This is so obvious, but so important that it can hardly be over-emphasised. A good teacher must keep abreast of his/her subject, and this is where research and teaching can be mutually enhancing.
Pedagogical assumptions and practices
The teachers role is to facilitate. Learning
may be facilitated by such means as:
logical sequencing of content;
providing structure and a conceptual framework;
directing students’ attention to objectives;
encouraging learners to relate information to their own experiences and pre-knowledge to promote understanding and long-term retention;
posing questions and problems, which may be the single most important tool in facilitating learning; an effective teacher encourages questions and asks the right ones.
The teachers attitudes/expectations impinge
significantly on students performance.
Educational psychologists call this the ‘Pygmalion effect’, after G.B. Shaw’s play where the heroine, Eliza Doolittle, observed:
...the difference between a lady and a flower girl is not how she behaves, but how she is treated.
Researchers have shown that teachers invariably convey their expectations, intentionally or otherwise, and create self-fulfilling prophecies. It is therefore important to set high expectations of success.