“Primary teaching is an immensely complicated business. It involves the interplay of so many elements, including interpersonal, intellectual, physical, spiritual even aesthetic dimensions” (Richards, 2014, p.8). Primary teachers must demonstrate a variation of personal traits which children can therefore connect with and feel a sense of understanding between themselves and the teacher. Within this assignment the focus will be on the qualities and attributes which I as teacher aspire to develop in order to create my own personal teacher identity. The three attributes that will be discussed are; enthusiasm, organisation and patience, as I believe they are extremely important to be successful.
126.96.36.199) Autonomy and trust: Teacher leaders need to be trusted to make decisions and empowered to lead change efforts related to the larger school vision. The principal can make it possible to lead by giving teachers lot of freedom and decision making power around issues of curriculum, instruction and professional learning. 188.8.131.52) Structure to support teacher teaming: Organizing teachers into professional learning communities through department or grade level teams and providing concrete structures such as common discussion time and meeting protocols opens up locations for teacher leaders to share their work, lead collaborative planning and facilitate discussions that promote
Kelchtermans (2009) explains that a teacher’s professional identity is directly linked with the teacher's job satisfaction, occupational commitment and motivation in their line of field. As stated by Burke and Stets (2009), there are three factors that affect the professional identity of a teacher. Person factors, role factors and social factors. I will discuss on how these three areas have affected myself and my profession on being a teacher in Hong Kong. A teacher's belief and morals are generally shaped by their early childhood experiences.
Teaching is changing quickly, so we must change with it. We need to learn how the students learn and teach in that way. We need to work with the different programs and embed technology as much as possible. We need to try new things, accept that not all will work, but at least be willing to try. My favorite quality of a good teacher is the love.
However, it is important from the prospect of students that teacher should ask questions regarding the matter they discussed for the reason that this is the only way teacher can assess the level of understanding students get. On the other hand, it is a good opportunity for students as well to ask queries regarding the lesson and complication that they face at the time of reading the matter. Furthermore, with the help of proper QA session, both students and teacher can easily solve their queries and they would get their desire output. However, it is a core duty of a teacher that they must provide additional reading stuff after getting the positive result from their students because it would assist him to enhance their reading skills to the utmost level. It is quite imperative from the prospect of students that they have to be very focus while learning the new lesson for the reason that it would assist them to manage and cope with the complex words in a more effective manner (Moussu & Llurda, 2008; Flohr,
Teachers are the life-blood of school districts across the United States. They are masters of their specific grade-level content and work tirelessly to manage the learning and well-being of their students. Teachers are the academic leaders of the learning environment within their classrooms and collaborate with their students throughout the year in order to facilitate learning, and foster creativity and problem solving. However, over the last thirty years, teacher leadership has taken on a whole new meaning.
A more formal meaning of professional development is contribution and participation in courses, programs, workshops and other activities by the aim of developing and bring up-to-date professional skills (Schwartz & Bryan, 1998). Thus as Diaz-Maggioli (2004) defines professional development for teachers refers to a career-long process in which teachers fine-tune their teaching to meet student
It leads to multiple solutions with a broader perspective. • Responsibility: - Dewey opines that responsible teachers bring changes in the students by their experimentation .Reflecting one’s principles to enhance teaching as well as an active yearning to listen more, to pay attention to alternative possibility. Reflective teachers are constantly questioning themselves with questions
This was because of the significant challenges that I have to tackle in terms of time management, out sourcing a variety of teaching resources, and the level of creativity required in designing relevant activities and more flexible teaching methods. At the time, I felt the pressure and the challenges ahead, but also imagined the window of opportunity for improvements and creativity. Freire (1993) compared the narrative style of teaching and the practice of problem-posing education. Freire (1993)arguedthat the narrative style of teaching with the teacher as depositor of knowledge and the students as depositories leads the students to receive, memorise, and repeat mechanically narrated accounts. Freire (1993) described this as a banking concept of education, in which the scope of action allowed to the students extends only as far as receiving, filling, and storing the
In Katherine Hawley’s “Trust a very short introduction” she brings up the idea that trust is an interpersonal connection and that the difference between trust and reliance is the ability to uphold a commitment. Teachers and students should have trust and need this idea for trust. A teacher and student make many interpersonal commitments to each other. Following the ideals of servant leadership they have committed to the growth of people (aka the student). Attending a particular university they have committed to certain learning outcomes; at kettering including “leadership that motivates others to follow”, and a commitment to fulfilling one’s ethical responsibility (ku learning outcomes).
Education writer, Mary Ellen Flannery in her article, “When Teachers Take Charge,” claims that teacher-led schools could be a part of the future of education. Teacher-led schools are schools where teachers and educators decide what they want the students to learn and what they want to teach. They work together on everything and collaborate with each other to plan. In the article it states that, “Reiche teachers gladly put in the time because it’s so motivating to see the results for student success.” There are many teachers who do care about their students succeeding which is why teacher-led schools should shape the future of education.
The Education of Immigrant Children Introduction Each year there are a numerous circumstances immigrant children face in order to get the proper education they need. Researchers have recognized the importance of children education and have found a three-pronged approach on how to handle this issue by removing barriers and provide funds to postsecondary schools that will lead children to be successful in the future, improve ECE participation rates among immigrant children, and having parental and family involvement to help their kids more to give them a better understanding in school. The Problem According to researchers, immigrant children in school are affected in several ways, some ways that later on in the future they might not