can affect lessons or observations on any given day.
How Diverse Teaching Styles Improve Education
In the complex world of education, educators learn valuable knowledge from diverse teaching styles. They can implement different strategies, such as learning from the hidden knowledge of experienced teachers and understanding classroom methodology. This deeper understanding improves teaching methods and contributes significantly to the growth and change of education.
References
Black, A., & Davern, L. 1998. When a pre-service teacher meets the classroom Team (managing conflicts of teacher strategies). Educational Leadership, 55(5), 52–55.
Coffield F, Moseley D, Hall E, Ecclestone K. Knowledge styles and pedagogy in post-16 learning. A systematic and critical review. 2014. London: Learning and Skills Research Centre. http://www.lsda.org.uk/files/PDF/1543.pdf.
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