GOOD TEACHING

 

 

 

Good Teaching:TheTopTen Requirements

1. GOOD TEACHING is as much about passion as it is about reason. It’s about not only motivating students to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful, and memorable. It’s about caring for your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students.
2. GOOD TEACHING is about substance and training students as consumers of knowledge. It’s about doing your best to keep on top of your field, reading sources, inside and outside of your areas of expertise, and being at the leading edge as often as possible. But knowledge is not confined to scholarly journals. Good teaching is also about bridging the gap between theory and practice. It’s about leaving the ivory tower and immersing oneself in the field, talking to, consulting with, and assisting practitioners, and liaising with their communities.
3. GOOD TEACHING is about listening, questioning, being responsive, and remembering that each student and class is different. It’s about eliciting responses and developing the oral communication skills of the quiet students. It’s about pushing students to excel; at the same time, it’s about being human, respecting others, and being professional at all times.
4. GOOD TEACHING is about not always having a fixed agenda and being rigid, but being flexible, fluid, experimenting, and having the confidence to react and adjust to changing circumstances. It’s about getting only 10 percent of what you wanted to do in a class done and still feeling good. It’s about deviating from the course syllabus or lecture schedule easily when there is more and better learning elsewhere. Good teaching is about the creative balance between being an authoritarian dictator on the one hand and a pushover on the other. Good teachers migrate between these poles at all times, depending on the circumstances. They know where they need to be and when.
5. GOOD TEACHING is also about style. Should good teaching be entertaining? You bet! Does this mean that it lacks in substance? Not a chance! Effective teaching is not about being locked with both hands glued to a podium or having your eyes fixated on a slide projector while you drone on. Good teachers work the room and every student in it. They realize that they are conductors and the class is their orchestra. All students play different instruments and at varying proficiencies. A teacher’s job is to develop skills and make these instruments come to life as a coherent whole to make music.
6. GOOD TEACHING is about humor. This is very important. It’s about being self-deprecating and not taking yourself too seriously. It’s often about making innocuous jokes, mostly at your own expense, so that the ice breaks and students learn in a more relaxed atmosphere where you, like them, are human with your own share of faults and shortcomings.
7. GOOD TEACHING is about caring, nurturing, and developing minds and talents. It’s about devoting time, often invisible, to every student. It’s also about the thankless hours of grading, designing or redesigning courses, and preparing materials to further enhance instruction.
8. GOOD TEACHING is supported by strong and visionary leadership, and very tangible instructional support resources, personnel, and funds. Good teaching is continually reinforced by an overarching vision that transcends the entire organization from full professors to part-time instructors and is reflected in what is said, but more importantly by what is done.
9. GOOD TEACHING is about mentoring between senior and junior faculty, teamwork, and being recognized and promoted by one’s peers. Effective teaching should also be rewarded, and poor teaching needs to be remediated through training and development programs.
10. AT THE END OF THE DAY, good teaching is about having fun, experiencing pleasure and intrinsic rewards…like locking eyes with a student in the back row and seeing the synapses and neurons connecting, thoughts being formed, the person becoming better, and a smile cracking across a face as learning all of a sudden happens. It’s about the former student who says your course changed her life. It’s about another telling you that your course was the best one he’s ever taken. Good teachers practice their craft not for the money or because they have to, but because they truly enjoy it and because they want to. Good teachers couldn’t imagine doing anything else.

THE ROOTS CAUSES OF UNETHICAL BEHAVIOR

THE ROOTS CAUSES OF UNETHICAL BEHAVIOR

Much of the unethical behavior in organizations occurs when:

• Organizations favor their own interests above the well being of their costumers, employees, or the public.
• Organizations reward behavior that violates ethical standards ,such as increasing sales through false advertising.
• Organizations encourage separate standards of behavior at work than at home, such as secrecy and deceit versus honesty.
• Individuals are willing to abuse their position and power to enhance their interest, such as taking excessive compensation for  themselves off the top before other stakeholders, receive their fair share.
• Managerial  values exist that undermine integrity, such as the pressure managers exert on employees to cover up mistakes or to do what ever it takes to get the job done, including cutting corners.
• Organizations and individuals over emphasize the short term results at the expense of themselves and others in a long run; for example behavior is good based on the degree of utility, pleasure or good receive, regardless of the effects on others.
• Organizations and managers believe their knowledge is infallible and miscalculate that true risks, such as when financial managers invest organizational funds in high risks option trading.

review

        A review is an evaluation of a publication, product, service, or company such as a movie (a movie review), video game,musical composition (music review of a composition or recording), book (book review); a piece of hardware like a car, home appliance, or computer; or an event or performance, such as a live music concert, play, musical theater show, or dance show. In addition to a critical evaluation, the review's author may assign the work a rating to indicate its relative merit. More loosely, an author may review current events, trends, or items in the news. A compilation of reviews may itself be called a review. The New York Review of Books, for instance, is a collection of essays on literature, culture, and current affairs.National Review, founded by William F. Buckley, Jr., is an influential conservative magazine, and Monthly Review is a long-running socialist periodical.

