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Educational
Course name: Level: MA / MED
Technology
Course Code: 834 Semester: Spring 2022
Assignment: 1 Due Date: 14-08-2022
Total Assignment: 2 Late Date: 02-10-2022

‫اجنےساتکںیبںیہنآریہںیہ۔وہہبلط مہاریرسوسےکذرےعیاسنمنئاوراحتمناتیکیتریےکےیلیک ببرھگےھٹیب‬‫نجہبلطیکویوینریٹسیک ب‬

‫ے‬ ‫ٹٹ‬ ‫ے‬
‫ادارکےکآرڈررکواتکسںیہ۔زیناہھتےسیھکلوہیئاورالیامیاسییک‬180‫رپنتمیقےکالعوہمزیڈڈاکخزہچ‬
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03096696159‫ان‬ ‫وسٹفاس نٹسآرڈررپدایتسبںیہ۔واسٹ پ‬

Assignment no. 1

Q.1 Do you agree that educational technology can play a vital role in
upgrading the level of education and training in Pakistan? Justify your answer
with solids reasons.

Although technology is finally being integrated into education, its use for
teaching and learning still remains a challenge. Despite the fact that many
schools today are privileged to have ready access to technology, trained teachers,
and a favourable policy environment, the use of technology in the classroom is
still low. Some attribute low levels of technology use in education to
the pedagogical beliefs of teachers.

With that said, the potential of technology to enhance learning cannot be

overemphasized. The use of technology is something that started a long time ago
for students with special needs. For example, brail machines have been utilized
for the visually impaired. In addition, special needs programs that help children
with autism use technology to enhance learning. By integrating technology into
education, educators aim to engender pedagogical change and address
fundamental issues that affect learners with special needs. Technology can
therefore be seen as both a tool and a catalyst for change.

Today, technologies used to improve and facilitate learning can be found

everywhere. Leaving other contextual factors to the side – such as unequal
access to technological innovations and connected technologies across schools
and districts – we can only say that we have embraced technology in education
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when it is used for both teaching and learning. With the incorporation of
technology into schools, the main purpose is to change how teachers and students
gather, access, analyse, present and transmit information. This can democratize
information in classrooms as well as help differentiate instruction, particularly
for students with special needs.

Research has illustrated that many educators have had a hard time integrating
technology into education. This may be because many educators have yet to
explore the relationship between technology and pedagogy. Doing so could play
a huge part in encouraging critical thinking by teachers as they attempt to
integrate technology into education.

At the same time, for technology to work effectively, it should only be

incorporated in classroom if it is appropriate for a given instructional task. Also,
technology can only be an effective teaching tool if teachers participate in
decisions to adopt technology. This is because teachers have the responsibility of
facilitating instruction and incorporating technology at the classroom level, yet
many school administrators tend to make decisions related to technology
adoption/training without consulting teachers.

n Pakistan’s Balochistan and Sindh provinces, the governments are tackling a

range of barriers affecting children’s access to education. While Sindh is
urbanized, the 2010/11 floods devastated education provision in its poorer areas.
Rains destroyed 14% of all public schools and student participation has been low.

A high rate of teacher absenteeism and the resulting poor quality of education
have also contributed to children missing school. Girls in rural areas and children
from the lowest-income households have been most likely to go without an
education and large numbers of schools have been regularly closed or without
teaching staff.

In Balochistan, a large, sparsely populated province, a combination of economic,

political and security issues have affected education. Almost half of the
province’s 22,000 settlements do not have a school nearby and one million
children are out of school.

Of equal concern is the lack of a supportive learning environment for enrolled

students: 78% of schools lack suitable buildings, trained teachers and adequate
learning materials.
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While technology has disrupted most sectors of the economy and changed how
we communicate, access information, work, and even play, its impact on schools,
teaching, and learning has been much more limited. We believe that this limited
impact is primarily due to technology being been used to replace analog tools,
without much consideration given to playing to technology’s comparative
advantages. These comparative advantages, relative to traditional “chalk-and-
talk” classroom instruction, include helping to scale up standardized instruction,
facilitate differentiated instruction, expand opportunities for practice, and
increase student engagement. When schools use technology to enhance the work
of educators and to improve the quality and quantity of educational content,
learners will thrive.

