What makes an effective teacher?

What makes an powerful teacher?David Camerons Conservative Party recently stated that the Tories pull up stakes be brazenly elitist most taildidates entering the teach profession as they believe that qualifications make a great teacher. REF. However, research shows that a teachers in-person characteristics and tenet styles dirty dog similarly be attri unlessed to effective teaching.In 1992, prof Caroline Gipps, Vice-Chancellor at the University of Wolverhampton and leash expert in bringing upal perspicacity and accomplishment, published What We Know About effective Primary Teaching. The document suggests that a winnerful elementary teacherFoc use ups on the whole class kinda than individualsTeaches the whole class while offering help to individuals, or co-operative cultivate where children help each otherTeach unity render at a timePraise children as much as attainableHave high expectationsEncourage challenging talk rather than change intensity busy naturaliseUs e a variety of teaching styles set aside children some independence and be democratic rather than autocratic somewhat work and disciplineMatches work to a childs abilityEffective teaching is a subject field that is repeatedly researched and studied.More recent research shows that good teachers demonst order a number of characteristics, nevertheless there atomic number 18 indisputable characteristics that underlie the effectiveness of teachers such as empathy and a willingness to work hard. many people are described as being born to teach, but the personal and moral characteristics inviteed to be an effective teacher can be developed through make, watching other effective teachers and go outing from their technique.A study carried out by Santrock 2001 identified the important characteristics of effective teachersCHARACTERISTICS OF EFFECTIVE TEACHERSCharacteristicTotal %1.Has a sense of humour792.Makes the class interesting733.Has knowledge of their subject704.Explains thin gs clear665.Spends time to help students656.Are fair to their students617.Treats students like adults548.Relates well to students549.Are rateate of students feelings5110.Dont show favouritism towards students46Santrock, J. (2001) An Introduction to Educational Psychology, London McGraw Hill, (p.10)Although subject knowledge is ranked third, the study overall shows that personal characteristics are depict to effective teaching rather than qualifications. Classroom have it offment is also an key factor as an average school week only provides 25 hours of teaching time with students. An effective teacher organises their students, time, environment and resources in a way that maximises teaching opportunities.Effective teachers also motivate and upgrade their students to work hard. Through regular assessment and lookinging closely as what a student is instruction and what has been learnt, lessons can be planned accordingly.Teachers get hold of to issue for the skills, abilities and interests of each student by matching work to the unavoidably of the individual. This avoids openhanded tasks that are im practicable to complete and to avoid freehanded tasks so user-friendly that students learn nothing.Pedagogy shared running(a)(a) atmosphere awareness of the needs of each pupil purposeful well organised classroom jubilation of successes. Need to know the needs of individuals and groups as well as how children learn. closely teachers teach facts, good teachers teach ideas, great teachers teach how to think. (Jonathon Pool).Teachers have to be facilitators they cannot do the discipline for the student. (Carl Rogers).A teacher who likes to explore a subject by using lots of activities can achieve the same success as wholeness who prefers one activityThere is one vista of personality that no teacher can do without a willingness to learn and to reflect on teaching. (The Effective Teacher, p.10).Failing teachers often lack egotism awareness and do not qu ite know what they are doing or if what they are doing is right or wrong. They are defensive most their teaching methods and cannot take criticism, however constructive it is. RefDefine learning 250Learning can be defined as The process of accumulation and change that label our growing sense of knowledge. (p.14 The Effective Teacher).Different factors can affect learning and these include the child, the family, society, economy and social structure. Brofenbrenner looked at how children grow up and how that affects the learning process, then linked all of these factors together into his Ecological Systems Theory 1979. His surmise suggests that a childs development is baffled by the social contexts in which they live, with the three main contexts being a childs family, peers and school.The parent and child are placed at the inwardness of