In the scientific literature, review articles are a category of scientific paper, which provides a synthesis of research on a topic at that moment in time. A compilation of these reviews forms the core content of a 'secondary' scientific journal, with examples including Annual Reviews, the Nature Reviews series of journals and Trends. A peer review is the process by which scientists assess the work of their colleagues that has been submitted for publication in the scientific literature. A software review is also a form of peer review, by the co-workers.

A consumer review refers to a review written by the owner of a product or the user of a service who has sufficient experience to comment on reliability and whether or not the product or service delivers on its promises, otherwise known as product reviews. Product reviews can be done either individually, or as a comparison to similar products. An expert review usually refers to a review written by someone who has tested several peer products or services to identify which offers the best value for money or the best set of features. A bought review is the system where the creator (usually a company) of a new product pays a reviewer to review his new product.

classroom observation

Conducting Classroom Observations: General Guidelines

The Pre-Observation Discussion

In most classroom observation situations, the observer simply drops in–either announced or unannounced–watches the class, writes up a summative evaluation, and/or meets briefly with the GSI to discuss the class session. While this approach is by all means better than no observation at all, we have found that adding a pre-observation discussion to this format enhances the observation process for both the GSI and faculty member.

The pre-observation discussion between the faculty member and the GSI helps to alleviate anxiety and provides the observer with information about how the section is going and what the GSI would like to accomplish on the day of the visit. The pre-observation discussion also enables the GSI to identify areas that he or she would like feedback on. The collaborative nature of the pre-observation dialogue provides an opportunity for the GSI and faculty member to reflect upon and discuss teaching and learning and to experience the observation and feedback process as a means to improve teaching rather than simply as a form of evaluation. We recommend that you meet with the GSI a day or two before the class and use the "Pre-observation Discussion Worksheet" [MS Word Document] to guide the pre-observation discussion.

The Class Visit

One of the most frequently asked questions by GSIs when they arrange for a classroom observation is: "How should I explain the presence of the observer to my students? Being observed can give the impression that I am not doing a good job, and that someone is checking up on me." We suggest that the GSI inform his or her students that the University has a policy that GSIs, in particular those teaching for the first time, should be observed in the classroom and receive feedback on their teaching. You may also wish to announce in lecture that you will be visiting sections on occasion to see how things are going. In the event that the observer is not the faculty member teaching the course, the GSI should introduce the observer to the class. The observer should sit in the back or to the side and should not interrupt the flow of the class.

The observer should take narrative notes of what takes place during the class session. Feedback that is based on what specifically transpires in the class tends to be more constructive and less judgmental than feedback that only recounts general impressions. The observer might also find it helpful to draw a diagram of the classroom setup taking note of where students are sitting, who participates in the discussion, who is silent, etc. The observer should also consider whether the teaching methods used by the GSI are appropriate for the subject matter at hand, whether the GSI has command of the material, and how the GSI is doing in the specific areas that he or she has identified as ones he or she would like feedback on. After the class is over, the observer should thank the instructor and make sure that a time is set up to meet and discuss the class as soon as possible. Within 48 hours is optimal.

After the Class Visit

The GSI should write down notes as to how he or she thought the class went, and questions he or she might have for the observer. One way to do this is for the GSI to answer the questions: "What worked well and why?" "What didn’t work well and why?" "What will I change the next time I teach this topic?" and "How did I do in the areas of teaching I was concerned about?"

The observer should review the notes he or she took during the class and consider what went well and what areas might need improvement. In reviewing his or her notes, the observer should also consider how the GSI has done in the areas that the GSI has requested feedback on.

Post-Observation Discussion

The post-observation discussion should be a dialogue about how the class went, what worked well and why, and what areas of the GSI's teaching may need to be strengthened.

It is helpful if the observer and the GSI can approach this discussion not so much as an evaluation but rather as an opportunity for the GSI, in dialogue with the faculty member, to improve teaching. The observer should also respond to any questions the GSI might have and should give feedback on those areas of teaching that the GSI wanted feedback on.

As a way to summarize the discussion and utilize it to further improve teaching, we suggest that the GSI and the faculty member use the "Post-observation Goal-Setting Sheet" [MS Word Document] to identify two or three areas of teaching that the GSI would like to work on. The GSI and the observer should brainstorm specific strategies or techniques that the GSI can use to improve these areas of teaching. Many GSIs have found it helpful to tape this goal-setting sheet into their teaching notebooks as a reminder of the steps he or she can take to improve teaching. If time permits, we recommend a follow-up observation later in the semester to see how the GSI is doing in the areas that he or she has identified as needing improvement.

computer

PARTS OF COMPUTER

“CLASSIFICATIONS OF COMPUTERS”

SUPERCOMPUTER

It is the biggest in size and the most expensive in price for it can process trillion of instructions in seconds.

                                                          

         MAINFRAMES

      It is another giant computer after the supercomputer that can also process millions of instructions per seconds and capable of accessing billions of data.

                                          

MINICOMPUTER

             This computer offers less than mainframes in work and performance.

PERSONAL COMPUTER

This computer is lesser in cost and smaller in size compared to above mentioned computers

              

             

                 NETBOOK

    This computer can store the same amount of data having a memory of the same size as that of a personal computer.