* Business and reputation * Promotion prospects * CPD * Ofsted “CPD ensures that professionals remain up to date in a changing world and that the reputation of the profession is enhanced, encouraging individuals to aspire to improve performance and ensure they are committed to learning and it is an integral part of their work” Whittaker 1992 1.2 Analyse potential barriers to professional development. In my setting the main barrier to professional development is funding and being able to release staff to attend courses. Courses are often put on in the evenings and weekends and staff due to family and other commitments are unable to attend courses at these times, also it would incur additional costs. Other barriers that you may come across are employers not being supportive, a willingness to commit to courses particularly if they will involve course work. Some practitioners may not have studied for a long time and therefore may not be confident and also a lack of ICT knowledge can be a potential barrier.
The most important reasons that I am at WGU are: (rate on level of importance) a. Develop competency for use in the workplace __4___ b. Get done with my degree as quick as possible _ 2___ c. Balance school and life __ 3___ d. Network with my peers __ 5___ e. Get the skills to start a new career _1____ f. Other… __6___ 6. When I get frustrated with a subject I tend to: (Highlight or check all that apply) Put the activity on hold, then pick it up again later Seek support from teachers Seek support from my peers Find the answer by myself 7. When I engage in projects I like to: (Highlight or check one) Work on one project at a time, completing it, before moving on.
Also teachers need to make sure all the equipment the learners will be using during the course is safe for them to use. Ground Rules. When starting the course, a teacher should make sure they create a safe environment in the classroom: this means making sure everybody is comfortable with everybody else and nobody is trying to bully anyone. When working with adult learners it could be better to have ‘commonly agreed ground rules’ so they can agree with each point and find elements to discuss. This is good because when they get to decide the ground rules it’s more unlikely that they are going to break them.
Policies are oftenly created by the governing bodies of the school in order for rules and regulations to be in place and enforced. When these policies are in place, it means there are some determined procedures of how schools operations are handled and all staff and pupils know about the expectation of them and act accordingly. This saves time, prevents confusion and unifies the school. To create a safe learning environment such policies are created which establish a safe physical and mental environment for the staff and students of the school. To achieve these, policies such as anti bullying policy, equal opportunity, fire drills and mental health guidelines etc are created.
Sanford and Evertson (1981) have similarly argued that classroom management is a major difficulty for “teachers and administrators in junior high schools” (p. 34). Offering a more positive learning environment in the classroom is not simple and research studies do not fail to reveal that the fundamental component in succeeding in managing it is in the teacher's capacities to oversee and direct the class.
You should make lists of what you need to accomplish and if something is not completed then simply move it to the next day. Before you leave your classroom in the afternoon, you should prepare it for the next day so that when you arrive the next morning you are not rushing in to get prepared before the students arrive. Create procedures for repetitive actions that occur so that everyone in your class knows exactly what to expect and it does not cause a disruption when they occur. Managing your classroom will not only cause relief for yourself but will put your students at ease. Establish a few firm rules that are easy to remember and include the class in establishing these rules.
Effective classroom management for me is a huge component of what I attempt to do in my daily environment. Without consistent boundaries, my students would walk all over me. I would not be able to get past Chapter 1 if I did not plan and execute highly engaging, rigorous, and motivating lessons. Because of this course, I have been exposed to many wonderful resources to aid me in this quest. Jones and Jones (2008) have compiled a list of basic assumptions about classroom management.
Teachers are complaining about work related stress they experience (Sadtu 2000) Cordes and Dougherty (1993:622) proclaim that such work related stress causes job compassion fatigue. In this regard mention is made of “external” stressors such as pressure from the external environment e.g. behaviour of learners in the classroom. Positive (good) stress is necessary. Without this type of stress we would have no reason to get up in the morning or to do our assignment.
Students need to see that there is equity in the classroom, including clear, consistent guidelines concerning procedures, expectations and discipline. This includes dress, behaviour and punctuality. Accessibility to students is promoted, although a professional ‘distance’ from my students is maintained to enforce equity and discipline. I am not their ‘mate’; I am their teacher and they must know there is a professional line. Is it not ironic then, that the very nature of teaching often makes us surrogate fathers, mothers, brothers and sisters?
Managerial Skills (Time Management) Working as a teacher requires excellent time management skills. Teachers need to balance the long-term goals of the classroom, the immediate educational needs of the students and the large volume of paperwork that comes with every assignment. Between writing lesson plans, grading exams and actually teaching, teachers often feel that it is impossible to fit everything into the allotted time frame. Although the career path seems to have too much work for the number of hours in a day, it is possible to manage the situation and clear extra time in the classroom and outside of class. With effective time management skills, teachers can increase their productivity and provide a better education for their students.