learning.2.1.Who the child spends most of their time with is identified and what exacting and negative factors that has.3.The common external factors that influence the learning environment are looked at.Constructivist memory access to learningRecall ability to remember readingUnderstand the informationUse or apply knowledge in mod situations describe down and interpret informationPutting things together ontogeny new ideasAssess effectiveness of whole concepts tiny thinkingBlooms Taxonomy is a classification of the levels of learning. The cognitive process identifies 6 levels of thought. found on this theory, the learner has to reach one level before moving on to the next.When used correctly, Blooms Taxonomy can and learning and elevate student interest and achievement, especially for slower learners. Sousa, D. 2001 How the wit learnsWhat makes an effective learner? 500Understanding and thinking about how a person learns can enhance motivation and increase achievement. REF A persons learning style is the way he or she concentrates on, processes, internalises and remembers new and difficult donnish information o r skills. Styles often vary with age, achievement level, culture, global versus analytical processing taste, and gender. Shaughnessy, 1998.It is often looked at in terms of a learners preference for visual, auditory and kinaesthetic ways of working. Burton, 2007.Encourages a learner to think about how he or she learns.Novice learnerDo not estimate their comprehensionDo not examine their comprehensionDo not examine the quality of their workDo not make connections beneficial learnerWhat is the relationship between teaching and learning? 500 contend which is more important. Actual learning or actual teaching? protrude argument with literature and wider reading. 500There have been many arguments as to which side of the teaching and learning processes are more important. Child centred cultivation the teacher gives the child opportunities to learn. Teacher centred stand and present what they know.Teacher centred breeding is a traditional approach to teaching where the teacher prese nts facts to the student by direct instruction. The teacher is at the centre and in charge.he-manent centred education is a more modern approach where the learner is at the centre of learning and the teacher acts as a facilitator, guiding the student and giving opportunities to learn.Bennett, 1976clinical Reasoning Case Study Knee degenerative joint diseaseclinical Reasoning Case Study Knee OsteoarthritisAbstractClinical cogitate is the thinking process that escorts clinical practice, it is a multifaceted skill. The grow of this report is to use clinical cerebrate to comment on a eccentric person of median compartment one-sided genu joint degenerative joint disease. Using clinical reasoning, an draught of management and manual(a)(a) therapy are de stained.IntroductionMendez and Neufeld (2003) defined clinical reasoning as a cognitive process aiming to understand the implications of longanimous data. It also aims to recognize and diagnose present concrete or latent patie nt hassles, to make clinical well-judged choices to help in problem solving, and to result in encouraging patient outcomes.Factors affecting the outcomes of clinical reasoning can be internal factors linked to health professionals (knowledge, acquaintance with a particular slip and their reasoning skills). Patient factors need skills to transfer facts, and explanation of unsoundness discipline and interposition alternatives. External factors include health institution potentials, profession-specific structure of treatment, and involvement of the showcase (Mendez and Neufeld, 2003).Edwards and others (2004) suggested the following practices of clinical reasoning for a physiotherapist. Diagnostic reasoning, developing a diagnosis based on impediment and its impact considering attach to bruise, pathological changes, and contributing factors to the disease. Descriptive reasoning is to understand the patients description and experiences about the disease. Procedural reasoning in volves treatment decision making, while communication cooperative reasoning involves setting up a patient-therapist relationship and setting goals for treatment based on interpretation of investigations results. Predictive reasoning is foreseeing the treatment results, and good reasoning which needs understanding of the ethical questions about the conduct and goals of treatment. come-at-able causes and processes of the patients recent complaintBased on the patients subscriber line, and history, human stifle Joint damage herald osteoarthritis in individuals who are in their 30s or 40s, osteoarthritis becomes obvious nearly in every other subject with a previous history of knee joint joint blur. A proper interpretation of the alive