The habit of evaluating over time will help the teacher develop a well-founded professional expertise because of the way in which they test out and check what they did, and as a result they can be more accurately informed about what works and what does not. The teacher will be constructing a repertoire of teaching approaches and techniques which will be in the student’s best interest. Evaluation is vital because it’s based on the teacher success in the classroom. It is this role that allows the teacher to discover the worth of their work. Teachers must find the value in what they do.
This chapter discusses about classroom management, competencies, problems encountered by the teachers and in-service training for professional development. A classroom teacher has vital role in honing quality education of students. He or she must be equipped with classroom management skills in order to survive in the classroom. The ability to control the student’s behavior is in her hands. He or she has the power to make the classroom a better learning place or a hell for students.
To apply formative assessment effectively in the classroom, teachers have to know about formative assessment principles so that they can optimize the opportunities for gathering evidence. In so doing, it helps improve students’ learning process. Black and William (1998a) “set out four main headings for formative assessment practice: sharing learning goals, questioning, self/ peer assessment and feedback”. o Sharing learning goals: teachers give students an opportunity to get involved in what they are learning through discussing and deciding the criteria for success, which they can then use to recognize proof of improvement. Hence, information about learning objectives as well as success criteria needs to be presented in clear, explicit language which students can understand.
The teacher can regulate instructions rapidly during learning development, allowing students to benefit from these rapid adjustments by means of regulating and emerging own learning progress. Feedback occurs while learning takes place, and effective feedback identifies the gap between where student remains at and where student desires to be. The teacher can be confronted with predicaments performed during formative assessments. There remain no obvious solutions to a situation, and a decision made, exists dependent on the individual situation, appropriate to the teacher and student involved. The teacher relies on professional judgement, formatively assessing the purpose of provoked action.
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.
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
Effective professional development leads “to a long-term gain in teachers’ knowledge” (Gigante & Firestone, 2008, p. 311), which in turn makes a considerable impact on the classroom and the teacher. Danielson (2006) illustrated this thought by stating, “professional development is the corner-stone of improving practice and is essential to teacher growth, expertise, and skill development” (p. 15). When teachers unite and embrace true collaboration alongside teacher leaders then extensive improvement to the school will be likely to occur. Angelle and Teague (2014) note when addressing what school improvement looks like under strong collaboration with teacher leadership, there is a, “ clear and strong relationship between collective efficacy and the extent of teacher leadership” (p. 7). If teacher leaders can find a way to bring their colleagues on board, they will be able to see change begin and teachers in the school will begin to see the value in not staying isolated.
CHANICA GIBHARD 201201500 To understand the implications of a teachers positive communicative behaviour during teaching and learning the concept of classroom communications will be discussed in detail and the forms and elements of classroom communications will be included. Factors effecting communication and types of communication will be analysed and how to deal with communication barriers in a classroom and effective ways to communicate in a classroom will be revealed. Communication can be defined as the two-way process off giving, receiving, transmitting or exchanging information (conveyed in words, tone of voice and body language), ideas and opinions so that the message is totally understood by both the sender and receiver of the
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,
The critical parameters of school administration that influence the students, determined by Gamage, Adams & McCormack, were found to be the change of school culture and environment, dedicated and qualified staff, setting of school goals and targets, systemic monitoring of students performance, monitoring and controlling of teachers’ performance, provision of adequate learning resources to students and teachers and the conduction of supporting and healthy co-curricular activities. These characteristics of school administration are necessary for greater performance and academic achievements of students (Gamage, Adams & McCormack,