Further, COVID-19 has laid bare that, in today’s environment where pandemics
and the effects of climate change are likely to occur, schools cannot always
provide in-person education—making the case for investing in education
technology.

The following are ways that technology could be better leveraged to improve
learning:

• With the widespread availability of student databases that are able to track
individual progress, teachers are encouraged to identify learning objectives
and differentiate instruction based on the needs of their students.

• Whenever teachers attempt to present instruction using technology, they

should do so using a channel that is relevant to the objectives, the learning
style, mode and the technology selected.

• When evaluating technology-based instruction, there needs to be

appropriate evaluation techniques that are in line with the methods of
instruction, objectives and the technology.

• Teachers can design follow-up activities when using technology to evaluate

students’ learning and the role technology played in that process.

Overall, technology is central to many sectors of society and its integration into
the education process has great promise for student learning. With technology,
one can expect increased efficiency and effectiveness on both the part of teachers
and students. Technology can also prompt pedagogical change and address issues
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that affect learning, teaching and social organization. Technology can therefore
be seen as both a tool and a catalyst for change. Students should embrace
technology for them to benefit and teachers should be open to introducing
technology into the classroom to improve and innovate their teaching practice.

Q.2 Theories can play an important role in learning. How? Discuss with the
help of examples.

Learning theories describe the conditions and processes through which learning
occurs, providing teachers with models to develop instruction sessions that lead
to better learning. These theories explain the processes that people engage in as
they make sense of information, and how they integrate that information into
their mental models so that it becomes new knowledge. Learning theories also
examine what motivates people to learn, and what circumstances enable or
hinder learning.

Sometimes people are skeptical of having to learn theory, believing those

theories will not be relevant in the real world, but learning theories are widely
applicable. The models and processes that they describe tend to apply across
different populations and settings, and provide us with guidelines to develop
exercises, assignments, and lesson plans that align with how our students learn
best. Learning theories can also be engaging. People who enjoy teaching often
find the theories interesting and will be excited when they start to see
connections between the theory and the learning they see happening in their own
classrooms.

• Theories provide a basis to understand how people learn and a way to

explain, describe, analyze and predict learning. In that sense, a theory helps
us make more informed decisions around the design, development and
delivery of learning.

• There are different learning theories (behaviourism, cognitivism,

constructivism, connectivism, etc.). These theorists have thought deeply
about learning and contemplated and researched it extensively. Learning
designers can leverage this knowledge to think critically about learning and
education.
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• Learning theories offer frameworks that help understand how information

is used, how knowledge is created and how learning takes place. Learning
designers can apply these frameworks according to different learning and
learner needs and make more informed decisions about choosing the right
instructional practices.

• Each theory offers a different way to look at learning and the essential
ingredients that make learning happen. Using these theories as lenses,
learning designers can understand and describe the role of the learner, role
of the instructor/teacher/facilitator and how learning happens in different
ways. Each theory has influenced and shaped instructional practices and
methods and all new theories will continue to do so.

• Different theories provide the context of learning, underlying motivation

and methods of teaching and these have implications for designing and
delivering instruction. Also, different theories are best suited to different
learning outcomes and different audience profiles.

• Since each theory comprises of facts and assumptions, learning

designers must begin the design of training by first identifying the goal of
training and then select the right theoretical framework that can help
achieve those learning outcomes.

Learning theories have a long history dating back to the Greeks. There are
dozens of learning theories which seek to address how children and adults learn.
See 100 learning theorists (Clark, 2020) and the comprehensive learning-
theories.com website if you are interested in exploring this range of
theories further.

