Most importantly, students need to be asked to give their insights and observations about teachers which more than likely the school administrators who come and observe might miss.” This point is a major reason on why we should be able to grade our teachers. It states that it makes class seam more equal since they can both grade each other and it makes the relationship better for both sided. It also states that grading your teachers will benefit them so they know what to work
Like stated before, it gives the teacher to see where the students ' strong points are or where their weaknesses are and need to work on that specific topic. When having assessments as the teacher it helps them know where their students are at with the lesson and it makes the students know that learning is an important concept in school. By students realizing this it makes them take school seriously and want to do well in class. If the students, see the teacher caring about them and working with them they will be more willing to take their studies thoughtfully and if the students still do not understand they know the teacher will be willing to
The ability for a teacher to point out a mistake, no matter how cruel, is significant to turning a student into a pristine student. If someone were to compare the two types of teachers, then the tough one would usually win result-wise. There are three actions that tough teachers would give you a hard time with, discipline, grit, and self-confidence. To begin, discipline can take you far in life. This is because it would teach you patience along with other skills that are necessary for the future.
The inability of employees to achieve their needs may amount to dissatisfaction which could eventually lead to turnover intention of workers. Thus employees who are satisfied with their workplace / work environment are less likely to want to leave their organization. The improvement of performance in schools totally depends on teachers’ job satisfaction (Shah & Jumani 2015).This may be true because dissatisfied teachers may not be efficient in discharging their duties. Smilansky (1984) as contained in Kayastha, (2012) observed teachers ' work satisfaction and revealed that teachers ' general satisfaction and stress at work were related mostly to their reported feelings about happening within class (such as interaction with pupils, the process of teaching, and pupils’ behaviour in school) rather than to administrative or policy
Our students don’t always learn what we want them to learn, but they always learn something. Other than the curriculum, they may learn how to get the teacher mad, or how to avoid responsibility, either way, learning takes place. (Ben Johnson, 2011). To solve these problems, and the problems that the teacher made in this video, we must be a humanistic model teacher, build better relationship with all the students, make clear rules, create an effective learning environment, and setting the emotional climate for learning. In this case, the teacher makes some mistakes: First, we can see, they take the test, that means this is not the first time the teacher teaches these students.
To illustrate, students have their own ways or techniques to attain or adopt the new information, therefore, they may get bored spending much time in Presentation. They get engaged mostly in Practice stage due to the teacher guided error corrections. What they believe is that the less mistake they do, the more they learn. This is such a challenge for them, which they expect, because in this stage teacher gives different varieties of exercises and they keep trying to have less mistake and to make sure that new information acquirement is complete, which in general, takes longer time than it is planned. As a result, teacher modifies the lesson according to the needs of the Ss, and to see them trying, makes teacher give them more time in Practice and less in Presentation, and even the least in Production stage.
When this situation occurs, teachers must be able to reason with this student quickly, to not distract or waste learning time for other students. Patience is also a huge factor in becoming a good teacher. Every student perceives information differently, and some with more difficulty than others. By demonstrating patience, teachers are allowing the student who may be struggling, to feel less anxious and frustrated about understanding the concept. Some students just choose not to put in the effort to learn what is being taught, and might take more pleasure in provoking the teacher and class, instead of doing the assigned work.
Teachers can design some special classes. The traditional classes should be changed in order to encourage student’s creative thinking and develop their creativity. Teachers can change the teaching method, transmit their knowledge or knowledge on the textbooks to the students by playing games, telling some background stories, using interesting and the easiest examples to explain the hardest questions, etc. In this way, some teachers may worry that students will not take the classes seriously, but the truth is students will take it more seriously than you think. Because they are interested in the classes, they feel more comfortable and happier when they are doing the assignment, they will finish it more efficient.
Some students in the interviews also agreed upon this point when stating that their teachers’ pronunciation was not really good and was sometimes wrong. Modeling is one of the roles of the teachers in the classroom; therefore, when the teachers mispronounce the words themselves, the students will do the same. When the students, especially students with good English proficiency, recognize teachers’ poor or wrong pronunciation, they may feel disappointed or doubtful of the teachers’ ability. According to Pintrich and Schunk (1996), competence of a teacher would not necessarily cause motivation but students might take a competent teacher more seriously than the one who performs poorly. In order to avoid this situation, teachers should consider using visual aids such as
When teachers are involves in setting the mission, vision and values of school, teachers find it easier to achieve the mission and vision as teachers are directly involved in teaching and other works related to school. However, from the informal interviews teachers extend the lack of their contribution in