Teachers as decision makers
#Teachergoals and decision-making involves giving consideration to a matter, calculating and identifying the desired result, determining the options to get to the end result, and then selecting the most suitable option to achieve the desired purpose. Teacher decisions ultimately will influence student learning.
When teachers examine and reflect on their teaching, it opens a door to personal and professional development. The ultimate goal of any teacher is to focus on student learning, and teacher reflection is one way to achieve that goal.
Four aspects of decision-making in the teaching environment are discussed as:
First, teachers make decisions when planning, implementing, and assessing instruction and when creating proper conditions for a positive learning environment where teachers must decide on goals and objectives, needs assessments, materials requirement and technology, and of course student assessment. Numerous factors are involved when making decisions about each step.
Second, teachers make moment‐by‐moment decisions to adjust their plans according to the teaching environment. Teachers learn to make these adjustments through the the interactive nature of their thinking and evalution, and their speculations about how these adjustments will affect the student environment.
Third, teachers make decisions to achieve varied academic, social, and behavioral goals, and the teacher must consider these varied goals and decide on ways to plan and implement simultaneously.
Lastly, teachers make decisions to interact with students in a variety of ways in a complex environment. For example, teachers do a number of things to monitor and respond to students behavior.
Teachers make countless decisions all day long in an effort to promote student learning. These decisions fall into three categories: planning, implementing, and assessing. Some decisions are made when preparing the lesson, designing an activity, or grading papers. Other decisions are made on the spot when delivering a lesson. To a large extent, effective teaching involves making good decisions to help students learn.
Planning involves teacher decisions about student needs, the most appropriate goals and objectives, the content to be taught, lesson delivery techniques, and student assessment. These decisions are made beforehand. The goal of planning is to ensure student learning. Planning helps arrange the appropriate flow and sequence of lesson and / or activity.
Implementing involves the actual enactment of the instructional plans concerning lesson delivery and assessment. Implementation occurs when interacting with students. Teaching skills that focus on implementation include presenting and explaining, questioning, listening, monitoring, giving feedback, and demonstrating. Additional skills are needed to monitor student behavior, and create a positive learning environment.
Assessing involves determining the level of student learning. Many aspects of assessment are determined during the planning phase when instructional goals and content are identified. Once assessment data has been gathered, the information is recorded and judgments are made.
#Teacherdecisions about planning, implementing, and assessing matter a great deal. As attempts are made to improve education and increase student achievement, one point has remained as a fact: Teachers are the most important factor in improving education and research shows that teachers are reflective and connect knowledge to situations through observation, understanding, analysis, and decision making.