Veteran teachers are still keen and committed to their students, looking to develop their practical and effective teaching strategies. Pons (2001, p5) stated that there are “two major contexts in which instructions take place: the curricular context and the programmatic context.
The difference between the two is important as it determines the way in which instruction is planned and carried out”. That is, learning is divided into two paths: theoretical and practical. Consequently, valuable teaching bridges the gap between theory and practice. Thus far, for teachers, looking beyond their teaching provides students with adequate life skills, as well as students, learn about the reality of life during their learning journey.
In an accurately plane and organised education, teachers wonder if they needed to be rigid or restricted in their strategies, do they have to adopt different taxonomy to structure lessons and develop levels of learning: (grouping and individual)? Or did they had better to be ideals as a means for values that have a bit more impact?
Preparing or directing students toward a well-planned study is crucial for learning programmes to be effective. Teachers spend time planning and preparing lessons, rather, they should realise the levels, attitudes of their students, and ways of thinking. Therefore, teachers can be successful in their planning of education if they are aware of the students’ views.
According to Leblance (2010), good teaching required number of aspects as follow: 1. Motivating students not only to learn, but teaching them how to learn, and doing so in a manner that is relevant meaningful, and memorable. 2. Treat students as consumers of knowledge, doing their best to keep on top. Reading sources inside and outside of the areas of expertise. 3. Listening, questioning, and being responsive. In addition, eliciting responses, developing the oral communication skills of quiet students, pushing students to excel, and being human, respectful, and professional in spite of everything. 4. Flexible, fluid, experimenting, and confident to react and adjust to changing circumstances. Furthermore, preparing to deviate from the course syllabus schedule easily when there is new and better learning elsewhere. 5. The style, should excellent teaching be entertaining? Does this mean that it lacks substance? Effective teaching is a teacher’s job to develop skills and make strategies come out into real life for students as a coherent whole and ensure that all students experienced shallow to deep learning. 6. Importantly, self-deprecating and making innocuous jokes, so that the ice breaks and students learn in a more relaxed atmosphere. 7. Caring, nurturing, and developing mind and talent. Devoting time to every student, and thankless hours of grading, designing, or redesigning courses, and preparing materials to enhance instructions. 8. Mentoring between senior and junior faculty, teamwork, and being recognised and promoted by one’s peers. Effective teaching should be rewarded, and poor teaching needs to be remedied through training and development programmes.
To conclude, building a strong foundation of knowledge and real-world experiences is key to effective teaching linking passion and reasons, thoughts and character being formed. Veteran teachers “practice their craft, not for the money or because they have to, but since they truly enjoy it and because they want to. Creative teachers couldn’t imagine doing anything else” (Leblance, 2010).
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