The Teachers' Roles in the Modern Society and Quality Education
The outspread of the English language in the 21st century requires more efficient adjustments of the educational system towards quality education. Developing new, more effective techniques, roles and innovative thinking are necessary to satisfy and encourage English learners to master their language skills.
The expansion of the industrial globalization, the rapid technological development are just fragments when observing the reasons of the expeditious outspread of the English language. Communicating in English in the 21st century superseded and became the most important terminology all over the world. The educational system quickly realized the importance of the English teaching
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This empowering role defines its objective undoubtedly, guiding and piloting the audience towards self-learning, highlighting independence from the instructor. Moreover, it encourages students to detect their own individualism for a constructive learning. Such an active method points out already the necessity of consistent questioning, comprehensive analyzing and organizing of the new source. This type of innovator role is far-reaching, and vital as individual needs which leads to the conclusion that students learning behavior is variable.
The diversity in education dictates heretofore that educators can not solely depend on just a single type of role, but have to adjust themselves by adopting different techniques. The Organizational and Prepared Teacher Role are examples for inventive thinking.
When educators take priority over as organizers, ESL learners are entirely involved orally to practice and progress the language skills. Where the Prepared Teacher Role:
1) establishes a purpose for each class
2) prepares materials and
Additionally, as I began to design the program, I also became a resource for teachers and administrators who were pursuing the SEI endorsement. For example, I conducted a “SEI Crash Course” Professional Development where I presented key ideas and strategies provided by the RETELL course for all of the departments in my district. Through this presentation, I was able to share my goals for the ELL students entering the building as well as my aims for my position as the ELL teacher in the middle school. In short, with this new role, I was able to provide support for staff and students in my school and establish a new program to ensure the success of the English Language Learners in my
Introduction Students whose home language is other than English are increasing in number. Most of them come into schools with different language backgrounds, cultures, and values. Schools should be prepared when it comes to meeting the needs of English language learners (ELLs) to ensure that they are being provided with the best education possible to be successful. Therefore, districts all around the country have put different programs into place for supporting the large population of ELLs. Unfortunately, these language programs have not always been readily available for ELLs and their families.
BEHS 210 Week 1 DB A very pressing social matter truly near and dear to my heart is the teacher shortage of 2023. Every time I think about this topic, my mind always questions, “at what point exactly did American run out of professional classroom teachers?” To help find an answer to my question, I used the learning resource’s definition of social science and what it does to help better our society. To breakdown the meaning behind the terminology, “social science is, in its broadest sense, the study of society and the manner in which people behave and influence the world around us (“What is Social Science?, n.d.”).”
I recently received my SEI endorsement and my ESL license is waiting on paperwork. However, I am currently acting as the ESL teacher in my school and I am unsure what my responsibilities are as an ESL teacher vs. being an English Language Arts teacher with the SEI endorsement. When I read this article, I noticed that many of the strategies mentioned are ones that I utilize in both my ELA and ESL classrooms. Therefore, I am curious as to how I can provide literacy services to my ESL students without overwhelming with the same content that they are also receiving in the Language Arts classes. I am asking this question as an ESL teacher with students who are currently in intermediate WIDA levels (high 3’s to low 5’s).
In a learning environment, teachers want to help students engage with what they are doing to promote deeper understanding" (Kohn, 1997c). The student-directed learning theory implies that the teacher should share the
CHAPTER ONE INTRODUCTION Background to the study Learning is a change in behavior over time that is brought about by experience during training in educational encounter (Akubuiro and Joshua, 2003). Training as part of education, is the acquisition of knowledge, skills and competence as a result of the teaching of practical skills and knowledge that relate to specific useful competences (Angel, 2007). Training helps the learner to acquire certain useful skills and develop critical mind for the learner’s self-development.
English-language learners (ELLs) with special needs belong to a minority group and require specific direction for educators on how to help these students in the school context and how to help to improve their educational outcomes. This is one of the most important topics in the field of education in the USA. The main issue of the teachers is to decrease the achievement gap between ELLs and their peers. Though, the educational needs of ELLs are diverse and rather complicated. English language learners face many obstacles due to their cultural and linguistic diversity.
