Guidance Approach Teaching Practice

GuidanceApproach Teaching Practice

Bothteachers and students understand classroom organization andmanagement differently. However, this organization is usually basedon approaches to teaching and learning that characterize botheducators and students. (Kiraly 123). The major focus on classroommanagement is the use of methods which brings learners’ behaviorsunder stimulus regulation. For an effective learning andteacher-student interaction, behavioral methods should always beconsistent with teacher transmission and instruction techniques.

Classdiscussions mainly adopt an approach that focuses on a “teacherguidance” technique in which the students take instructions from ateacher who is always assumed to be in front of the learners.Additionally, the design of teacher-student guidance in a classroomset up is structured in a manner that promotes focus on the teacherand reduces student’s disruption (Kiraly 213).

C ONCEPT MAP

Teacher

Explanation

Learning

Revisions

Assessments

Objects

Assignments

Thefollowing observations were made

Theteacher is the Instructor

Theteacher is seen as the only facilitator, who takes soleresponsibility of class both in learning and as an instructor. Theinstructor ensures discipline is maintained in the classroom andmonitors each student while learning or discussion takes place.

Answeringof questions is structured in a manner in which a student isidentified by the teacher and is offered an opportunity either tocontribute to the class discussion or answer a question posed by theteacher.

Notably,the teacher is seen to define rules and regulations that govern hisor her interaction with the student. Any student who deviates fromthe defined rules is punished in a manner that the teacher deems fit.

WorksCited

Kiraly,Donald. Asocial constructivist approach to translator education:Empowerment from theoryto practice.Routledge, 2014.