1. [Teachers to understand when, why and how to use many strategies] Teachers also need a "bag of tricks" or repertoire of teaching strategies at their disposal in order to meet the needs of different students, as well as to meet the needs of the same student at different times and/or situations. Even the "best" teaching technique is not effective all the time and is likely to become tiresome if overused
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2. Teachers need to have a repertoire of teaching strategies to allow them to be flexible and shift as the situation requires. Even the most effective instructional technique does not work in all situations and variety is necessary to prevent boredom. Strategic metacognitive knowledge about teaching strategies can help teachers compare various methods that might be used to achieve the same academic objectives and evaluate the advantages and disadvantages of each
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3. Metacognition in teaching also includes knowing what instructional strategies are in your repertoire, what they entail, when and why to use them, and how to apply them. This type of metacognition is needed for effective planning of a lesson, for switching gears during or after a lesson upon awareness that a teaching approach isn't working as expected, and selecting alternative approaches.
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4. Effective instruction in metacognitive reading skills requires that teachers explain the skills or strategies, model them for students, give examples, explain when, why, and how to use them, emphasize the value of flexibility in selecting specific skills to fit the particular context , provide guided practice on a range of texts, and give corrective feedback.
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5. [Schools should offer professional development to assist teachers with planning effective teaching strategies] In fact, the job of teaching math to the students at Deerfield Junior High proved to be a nearly impossible challenge. When they were together, the age group was noisy, but as individuals, most students were likeable. Clay wondered why he was no longer elated over this new assignÂment. As he pondered the situation, he concluded that it was the paradoxical nature of this job that made it both frustrating yet, at the same time, somewhat satisfying.
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6. [Teachers should assess their teaching style when their students are not meeting expectations] Some of the parents, unhappy with their children's grades, requested a meeting with him to discuss the situation. Following the meeting, they concluded that Clay was not as effective as Ms. Wright, and they expressed concern to the principal,
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7. [Pedagogical vs. content knowledge is a main determiner of the success of teaching and learning initiatives] ...his main concern was how to do the best for his students. His problem was that he didn't know what was best.
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8. [New teachers may feel pressure to perform as well as veteran teachers, and that pressure may lead to hesitancy in approaching their peers for help] [Asking for help from pedagogical experts is an important tool for furthering my own pedagogical development] Clay also considered going to some of the senior faculty members. They seemed nice and they also seemed to have it all together. He doubted that they had to worry so much about their students' success. But what if Ms. Cole learned that he was consulting with his colleagues?
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