As a teacher, one of the main roles is to motivate your learners to develop their ability and aspiration to learn. Some may read about delivering training and facilitating learning , but in reality a teacher does much more than that. A teaching role is not just about teaching your subject or preparing learners for assessment. The focus of a teaching role relates very much to inspiring learners to change and develop their personal, social and professional skills to the best of their ability. In this respect, the ultimate aim is to enable learners to understand how to take responsibility for their own development.
The principal also feels that sensitivity and a selectiveness nature must be given to staff. He feels that staff have many things going on, time is an enemy of all and there needs to be an understanding as to what they can handle. Another factor of importance raised by the principal is the fact that he stated that what supervisors need to be conscious of is the fact that professional development should, in some cases is researched based. With this in mind he feels that those involved need to be mindful of that fact that research-based elicits proving that something is effective. With this key piece he believes creates greater success professional for educators and better higher achieving results for
Critically analyse the effectiveness of planning, teaching, evaluation and assessment cycle with close reference to current assessment theory. In order to teach an outstanding lesson according to OFSTED, teachers must ensure that their teaching and learning is highly effective. This must be evident on a day to day basis, in all lessons. Teachers can often get graded a lower level because any one of these elements is not used effectively. It is important to understand exactly what makes a lesson outstanding and to be aware of exactly what the government expects to see taking place in all successful lessons.
How can you apply what you have learned? One of the most valuable elements that I learned from the Political Frame Wiki is that each of the key players play a significant role in the political frame. Key players can include counselors, teachers and even janitors. What is important is that each key player is given an opportunity to utilize their strengths to provide students with an optimal learning experience so that they may fare as adults in the real world. They key players each play a role in helping students and the school as a whole to be successful.
Such decisions include a better and thorough understanding of the students´ particular learning styles, their affective needs, and their own personal goals to establish the right balance between teaching and learning. Another essential aspect I need to consider when planning or teaching a lesson is pacing, which again, was one of my biggest problems for this lesson. “Pacing is the extent to which a lesson maintains its momentum and communicates a sense of development. How much time to allocate to each part of the lesson is thus an important decision which teachers must make while planning or teaching a lesson.” (Jack C. Richards, 1997). Thus, I feel I should try the following changes in my teaching to achieve a proper pacing next time I teach a lesson: * Avoid repetitive activities (such as the ones mentioned in exercises 3.1, 3.2 and 3.3 in Appendix 3); a variety of activities should be presented
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”.
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.
However, the only limitation to this image is that different people have different ways of coaching and those styles may not suit everyone. The skills associated with this image is very important because as I have mentioned before, different people have different ways of coaching and many a times, its not always the right way. I think coaches must effectively establish boundaries and build trust by being clear about the learning and development objectives they set, showing good judgment, being patient and following through on any promises and agreements they make. Helping others to gain self-awareness and insight is a key job for a coach as well and they ask open-ended questions, push for alternative solutions to problems and encourage reasonable risk-taking. They must also have the ability to listen carefully, and should be open
According to Blanchard and Thacker (2007), this is necessary to show how important learning is for the success of the company as a whole. (p.91) 5. Learning styles and personalities must also be considered to design effective training. Because we are dealing with people, the training should be design to match people’s feelings as well as KSAs. 6.
As teachers, I believe it is ingrained in us that we must be all-round in our subject knowledge as well pedagogy and additional skills necessary for the teaching profession. The concept that teachers should focus on their strengths and talents and not place all their efforts on improving their inadequacies, as asserted by Strengths-Based psychology, invented by Donald Clifton (Liesveld, Miller, & Robison, 2005), is both a new concept to me and quite revolutionary. It creates a new perspective on what a great teacher is and how we, as teacher leaders, should cultivate this in ourselves as well as our staff. I have never been given the opportunity to analyse my personal strengths and talents in such an in depth and unique way as provided by