How can parents reclaim their position as part of the school community? Group 2: Lack of competence on the part of a teacher has a negative impact on the way learners view their teacher and also often results in discipline problems among learners. Suggest ways in which a teacher can be regarded as a quality and effective teacher providing examples in your argument. Group 3: Teaching also goes hand-in- hand with the manner in which you conduct yourself as a teacher because you have to develop a certain atmosphere and quality when standing in front of your learners in a classroom. Discuss a situation/s in which you experienced your own school teacher displaying qualities of an effective teacher.
Make decisions about the budget and staffing. Make sure the school provides for all students including those with special needs. Help to shape the direction the school is going. Governors are at the centre of how a school operates, their role affects the interests of pupils, staff and how the school is seen by the parents and local community. They have to be prepared to both support and challenge the head teacher and staff by gathering views asking questions and deciding what is best for the pupils.
Some students who are labelled as not being intelligent will work really hard to ensure that they move up or achieve more than was expected of them. Labelling also creates competition, this works with setting and streaming as students constantly try to get into the next set up or maintain their place in their set as it is ‘not safe’. Finally, sociologists may disagree as they would say that there are many factors as to why a student may underachieve. They would say that there are other things that are more important including the home background of the child. If the child’s parents are not educated then it can be said that they may not understand the school system and may not support the school.
While this statements sound so simplistic, it’s really being lost in the world of teaching. While trying to keep up with testing standards and needs of students, we as teachers must make sure that we are not creating ignorant thinkers. As teachers we must accept that we don’t have all the answers and that just like students, we are constantly learning. When Dr. Wayson was speaking, I couldn’t
NCLB set forth a certain criteria to be met, but allowed the states to determine how they would accomplish it. Therefore, each state handles assessment and accountability differently. This makes it hard to show success or failure of the programs. Supporters and critics alike can cite research that supports their opinion. My opinion of NCLB is it is flawed, developmentally inappropriate, ill funded, ←and→ leaving more students, teachers, ←and→ schools behind than ever before because The tests have turned into the objective of classroom instruction rather than the measure of teaching ←and→ learning.
Laura Lefkowits, in her article From Equity to Adequacy adds... “An important first step for education leaders and policymakers is to help their communities define not only what they want students to know and be able to do, but also how much they are willing to pay to achieve these goals.” How much are we willing to pay? The bottom line is really the front line. When schools struggle to keep books on shelves, struggle to attract and maintain quality staff, while simultaneously fighting off censure and upheaval due to poor historical performance, all in a dilapidated building with overcrowding issues, it is impossible to consistently have adequate outcomes much less high ones. These factors, when interpreted by an ever wisening populous, become a catalyst for the neighborhood’s ambivalence toward the school’s stated mission. So pervasive does this ambivalence become that citizens turn away from the idea of classical education as a real means of upward mobility.
Despite the benefits teachers and schools obtain, standardized testing like the FCAT is not effective in evaluating student’s performance because not all students learn at the same level, they fall under pressure, and they are being taught just for the test which prevents from learning skills that are yet to be learned. Admittedly, the FCAT brings benefits to
It also burdens colleges with providing preparation that should have taken place earlier. (Bauerlein) Bauerlein takes a dig at teachers for not preparing their students well enough to be successful in their next step in life, college. Because of the bad preparation teachers give the students, when they are ready to go to college they are bound to take remedial classes because if they take normal courses they will most likely fail them. It is a teacher’s duty to prepare the student for his future. It is the schools responsibility to be able to provide good enough teachers, who can prepare these students.
Is the responsibility up to the teachers, or ESL paraprofessionals? Do both share responsibilities in teaching ELLs? In top-down discourse, the classroom teachers represent themselves as experts, and the ESL department as supportive partner. The teachers select the curriculum (the vocabulary) and the ESL department uses the activities from the teachers. Yet when confronted with instructional obstacles and time management, the teachers go to the labeling discourse and shift all the responsibility to the ESL department.
Being honest in every aspect of what you do, working hard and creating your own work are crucial. Cheating and plagiarism are wrong for many reasons, and go against all that is academic integrity. According to (Boehm, Justice &Weeks 2009) “Academic dishonesty costs institutions administrative time, loss of integrity within the school, and student lack of respect for ethics and values.” (pg. 45) If you have poor academic integrity you aren’t learning or getting as much out of your education as you could be. It not only effects you, but everyone else as well.