It is important that the teacher appreciate any input from their students, whether the answer is correct or not. This openness will instil confidence and motivation from within the group and help their learning experience. To create a positive learning environment, with a clear structure, a teacher needs to have the ability to plan their lectures or sessions effectively. With clear goals and aims which match up with the curriculum. These lessons need to be creative, incorporate activities and techniques that will engage the learner.
In this respect, the ultimate aim is to enable learners to understand how to take responsibility for their own development. Teachers can do this by planning and preparing teaching and learning activities that take account of the needs and well-being of individual learners as well as groups of learners. Some key aspects of a role as a teacher may be: carrying out initial and/or diagnostic assessments; clear communication with your learners, other professionals and stakeholders; promoting appropriate behaviour and respect for others; identifying and meeting individual learners’ needs; being aware of the support mechanisms available; being organised; being reflective, which means learning from successes as well as mistakes. What are my responsibilities as a teacher? As a teacher, my primary responsibility is to ensure that learners are enrolled onto the correct course, in terms of meeting their needs, abilities and aspirations.
To address a behavior issue I believe that first you must understand the behavior and more importantly understand what its causes are. Jacob Kounin talks about in preventing discipline problems, which have to do with the subject matter of the classroom. Kounin emphasizes that teachers should make instructional activities enjoyable and challenging for the students. I believe if the students are
An educator should constantly be revising lesson plans and expanding their own knowledge in order to deliver an optimal learning experience for the students. Incorporating guidelines to educate students without bias into a code of ethics ensures that students receive equal treatment in the classroom. An educator’s primary concern should be the physical and mental well being of the student. This being said, it is the responsibility of the educator to be vigilant of a student’s physical and emotional behavior while in the classroom. Child abuse is a dilemma that may be encountered when working as a professional educator in the school system.
As many educators know, discipline and management are central to effective schools. All teachers are responsible, as professionals, for managing discipline in their classrooms. Administrators and educators have a responsibility to ensure that they provide an effective curriculum delivered in a safe and secure environment and this cannot be achieved without the effective management of discipline. Any behavior that challenges a child’s ability to learn should be managed. Effective management of discipline does not just happen; it requires consultation, planning, commitment, and constant review and evaluation.
No one method will be suitable for all learners and all situations and the person responsible for the students learning must be prepared to be adaptable and use different methods in order to establish appropriate behaviour and an all inclusive environment in which to learn. Ground rules are necessary in all learning environments either express or implied. James Atherton (2009) believes that ground rules are the minimum necessary to enable learning to take place in the class. He goes onto to suggest that a teacher should know what they want in the list of ground rules before they start. He asks the question of teachers, if they don’t know what ground rules they want how will the students?
Unit 1: Preparing to teach in the lifelong learning sector Section 1: Understand own role, responsibilities and boundaries of role in relation to teaching. Explain your role, responsibilities and boundaries as a teacher Role: the function assumed or part played by a person or thing in a particular situation, Planner, designer, reviewer, scheduler, organiser, researcher etc. * Creating / facilitating opportunities for learning * Plan lessons, find and prepare materials, do research, assess learners and yourself * Keep records: lesson plans, attendance, assessment. Responsibilities: a thing which one is required to do as part of a job, role, or legal obligation It is the responsibility of the teacher to plan and design a course, which meets the needs of the learners and requirements of the course. Most teachers/trainers will be responsible for designing their own courses.
In this write-up, I will seek to explain the ways in which I could establish ground rules with learners, which strengthens behaviour and respect for others. In doing this, I will be explaining what ground rules are and why they are necessary. How best they can be established and also ensure that students take ownership of rules by putting responsibility on them. Ground rules can be defined as terms which govern the working relationship between the school/teacher and its learners. According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”.
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.
Education comprehends the teaching and the learning of knowledge, information, legitimate strategies, and special authority. It concentrates on the development of skills, transactions, occupations and positions, along with moral, mental inventive development. Official education contains organized preparation, teaching and training by teachers. This contains the practice of teaching and then the development of an organization, or curriculum. Teachers need to be able to determine a subject well enough to conduct the principles that new students need to understand.