https://padlet.com/sakatanozomi/8cp18gsha33n Main bullet points of your paragraph en-us 2017-02-07 20:35:04 UTC 2025-12-29 08:40:36 UTC hello@padlet.com sakatanozomi https://padlet.com/sakatanozomi/8cp18gsha33n/wish/152296382 Although each factor has their own benefits on the effectiveness of teaching, their respective limitations render no factor more important than the other. Rather, each factor's benefits work to address the limitations of others, allowing the different characteristics to come together and enhance the effectiveness of teaching. [good conclusion; it'll be better if you review each factor briefly, leading to the above statement] ]]> 2017-02-07 20:37:18 UTC https://padlet.com/sakatanozomi/8cp18gsha33n/wish/152296382 sakatanozomi https://padlet.com/sakatanozomi/8cp18gsha33n/wish/152296445

There is evidence that alludes to teacher's ability to maintain discipline and decorum as being essential in the definition of an effective teacher (Ofsted, 2012). In fact, the literature states a teacher’s Group management skills are most important to ensure good classroom behaviour (DES, 1989). Similarly, OFSTED suggest that ‘the quality of accommodation and of the learning environment has a significant impact on the behaviour of pupils and students; it should not be underestimated' (2005, p.19).In fact it seems that it could be the most important factor as Johnson Ability to manage class takes precedence over other areas of teacher expertise [concise conclusion]

]]> 2017-02-07 20:37:30 UTC https://padlet.com/sakatanozomi/8cp18gsha33n/wish/152296445 sakatanozomi https://padlet.com/sakatanozomi/8cp18gsha33n/wish/152296474 For a student to achieve their maximum potential in a subject, a teacher must display their expertise. [nice & clear topic sentence] In particular contexts such as subjects like math's or science, it is important that the teacher has profound knowledge in a subject they teach, in order to transfer this information on to their student. Buchmann (1984) points out, It would be odd to expect a teacher to plan a lesson on, for instance, writing reports in science and to evaluate related student assignments, if that teacher is ignorant about writing and about science, and does not understand what student progress in writing science reports might mean.

Therefore it could be detrimental to a student in a teacher fails to demonstrate essential skills required for a specific subject, thus reducing effectiveness of their teaching as well as the lesson.]]> 2017-02-07 20:37:36 UTC https://padlet.com/sakatanozomi/8cp18gsha33n/wish/152296474 sakatanozomi https://padlet.com/sakatanozomi/8cp18gsha33n/wish/152296494 A general consensus of the definition of expertise is that it is a display of extensive knowledge in a particular endeavour, in this case [in educational settings?] a subject taught by a teacher. Hattie (2012) sought to explain the reciprocal relationship of teaching and learning. Effective teaching appears to be teachers seeing learning through the perspective of students and students in turn understanding that teaching is key to achieving that goal. On top of ensuring the change in cognition as students learn subject content, teachers must employ a multitude of skills. The role of a teacher encompasses more than just the relaying of knowledge to a student. The claim that an effective teacher must demonstrate expertise in their particular subject - that supersedes other necessary skills as a teacher - is context-specific. To set the parameter of when this holds true is in the environment of a high-school, college and university setting. [it'd be better if you can state why you chose these contexts; don't forget to include signposts]]]> 2017-02-07 20:37:40 UTC https://padlet.com/sakatanozomi/8cp18gsha33n/wish/152296494