How Do I Become a Transformative Teacher? – Part 3 By Prof. Michal Pitzl

Prof. Michal Pitzl

Below are three keys to becoming a Transformative Teacher. I have listed a few practical things you can implement in your teaching practices. Start with one and commit to the process. You will not do it perfect in the beginning, but that is part of learning new skills. Always reflect on your teachings. Ask yourself: What went well and what can I do to improve the next time? In this way you become a positive role model for others, showing them how to engage in the learning process.

Use these techniques and see the results for yourself. Only then will they become a part of your teaching philosophy and methodology. Use them enough and they will become second nature.

Ø Clear Targets: Before you teach clearly state the learning targets/objectives. Make them visible for people to see (i.e. on paper, on the chalkboard, or have them write them down.) Clear targets will be guides for your instruction and for your people as they learn new things. Refer to the targets often during instruction, to keep your teaching purposeful. *If you find that something you are teaching or doing does not refer to one of the targets, do not do it. It is okay to change your teaching plans. This shows professionalism, and that you know your teaching targets and you know how to teach them. It is also a great model for your people to see that learning means we must be willing to change and grow.

Ø Frequent Feedback: This type of feedback helps to form your teaching as well as what your people are learning. Ask the questions: How do I know if the people understand what I am teaching? How do I give the people a chance to respond to what they are learning? The following ideas can be used after teaching a new concept, during group discussion or independent activity.

Ø Questioning:

§       Exit Cards: People write down one thing they learned and one question they have and turn it in before they leave. You can choose to address them or not, but it gives you new perspectives and an idea of what your people learned.

§       Quick Checks: Questions during teaching to engage people in dialogue. These provide you with immediate information about people’s learning. It also gives them a way to process what they are learning.

Ø Observations: Gather evidence of learning during dialogue, group work, presentations, etc.

Ø Discussion: Discussion allows you to hear the people’s understanding of a learning target. You are also able to ask guiding questions to check for understanding.

Ø Think-Pair-Share: This is a three step process: Give people time to think about a concept, then have them pair up with another person and share their thinking with the other. You can walk around and observe and listen to check for understanding. Finally, pairs get up and share their thinking with the whole group (this is optional). This technique gives people the time and opportunity to process their own thinking as well as gain new insights from a peer.

Ø Informed Teaching: As a teacher, you must review the information from frequent feedback in order to inform your teaching. It is your responsibility to design your teaching to meet the needs of your people and get them to understand and use the learning targets. Based on feedback you can prepare to answer questions, re-teach a missed concept in a way that people can better understand, or even skip a learning target and move forward if your students prove mastery of the subject.

During this process, think: How will I create a learning atmosphere that will make my people feel safe and free to ask for help if they need it or share their unique opinions?