Marzano's Teaching Philosophy Essays

Research has provided many strategies for effective classroom instruction and lesson organization. Throughout my lesson, I used direct/ explicit instruction model that I have learned from different education courses and readings to serve as a model for my instruction. Rosenshine

Today, teachers strive for the creation of positive and influential learning environments for all students. Moreover, they aim at increasing children’s chances of succeeding. They constantly re-evaluate their teaching strategies for educational improvement of students. Teachers create supportive and respectful school environment that makes students strive for more prosperous and eventually rewarding lives. According to Deborah Tannen, the teacher’s encouraging and

Students learn best through hands on evolvement. An effective teacher will have her students actively engage in station, centers and projects. An effective teacher makes her students feel like they belong and are disciplined fairly. It is important to welcome the diversity of all students. It is important to assess students in an appropriate manner. This creates a positive learning environment for the students. I am a responsible, dependable, caring and energetic teacher who will be an asset to your school

The types of learning strategies were focused on teacher-directed, teacher-facilitated, and learner-directed strategies. Both traditional and active learning principles were incorporated in the plan as well. The Traditional learning principle is focused primarily on teaching the student through a lecture or presentation, which is correlated as a teacher-directed strategy. This strategy is focused primarily on teaching the student through a lecture or

Over the past five years Robert Marzano has made a huge impact on how I see and implement instructional skills. The amount of research he has acquired makes all of his findings and teachings relevant and reliable. I have become an educator who thrives on researching best-practices to incorporate in my classroom. Additionally, my lessons are based on Marzano’s Framework for Quality Teaching and Learning. I have become so familiar with the elements that I have provided mini-training sessions to teachers at my school site. I share the same mindset as Marzano in believing that “Teachers who set pedagogical growth goals and work to achieve them, either alone or with a coach or administrator, improve their expertise and instructional skill”

Five well known evidence-based instructional strategies are show and tell, graphical connections, checking for understanding, peer assisted learning, and retention strategies.

“It is the teacher — what the teacher knows and can do — that is the most significant factor in student achievement.” ~~ Harry K. Wong

I observed that the students were very concentrated on following this strategy, and show that they engaged. When the teacher asked them question, they promptly answered based on this strategies. I didn’t hear any voice or noise. They knew what to do.

What distinguishes outstanding teachers from other teachers, is the immeasurable impact they make on their students. They understand that teaching is a group effort. Therefore, they create a mutual, respectful and honest relationship with students, parents and administration. Disruption rarely occurs in their classroom, because they create a positive classroom environment where students feel free to share ideas without ridicule. They use diverse instructional strategies by accommodating and modifying instructions as necessary to support the unique needs of their students. Furthermore, outstanding teachers are patient, courteous, punctual, unbiased and perceptive. They are effective, because, they support both the student’s emotional and academic

It is always important that in a school setting teachers and administrators reach a common shared understanding about how to meet the instructional needs of their students. Once these main stakeholders reach a common agreement about the instructional needs of their students. Once an agreement has been reached the next step is the implementation process. In order to reach an agreement, the teachers and administrators must spend countless hours engaged in discussions, planning and working together. This time spent together forms unit, a special bond in which a community of stakeholders work together in a partnership to promote student academic achievement. This partnership lays the foundation for a Professional Learning Community.

Teaching through the years I have noticed that helping a learner succeed in academic roles is not only preparing engaging whole group lessons. Besides rich instruction and flexible grouping, responding to certain interventions it is necessary in order for the learner to succeed in college, career, and life (CCSS, 2015). Therefore, teachers must incorporate strategies that will lead to increased academic performance (Douglas, Burton & Reese-Durham, 2008). Douglas et al. (2008) mention that it has been established that children develop and learn differently; therefore, it is essential that the strategies employed, reflect the changing view points. Kirby (Laureate Education, 2014a) mentions that response to intervention (RTI) before use to be

Everyday, teachers are faced with the challenge of teaching students new information that is valuable to their future. Teachers are responsible to determine what and how information is taught. How this information is taught to students is pertinent to their success; therefore, teachers must be able to use effective teaching methods in the classroom. Students have diverse learning styles; therefore, teachers need to determine how students learn best and pattern their teaching to accommodate these differences. During elementary school, children learn to read and write, acquire a basic understanding of content areas, and develop dispositions toward

Effective differentiated instruction reflects where the students currently are in their educational stage and not where a teacher wishes them to be. This step is important; placing students either too high or too low in the instruction can be adverse to the teacher’s goal of helping all students. Developing lesson strategies for students that are too demanding may have a negative effect on performance and reinforce negative emotions concerning learning. Likewise, developing lesson strategies that do not challenge students to perform at their best can also have a negative effect. Some students that are not engaged by a teacher's instruction are left adrift waiting for new or more stimulating material. Engaging students in the learning strategy is the key ingredient in producing active learners.

Many educators will argue what makes an effective teacher and how that correlates with the function of the classroom. When we talked about how to be an effective teacher we discussed three components, teaching through problem-solving and selecting appropriate tasks, creating appropriate environments and using appropriate interventions. In my field experience, I was able to observe these three effective mathematics teaching components and understand how they apply to the classroom. After leaning about these components, I was then able to use them in my personal experience and see how they

This study was an action research study meant to benefit the instructional practices in my fourth grade classroom. These findings could have a positive effect on my practice, others within my field, and students. As a result of this study I plan to improve my teaching practices by giving students a variety of opportunities to make choices within the classroom environment. This will allow students to “own” their own learning experiences and feel powerful within the classroom (Tomlinson, 2001). As a result of this experience I believe students need time to develop their confidence when making choices. I plan to provide students with meaningful learning experiences in which they are encouraged to make choices. This includes continuing to create instruction based menus for each math unit within the fourth grade curriculum. This will allow students to practice making choices. In addition, this will allow high readiness students to choose a variety of tasks to continue their mathematical thinking when they are done early. This creates more time to work with low and medium readiness students. I would also like to extend the practice of menus into other subjects, specifically science and social studies. I believe allowing students to choose their own topic or activity to show their understanding of the content will be a very powerful practice. Students learn, grow, and find interest in different learning experiences. Choice within science and social studies will allow students to