Given this long history and the broad spectrum of learning theories, in this series
of posts I will be focussing on what I consider to be the nine most relevant
theories for designing blended and online learning for Higher Education:

▪ Behaviourism

▪ Cognitivism / Information Processing Theory

▪ Constructivism and social constructivism

▪ Social Cognitive Theory and social learning

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▪ Theories of motivation and self-regulated learning

▪ Connectivism

▪ Online Collaborative Learning (OCL)

▪ Multimedia learning theories

▪ Cognitive Load Theory (CLT)

Behaviorism is based largely on the work of John B. Watson and B. F. Skinner.

Behaviorists were concerned with establishing psychology as a science and
focused their studies on behaviors that could be empirically observed, such as
actions that could be measured and tested, rather than on internal states such as
emotions (McLeod, 2015). According to behaviorists, learning is dependent on a
person’s interactions with their external environment. As people experience
consequences from their interactions with the environment, they modify their
behaviors in reaction to those consequences. For instance, if a person hurts their
hand when touching a hot stove, they will learn not to touch the stove again, and
if they are praised for studying for a test, they will be likely to study in the future

According to behavioral theorists, we can change people’s behavior by

manipulating the environment in order to encourage certain behaviors and
discourage others, a process called conditioning (Popp, 1996). Perhaps the most
famous example of conditioning is Pavlov’s dog. In his classic experiment,
Pavlov demonstrated that a dog could be conditioned to associate the sound of a
bell with food, so that eventually the dog would salivate whenever it heard the
bell, regardless of whether it received food. Watson adapted stimulus
conditioning to humans (Jensen, 2018). He gave an 11-month-old baby a rat, and
the baby seemed to enjoy playing with it. Over time, Watson caused a loud,
unpleasant sound each time he brought out the rat. Eventually, the baby
associated the rat with the noise and cried when he saw the rat. Although
Watson’s experiment is now considered ethically questionable, it did establish
that people’s behavior could be modified through control of environmental
stimuli.

Humanism recognizes the basic dignity and worth of each individual and
believes people should be able to exercise some control over their environment.
Although humanism as an educational philosophy has its roots in the Italian
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Renaissance, the more modern theorists associated with this approach include
John Dewey, Carl Rogers, Maria Montessori, Paolo Freire, and Abraham
Maslow. Humanist learning theory is a whole-person approach to education that
centers on the individual learners and their needs, and that considers affective as
well as cognitive aspects of learning. Humanism centers the individual person as
the subject and recognizes learners as whole beings with emotional and affective
states that accompany their cognitive development. Recognizing the role of
students’ emotions means understanding how those emotions impact learning.
Student anxiety, say around a test or a research paper, can interfere with the
cognitive processes necessary to be successful. Empathetic teachers recognize
and try to understand students’ emotional states, taking steps to alleviate negative
emotions that might detract from learning by creating a supportive learning
environment.

In a library context, Mellon (1986) identified the phenomenon of library anxiety,

or the negative emotions that some people experience when doing research or
interacting with library tools and services. This anxiety can distract learners and
make it difficult to engage in the processes necessary to search for, evaluate, and
synthesize the information they need to complete their task. Similarly, in her
Information Search Process, A humanist approach to education recognizes these
affective states and seeks to limit their negative impact. For instance, we can
acknowledge that feelings of anxiety are common so learners recognize that they
are not alone. We can also explain how the skills students learn are relevant to
their lives in and outside of the classroom.

Because humanists see people as autonomous beings, they believe that learning
should be self-directed, meaning students should have some choice in what and
how they learn. Humanistic education is often connected with student-centered
pedagogical approaches such as differentiated curricula, self-paced learning, and
discovery learning (Lucas, 1996). Self-directed learning can take many forms,
but it generally means that the instructor acts as a guide, and learners are given
the freedom to take responsibility for their own learning. Teachers will provide
the materials and opportunities for learning, but students will engage with the
learning on their own terms. In a library classroom, we can give students choices
about the topics they will research or offer learners different types of activities to
practice skills and demonstrate what they have learned.
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Humanists also believe that learning is part of a process of self-actualization.