Indicator 1: Instruction training on techniques Despite a variety of trainings, in-service sessions, and other communication, evaluations of teachers performance by academic and campus leadership the current state indicates that only approximately 40% of teachers (Table 1) involved in direct instruction of ESL students are actively and consistently applying techniques related to differential instruction, hands on learning, adapting text and interactive learning in their lessons. Ideally, in the desired state at least 85% of teachers should be using these techniques regularly. The techniques that are mentioned are SIOP training, how to write content/language objectives, how to modify instruction to ESL level, involve more students in discussion that can increase student performances.
initiative for planning their own learning, seeking out the necessary resources, implementing and evaluating their own learning (tenant p10). The research by Tough prompted a multitude of research on the phenomenon. To date self-directed learning is one of the most widely researched area in the field of adult learning ( Owen , T Ross 2002). Categories of SDL Merriam, Caffarella & Baumgartner p107 have classified studies on self-directed learning into three broad categories. Each of these categories captures a major perspective of self-directed learning.
This essay will explained the kind of teacher professional identity promoted by SACE and COTEP under the pillars of curriculum 2005 and NQF forming part of the white paper 1995 in redefining identity and difference in the education system after 1994 and it will also discuss how this identity did not and could not match the realities on the ground. Professionalism is the personal effort to act in a job that reveals fitting attitudes, behaviors and practices of the job. In teaching these attitudes may be: “having specialized knowledge which is the content knowledge and the ability to teach were teachers gain this on a lengthy period of higher education which is a four years to obtain the B ed degree were in the lengthy period teachers in the making learn to focus client interest maintaining a high level of responsibility learning and obtaining the ethical code of conduct” (SAIDE, 2010). By producing good quality results a teacher will be showing professional skills. Professionals require considerable freedom or autonomy to make judgments because they have to draw on knowledge based skills It is also showing that you believe in being professionally autonomous while accountable to the standards of you practice by having professional control over the credentials and the entry to teaching” ( SAIDE, 2010).
It provides the most effective learning condition which is the gap between what the learners can and cannot do without help in the ZPD. When planning the scaffold, a teacher should consider the designed-in scaffold, where the teacher has to plan before a teacher and the interactional contingent which is the situation in the classroom context. The teacher can provide the scaffold to learners during listening and speaking class to help the learners to decode and meaning build the sound they heard. A teacher who is not able to provide suitable scaffolding in the classroom is not able to motivate the learners to learn because the lesson may be either too simple or too difficult for the learners to learn. In conclusion, a “good” language teacher should be able to plan, select and sequence the activities to provide the suitable challenge and scaffold for learners to learn
All English language learners need to learn the language of instruction in English language schools at the same time as they are working towards meeting the curriculum expectations. Young children learn the system of a new language more effectively than older learners. They may acquire a local accent quickly, whereas their older siblings may always have an accent influenced by the system of their home language. But young children may well take five or more years to catch up to their age peers in vocabulary acquisition and the accurate use of grammar in both spoken and written English.
Teaching philosophy is described by Sadker and Sadker as, “Behind every school and every teacher is a set of related beliefs - a philosophy of education – that influences what and how students are taught. A philosophy of education represents answers to questions about the purpose of schooling, a teacher’s role and what should be taught and by what methods.” (Teacher, Schools and Society. 2005). With this definition in consideration, my teaching philosophy is “I believe that children learn best when they are given the chance to choose, discuss and explore what they want to learn, when they want to learn and how they want to learn.
For the better part of American history, the federal government did not play any real significant role in education, as education and educational policy was left up to state and local governments. As a result, state and local governments throughout the country devised educational systems that ostensibly reflected the needs and desires of their residents, systems that ultimately left people with various skills that they then drew upon when entering the workforce. With time, the federal government’s role in education grew more expansive, and was particularly prominent when George H.W. Bush was president, as he devised No Child Left Behind, which sought to push schools to raise standards; and when Barack Obama led the nation, as he implemented
Education as an instrument of social change: One of the most formidable and potent tool of social change is Education. The society can bring about pertinent and much sought after desirable changes through education and modernize itself. By creating the right kind of ambience and by providing ample opportunities and experiences, education can enable an individual to cultivate and groom himself for adjustment with the emerging needs and philosophy of the changing society and aid in the can transformation of society as a whole. A sound social progress needs careful and meticulous planning in every dimension of life, be it political, economic, social and cultural. Education must be tailored to suit the needs of the society