Teacher Evaluation – Requests From A Disturbed Mind

Teacher Evaluation – Requests From A Disturbed Mind

Teacher Evaluation – Requests From A Disturbed Mind

Is there a world class teacher that is well-known in the Oxfordshire and Hampshire region and makes no pretense of explaining in any depth how she or he taught the subject or possesses some particular point of instruction? Does a good teacher continually encourage inquiry (learning) and experimentation (instruction)? Does she experiment with form and content by breaking up entire lessons into small units, giving students multiple choices and open-ended questions or by giving more pre-planned assignments?

Is there a really great teacher that seems to be willing to accept student opinions and critiques but will never admit that she or he should be delivering a different lesson? Is there a really outstanding teacher who seems to fundamentally reject the idea of testing but will spend the first five weeks of the school year offering a 7 to 9 hour test every Wednesday or afternoon?

Does a teacher of dubious merit take far too long to react to a student’s “good question” or does he or she attempt to shove a simple articulation into the time allotted? Are there any learners who manage to get grades on a difficult subject when the teacher never allows them to take the first first step up into the next step up? Do teachers take the students seriously when they challenge the teaching methods of older students but they are taught to “stick to the curriculum” and there is no face-to-face interaction between the teacher and the learner?

These are just a few questions of inquiry from teachers across the board that we all ask whenever we want to know why we, or our children, are failing to perform in the way we expect. They are just one sample but they are the basis for the investigation that we have conducted over the past two years and we believe that it is of the greatest interest. The above questions, and others that have been posed, provide us with suggestions for assessing teachers that are beyond the mere assertions of many authors who have commented on the methods or lack thereof of a teacher but of those that are in fact well-known in an academic or high-profile position.

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