...Each practice teacher can recount numerous highs and lows in their practice teaching career. Personally, I experienced many great moments while teaching. These were days when I ended so happy and enthusiastic that I knew I had selected the right profession. On the other hand, I had days where I definitely questioned teaching as a career. These were days where the students seemed uninterested, too talkative, or even worse a blow up occurred and nothing got accomplished. Thankfully the average combined with the positive days outshine my negative days. Through my 3 months of practice teaching, one event stands above the rest as my absolute best teaching experience. Through it I learned so much about teaching and dealing with students. My hope is that the student involved was at least partially changed for the better from the experience as I was. I also hope that there is something in this story that can help inform and inspire you. Being a student teacher is not an easy task. Lots of demands from your mentors must be attained. High expectations are given to you. There are lots of tears that were shed due to remake of lesson plans, grades, and mentors' comments. you must be strong in meeting the hardship of being a student teacher but I do believe that through the hardship I've experienced inside ILS will mold me to be a best teacher someday. All my sufferings will be all worth when I'll be in the real battle field as being a teacher. One thing I could say about my learners...
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...how to motivate their students both extrinsically and intrinsically. In knowing the differences of motivation the educator must know the dynamics of group motivation and how to employ it, while at the same time understanding the structural factors that make up said motivation. It is in all these areas that an educator can continually reach for perfection. In biblical education the concepts are no different and should only encourage the teacher to do their absolute best to reach perfection. The beginning of the process has to begin with the role of the teacher. Knowing one’s role as an educator is possibly the most important step in educating. If the teacher does not know his or her role as it pertains to the classroom must be clearly defined. The teacher should be seen as the head of the class, but in the same manner the students must know that the teacher is also a learner as well. The students need to feel that they are able to ask questions and not suffer any retribution for challenges to perceived absolutes. The teacher is the role model in the classroom and will be under a close observation from the students in the way in which they act, react and perform in the day to day instruction. If a student asks a question and is then made to feel as if they should not have asked the question, the student may no longer ask any questions. The perceived judgment can in some instances make more of a lasting imprint of the learning of a student, than that of a verbal...
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...Vol. 5, No. 2; April 2012 Group Dynamics and Peer-Tutoring a Pedagogical Tool for Learning in Higher Education Muhammad Azeem Qureshi Associate Professor School of Business Oslo and Akershus University College of Applied Sciences, Oslo, Norway E-mail: muhammad-azeem.qureshi@hioa.no Even Stormyhr Senior Lecturer Department of Film and TV, School of Communication, WSoC University College of Communication, Oslo, Norway E-mail: even@westerdals.no Received: October 19, 2011 doi:10.5539/ies.v5n2p118 Accepted: November 3, 2011 Published: April 1, 2012 URL: http://dx.doi.org/10.5539/ies.v5n2p118 Abstract The increasing diversity in students’ enrolment in higher education in Norway offers an opportunity to use collaborative learning and teamwork as a learning vehicle to exploit the synergy in the community to have formal and informal agoras. Theoretical and empirical observation of the value of team processes provides the framework to personify our understanding of learning and present a model for teaching in higher education in Norway. We consider learning as a holistic process and one must appreciate its dynamics and be flexible and responsive to it. Moreover, such a view of the entire process necessitates an active communication with all stakeholders of the system and to make an integrative and coordinated effort to ensure availability of the required institutional resources, equitable distribution of the students’ resources, and a smooth transition...
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...How a teacher has taught and how students receive and react to the learning can change the dynamic of a classroom and their lives. If a teacher cannot teach, the students will not retain information but if the students won't learn the teacher cannot teach. The relationships between the teachers and their students is crucial for learning but depends on who is willing to put in the effort. In both pieces of writing is shows from the beginning that both teachers or professors have a passion for their job and work that cannot be distinguished easily. In the poem “students” the teacher shows interest and devotion to his students success. The teacher beggs “ Adopt The Kung Fu Theory of Education/ Learning as self-defence. The more you understand...
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...definition of curriculum that most teachers give is that it is a syllabus or a program of study but this is an erroneous definition. For Taba (1962), it is a ‘plan for learning’, while Lawton describes the curriculum as “a selection from the culture of a society” (Lawton, 1975, p6). It has also been described as “a social and political construct that changes over time in response to a range of factors and influences” (Mc Cullock, 1992, p9). Hence, the term curriculum means different things for different people. While it is obvious that the curriculum is not neutral, its content and how it is transmitted depends on the kinds of interaction between curriculum developers, teachers and students. Stated differently, curricula emerges depending on the various ways curriculum developers, teachers and students interact with each other. In this essay, I will outline the internal and external factors that shape the interaction between the official curriculum, what is taught in secondary schools and learning that takes place in classrooms. Internal factors include the influences of philosophy, psychology and sociology, whereas external factors include the social, economic and political aspects that shape curriculum design. Two curriculum models, namely the rational and the dynamic models will then be compared and contrasted and applied to my teaching practice. Thirdly, the positive and negative consequences of different forms of evaluation for students, teachers and the government will be discussed...