They maintain that learning should be internally motivated and driven by
students’ interests and goals, rather than externally motivated and focused on a
material end goal such as achievement on tests, or employment (Sharp, 2012).
The expectation is that when students are allowed to follow their interests and be
creative, and when learning takes place within a supportive environment,
students will engage in learning for its own sake. This emphasis on self-
actualization is largely based on Maslow’s (1943) hierarchy of needs. Maslow
identified five levels of needs: basic physiological needs such as food, water, and
shelter; safety and security needs; belongingness and love needs, including
friends and intimate relationships; esteem needs, including feelings of
accomplishment; and self-actualization, when people achieve their full potential.
Importantly, these needs are hierarchical, meaning a person cannot achieve the
higher needs such as esteem and self-actualization until more basic needs such as
food and safety are met. The role of the humanist teacher is to facilitate the
student’s self-actualization by helping to ensure needs such as safety and esteem
are met through empathetic teaching and a supportive classroom.

Q.3 Select a topic of your own choice from text book of 9th grade and write
educational objectives and teaching objectives highlighting difference in them.

Topic: Matrices and determinant

1. Define

• a matrix with real entries and relate its rectangular layout (formation)

• with real life,

• rows and columns of a matrix,

• the order of a matrix,

• equality of two matrices.

2. Define and identify row matrix, column matrix, rectangular matrix, square
matrix, zero/null matrix, diagonal matrix, scalar matrix, identity matrix,
transpose of a matrix, symmetric and skew-symmetric matrices.

3. Know whether the given matrices are suitable for addition/subtraction.

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4. Add and subtract matrices.

5. Multiply a matrix by a real number.

6. Verify commutative and associative laws under addition.

7. Define additive identity of a matrix.

8. Find additive inverse of a matrix.

9. Know whether the given matrices are suitable for multiplication.

10. Multiply two (or three) matrices.

11. Verify associative law under multiplication.

12. Verify distributive laws.

13. Show with the help of an example that commutative law under multiplication
does not hold in general (i.e., AB ≠ BA).

14. Define multiplicative identity of a matrix.

15. Verify the result (AB)t = BtAt.

16. Define the determinant of a square matrix.

17. Evaluate determinant of a matrix.

18. Define singular and non-singular matrices.

19. Define adjoint of a matrix.

20. Find multiplicative inverse of a non-singular matrix A and verify

that AA-1 = I = A-1A where I is the identity matrix.

21. Use adjoint method to calculate inverse of a non-singular matrix.

Q.4 Discuss the simulation as an innovation in teacher education. Example the

merits and recommended procedure of simulated teaching.

Science and technology are important tools for development and productivity in
any nation. In the world today, science and technology has become a dominant
power development indicator (Agbaje & Alake, 2014). Science has been
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regarded as the base of modern day technological breakthrough. The study of

science is of great importance in Nigeria, that a lot of emphasis has been laid on
the teaching and learning of science. The major aim of science education as
contained in the Federal Republic of Nigeria in her national policy on education
is to equip the students to live effectively in this modern age. This can be
achieved by the inculcation in the learners the necessary scientific skills and
attitudes. The inculcation of scientific skills and attitudes in students can only be
achieved through the proper teaching of the various science subjects like
Chemistry.

Chemistry as one of the science subjects is taught at the senior secondary school
level of Nigeria education system. Chemistry is the science of matter and the
changes it undergoes, and attempts to explain chemical phenomenon of everyday
life. Chemistry is essentially needed for a nation’s technological development.
As a core science subject, the proper teaching and learning of chemistry in
secondary school facilitate student’s enrollment in many professional discipline
like Nursing, Medicine, Engineering, Agriculture and Geology among others.

Despite the importance of chemistry in science and technological development,

students’ achievement in the subject at senior school certificate examination
(SSCE) has been consistently poor in both internal and external Examination.

