What ideas and strategies must teachers develop if they are to have a classroom that is characterized by a high level of on-task behaviour? * Self-efficiency: Confidence in the ability to promote students’ learning and to achieve instructional goals. Teachers are more likely to engage in effective management behaviors when they believe they are capable of using those behaviors usefully. * Professional Knowledge: Instructional techniques, cognitive psychology and child development * Therefore we can define teaching as pre planned behaviour – founded in learning principles and child development theory and directed toward both instructional dilevery and classroom management – that increase the probability of effecting a positive change in student behaviour If students are to display appropriate behaviour in class, what preplanning is necessary for teachers? 1.)
Knowing the job inside and out is very necessary for being the absolute best counselor to for the client. Keeping up to date on new standards, techniques, and tools will help not only counselor but the clients as well. I think that exploring all avenues of learning is going to be the most rewarding and effective way for a counselor to be proficient and well rounded. 2) 5.01 Integrity of the Profession (a) Social workers should work toward the maintenance and promotion of high standards of practice. (b) Social workers should uphold and advance the values, ethics, knowledge, and mission of the profession.
There area number of general factors to be discussed when examining the topic of teacher motivation and how they can develop and identity with a school, such as leadership, culture and job satisfaction. Leadership is one of the most important factors that will determine a teacher's identity with a school. This becomes evident when examining a quote by Evan (1998, 188), "Whether it was the extent to which it enabled or constrained teachers, created and fostered school professional climates that were compatible with teacher's ideals or engaged their commitment and
Running head: PROFESSIONAL STANDARDS OF TEACHING My role as an educator is to not only teach the children the required subjects, but to guide them as a role model, as well as inspire them to reach their fullest potential. Inspiration is not simply a switch that one flips on at the beginning of the day and flips back off after school is over, it is a constant state of being which makes others want to be a part of something. Whether that something is a lecture, an activity, a discussion, or a project, that student feels the desire to be actively involved, not only because that is what is expected of them, but because they feel welcome and intrigued by the learning process. This will all be accomplished by following the Ohio Standards for the Teaching Profession. During my field visit to St. Vincent St. Mary High School, I witnessed many of these standards being utilized effectively.
Also I need to create effective and stimulating opportunities for learning through high quality teaching that enables the development and progression of all learners. My role as a teacher is to plan my sessions by doing lesson plans, preparing teaching materials, assessing my learners, evaluating myself and my delivery, completing attendance records, and maintaining records of learner progress e.g. interviews, tutorials, assessments, etc. As a teacher I also need to exercise a duty of care for my learners, ensuring they are inducted to the company and course, carrying out one to one tutorials and reviews with learners, following professional values and ethics, acting and speaking appropriately and standardising practice with others. I will also need to attend meetings, mark work, attend promotional events and exhibitions and refer learners to other people or agencies when necessary.
Classroom Management Plan Classroom management is one of the most essential skills to becoming an effective classroom teacher. Teachers who possess the ability to manage their classrooms are able to create an environment where learning is the focus. There are many theories on how to become positive and encouraging classroom managers. While all of these theories are different and emphasize different aspects of discipline and behavior, all have proven to be valuable methods for improving management in the classroom. While doing research on classroom management theories for this paper, I read about William Glasser’s approach to classroom management called Reality Therapy.
With this amount of accountability, administrators must ensure the academic success of their students through the effective use of supervisory practices. Many educational organizations use clinical supervision and peer coaching to help guide and encourage teachers are they grow to become proficient educators. By conducting continuous research on the supervisory practices, administrators will then have the opportunity to implement the most effective method. According to Glickman (2010), “Clinical supervision is consistent with formative evaluation; it provides nonjudgmental assistance aimed at improving the teacher’s instruction” (Glickman et al., 2010, p. 293). This supervision method welcomes “face-to-face contact with teachers with the intent of improving instruction and increasing professional growth” (Acheson, 1977, p. 304).
What learners say and do is then observed and interpreted, and judgements are made about how learning can be improved. These assessment processes are an essential part of everyday classroom practice and involve both teachers and learners in reflection, dialogue and decision making. Assessment for learning should be regarded as a key professional skill for teachers Teachers require the professional knowledge and skills to: plan for assessment; observe learning; analyse and interpret evidence of learning; give feedback to learners and support learners in self-assessment. Teachers should be supported in developing these skills through initial and continuing professional development.
They, too, can be reflective learners; it has been stated that "Among the best things that you can accomplish in your work is to help children become more reflective themselves, more like fearless truth seekers, constructive risk takers, and inquiring thinkers"(Kottler, Zehm & Kottler, 2005, p. 136). A reflective teacher is the one who, by time, becomes highly professional in addressing his or her students' needs intuitively and efficiently. Reflection also supports what Deborah Meier (1995) calls the power to care. It emphasizes the positive attitude and leads the teacher to recognize clearly all what is needed for the good of students. On the other hand, keeping ongoing reflection avoids the teacher from being rusted-out and makes him/her up-to-dated with the learners' urgent needs to pursue a successful school life.
The last essential right a teacher has in the classroom is to receive help and cooperation from parents and administrators when it is needed. To parallel Teacher rights the Students also have essential rights under the assertive discipline model. Students have the right to have teachers who help limit inappropriate, self-destructive behavior, and the right to know and choose how to behave knowing of the consequences of their behavior will automatically bring. In a classroom that follows the assertive discipline model the fore mentions rights are carried out and applied by three major strategy components used by the teacher; rules, positive recognition, and consequences. According to this model students need limits that will guarantee their and other students’ rights.