{"id":926,"date":"2022-11-03T23:30:00","date_gmt":"2022-11-03T21:30:00","guid":{"rendered":"https:\/\/support.centreforelites.com\/teaching-as-the-decision-making\/"},"modified":"2024-03-15T21:57:41","modified_gmt":"2024-03-15T19:57:41","slug":"teaching-as-the-decision-making","status":"publish","type":"post","link":"https:\/\/support.centreforelites.com\/en\/teaching-as-the-decision-making\/","title":{"rendered":"Teaching as the Decision Making. 4 Processes Involved"},"content":{"rendered":"\n

Teaching is noble career which requires highly organised thinking prior to decision-making. Considering teaching as the decision making would not be an overemphasis. High Performing teachers plan effectively, use critical thinking and problem-solving techniques, and collect and analyse data for continuous school improvement. \u201cTeaching is defined as the process of making and implementing decision, before, during and after instruction to increase the probability of learning\u201d, <\/i>(Hunter, 1979. P. 62). In terms of analysis of decisions made in teaching, most researchers indicate that decision making is clustered in three categories namely, \u201ccontent, style of the learner and behaviour of the teacher<\/i>\u201d (P. 63).<\/span><\/p>\n\n\n\n

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Decision-making has been defined as \u201cthe discursive process of constructing and interpreting the social world\u201d<\/i> (Gephart, 1993, p. 1485). In a case study by Hasan and Gould (2001, p. 78), decision-making is variously referred to as \u201cunderstanding the situation\u201d, \u201cbeing informed\u201d, \u201cknowing where the organisation is going\u201d<\/i> and \u201cgetting the picture\u201d.<\/i> In the context of strategic change, decision-making has been illustrated as being concerned with meaning construction and reconstruction by the parties involved in the change. <\/span><\/p>\n\n\n\n

According to Owens & Valesky, (2007) decision-making based on the historical perspective, has been believed to be a scientific process<\/a> that is orderly, rational, logical, and sequential<\/span>. <\/span><\/b>Decision-making <\/span>involves giving consideration to a matter, identifying the desired end result, determining the options to get to the end result, and then selecting the most suitable option to achieve the desired purpose. Teachers\u2019 decisions about the issues just mentioned ultimately will influence student learning.<\/span><\/p>\n\n\n\n

To a large extent, effective teaching involves making good decisions to help students learn. Even before instruction takes place, teachers think about and make decisions concerning content, instructional strategies<\/a>, the use of instructional materials and technology, delivery techniques, classroom management and discipline, assessment of student learning, and a host of other related issues. During instruction, teachers must implement these decisions as they interact with students in a dynamic way.<\/span><\/p>\n\n\n\n

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