West African Exam Council (WAEC) Chief Examiner reports May/June 2010,
2011, 2012, 2013 and 2014 for instance attest to this ugly performance of
chemistry student’s in external exam. The report revealed that the pass rate at
credit level in chemistry were 15%, 18%, 21%, 31.28% for 2010, 2011, 2012,
2013 and 2014 respectively.

Also according to West Africa Examination Council (WAEC, 2010), the use of
conventional approach is deficient in meeting the needs of new instructional
strategies in teaching and learning. In this computer age numerous Information
Communication and Technology (ICT) applications are available. They stimulate
students’ active engagement in teaching and learning process. Among the various
ICT applications, computer simulation is of special importance in chemistry
teaching and learning. The use of educational technology like simulation for
instance in science classroom, not only helps with students’ understanding of
content, but positively impacts student’s engagement in lesson and their attitude
towards learning
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The use of simulation in health care education is gaining popularity and is

becoming a foundation for many undergraduate nursing programs. Most of the
studies in the area of medical simulation focus on high-fidelity simulators or task
trainers. However, there are potential correlations between the effectiveness of
mannequin-based simulators and other types of simulation including virtual
reality simulation. Many simulation centers use a variety of simulation
techniques including low-fidelity task trainers such as IV insertion arms and
high-fidelity human patient simulators, such as Laerdal’s SimMan. High-fidelity
mannequin-based simulation has been proven to be effective in both knowledge
and skill acquisition and transfer. Human patient simulators are beneficial for
working with students in many clinical patient situations; however, other
methods of simulation, such as simulations in virtual environments, may be
appropriate for certain settings and learner objectives and can be used in addition
to mannequin-based simulation. The advantage to using other methods of
simulation such as virtual simulation may increase student exposure to
simulation in areas where access to a simulation center is limited. The ability to
facilitate active learning in multiple venues increases the opportunities for
students to gain experiential learning critical to their success. The current
generation of students is exposed to more computer based learning techniques
than previous generations and social networking is a common way students
engage with each other both in and out of the classroom. These computer savvy
students or digital natives, people who were born into and raised in the digital
world, are likely to be comfortable engaging in virtual simulations, therefore
making this a viable simulation technique.

The purpose of this paper is to highlight a virtual simulation technique that

capitalizes on the technological skills of this new generation of students with the
purpose of developing key interpersonal skills (e.g., communication, delegation,
conflict management, decision making, etc.) critical to the success of the new
graduate nurse in the clinical environment. Increasing the amount and types of
simulation exposure could enhance overall student learning and allow for the best
utilization of simulation resources.

Education for nursing students can be challenging when only random learning
opportunities are available, and clinical experiences are dependent on the patient
population or current practice environment. Thus, no assurance of knowledge
acquisition of many vital concepts, such as conflict management, empowerment,
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delegation, ethics, and priority setting can be made. Simulations provide students
with an opportunity to practice their skills in a safe environment, allowing for
skill refinement with repeated exposure over time.

The use of simulation has increased in many nursing programs and due to this
increase in use it may be difficult to schedule all of the simulations necessary to
provide students with a comprehensive skill set upon graduation. One avenue for
overcoming these barriers is the use of a virtual environment or virtual world as a
representative training area for students to engage in simulations that focus on
interpersonal skills such as communication or critical thinking skills. A virtual
world is a “computer based, simulated multi-media environment. A virtual world
is typically set up to run over the World Wide Web wherein users create and
identify themselves through an avatar, an online manifestation of self.

Some virtual worlds are called multiuser virtual environments (MUVEs) because
they allow for more than one user to be in the environment and interact with
other users in a synchronous fashion. The most popular and mature MUVE that
is currently being used in education is Second Life. Second Life (SL) is an online
open-access MUVE developed and maintained by Linden Labs. SL allows
anyone to open an account, set up a personalized avatar, and download their
program for free. The technical requirements to run the program are found on
many computers today. SL allows students to participate in real-life situations
with other students in a MUVE through the use of avatars while receiving
simultaneous interactive prompting and instruction by facilitators. Students have
the ability to participate in any location where they can access SL via the
internet. The use of avatars allows students a feeling of being “physically”
present in the SL environment, allowing training to be in a safe, controlled
setting where students may practice and enhance their skills