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...COURSE, “DYNAMICS OF EFFECTIVE STUDY,” ON THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN STUDENTS AT A DEDICATED ACADEMIC MAGNET HIGH SCHOOL A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Educational Leadership, Research, and Counseling by Josephine Ann Allen B.S., Nicholls State University, 1976 M.A., Southern University, 1988 M.A., Southern University, 1990 December, 2003 DEDICATION This dissertation is dedicated to my Heavenly Father through Jesus Christ who has given me this wonderful gift and to my loving mother, Mrs. Daisy Celestin Allen, who has always believed in education and has supported me throughout my academic endeavors. ii ACKNOWLEDGEMENTS I am most appreciative to my former principal, Mr. James B. Williams, Jr., who encouraged me to complete this study and East Baton Rouge Parish for allowing me to conduct this research. I am also thankful to the participants in the study - teachers, students, parents, and administrators of Baton Rouge Magnet High School - for allowing me to conduct this research. I want to acknowledge a former student of mine, Harley Becnel, for reminding me of why I started this educational journey and why I persisted to complete the process. All children deserve to be properly educated. With love for and support of each other, teachers and students...
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...Trinity University of Asia Graduate School The Dynamic Learning Program and its Effect on the Academic Performance of Grade V and VI Pupils in the Five major subjects A Thesis Proposal Presented to the Faculty of the Graduate School TRINITY UNIVERSITY OF ASIA In Partial Fulfilment Of the Requirements for the Degree of MASTER OF ARTS IN EDUCATION ROWENA N. CERDON Trinity University of Asia Graduate School TABLE OF CONTENTS CHAPTER 1 1 THE PROBEM AND ITS BACKGROUND Introduction Background of the Study Conceptual Framework Research Paradigm Statement of the Problem Hypothesis Significance of the Study Scope and Delimitation Definition of Terms 2 REVIEW OF RELATED LITERATURE AND STUDIES Local Literature Local Studies Foreign Literature Foreign Literature 3 RESEARCH METHODOLOGY Research Design Research Instrument Validation of Instrument Data Gathering Procedure Statistical Treatment of Data Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction Globalization has come upon us, stunning in its swiftness and breadth of scope. The full impact of the phenomenon cannot...
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...complex challenges associated with these transitions. The article will further examine the industrial age embedded in operation and practices of the organization. a) How the Elementary School is affected by rapid change and complex challenges associated with the move from Industrial Age to Knowledge Age In the elementary school, where I teach, children are in their budding stages of education. This makes it the most liable to rapid changes associated with the knowledge age. The knowledge era is characterized by technological advancements. The use technology in teaching has necessitated frequent adjustment of the qualifications of teachers in elementary school. There are inadequate teaching staffs that are competent in the latest technology that can enhance learning. The competitive landscape coupled with the rapid of increase in the number of students interested in technical and science oriented subjects is a big challenge. According to (Halal & Taylor, 1999), “The knowledge era is characterized by a new competitive landscape driven by globalization, technology, deregulation, and democratization (Uhl-Bien & Russ, 2008, p. 189) On the social front, globalization has led to a rapid growth in the number of children drawn from different cultural backgrounds. Even though, this has helped debunk...
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...this quote Christensen describes the reciprocal nature of the relationship between a teacher and a student. In his essay, he describes his theories of teaching as a successful college professor at the prestigious Harvard Business School. It is important to listen to and hear his message on teaching because we all experience at least the student end of the spectrum at some point in our life. It is important to know not only what is going on in the mind of the students as a teacher, but also what is going through the mind of your teacher every day in class. After reading his essay, discussing it, and experiencing 15 years of school I can honestly say this topic is important to understand and consider from both sides of the relationship. First, I will begin by laying out the role of the teacher in Christensen’s view. Then I will go over the students’ role Christensen’s view. Finally I will wrap up with an example to illustrating the key points of the essay and conclude with a summary of my points. “No matter how factually accurate and time-tested our data, how clear cut and disciplined our analytical methods, or how practiced and skillful our pedagogical techniques, true learning emerges only when we honor the human factor.”(Christensen Pg. 631) Christensen’s first idea about the role of the teacher is how open a teacher should be. “A teacher’s openness and caring increase the students’ learning opportunities.”(Pg. 631) This fundamental idea by Christensen speaks to how...
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...(Avramidis, Bayliss, & Burden, 2000). However, it was not until quite recently that teachers’ attitudes towards inclusion of children with special educational needs (SEN) became the focus of extensive research (Avramidis & Kalyva, in press; Jobe & Rust, 2006). The major reason for this change in research interest could perhaps be traced to more contemporary approaches to education, which claim that in order to gain valuable insight into the practice as well as the dynamics of the inclusive classroom, there is perhaps no better method than to evaluate the attitudes of those who form an important part of that dynamic system; namely, the teachers (Rose, 2001). Indeed, teachers’ attitudes have been found to affect the process and the outcome of inclusion to a great extent (e.g., Avramidis et al., 2000; Richards, 2009). More specifically, teachers’ positive attitudes towards the inclusion of children with SEN could facilitate inclusion in a mainstream setting (e.g., Cook, 2001; Richards, 2009), since positive attitudes are closely related to motivation to work with and teach children with SEN. Teachers’ motivation in this case is of utmost importance because inclusion demands time, organisation, and cooperation with a pupil with SEN who is not customarily willing or able to participate in classroom activities (Avramidis et al., 2000). High motivation is, in turn, associated with better dynamics in the classroom, allowing thus both the child with SEN and other typically developing...
