The purpose of choosing this case study is to investigate and identify the preparation of teachers teaching in the content of knowledge and their standard teaching approaches with diverse students across the curriculum. The researchers also critically examine the issue of the National Association for the Education of young children to support and secure the feelings of ESL students to be competent in their learning. This case study is related to the Practitioner Enquiry topic which is “Teachers’ Strategies in Teaching English in Early Childhood students.” As a practitioner, I feel that it is important for teachers to understand and care for early childhood students. . A key finding that was found to be effective in this study was the support
Teaching as an intricate activity necessitates qualified teachers. Teachers are considered the key features for the success in any educational system. As Campbell (2000) mentions, teacher is one of the prominent features in the process of language teaching and learning. Possibly one of the most imperative aspects of the teaching process is assessment procedures since many studies revealed that the use of assessment to promote learning in the classroom improved student achievements (Earl& Katz, 2006). Therefore, evaluation of students’ progress is considered as a key part of teachers’ job (Brumfit & Johnson, 1979).
3) Thoughtful Interpretation of information 4). Decision making. Teachers play a major role in classroom assessment as they develop, administer and analyze the questions. They are more likely to apply the results of the assessment to their own teaching. Therefore, it provides feedback on the effectiveness of instruction and gives students a measure of their progress.
(Ritualo, 2000). This work would serve educators, particularly in assessing students, Supervisors and Curriculum Planners to find understanding the outcome of assessment (traditional and authentic) on science appreciative and learning conclusions of scholars. Classroom assessment practices are based on teacher beliefs, training, knowledge and skills in educational assessment. Understanding teachers’ classroom assessment practices remains pivotal for informed educational decisions that can be made about students’ learning outcomes. The results of this study may provide valuable insights for understanding teachers’ classroom assessment practices and needs for teachers in and other parts of the world.
Colleagues in contradictory directions can still be legitimately influenced by multiple leaders to bring about a collaborative distributed leadership (Spillane, 2006). The appropriate leadership behaviours of a school leader can influence the teacher to be willingly committed, professionally involved and readily to innovate. Thus, instructional leadership can be transformational (Sheppard, 1996). With teachers in an effective integrated leadership, both transformational and instructional, the school will benefit from the instructional leadership of the teachers to improve on school performance. SAFWOS will continue to leverage on effective integrated leadership to enhance the school systems and
In this regard, Mcough and Shaw (1995: 271 – 273) provide more detailed advice as follows: Evidence also tends to suggest that the questions a teacher asks in the classrooms can be extremely important in helping learners to develop their competence in the language. It is useful to observe if teachers put questions to learners systematically or randomly, how long they wait for a response, and the type of question asked, from that requiring a simple one-word reply to higher order Referentialquestions where learners can provide information which the teacher does not know. Similarly, in the case of feedback and correcting learners, we can observe how and when the teacher does this. Questions The Longman Dictionary of English language provides the following definition for a question: a command or interrogative expression used to elicit information or a
Pedagogy or pedagogy knowledge is the discipline that deals with the theory and practice of education such as lesson plan development, classroom management, students ' assessment and instructional methods for students teaching. The pedagogy is focused on improve the learning and intelligence of the student. In school, there are two types of leaders, the teachers as leader of his class and the principal as leader of the school as whole. The successful of the school depend on effective of both leaders on providing a pedagogy atmosphere in the school. For the teachers, creating the pedagogy classroom is one of his responsibility and he must combine both the subject knowledge and pedagogy knowledge in order to be an effective teacher.
This means that an effective teacher ought to show that he or she is knowledgeable in the subject that is being taught. According to NC State’s College of Education’s LEAD/SERVE conceptual framework, an effective teacher must exhibit a mastery of the education context . To achieve this, a teacher should take the initiative to make several decisions concerning planning for instruction, developing teaching strategies and evaluating outcomes of lesson plans for effective teaching takes time and effort. “Effective teaching is much more than an intuitive process. A teacher must continually make decisions and act on those decisions” (Cooper,149).
ABSTRACT Language is a means for expressing the addresser’s/addressee’s opinion on people, things, situations and events. There are meanings associated with opinion, viewed as resources of evaluation or appraisal in language. The Appraisal theory represents a classification which encompasses the systems of Graduation, Attitude and Engagement. Attitude, which is one kind of appraisal resources, plays a fundamental role in the expression of interpersonal meanings in language. Therefore, attitude deals with a way via which one behaves towards someone or in a situation, in particular, when this indicates how someone feels.
If educators reflected deeply on their practice through a common framework and vocabulary, it could help schools and teams of teachers determine the focus of their professional development based on what is actually occurring (or not The Center for Educational Effectiveness, Inc. © 2007 www.effectiveness.org occurring) in the classroom. Richard Elmore (2005) contends that a focus on practice is essential if school reform efforts are to meet with success: The schools that succeed in changing practice are those that start with the practice and modify school structures to accommodate to it, often making more modest changes in