Teacher Resilience In The Classroom

(1) Develop a strategy to enhance a high degree of collective efficacy among the new teachers and indifferents. What mastery experiences are needed, and how will you get them for your teachers? What kinds of models or other vicarious experiences should your teachers have, and where will they get them? What kind of activities will be useful to persuade teachers that they can improve the proficiency of their students? What kind of affective state is needed in your school to develop the collective efficacy that you need?

According to Patterson, Collins and Abbott (2004), resilient teachers consider their professional development as a priority. These teachers seem to prefer an active approach to resolve problems. Moreover, Howard and Johnson (2004) highlighted that some teachers involved in their study admitted that they had developed survival skills by reflecting on their practice when things were going wrong. Teachers who participated in Huisman et al’s study (2010) also considered both formal and informal professional development opportunities as a priority. As mentioned earlier in this paper, societal developments in several domains confront schools and teachers

2.2 Teacher resilience A good number of studies has shown that facing various challenges for teachers in different years of their teaching is inevitable. This issue become important when teaches lack the ability of managing these difficulties which may result in burnout and attrition. To be on the positive side, equipping teachers with qualities that prevent them from frustration and make them to thrive than just survive was an ongoing concern for teacher educators and policy makers. Resilience, as a specific strategy that individuals usually apply when they face a kind of adverse situation (Castro, et al., 2010), has been attracted a lot of attention among researchers. Resilience as a developmental attribute seems necessary for teachers to be more confident and successful in their teaching.

The Rosenthal- Jacobson study illustrates the Pygmalion effect. When one has higher expectations, for example a teacher about a student, the teacher may inadvertently practise teaching methods that give the student higher chances for success or indeed, be more encouraging towards that particular student than before. (Rosenthal R., Jacobsen L. 1965) This concept of self fulfilling prophecy is certainly something the population should be aware of, especially those working with the general public such as teachers and healthcare workers as it can have an important effect on those with which they

This research proposal is being done to find out or determine teachers’ perception on Professional Development (PD) which is being done in the schools and is being done to explore the effectiveness of Professional Development (PD) programmes planned and conducted by the administrators in the schools. Improvements by teachers through Professional Development (PD) have been identified as the most important way of keeping teachers abreast with the modern technology and the latest developments in education (Darling -Hammond, 2009, Fullan & Hargreaves, 1991). The Government and our Education Ministry in recent years has done so much by launching efforts to improve education by creating a fundamental shift in what children learn and how they are

The research will discuss the two components of effective classroom management: (1) the rules and procedures, and (2) the teacher-student relationship. The purpose of highlighting these two components is to show to what extent setting effective rules and procedures from the beginning of the school year can facilitate teaching and produce powerful gains in student learning. In addition to the importance of building teacher-student relationship that ensures a positive learning environment in class. Purpose of the study Marzano (2003) stated that effective instructional strategies and good classroom curriculum design are built on the foundation of effective classroom management. Therefore, poor class management can waste class time, reduce students’ time on task, and lessen the quality of the learning environment.

1.3 Research Hypotheses This study proposes the hypotheses that teachers, who are exposed to peer observation process are more likely to improve in their everyday life. Whereas the other hypothesis proposed is that , teachers who are not exposed to a process of observation, face problems in their professional development. Additionally, this study makes attempt to respond to questions in finding out the way to enhance teaching and learning via process of peer observation. Moreover it helps to show the right characteristics of a good Peer Observer as well as cooperative methods and new ways of gaining improvement in teaching and learning English as a second language During the research the theoretical part is conducted with collection of

In addition, it is explained that the more the rates of efficient praise are delivered by teachers, the more decline the rates of inappropriate behaviour of disruptive students. Therefore, realizing that praise is fundamental to encourage students’ motivation when it is expressed in a good way, teachers have to learn, train and evaluate themselves about how to express their feeling appropriately through praising. So they can run their function as educators to help students to be better individuals for their

In the context of liberalization, privatization and globalization of education, a healthy, productive, creative and innovative education is the need of the hour. The education system relies on the future teachers. Teachers are the persons who could develop and mould the students as a good citizen and make them emotionally matured to hold the responsibility on their shoulders for developing their nation. The younger generation should be emotionally stable and confident to excel in their academic performance and enhance life skills to face the problems in future. Moreover, it is the responsibility of the teachers and the school administrators to create a better learning environment that arouses students’ interest to achieve higher goals and they should ensure transfer of emotional intelligence into academic performance, critical and creative thinking.

The first one is teamwork. Teamwork is so important in the school and workplace that offers a chance to learn how to work and learn together (George N. Root III, 25-02-2018). Hence, the importance of teamwork at work is crucial to the success of a company since a company need a lot of employees to generate (George N. Root III, 25-02-2018). Other than that, second is self-management. Self-management skills are those component that help an individual to feel and be more productive in the workplace or school (Brianna Whiting, 25-02-2018).

Tenured teachers stay longer at the school, which is great for the school, because turning over teachers is disruptive to the school. Tenure encourages the careful selection of qualified and effective teachers. While each state has its own regulations for how teacher tenure works, most are very similar. Each new teacher is given a probation period and during that period the teacher must prove that they are having a positive effect on their students. Since it is difficult to remove tenured teachers, tenure encourages school administrators to take more care when making the promotions.