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...cracks in our classrooms. This has caused many people to ask themselves what is going on and how can things be changed. For years, educators have relied on standardized testing to provide them with information on a student’s progress throughout the year. However, much has changed since standardized testing was introduced. Standardized testing no longer accurately depicts a student’s progress in school; therefore, other forms of testing must be implemented to give all students a fair chance. Throughout history educators have used standardized testing as the main tool to predict how our educational system is working. These tests have been used as a way to assess what a student has learned throughout the school year and to inform teachers and school officials about how the curriculum is working. In many cases, the tests are administered closer to the end of the school year. By doing this, it allows the teachers and school officials to assess how the present school year is going and to determine if the student will have success in future classes (Wiliam, 2010). Standardized tests have been around since the 19th Century. They were first used to determine compentency and used as a way to detect the amount of knowledge one has before they entered college. Many colleges used standardized testing as entrance exams. Since the first...
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...experienced by Ireland in recent years, there has been a surge of inward migration, which has redefined Ireland’s population profile. According to the 2006 Census approximately 10% of its population was of migrant origin (Darmody, 2011). Cumulative disadvantage constitutes itself in a variety of ways in education, for example, socioeconomic status, language barriers, school segregation, and power dynamics. Socioeconomic status is a major factor affecting children’s educational outcomes. Most immigrants leave their home countries in search of better economic prospects (Achiron, 2012), and once they arrive in the new country, they often settle in communities where there are other immigrants who share their culture. Their children attend school together, and these schools typically have a large share of immigrant students. Resulting from this, these schools usually tend to be more socioeconomically deprived than other schools (Achiron, 2012). This is something that the OECD warns people about, as they have learned that high concentrations of disadvantage in schools can have a strong influence on students’ outcomes in life. For example, it has been argued that these children are often guided toward less promising educational tracks because of their perceived deficiencies, particularly with regard to the proficiency in the language of...
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...The Electronic Journal for English as a Second Language June 2011—Volume 15, Number 1 Classrooms as Complex Adaptive Systems: A Relational Model Anne Burns Aston University, Birmingham, UK, and University of New South Wales, Australia John S. Knox Department of Linguistics, Macquarie University, Sydney, Australia Abstract In this article, we describe and model the language classroom as a complex adaptive system (see Logan & Schumann, 2005). We argue that linear, categorical descriptions of classroom processes and interactions do not sufficiently explain the complex nature of classrooms, and cannot account for how classroom change occurs (or does not occur), over time. A relational model of classrooms is proposed which focuses on the relations between different elements (physical, environmental, cognitive, social) in the classroom and on how their interaction is crucial in understanding and describing ...
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...aspects of the Dynamic Instruction Design Model. The Dynamic Instruction Design Model, incorporates the needs of all learners in its' very core. The Dynamic Instruction Design Model was developed by Lever, Duffy, and McDonald. It is a six step model, built around a continual internal and external feedback loop, with each step containing opportunities for feedback, and revision within it. The six steps are Knowing the Learners, Articulating the Objectives, Establishing a Learning Environment, Identify Teaching and Learning Strategies, Selecting Technologies, and Evaluation and Revision of the lesson. By utilizing the(DID)Model, all learners have the opportunity to participate and grow as students. For instance Knowing our Learners is the first step. As teachers it is our job to Assess our learners developmental stages, both physically and cognitively. I see a huge difference between the 6th grades I teach, and the 8th graders I teach. It is important to know the students prior knowledge, and their learning style. How many times have you sat in a class, and been completely bored, due to the method the teacher used to present the information? By knowing their learning styles, we as educators can better accommodate our lessons to a variety of methods. In knowing students prior knowledge about a subject, we can push students with a grasp of the concepts farther, and help them expand ideas they already know. I believe step five is the most important of all. When a teacher selects the...
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...curriculum map is based on vertical alignment in grades 2, 3, and 4th. My target grade is 3rd grade. TEKS Grade 2nd Target Grade 3rd Grade 4th Psychomotor 2.1(B) demonstrate skills of chasing, fleeing, and dodging to avoid or catch others 3.1 (B) demonstrate proper form and smooth transitions during combinations of fundamental locomotor and body control skills such as running and jumping safely in dynamic situations while chasing, fleeing, and dodging others 4.1 (A) demonstrate changes in speed during straight, curved, and zig sag pathways in dynamic situations such as running and jumping and other various fundamental locomotor and body control skills while chasing, fleeing, and dodging others. Cognitive 2.3 (A) identify how regular physical activity...
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