Chapter 9 is about how we as teachers can improve or refresh our minds in the educational process. As the book states "teaching, like any complex skill, must be practiced to be improved." This section really preaches the importance of the effective mind of a teacher. To think in an effective manner, we as teachers need room in our memory and need the right factual and procedural knowledge for our long term memory. We need to obtain pedagogical knowledge to ease the burnout or drain on our minds.
The section suggests we use procedures to apply cognitive skills to teaching such as 1. space in our working memory 2. factual knowledge and 3. procedural knowledge. In addition, a teacher in their first five years are considered very good, after the 5 year period we become flat and as we progress up to the 20 yr mark we are no better than a 10 yr teacher in mindset.
To become stronger minded professionals we need to practice, practice, practice for improvement and obtain as much positive and constructive feedback as possible. The section suggests ways towards getting feedback
Step 1; Identify another teacher to work with
Step 2: tape yourself and watch tapes alone
Step 3: With your partner, watch tapes of other teachers (be supportive and concrete about what you have observed.
Step 4: With partner, watch and comment on each others topics
Step 5: Bring it back to the classroom and follow up.
To conclude the more we practice and rely on feedback we must in addition we must improve self-management.
1. Keep a teaching diary
2. Start a discussion group with fellow teachers
3. Observe other teachers
In turn we need to look at what aspects of our teaching work well for students, and what areas need improvement. Improvement requires more than just experience, it requires conscious effort and feedback.
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