My personal philosophy of education. The reflective teachers as leaders The field of education is vast, broad, complex and dynamic. It co exists with the various domains of the society and is of utmost importance. There is abundant work being done and work yet to be done with regards to philosophy in the education system. There area of interest ranges from object- level interactions, discourse between teachers and school leaders, between teachers and a group of learners, aims of education, about how children ought to be treated, the type of curriculum which will deliver the desired outcomes and the interest of the child itself.
This dynamic approach, which is termed resilience, seems promising. As Mansfield, Beltman, Price and McConney (2012) suggest, promoting resilience gives the opportunity to identify more effective interventions to address teacher challenges and promote ‘quality retention’ (Gu and Day, 2007). According to Hong (2012), this focus on resilience can also help to understand teachers’ job satisfaction and motivation (Kitching, Morgan, and O’Leary, 2009), and teacher effectiveness (Gu and Day, 2007). Research on teacher resilience is also in line with positive psychology because it is focusing on teachers’ wellbeing and psychological health (Théorêt, 2011). According to Patterson, Collins and Abbott (2004), resilient teachers consider their professional development as a priority.
Teachers working conditions shows the essential part in a schools’ capacity to draw in, retain and encourage good teachers. Goldhaber, Gross, & Player, (2007) cited that working environment and employment fulfilment are thought to be interconnected in the school. It is further reported that teachers who leave tend to do so because of job dissatisfaction and the poor working conditions. Undisciplined students, burdensome paperwork, unprofessional administrators, and uncooperative parents’ prompt teacher turnover also. If working conditions are lacking basic amenities such as proper rules and regulation, health and safety equipment, teaching aids, and study material teachers will not be willing to endure the inconvenience for long
He also states that during the process of growth and change, training is the easy part of effective professional development. Jacob Kounin turned his attention on a study of the practical problem of classroom management, from the standpoint of technology. But Fred Jones talks about tools for teaching implements response to intervention where it is a multi-level system that focuses on the prevention of learning problems. It is designed to develop capacity for identifying, adapting and sustaining effective instructional practices. Dr. Jones has developed methods of classroom management that are both powerful and affordable for all teachers.
While the other article discusses the actual role of the teacher in prevention. The main idea of Jina Yoon and Sheri Bauman’s article is “teacher responses to bullying incidents reflect the larger context of classroom management…and serve as socialization experiences for potential perpetrators, victims…determining students’ future behaviors and thus social and emotional adjustment” (Yoon, J., & Bauman, S. (2014). They explain the teacher has the power to influence in and stand as an example for their students to
Interpersonal communication remains a fundamental aspect in the functioning of a primary education institution as it lightens the load upon the shoulders of teachers. The author in this write up will therefore discuss the significance of interpersonal communication to a primary school teacher. Among the aspects to be unfolded to detail are psychological functions, social and influential functions of interpersonal communication but equally the important, the writer will also highlight issues such as distortion of message by gestures, high probability of child abuse cases and finally inability of the teacher to communicate effectively. Key terms to be defined are interpersonal communication. Communicating interpersonally between the teacher
According to Wagner, humanistic approach is primarily a reaction to the two major views of humanity which are the Freudian perspective and the behavioral perspective thus humanitaristic approach is the “third force”. Humanistic approach highly gives emphasis to the individual that learning how to learn is more important than acquiring factual knowledge. Teachers can play their role in helping the students how to learn and their thinking gives emphasis rather than teachers’ teaching determination. Likewise, the Multiple Intelligence (MI) theory is also a very useful model for developing any systematic approach for nurturing and training learners and respecting their individual needs and strengths within a classroom setting. According to Emmer and Evertson (2009) multiple intelligence aids teachers in easily creating more personalized and diversified instructional experiences.
A classroom should be filled with a wide variety of languages, experiences, and cultural diversity. An effective teacher understands the importance of culturally responsive teaching, and recognizes the significance of including students ' cultural references in all aspects of learning. Having an enriching classroom that engages all students does not mean making judgments about a student’s culture based on their skin color, gender, or socioeconomic status, rather it means knowing each student in a way that is individualized. According to the authors of The First Day of School: How to be an Effective Teacher Harry Wong, race, gender, religion, financial statue, and skin color is the least important factor determining a student’s achievement. Moreover, demographics and culture are not an excuse for students’ lack of achievement.
However, a few pros here have propounded their perspectives through giving their definitions on instructive administration which are given underneath. Meanings of Educational Management: School administration, as an assemblage of instructive regulation, includes various standards and statutes relating essentially to the method of classroom methodology and got to a great extent from the act of effective instructors. The scholars in this field have deciphered these standards and statutes in different courses, generally by reference to bigger and more essential standards of brain research, human science and morals. — Paul Monore "Hypothesis and routine of the association and organization of existing instructive foundations and frameworks." — G. Terrypage and J.B. Thomas To him administration infers an efficient state of mind.
As an explorative and investigative procedure, peer observation is regarded as the most powerful source of insight. It is also, on a broader sense, viewed as a collaborative non-evaluative process consisting of two or more peers who mutually take profit from the exchanges held in dialogues. It is within these dialogues that arise questions which intend to stimulate reflection and discussion meaning to provide each other with feedback. Yet, peer observation, in this view, tends to bring teachers together and provides them the chance to interact and share their ideas and expertise of teaching. Observation gives to teachers a new outlook built on the way the other teachers teach and much more it creates collegiality in any educational setting.
CRITIQUE OF ARTICLE: I thought this to be an excellent article that provided a clear understanding of the paraeducator’s role in the classroom and how to make the educational team a success. There were several key suggestions that I know as a regular educator would be and have been excellent tools for my understanding of new strategies and teaching techniques. I can see where these would be extremely beneficial for the paraeducator as well. I love the way the authors say to include the paraeducators in setting the tone for the classroom by creating the shared philosophy together. It will make both the paraeducator and the teacher clear on what is desired to be accomplished for the school year.