It is very necessary on the part of the teacher to perform effectively in order to bring out the desired outcomes of the learners and this requires effective and appropriate use of teaching skills in classroom. Teachers are asked not only to present information, but to help students grow in creativity, curiosity, social adjustment, problem solving, and responsibility; teachers are also asked to help students develop a good attitude toward classmates and their school. The accomplishment of these goals has a greater chance if teachers use effective teaching competencies. In the fast changing world of the early 21st century, secondary education is also changing; the role of teachers will also change. New social challenges and demands towards education and teachers, change schools into institutions with modern aims and social contracts.
I was interested in this specialization because I felt that it will help me understand the complex nature of school organization as it plays a vital role in shaping one’s educational outcome and school as a whole influence the way in which our approaches to society are shaped based on the leadership and ideology the school follows. Sometimes these ideologies are so rigid that it requires good leadership that can help bring about the required transformation and change in the culture and practice of the schooling process which is not an individual act but a shared enterprise of the teachers, students and the community as a whole .I believe that leadership must encourage critical practices that
Some components of teacher efficacy include: developing an organized classroom environment that is supportive of positive and meaningful learning, positive beliefs and development of instructional activities in different domains of learning, engaging the involvement of parents and sourcing resources needed for learning tasks, and redirecting negative influences that may affect the flow of the academic accomplishments of students (Marat, 2007, para. 3). A strategy that can be utilized by administrators in assisting teachers in developing a high degree of teacher efficacy involves providing information on the relevance of learning in students lives. This strategy of providing information on the relevance of learning in the lives of students would be undergirded by a series of workshops that would expose teachers to components of quality and effective learning, the nature of the pubescent child, the role of culture in the process of assimilation and equilibration and how learning can be developed and supported by positive self-beliefs among students with low-self image. Workshops would be conducted for three hours per week and would involve a reflective component where teachers selected for this
Feedback is a significant element in determination of education quality as well as in effective learning where it portrays the learning outcomes for students and the successes for the tutors. There are many aspects that concern educationists with regards to feedback but the relationship between perspectives of learning as well as teaching and feedback stands as the most important among them. Feedback should be conveyed in different modes in a learning environment but whatever mode chosen creates room for dialogue between the tutor and students. Therefore, it is only through feedback that the student engagement relationship with the feedback as well as the tutors’ perceptions of learning, teaching and assessment that such successes can be established. The Rationale Feedback is closely related to learning and teaching theories making it a significant element in learning despite the theories that may be adapted.
Differentiation, with respect to instruction, means tailoring it to meet individual needs of the students. Teachers can differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Teachers differentiate the four classroom elements based on student readiness, interest, or learning profile. (Tomlinson 2000). Differentiated instruction can be known as an organizing framework in teaching and learning which calls for a major restructuring in the classroom and syllabus, if done in the proper way, its benefits will transgress the costs.
Educators must guarantee what they instruct what matches with what they are surveying. Hence, if classrooms request higher-request deduction to happen, assessments to quantify the understudy 's learning must likewise reflect discriminating considering. The utilization of Bloom 's Taxonomy as an appraisal structure and the substance by procedure framework as an apparatus for building and breaking down direction and evaluation yield critical data for the instructor. In the first place, the device can make the instructor more mindful of the substance and the procedures that he or she is showing and surveying. Second, it can bring up confounds between what is taught and what is surveyed (Kastberg, 2003:405).
The preparation of prospective teachers to engage in effective classroom practices is critical to the quality of school education. Epistemology can be defined as the investigation of the nature and extent of learning and defended conviction. It breaks down the idea of information and how it identifies with comparable thoughts, for example, truth, conviction and legitimization. It likewise manages the methods for creation of information, and also wariness about various learning claims. It is essentially about issues doing with the creation and spread of learning specifically
Instruction in most subject areas is being altered to include more practical applications of skills and to incorporate a greater focus on the understanding and combining of content and skills. Teachers are able to modify their methods of teaching when following to this way of teaching. Students are more responsible for their education and allows students to assess their own progress. Advocates of performance assessment believe these tests serve as a benchmark for educators and school officials. When students acquire the skills and knowledge, the educators are able to concentrate on teaching students this information.
Introduction Teacher professional development (TPD) has been considered as a central component in improving education. Although teachers are generally involved in professional development for a certification (Guskey, 2002), it is widely believed that TPD should be continuous and systematic (P. Knight, 2002).Teachers as the major agent in teacher development play a crucial role in classroom practices. TPD brings changes to teachers’ beliefs and attitudes with some changes in student learning outcomes, which are the results of teacher classroom practices (Guskey, 2002). Teachers’ perception of TPD has been investigated in the field and understanding teachers not only in terms of what they do, but also how they think was widely recognised in
Assessment is an essential component of teaching. Recently, the importance of assessment has increased even further. Genesee and Upshur (1996) refer to students’ achievement as one of the most important focus of classroom-based assessment. They believe that “teachers need to know what and how much students have learned in order to monitor the effectiveness of instruction, to plan ongoing instruction, and for accountability purposes” (p. 47). Assessment can be done at different stages: Assessment at the end of each unit of instruction is probably useful for both internal and external purposes; in other words, it is of interest to, teachers for planning instruction, students for organizing their own learning, school authorities for accountability,