SL has been used as an educational platform for many different medical, health,
and nursing skills, such as identifying certain heart sounds, assessing patients,
and engaging in reflective practice [9]. It allows students to gain experience in
real-life situations in an environment that can be facilitated or set up by the
educator. Students are able to gain the appropriate skills and make clinical
decisions based on their learning while avoiding mishaps in patient safety that
could occur in an actual clinical area. In a virtual learning environment, no harm
is done to patients if an incorrect procedure or medication is administered.
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Unfortunately to date, there are few studies that examine the effectiveness of
MUVE’s such as SL on student knowledge and/or skill acquisition. This is due in
part to the newness of the technology and the challenges in studying the
environment. A brief summary of the few studies found in the literature as
follows.

In one study, the use of a virtual learning environment led to better reflection
between online students, which may support the creation of communities of
practice [9]. In another study, paramedic students using SL for problem-based
learning, found the environment more authentic and collaborative than using
paper-based problem solving scenarios. The researchers also found the SL
environment allowed for feedback to the students from their virtual “patients”
which increased the benefit of the learning environment for the learners

Q.5 Explain your role as a teacher with reference to the following statement.
"The teacher's business is to help the student to draw out the best in himself
and make it perfect" (Sri Aurobnindo, 1972).

Role model is a person who inspires and encourages us to strive for greatness,
live to our fullest potential and see the best in ourselves. A role model is
someone we admire and someone we aspire to be like. We learn through them,
through their commitment to excellence and through their ability to make us
realize our own personal growth. We look to them for advice and guidance.

The skills needed for effective teaching involve more than just expertise in an
academic field. You must be able to interact with people and help them
understand a new way of looking at the world. This is not an easy job! Although
there are many different ways to teach effectively, good instructors have several
qualities in common. They are prepared, set clear and fair expectations, have a
positive attitude, are patient with students, and assess their teaching on a regular
basis. They are able to adjust their teaching strategies to fit both the students and
the material, recognizing that different students learn in different ways. As a
teacher, you are a role model who sets the tone for the class. If you are able to
show enthusiasm and commitment, your students are more likely to reciprocate.
Conversely, when you are negative, unprepared, or impatient, these qualities will
be reflected in the attitudes of your students. Undergraduate students at
Georgetown have high expectations of their instructors, and they also have many
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competing interests beyond the course you are teaching. Give them a reason to
remember your class as an important part of their college experience!

POSITIVE

Keep your students engaged with a positive attitude. Teaching is most effective
when students are motivated by the desire to learn, rather than by grades or
degree requirements. Many first-time TAs are confused by the new authority of
being a teaching assistant, and mistake intimidation for respect. Think of your
students as teammates, not adversaries. Learning and teaching are challenging,
but that doesn't mean that you can't have fun in the classroom. Stay focused, but
don't be afraid to be creative and innovative. Allow yourself to be enthusiastic
and find ways to let students see what is interesting about your subject.

PREPARED

You should know the course material. If students are required to attend lectures
and read assignments, then it seems reasonable that you would do the same. Most
faculty expect graduate TAs to attend lectures, especially if they have never
taken or taught the course. Review key concepts and ideas if you are unclear
about them, particularly if it has been a while since you have worked with the
topics you will be teaching. Think about how the material can be most effectively
demonstrated and design a strategy. Write an outline or take notes to follow
during a lecture, and prepare your overheads, diagrams, handouts and other aids
well in advance. Don't wait until the morning of the class!