data infers that at 10 years after suffering an psychic trauma to the knee, an average of one third of patients display joint space tapering on x-ray examination. Twenty years post injury, about one-half the individuals with history of injury s hows similar changes (Roos, 2005).Arthroscopic procedures may cause postoperative knee trouble and swelling enough to delay rehabilitative physiotherapy. This should not play more than two weeks otherwise the patient will be at risk of complications mainly prolonged knee stiffness. (Reuben and Sklar, 2000).Many believe that changes in the knee joint in osteoarthritis reproduce the collective do of mechanical stress rather than senile degeneration alone. Therefore, it is an occupational disease (Radin, 2004). Patients occupation activities are aggravating factors to develop knee osteoarthritis (Loomis, 2008).Based on the patients symptoms and strong-arm examination findings, the patient may have had a cruciate ligament rupture or added meniscal injury. Because of negative ligament tests, tenderness over medial TFJ joint line, no tenderness of patella tendon, quads tendon, hams tendons insertions, MCL attachments or LCL attachments, and data suggesting positive McMurray manoeuvre . Besides the nominal head of mild effusion, it is most likely the patient suffers a meniscal injury (Dascola, 2005).Roos (2005) provided a model for the processes responsible for cark and development of osteoarthritis. He assumed the disease needs, being mechanically determined, increased or altered joint load as a precondition to its development. Therefore, joint injury, occupation and aging lead to development and progression of osteoarthritis in one of two assertable pathways. First, deconditioning of the musculoskeletal, increased joint loads occur with disoblige and progression of osteoarthritis. Alternatively, joint instability, misalignment and defective proprioception result joint related changes leading to increased joint loads with anguish and disease progression.The patients irritabilityAt this point, the patient anxiety is because of worsening of pain and movement limitation and commove that he will not be able to continue working or doing everyday activities wit hout significant discomfort. hijinks and others (2007) suggested that a therapist should look at the first onset of joint pain as sign to try preventing future disability.Reasoned identification of need for caution and need for adjustmentsThree cardinal patients findings call for caution and adjustment of assessment as they may need change in the plan of manual therapy. These are persistent pain for four months, reduced right knee denotation in standing with slight varus deformity. Besides pain hold in knee movement in wide awake and unresisting flexion and extension with pain and stiffness limiting lateral rotation and stiffness without pain limiting medial rotation. Plain radiography was done following Ottawa knee rules (Jackson and others, 2003) and showed the same findings as the one done two years earlier. The use of MRI in addition provides better prediction of the need for added treatment. peculiarity of MRI, in this case, is to evaluate pain as it persisted for more th an 3-6 weeks (Oel and others 2005). In case MRI is not available, or not covered by insurance, knee ultrasonography can be helpful to assess knee effusion, one of tendon and MCL injuries and to rule out minimally displaced patellar cracks (Lin and others, 2000).Arthroscopy can be diagnostic and therapeutic for meniscal or ligaments injuries, removal of loose pieces of cartilage or bone. Besides intra-articular steroid injection can be given to manage pain, viscous supplementation, and arthroscopic debridement and washout can ease the mechanical symptoms (Gidwani and Fairbank, 2004).Factors that may be contributing to the patients presenting problemsThe slowly developing knee swelling is matching with meniscal injury however, the therapist must consider associated mild ligament sprain. The absence of locking is against meniscal injury, but the giving way points to possible ligament injury or patellar sublaxation. The presence of anterior crepitus may point to ligament injury or pate llar problems, however, the active and passive limited range of movement suggest an intra-articular problem (Smith, 2004). This calls to consider the possibility of having combined lesions on top of osteoarthritis.Three more points need communication with the patient, adjusting occupational activities (Loomis, 2008), return to swimming sport practice or perform water operate being a low knee load exercise (Grainger and Cicuttini, 2004). Also, tell the patient with the potential side effect of NSAID and advice to use topical preparations with safer analgesics as paracetamol (Derbyshire County NHS, 