To assure all of those who are in the profession of teaching and learning that teaching is, in fact, a science as well as an art would be to compare the discipline to a glass half full or half empty. If the glass was half empty then the science of the pedagogy for teaching would rely on the shoot- from- the-hip approach to learning and thus not be conclusive to a true profession. It is with this idea that I would argue that the glass is filled to the brim with supporting factors that teaching is a profession. Those myths that ponder from long lost myopic stigmatism of past practices are assured that the new science of teaching has emerged over the sunrise of the 21st Century.
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For example, when we look at future growth models for education, what we want to obtain is the ability to stretch the learning curve every time the teacher sets foot into the classroom. In order to accomplish this task we must bring the fundamentals of professional pedagogy to the forefront of how instructional interaction supports leaning. To accomplish this task, teachers must know with crystal clarity, the effects they have on student learning through questioning, checking for student understanding, providing meaningful feedback and designing high engaging lessons; and definitely knowing and understanding the principles of constructivism through the Zone of Proximal Development.
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