The professional development meetings inform the teachers of how to incorporate rigorous learning into their lessons and also explains what the district expects to see from the staff. To meet the goals of our action plan, the teachers need to align their lessons with the core curriculum. Professional development helps them stay on task with these strategies. Principals also use out-of-district professional development classes to refine any weaknesses of the teachers in our school building. For example, if a teacher has a hard time with classroom management, our principal will suggest a professional development to address classroom management skills for that particular teacher.
A “good teacher” is always looking for new materials about their subject that they didn’t know so they can share it with their students. The article “The Mystery of Good Teaching” provides some evidence that knowledge of subject matter has a positive influence on students. “Teachers’ knowledge of their subject matter, as measured by degrees, courses, and certification in that area, is associated with high performance. Studies with more detailed measures of teachers’ education levels and coursework in subject areas found that, at least in math and science, academic preparation does positively influence students achievements.”(Goldhaber) The teachers who do not know
In the study we will try to evaluate the problem and explore some solutions. The factors that lead to this investigation include us as student-teachers all experiencing the same problem during our teaching practice. Teaching methods seem to differ between our mentor teachers and ourselves which could be an age problem or an education problem. Collected resources all indicate that the way a teacher manages the classroom determines the behaviour of the learners, therefore indicating that discipline is the major issue that needs to be dealt with in order to create a positive relationship between teachers and learners. Starting off as a teacher in teaching practice helped us realise what we wanted to be as a teacher as well as how we wanted to teach, etc.
They monitor students learning with questions. Information of students and education is the information of beliefs of growth and education, such as accepting that teachers, in high schools have the tendency to be self-centered, looking at the world from their own viewpoints and often overlooking the visions of other people. Knowledge of the profession involves an understanding of social, historical, philosophical, organizational and lawful parts of teaching, together with the power to continue to learn. Professional knowledge lets teachers to make the split-second decisions vital for teaching. Professional was requires an importance of own decision-making factors swaying teachers decision-making are goals, from professional knowledge and contacts.
Jesus Gonzales Teaching Case Reflection As teachers we learn through doing, but experience is not the only thing that makes effective teachers. Knowledge is equally important in becoming an effective teacher. With knowledge we have a responsibility to share it with others to the best of our ability and to know when we need to adapt our sharing techniques. Teaching cases are examples of specific teaching experiences and are one way that teachers can reflect and add to their knowledge database. Each example can be examined by different perspectives, identifying the problems, and suggesting some solutions.
They love praise and recognition for their ideas. It is important for the teacher to get to know the young learners and to draw on their ideas, strengths and interests. If the teacher can build on the their skills, it will make them feel important and increase their self-confidence. Adult learners on the other hand are more self-directed and will take learning seriously, as they are investing in their own education. Adults usually have a purpose in learning and need to see the personal value or reward in taking the classes.
(Watson, 1988) Evolution of Jean Watson’s Carative Factors/Caritas Processes over time |Carative |Caritas Processes |Caritas Literacy (Competencies) | |Factors |(2002-2008) |(From draft of working document subgroup of | |(1979, 1985) |(Some agencies/individuals refer to the Caritas |International Caritas Consortium, June 2007, | | |Processes as “Caring Practices.”) |Watson, J., D’Alfonso, J., Duffy, J., Rigotti,| | | |G., and Woodward, T; modified by Jean Watson, | | | |Jan. 30, 2008) from Watson, J. (2008). | | |
Washington, DC: American Psychological Association. Craske, M.G., & Barlow, D.H. (2007). Mastery of your anxiety and panic, 4th ed. therapist guide). New York, NY: Oxford University Press.
Background For background information, I am studying teaching in order that I can have an understanding of how my students are learning, and some experience of teaching, so that when I come to assess them for their NVQs I appreciate how they got to the point of submitting their workbooks to me. Roles, responsibilities and boundaries The simple way of describing my role as a teacher would be to say that I am there to ensure my learners get their qualifications (Wilson 2008:4), but the Lifelong Learning Sector covers more than just formal qualifications; many people just want to learn for the enjoyment of doing so, or an employer may have set up an internal training course without a nationally recognised qualification at the end. Learners could be aged 14 upwards and have many different learning goals. As a teacher I will do more than just deliver the lesson. I will have had to design the lesson and plan its delivery so that it holds everyone’s interest.
I believe that part on being culturally aware in the classroom teacher must build knowledge of what the student bring into the classroom. This concerns areas of the students’ life, students’ family, students’ community, and the students’ cultural background. In this we dive into a deeper level of commitment with our students giving them the message that we as teacher are not here just to be another authority figure, but we are here to be an understanding mentor that is aiding in the process of their growth. Doing so would call teachers to challenge their student on an individual level. With this challenge on the individual level, teachers should begin to learn the background of their students, with this new gained knowledge; know how to approach challenging each student in a different way that best suites the student.