Colleagues in contradictory directions can still be legitimately influenced by multiple leaders to bring about a collaborative distributed leadership (Spillane, 2006). The appropriate leadership behaviours of a school leader can influence the teacher to be willingly committed, professionally involved and readily to innovate. Thus, instructional leadership can be transformational (Sheppard, 1996). With teachers in an effective integrated leadership, both transformational and instructional, the school will benefit from the instructional leadership of the teachers to improve on school performance. SAFWOS will continue to leverage on effective integrated leadership to enhance the school systems and
After I read Lopez article, it change my view toward intervention. According to what Lopez (2013)said,“ it is important that we first grasp the fact that our greatest interventions are often the ones that come as a result of the way we utilize our time intentionally.” This is meaningful phrased because he argues that it is not the money but our time. As author described, I think the greatest interventions created from the teachers since the teachers know the student well and can resolve the best way through carefully planned intervention. For example teacher can help student struggle with reading comprehension, may can give one in one instruction when the class focus with their work. When teachers take an extra time off, it may return with innovated ideas to stimulate positive
Author Jeffrey J. Selingo reports recently, “the swing toward renewable information reflects the cumulative demand for understanding with new learning modalities, from online talks to curated content to face-to-face meet-ups to virtual group discussions offered by a constellation of new providers” .A progressively fragmented collection of enlightening practices is also operating demand for facts to aid apprentices to make better verdicts about what to learn based on recognized skill gaps, employer demand in precise markets, and an understanding of the influence that instructive experiences have had for people with similar circumstances. This form of lifelong learning is a skill few others have absorbed in a lifetime of
Dimensional descriptions in connection with the expectations of teacher’s effectiveness in the field of organizational behavior provide the basis of desirable or undesirable personality characteristics judgment. So pronounced neuroticism, as an undesirable trait for teachers in interactions with students is quite a justified assumption. Teachers with high neuroticism will need a long span of time to improve their social skills and communicative relationships to their students. Moderate extraversion is enviable because of its association with self-confidence, friendliness and positive emotions. A teacher should have receptive attitude towards unconventional ideas and acceptance of different cultural backgrounds, various feelings and behaviors of their students.
Coaching and Mentoring. Juanita C. García, Ph.D.writes about professional development in 21st century as nine structures for coaching and mentoring She believes that a successful professional development program in the 21st century relies on teachers learning from each other to problem solve collaboratively, using technology devices to build their knowledge base, receiving coaching and mentoring services from model teachers, and being deeply involved in reflection and action. We will discuss these critical elements, beginning with coaching and mentoring. Since the early 1980s, the pioneers of coaching and mentoring, Joyce & Showers, have been investigating the theory that peer coaching could be used to increase classroom implementation of training sessions. They believed that teachers who had training followed by coaching would have a higher transfer of learning rate than teachers with training only.
The concept of teaching and learning is a matter of understanding the role of a teacher and a student in the performance of learning and teaching. Dona and Marcus(2013) underline that the teacher's job is to maximize each student's academic progress by identifying his or her strengths and weaknesses and implement the appropriate learning and teaching strategies. Previously mentioned in this research the teaching methodologies that teachers bring in the classroom are of a big importance. In this chapter below will be given the main details about both traditional and modern methods. Figure 1:Traditional teaching Figure 2: Modern teaching 2.1 Traditional methods As a young teacher I have been part of an educational system that involved
Therefore, teachers must create an ideal classroom environment that is encouraging to learning. Also, teachers should be trained to support expanded role for class interaction to make effective. Teachers should consider various strategies that can capitalize on student engagement and success in the classroom. As instructors, we can create an ideal classroom environment that is favorable to learning. Learning is intrinsically hard-work; it is pushing the brain to its limits, and it can only possible with the help of motivation.
A Discussion on THREE trends in Educational Technology. The constant evolution of technology is of outermost importance to individual who are known digital natives. Consequently, this evolution has cause a trend in educational technological that has paved the way for variety of studies to be done through use of technology enhancement in the field of science and education. The constant evolution of technology I believe is of outermost importance in the 21st century learners. According to Warlick (2012) which stated “We need technology in every classroom and in every student and teacher’s hand, because it is the pen and paper of our time and it is the lens through which we experience much of our world.” However, it is through technology educators
Usually, pre-service teachers are placed with their partners at school so they can experience practicum journey together as they will help each other to polish their teaching skills. A study was conducted by Salih (2013) conclude that peer evaluation or review of teaching is a necessary process in today’s teaching practices and as such it should be encouraged and promoted among teachers. Other than that, this study will help future pre-service teachers to be aware of what is the right definition of peer evaluation during their practicum. Future pre service teachers will be enlightened with the correct peer evaluation skills and procedures to further maximizing the positive impact of peer evaluation on their teaching performance during