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close this bookTeacher Training: a Reference Manual (Peace Corps, 1986, 176 p.)
close this folderChapter 2 what a teacher needs to know
View the documentUnderstanding the educational process
View the documentNeeds assessment, aims, goals and general objectives
Open this folder and view contentsApproaches to teaching
Open this folder and view contentsChild and adolescent learning
View the documentSubject-specific considerations
Open this folder and view contentsInstructional objectives
Open this folder and view contentsLesson planning
Open this folder and view contentsClassroom teaching techniques
Open this folder and view contentsMaterials development and resource utilization
Open this folder and view contentsClassroom management
Open this folder and view contentsAssessment of student learning
View the documentSelf-assessment
View the documentReviewing the educational process

Subject-specific considerations

Each subject has its own special set of considerations which influence the teacher's choice of objectives, instructional materials and techniques and, in general, the design of the lesson or unit he/she is planning. Too numerous to mention in isolation, this chapter attempts to present, with examples and references, subject-specific considerations in the context of other aspects of the educational process. Within each section the teacher will find scattered references to teaching English, mathematics or the sciences. It is assumed that the teacher will be responsible for identifying and considering the special needs for a their particular subject when implementing any of the recommendations presented in this chapter.

This is an appropriate time to present the educational process puzzle as it has so far been completed. Thus far the teacher has succeeded in wading through the most theoretical of the puzzle topics which provide a general understanding of the educational process that is often beyond the control of the individual teacher.

Puzzle 4

The remainder of the puzzle addresses the specific skills needed to successfully design, implement, manage and evaluate classroom activities. The first of these is the writing of clear and concise instructional objectives.