For the theory involving constructivism, students assemble their own knowledge and each individual creates subjective representations to objectives due to their prior knowledge thus, teachers act as the guide on the side to direct them along the right understanding. Progressivism involves learning by doing which encourages critical thinking and problem solving as well as the teachers encourages the students to intrinsically want to learn by captivating them through activities that are related to their life and their prior knowledge. I believe that this is the best way to teach students. As a teacher, one has to keep in mind that each student is different and there are many external factors that cause diversity in the classroom. For instance, students may come from different socio-economic backgrounds, various religious and cultural beliefs, different ethnicity and gender.
The above trends are valid as they define principles one needs to consider while rethinking leadership qualities and provide guidelines to help one define and set goals in their own context for school improvement process. We all agree that schools are complex dynamic systems that have an influence on the students’ academic, social and behavioural learning. Since there are so many changes in society, economy, etc., but also in the school system, the individual school must become a “learning school” in a twofold sense. Besides promoting the learning processes of individuals, the whole school, as an autonomous organizational unit, must learn, which means that it has to flexibly adapt to social, economic, and cultural developments, sometimes even
Through Hallinger et al. (1996) research, student’s progress and achievement although is not directly related to the principal’s role but in directly relates the action, instruction and policy made by principal in the school to achieve the educational goals. The principal’s efforts do not directly effect on the students but it influences the persons who are unswervingly contained with the student achievements on a regular basis (Boyan, N. 1988; Hallinger and Heck, 1996, 1998; Heck, 1990; Leithwood, 1990). The more current research highlighted the major role of principal’s leadership style in supporting to do many changes that have been important as a consequence of the stresses placed on schools (Bernett and McCormick, 2004; Datnow and Castellano, 2001; Slater, 2008). For example, Hull (2005) noted excellent principal leadership in extremely prosperous, school using strategies that developed the school faculty and supported the educational environment.
I would like to start with a quote “Not all Leaders are Managers and not all Managers are Leaders”. A number of questions come to my mind when I think of Leadership – ‘Can Leadership be taught?’ ‘Is Leadership an innate behaviour that one possesses?’ ‘How important is Leadership when it comes to educational leadership and management?’ As I understand leadership qualities are difficult to pin down because each of us have qualities that need to be shaped and developed through a continuous learning process. Since educational attainment is a complex process which require people with leadership qualities to help provide direction which can contribute to the necessary organisational changes I am interested in this specialization because I feel that it will help me understand the complex nature of school organization which plays a vital role in shaping one’s educational outcome because school as a whole influences the way in which we approach society and are shaped on the ideologies that the school follows. Sometimes these ideologies are so rigid that it requires good leadership to help bring about the required transformation and changes in the culture and practice of the schooling process which is not an individual act but a shared enterprise of the teachers, students and the community as a whole. I believe that leadership qualities must encourage critical practices that are reflective in their approach that consider the cultural and organizational practices and think
It is about being able to cater for all learners critically so and the curriculum is one aspect that can assist in order for such measurers to be met. However what if the curriculum itself prohibits effective learning? A focus is turned upon the learner experience and social action. In this instance, the social action is directed to the educational practices that teachers have to implement making use of the curriculum. Being able to comply with the prescribed curriculum is a in itself a challenge as the newly updated curriculum has a lot of requirements.
However, little is known about how the program influences teacher capacity for leadership in their buildings. Given the importance of teacher leadership in implementing change (Ferris-Berg, 2014), a greater understanding is needed of teacher perceptions of factors that influence their willingness to step into the 'teacher-leader' role. The Getzels-Guba Social Systems Model will be used to explore how teacher leaders perceive their role within the educational system. Purpose of the Study The purpose of this qualitative case study is to explore the interrelationship of the participation in the OKMath/OKSci Leadership program and the teacher’s capacity for leadership, utilizing the theoretical framework of the Getzels-Guba Social Systems Model. This study will focus on math and science teachers that have participated in the OKMath/OKSci Leadership program and interviews will be conducted at various locations throughout the state of Oklahoma.
As a beginner teacher you will encounter many contradictions and challenges in school; you will learn to teach in a particular context but will need to be able to transfer your learning to new contexts. Critical reflection will help teachers to do this and further allows us to synthesize different perspectives to help explain, justify or challenge what we have encountered in our own or other people’s practice. It may be that theory or literature gives us an alternative perspective
Thus, it is imperative to know the individual students in the class and their needs to be able to take into consideration in planning for group work. While it is difficult to plan to completely avoid conflict, it can be minimised with attention to the different criteria as aforementioned, so in the hopes to maximise potential for learning and effective group work. According to Baines et al., (2008), often teachers place same-ability children in a group for the purpose of classroom management, however, group work also involves developing social skills and learning to work with others. Thus, it is important to organise mixed-ability groups but to not to put extreme ends of abilities together rather have groups of high to middle-ability students and low to middle-ability students. This allows students to learn from others and also “reduces pupil frustration due to large differences in ability while maintaining some inclusion across the ability range” (Baines et al., 2008, p. 18).
An Invitation to Life: The Art of Teaching Introduction Teaching is defined as the process of education which is guided by personal values, educational needs, and a range of beliefs that a teacher holds to be true (Eisner, 1994). In order to teach effectively, one has to rely on educational theories which inform them about how children learn best. Moreover, the beliefs of an educator impacts classroom decision making, ultimately influencing children’s’ chances and opportunities to learn (Levin, He, & Allen, 2014). However, there is a gap between theoretical and practical knowledge of an emerging educator due to many reasons (Hascher, Cocard, & Moser, 2004). In this paper, we would be looking at the various issues regarding the art of teaching, namely, the importance of theory together with an educator’s teaching philosophy and beliefs, the increasing gap between theories and real-life experiences and practices, why it is a challenge to put theory and learning into practice and lastly, on how we as educators, can bridge that gap in order for us to embrace a mind-set of continual change as teaching is ultimately a life-long journey.
An assessment of student is the criteria to evaluate the learning outcomes. The primary goal of assessment process is to see continuous improvement of the quality of student achievement. There is a wide gap between the industry expectations and the institutional standards. So the institutions have to engage Industry and partnerships that will facilitate innovation and contemporary thought and practice to remove the