Teachers need to be self-reflective and to think about our own teaching. After each lesson I put the following questions to myself: Was the lesson effective?, What were my strengths and weaknesses?, How could it be improved? What follows are some of my reflections on various important items in my training period from the observations and own experiences carried out in the classrooms: -I have met lots of children in my internships and that is awesome for me. All the classrooms contain pupils with different abilities, different attitudes to English language and different styles of learning. I think that it is positive but also it is more difficult to respond to their different needs and interest.
It is very necessary on the part of the teacher to perform effectively in order to bring out the desired outcomes of the learners and this requires effective and appropriate use of teaching skills in classroom. Teachers are asked not only to present information, but to help students grow in creativity, curiosity, social adjustment, problem solving, and responsibility; teachers are also asked to help students develop a good attitude toward classmates and their school. The accomplishment of these goals has a greater chance if teachers use effective teaching competencies. In the fast changing world of the early 21st century, secondary education is also changing; the role of teachers will also change. New social challenges and demands towards education and teachers, change schools into institutions with modern aims and social contracts.
Culture is basically that part of the organization that is not written anywhere but is felt by the whole organization. Culture represents the collective behavior of members of the organizations which depict their habits, visions, work rule and symbols. Culture of an organization will affect the strategy, its approach to strategic
There is a reciprocal relationship between theory and research, as they both help in development of new knowledge. The study on job satisfaction has become very interesting phenomena for organizational behavior. Because high level of absenteeism and workers turnover can affects the entire organization. Special education
According to Patterson, Collins and Abbott (2004), resilient teachers consider their professional development as a priority. These teachers seem to prefer an active approach to resolve problems. Moreover, Howard and Johnson (2004) highlighted that some teachers involved in their study admitted that they had developed survival skills by reflecting on their practice when things were going wrong. Teachers who participated in Huisman et al’s study (2010) also considered both formal and informal professional development opportunities as a priority. As mentioned earlier in this paper, societal developments in several domains confront schools and teachers nowadays with more challenges of different kinds (Elchardus, 1994; Hargreaves, 1994b).
Teachers’ self-efficacy is considered to be one of the most important factors affecting teachers’ job satisfaction during their tough teaching years (Wolters & Daugherty, 2007). It is the perception teachers have that they can effectively perform the professional tasks such as helping students to learn. According to Aloe, Amo and Sanan (2014), direct relationships between self-efficacy and burnout have also been confirmed in several meta-analyses. Demirdag (2015) observed that there is evidence demonstrating an association between teachers’ self-efficacy and student and teacher outcome. In recent researches, empirical evidence has been found for several possible roles of self-efficacy, for example, self efficacy may serve as an indirect predictor of strain via stress as mediator (Wang, Hall, & Rahimi, 2015), as a mediator between stress and strain (Yu, Wang, Zhai, Dai, & Yang, 2014), and as a moderator of the stress and strain relationship (Schwarzer & Hallum, 2008).
These professional ethical constrains poses ethical dilemmas for the teachers. The areas giving rise to these ethical dilemmas for the teachers and the factors that are considered unethical by the teachers have been found to be given much importance in studies done globally. The cases of ethical dilemmas reported by the teachers themselves have been found revealing the grey areas of the teaching profession. The moral dimension of teaching becomes more concrete when a teacher faces a conflict in his professional conduct. Many educational conflicts require decision making from a teacher.
Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. It also implies the prevention of disruptive behavior. It is one of the most difficult tasks or aspect of teaching for many teachers. This single skill has heavily contributed to teacher stress and burnout (Gordon, 2002, Jepson & Forrest, 2006), overall teacher efficacy(Caprarait al., 2003; Edwards it al., 2002), students achievement and teacher performance in the classroom (Edwards it al.,2002; Milner, 2002; Pavlov, 2007), and has commonly been a major concern of principals regarding new teachers (Principal Perspective, 2004; Williams). Classroom management plays a big role in a student 's classroom achievement because it is an essential part of the teaching and learning process.
Have you ever had a teacher who inspired you to work harder or reach a particular goal? Were you inspired to become a professor by one of your best teachers? One of the most difficult and important aspects of becoming a teacher is learning how to motivate your students. Motivating students is extremely integral to facilitate their success. Students who are motivated by their teachers can accomplish amazing things, but students who are not motivated will not learn effectively.
Introduction Education, as defined by Hubbell and Hubbell (2010) cited in AlKandari (2012), goes beyond pure information transmission and skill building. It is essentially “a developmental process both for students and instructors” (Hubbell & Hubbell, 2010 cited in AlKandari, 2012). Classroom communication is perceived as vital for such a process to take place. Excessive communication, however, becomes a classroom misbehavior when a few students dominate the discussion to an extent that others’ learning is impeded (McPherson & Liang, 2007). Overly talkative students or compulsive communicators, as generalized by McCroskey and Richmond (1995) cited in McPherson and Liang (2007), encompass the following four characteristics: (i)