Before I started this semester, I became heistent and nervous about teaching. I questioned on if I would be successful in fostering students learning. However, the first time I saw a student who was struggling using a strategy that I had taught him previously in the week found him to be successful. I knew that teaching had it hooks on me and was reeling me in. Each week I continue to student teach I develop a passion for the career path and become more eager to get my own classroom one
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.
As teachers, we plan for student learning, we plan for success of the student and, we teach students in hopes that they will learn. As teachers, we do a lot of things to ensure that some type of learning is taking place within our classroom, but have we ever stopped and thought to ask our students “what is learning”? When they are completing assignments, homework, or projects, are they thinking about learning or is it just something that just sort of happens? According to 14 year old Jane Doe, “learning is understanding what makes every place their own place and everything their own thing.” Through several observations, interview sessions, research and talking with her other teachers, I was not only able to see how different theories of cognitive and social development tied into her learning patterns, but I was also able to see how Jane’s custom definition of learning came alive in her mind, and why she thought of learning the way she did. ACCORDING TO PIAGET According to Piaget’s theory of intellectual development, Jane Doe, at age 14, has exceeded the concrete operational and is well into the formal operational stages of development (Eggen & Kauchak, 2010, P. 37).
Also, performance of school teachers depend on how they are being motivated. When teachers are motivated, they are also inspired to motivate their learners as well as to do extra work without any command of their superiors. Thus, every school needs a superior who will act not only as the manager but also as a leader, who will turn his/her every teacher to be a globally competent mentor. A leader who is willing to listen and learn with his/her co-teachers and respect others’ opinions. A leader who will make a better employee and who will bring the best of his/her employee.
Relationship Building Plan A teacher is not only burdened with the responsibility of ensuring that he is able to do his part in educating his students. As they say, the caliber of a teacher is seen with how his students are able to rise above mediocrity. However, the teaching profession is not just about imparting quality education. Along the process, he has to build rapport among his students and the other people around him. For the purposes of this paper, the various relationships that a teacher builds throughout his career as an educator will be discussed.
I am striving to be more technically proficient by earning my Master’s Degree. Fostering good working relationships with others is an ongoing process. Many things can lead to good working relationships. Showing others that I am prepared lets them know that I care about what I am doing. There have recently been many issues raised in the curriculum committee, which I chair, about that manual that dictates our proceeding.
If someone is truly interested in something, they will want to continue to learn as much as they can to gain more knowledge. Everyone learns differently. If one has an educator that really strives to bring knowledge and experiences to their students, the students tend to enjoy what they’re learning in the class. Whereas, an educator who does not really care how the students do will tend to rub off on the students making them not want to learn what’s going on. A good education is what all educators should strive for.
2.2 Teacher resilience A good number of studies has shown that facing various challenges for teachers in different years of their teaching is inevitable. This issue become important when teaches lack the ability of managing these difficulties which may result in burnout and attrition. To be on the positive side, equipping teachers with qualities that prevent them from frustration and make them to thrive than just survive was an ongoing concern for teacher educators and policy makers. Resilience, as a specific strategy that individuals usually apply when they face a kind of adverse situation (Castro, et al., 2010), has been attracted a lot of attention among researchers. Resilience as a developmental attribute seems necessary for teachers to
As the world keeps changing, education is also changing over time. Therefore, as a teacher, it is important to educate myself. There are many ways to educate ourselves, I can learn from my students, other teachers’ experiences, school’s training, or other development programs from different organizations. Students are always the one who can inspire us. However, teachers always mistakenly think they are the teacher but forget they can also be the learners.
Teachers can vary in their quality of teaching in the aspect of attitude, knowledge and skills. Ultimately, even with the different skills present in teachers, their goal remains mutual which is to aid students to achieve their goals in life. The type of relationship that exists between teachers and students plays a crucial role towards student’s development. According to Liberante (2004), teacher- student relationship is one powerful tool as it is able to cultivate a sense of belonging within students which leads them to be more involved in classroom