Samantaray (1971) researches on teacher effectiveness have established the fact that teachers attitude and teachers effectiveness are positively related. Examples of these attitudes include wanting to teach and “doing it from the heart” enjoying the work, being dedicated to the job and to the children. Positive attitudes towards teaching and one’s own performance can in my view significantly contribute to classroom success; there is also the positive interpersonal relationship which is necessary to foster a connection between the teacher and students. Participating in student activities, enjoy being with them, caring for them, being interested in them and trusting them displays a positive attitude. Hence the fact that research has shown that “Success in the classroom is mapped to positive behaviours.” Samantaray (1971).
Do you think it is beneficial for you to contribute in community service? Generally speaking, students are more attracted to potential employed when experienced is a sense is self-efficacy when it comes up to attending community service. Community service has high performance in academic success scholar give priority to school to gain in challengeable grades. Participants of community service helps out when they grow up to become full grown voters. When need of healthy benefits, volunteering is an outgoing option to consider.
Positive Reinforcement Reinforcement is a motivation which depends upon a performance and increases the chance of a performance being frequent. Positive reinforcement can increase the chance of not only necessary behavior but also unwanted behavior. For example, if a student complaints in order to get attention and is successful in getting it, the attention helps as positive reinforcement which increases the possibility that the student will remain to complain. Positive reinforcement is one of the important ideas in behavior inquiry and it is something like rewards, or things usually work to get (Fahimafridi, 2016). Positive reinforcement may happen in the form of behavior compliment, personalized reward systems, edibles or positive adult attention (Lalli, et al., 1999).
I am enthusiastic about serving as an advocate for all my students, dedicated to providing them with academic, career, and post-secondary support. “As educational leaders, school counselors are ideally situated to serve as advocates for every student in meeting high academic, career and personal/social standards. Advocating for the academic achievement of every student is a key role of school counselors” (ASCA, 2012). I believe I will need to keep abreast of the changing job market, helping my students make the most of their gifts to help them find the educational and/or career path that works best for them. I hope to show my students how their academic work directly translates to specific careers, ultimately increasing our school’s graduation rates.
Good teachers will create good environment for learning, but it shouldn't be boring or blank. A teacher should know how to do a fun and interesting learning methods, it should be vital to student success and impact students. The more positive the environment the more students produce. This way could make the students produce more, hard workers and have high achievement, because that make students more comfortable and confident (2003, para, 1). Positive learning environment contain bright posters, cooperative learning arrangements and organized spaces.
Assessment must promote learning rather than solely measuring it. The teacher as well as the students should constantly be learning and developing. In this case the teacher will not regress, and can be more productive and helpful for his or her students. Teacher should acquire knowledge and skills which will enable students to succeed in a well-rounded education and to meet the challenging State academic standards. Teacher should learn and develop in an area which he or she is aligned with, and directly related to, consistent with the academic goals of the school or local educational agency.
Boon, 2009). On the other hand, positive attitude towards the subjects would encourage a person to learn the content much better. According to Z. Zulkarnain, M. Saim and R. Abd Talib (2011), students ' attitudes has to be nurtured all throughout the teaching and learning process in order to have a good and positive result. Students’ ability to apply the knowledge and learning they gained is a positive result of effective teaching and learning processes. A students’ active participation, critical thinking, improved interaction and communication skills can be motivated by a positive attitude.
The need for positive relationships with teachers does not diminish as children mature. Support in teacher–student relationships may be particularly salient at transition points, such as the transition from elementary to middle school (Wentzel, 1998). Middle school teachers who convey emotional warmth and acceptance as well as make themselves available regularly for personal communication with students foster the positive relational processes characteristic of support. These supportive relationships help maintain students’ interests in academic and social pursuits, which in turn lead to better grades and more positive peer relationships. Although teachers are not the only source of support for middle school students, the support students receive from their parents, peers, and teachers seemed to have additive, thus fairly independent, effects.
This type of relationship is highly important in terms of determining the student’s values both in professional and social roles. Teachers play an important role in the trajectory of students throughout the formal schooling experience (Baker, Grant, & Morlock, 2008). Improving students' relationships with teachers has important, positive and long-lasting implications for both students' academic and social development. Solely improving students' relationships with their teachers will not produce gains in achievement. However, those students who have close, positive and supportive relationships with their teachers will attain higher levels of achievement than those students with more conflict in their relationships.
A significant relationship between teachers’ knowledge and self-efficacy was established. The implication is that the more knowledgeable teachers are the more positive their self-efficacy and the more likely they would use technology in teaching. Coffland, (2000) established that teachers’ knowledge enhances the confidence with which teachers tackle new and unfamiliar tasks, including their self-beliefs and unfamiliar settings. In these circumstances, teachers who had adequate knowledge about inclusive education were likely to use technology to facilitate teaching and learning. This study corroborates other findings that teachers with higher knowledge have better attitude toward the use of technology (Coffland, 2000).