Pantelidis  undertook in-depth review of multiple research papers and she highlighted the reasons to use VR in education and training. It gave an invaluable perspective of the teacher and student as enlisted hereunder. • Promotes constructivist learning. • Can be effective for special needs students. • Teachers became facilitators.
Darling-Hammond (2009) agree that prosperous professional development, one that leads to student achievement and success in the organization itself is reliant on authentic collaboration practices in an active professional learning community (p.11). They go on to conclude that as a result of school communities providing teachers with opportunities and time to develop strong working relationships, more sharing and consistency among educators and problems solving efforts will be observed (p.11). Greenleaf theory advances that a strong sense of community can only come from intended actions of the servant-leader (1970,
In addition to leadership style, employees satisfaction and commitment towards the organisation is equally important. On this note, this research is aimed to examine headmasters’ transformational leadership style on teachers’ organizational commitment in cluster primary schools. In this research, teachers’ job satisfaction is conceptualised as a mediator between leadership style and organzational commitment. Cluster school, according to the Ministry of Education Malaysia (MoE) is defined
In schools today, many teachers influence Peer-Assisted Learning Strategies (PALS) on their students in various classrooms to show the importance of group work and how working with others can be significantly helpful and also effective towards the improvement of grades. Peer assisted learning strategies have not only shown an improvement in students’ grades in school, but also serve the purpose of helping students learn to listen to others perspectives besides their own, and develop their own voice resulting in an increase in their own self-confidence. Peer-assisted learning strategies were created to serve the needs of those having difficulties in various academics, and are also used to aid English Language learners. These peer-tutoring programs are
Scaffolding, according to Abbott, who is the editor of The Glossary of Educational Reform, is a variety of techniques used to help a student or students to move on at the proper or excelled pace for stronger and deeper understanding and having greater independence of the learning process. In short scaffolding has been and continues to be a gigantic impact and wise move made in the school system and by teachers who truly care about their students go to infinity and beyond in their learning and education. Scaffolding is very closely related to Vygotsky’s ZPD which stands for Zone of Proximal Development Santrock (2011). The ZPD shows the range of ability, skills and other tasks that the child, children, or students can perform on their own without out an adult or a guide by the student’s side to help them Santrock (2011). In this case this is will be the classroom and the students and how well they can perform what is taught to them, if they can understand will little to no help and even tested what the classroom grades would look like.
Issues of cultural diversity are more focused, especially in the class room setting. There are several techniques that may be applied to teaching to accommodate students of diverse backgrounds. Teachers must first be aware of stereotypes, ethnocentrism, and biasness. They should apply management techniques to the physical space as well as students’ behavior. Multiple intelligence theory active learning, technology and multi cultural education are among some of the techniques that may be applied to teaching in the class room.
Teacher educators and K-12 public school educational leaders recognize the need to provide specific culturally responsive teaching (CRT) training to pre-service and in-service teachers to better prepare these individuals to teach culturally diverse student populations. According to Brown (2012) and Gonzalez (2012), teacher preparation programs are training teachers in the use of CRT. For example, Gonzalez (2012) asserts that pre-service teachers need training in classroom-based assessments that address the learning needs of culturally diverse students. This study explored teachers’ lived experiences with teaching a culturally diverse student body and fills the gap in the literature on teachers’ lived experiences using CRTS with culturally diverse
My perception of how to work with a diverse classroom has changed somewhat. As a teacher candidate, the initial thought of learning how to work with diverse students seems complex. Although, the process is involved, I was delighted to see that there are some suggestions provided to help students with learning needs that I employ as a substitute teacher. For instance, when I am teaching a lesson, the students are given instructions on how to complete a task. The instructions are repeated a few times but with variance in order for all students to gain an understanding.
Faculty Leadership Judith Little (2000) has described a school education analog of college and university faculty leadership, called “teacher leadership,” where “teachers are expected to exert the kind of influence on one another that would enhance success and satisfaction with students” (Little, 2000, p. 393). In a historical analysis of the evolution of the profession of teaching in both schools and post-secondary institutions, Gerald Grant and Christine Murray (1999) delineated how “schoolteaching and professing” have institutionalized differently over time, and yet they shared the “essential acts of teaching” (p. 32). Schoolteachers and college and university faculty share the essential acts of “knowing the student, engaging and motivating,
Lessons are designed according to students learning difficulties. Students’ prior knowledge is assessed through the pre-tests and interviews as assessment tools to inform the content of the lessons. According to Hodge (2010), the key component of an effective lesson is when the teacher understands and knows about the topic. As Variation Theory using learning study is collaborative in its nature, teachers gain more knowledge on the topic as they discuss and meet to share their past experiences about teaching the topic before proceeding to the