Introduction
The modern world is not only developing in technological directions. Significant configurations are also occurring in the field of education. Nowadays, good training does not have to be acquired in the classroom or once and forever. At the same time, it is accepted now to pay attention to each individual student and to adapt the educational material and its presentation to their abilities. Thus, it is essential to analyze what good teaching means.
Theoretical Framework
It is crucial to emphasize that education is the process of acquiring knowledge, skills, abilities, and the results of this process. Meanwhile, learning is a purposeful interaction process between a teacher and students (Slavin, 2019). Education is conducted during collaborative activities, learners are formed, and new knowledge is developed. Consequently, it is essential that the learning level corresponds to the student’s development stage. Piaget’s theory of cognitive development divides the stages according to which humans advance.
This suggests that good learning is about presenting or adapting the information and knowing the stages of students’ learning. For example, from the age of seven to eleven, children already know how to perform some actions with representations, but only at this age do they begin to combine them, coordinate with each other, and form systems (Slavin, 2019). This is a new level that provides more opportunities than simple associative linking. Therefore, until the age of eleven, it is almost useless to explain the composition of information to the children, but rather to divide it into separate parts. Accordingly, according to Piaget’s theory of cognitive development, good teaching is appropriate to students’ age and intellectual abilities.
Additionally, behaviorism and cognitivism are two theories that explain how people learn. The behavioral approach focuses on behavior, while cognitive theory focuses on cognitive processes, such as memory and decision-making (Slavin, 2019). Consequently, successful learning requires a combination of these concepts. For instance, stimulus and response are critical concepts in behaviorist learning theory (Slavin, 2019). Meanwhile, if one applies the knowledge of how the human mind works during learning, it is possible to connect motivation and the best periods of the learner’s brain activity. As a result, this will allow students always to have the incentive to learn and achieve results in addition, for example, through favorable hours for studying. Hence, this will create additional curiosity and desire for students to advance constantly. Therefore, this is a good teaching tactic because it ensures effectiveness.
My Experience
In my experience, I can state that good teaching depends on the appropriate style. Each student’s approach to learning is different; this is something I could observe in school. However, for the past few years, different learning styles have tended to be reduced to three main categories: visual, kinesthetic, and auditory (Slavin, 2019). The learning process is complex for students because everyone has a unique style and approach to perceiving information. Hence, for me, good teaching involves not just presenting content in the manner that teachers are accustomed to but identifying a method of education that is suitable for all learners. That is what the teacher at my school did, who analyzed the students’ memorization abilities in the first lesson and adapted the program to them.
Conclusion
In summary, a good teaching approach includes an individual approach to the students depending on their abilities. In addition, the application of the basic principles of motivation and their combination, together with the study of the brain processes occurring during learning, provides the highest quality outcomes. Therefore, good teaching is a technique for providing information and skills in a manner that is best suited for students.
Reference
Slavin, R. E. (2019). Educational psychology: Theory and practice. Pearson.