2008).Developing a working hypothesisAccording to the patients current situation, expectations, worries and good general health, and knowing the case is most likely to be knee medial compartment osteoarthritis the objectives of manual therapy should be (Technical delegacy Physiotherapy Profession, 2003)Minimize painDecrease disability and enhance sufficeal ability, heftiness strength, joint flexibility.Patient education to encourage better work activities, and regain interest in swimming sport.When to perish manual treatment and what is the planeManual therapy portrays the physical therapist applying passive movements aiming to enhance joint motion and minimize stiffness. It includes passive range of movements, and muscle stretching techniques (Fitzgerald and Oatis, 2004).As this particular case needs a multidisciplinary approach that may involve surgery, manual therapy should start once the process of diagnosis and possible surgical interference finish. It may start in conjunction with pain relief physical therapies as thermotherapy, cryotherapy and transcutaneous electrical nerve stimulation. The general rules of static stretching range of motion manual therapy are (Technical Committee Physiotherapy Profession, 2003)Twice weekly when pain and stiffness are least(prenominal) in 20-30 minutes sessions (Hoeksma and others, 2005).Better to be preceded by warm com presses.To be performed slowly and the range of motion extended to the limit of least intrinsic pain and resistance.Advice the patient to breath slowly during passive exercise.Hold the terminus stretch for 10-30 seconds.Passive exercises are continuously adjusted according to pain and the duration of holding the static position.Measuring the outcomeThe Western Ontario and McMaster University Osteoarthritis Index (WOMAC) test is a self-report specific measure to assess pain and physical function. Validity of the test was investigated in many studies and showed high levels of body and test-retest reliability consistent with clinical practice (Stratford and Kennedy, 2004). The 6-minutes walk test is in general endurance test originally developed to measure exercise expertness in cardiac and pulmonary patients. Test-retest reliability and responsiveness index (measures advancement after therapy) have been examined and found highly reliable (King and others, 2000). Patients perform these tests at baseline, on the 5th week, and later every 12 weeks of therapy (Hoeksma and others, 2005).Prognosis and anticipate improvement rateJinks and others (2007) stated the outcomes of osteoarthritis are low-down quality of life, limited daily activities and disability. However, we know little about the primary influence of joint pain on disability in the elderly population also we know little about if such influence is reversible if the pain improves. According to their results, Jinks and others (2007) inferred that decreased physical functions among knee osteoarthritis patients with pain shows how important this symptom is as a possible launching cause to decline of physical activities. Even those whose pain improves are occasionally able to regain their experienced levels of physical activities.The Ottawa impanel (2005) advised the combination of manual therapy and therapeutic exercises especially muscle modify exercises to achieve better improvement of pain and fun ction in patients with osteoarthritis knee.ConclusionClinical reasoning is on of the methods of applying evidence based practice in physiotherapy. A case of medial compartment right knee osteoarthritis presented with pain after minor exercise is subjected to clinical reasoning critical thinking. The case turned to be a multidisciplinary case that needs further investigation and possibly orthopedical surgeon interference before manual physiotherapy begins. Using clinical reasoning skills and principles, the patients history and clinical findings were analysed, innovation principles of a plane of manual therapy, measuring the outcome, and foreseeing prognosis and improvement rate were explained.ReferencesDascola J S, 2005. Injury-related causes of acute knee pain. JAAPA, 18(7), 34-40.Derbyshire County NHS Primary sustainment Trust, Medicine counselling Update, February 2008. Reviewing Non Steroidal Anti-Inflammatory Drug (NSAID) Prescribing-an update on current issues Online. No 3 . Available from http//www.derbyshirecountypct.nhs.uk/content/files/key%20messages/NSAID%20UPDATE%20Feb%2008.pdf, cited 11/07/2008Edwards I, Jones MA, Carr J, et al, 2004. Clinical reasoning strategies in physical therapy. Physical Therapy, (84), 312-335.Fitzgerald G K and Oatis C, 2004. Role of physical therapy in management of knee osteoarthritis. Curr Opin Rheumatol, (16), 143-147.Gidwani, S and Fairbank, A. 2004. 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