ORGANIZED

Have a plan for what you want to teach. Your job is to illustrate key points and
essential context, to help students integrate all of their work (reading, labs,
exams, papers, lectures, etc.) for the course. Given that there is never time to
teach everything, choose the most important concepts and show how they are
related. Explain ideas so students are able to build on material they have already
mastered, whether from your course or previous classes. Don't just focus on what
you happen to be teaching today. Show students how what they are learning now
is connected to material covered later in the course. Keep your long term goals in
mind, pace yourself so that you don't run out of time at the end, and try to end
every class with a conclusion.
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CLEAR

Effective teachers can explain complex ideas in simple ways. As you develop
expertise in an academic field, it is easy to forget that students may have no prior
knowledge of fundamental concepts that you take for granted. Help students
understand and use new terminology, so they can become fluent in the language
of your discipline. Many concepts can be more effectively demonstrated with
visual aids such as diagrams, drawings, charts, slides, etc. Make sure that they
are large enough to see, neat enough to read, and don't stand in the way! Think
about the role body language can play. Having your teaching observed by
someone else (or even better, having it videotaped) can reveal habits that you
would never notice on your own.

ACTIVE

Keep your students thinking. Unless they are actively using the concepts you are
teaching, most students will remember only a small fraction of what you teach. A
lecture is an efficient way to deliver information to large numbers of people, but
it is an inefficient way to provide students with lasting knowledge and skills.
Consider using at least some classroom time for activities other than traditional
lectures, discussions or question and answer sessions. Problem solving exercises
in small groups can take no more than a few minutes, yet allow students to
engage with the material being covered.

PATIENT

Remember what it is like to learn something for the first time. Give students time
to process information and answer questions. Know that it is fine for students to
make mistakes if they can learn from them. Realize that learning can be hard
work, even for the most motivated students. Rather than blaming students when
things don't go right, consider ways you could change your approach to reach
them more effectively. Concepts, background information or conclusions that
seem obvious to you may not be so clear to someone who is new to the subject.
Be patient with yourself, too. Teaching can be difficult and frustrating at times.
Give yourself the same opportunity to make mistakes and learn from them.

FAIR
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Consider what it would be like to be one of your students. Chances are you
would want an instructor who set clear expectations, applied them consistently
and could admit when they were wrong. Whether you mark off points on an
exam question, give a low grade on a paper, or penalize someone for a late
assignment, you should be able to explain why you did it. Of course it helps if
you have already outlined clear policies, both for the entire course and for each
assignment. Once you have set standards, it is very important to apply them
equally and consistently, otherwise you will lose credibility. On the other hand, if
you make a mistake or don't know the answer to a question, it is much better to
acknowledge rather than ignore it.

Teachers play various roles in a typical classroom, but surely one of the most
important is that of classroom manager. Effective teaching and learning cannot
take place in a poorly managed classroom. Effective teachers appear to be
effective with students of all achievement levels regardless of the levels of
heterogeneity in their classes. If the teacher is ineffective, students under that
teacher’s tutelage, will achieve inadequate progress academically, regardless of
how similar or different they are regarding their academic achievement. Current
research indicates that students in classes of teachers classified as most effective
can be expected to gain about 52 percentile points in their achievement over a
year’s time. Students in classes of teachers classified as least effective can be
expected to gain only about 14 percentile points over a year’s time. This
comparison is even more dramatic when one realizes that some researchers have
estimated that students will exhibit a gain in learning of about 6 percentile points
simply from maturation-from growing one year older and gleaning new
knowledge and information through everyday life. Teachers play various roles in
a typical classroom, but surely one of the most important is that of classroom
manager. Effective teaching and learning cannot take place in a poorly managed
classroom. Effective teachers appear to be effective with students of all
achievement levels regardless of the levels of heterogeneity in their classes. If the
teacher is ineffective, students under that teacher’s tutelage, will achieve
inadequate progress academically, regardless of how similar or different they are
regarding their academic achievement. Current research indicates that students in
classes of teachers classified as most effective can be expected to gain about 52
percentile points in their achievement over a year’s time. Students in classes of
teachers classified as least effective can be expected to gain only about 14
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percentile points over a year’s time. This comparison is even more dramatic
when one realizes that some researchers have estimated that students will exhibit
a gain in learning of about 6 percentile points simply from maturation-from
growing one year older and gleaning new knowledge and information through
everyday life