...Kinds of Teachers There are more than a hundred of schools in our island. These schools are scattered all over the island and each school has their own kinds of teacher. Teacher is a person who teaches, especially in a school. But no matter what type of school it is, you will find the same four types of teachers: the friendly type, the survival type, the mastery type, and the impact type. Throughout my years of learning, I have come across these different types of teachers and their teaching methods. These teachers have their own way of affecting the learning life of a student. The friendly type is a teacher that calls his/her students friends. This type of teacher considers the student as their best buddies. The friendly type is always nice and carefree towards the students. This type of teacher never has any type of curriculum to teach and so the teaching method is unprepared. He/her never raises his/her voice to the students because the students might be angry with them. The disadvantage of this teaching method and this type of teacher is that the students will take advantage the teacher. The student will have this mentality that they can do whatever they want because the teacher will not do anything to them. This type of teacher will never help the students achieve something in their life except having more friends. The survival type is a teacher that I know of very well. Unfortunately, there are a lot of these types of teachers in many schools. This type of teacher doesn’t...
Words: 352 - Pages: 2
...space and time systems. Verbal and nonverbal communication are linked together synchronously hence, in a classroom setup nonverbal communication is inevitable when speaking to pupils. Ergin and Birol (2005) indicate that, the real communication between two persons begins when two of the persons establish eye contact. Eye contact in a classroom setup helps the teacher to convey content to be taught with confidence and vigilance of most of the things happening in the classroom. It also helps the teacher to gain control and respect, capture the learner’s attention and involve almost every learner in the classroom. According to Gower and Walters (1983) the teacher can uses eye contact in the classroom to show a pupil who is talking that he or she is taking notice of it and to encourage contributions when he or she is trying to elicit ideas. In a research done by Zeki (2009), he noted that, students reported the teacher’s eye contact as the source of their motivation and concentration in the lesson and made them feel important and confident as well. Even though it helps to involve pupils in the learning process, a male teacher should not always fix his eyes on one female learner as this may be interpreted by the learners...
Words: 1670 - Pages: 7
...Experience and Type of Management have a significant influence in the development of moral values with respect to the area Culture as assessed by the teachers. FINDINGS • A high percentage (90-98) of teachers had favourably agreed upon the positive influence of curriculum, co-curricular activities, religion, classroom activities and culture in the development of moral values among high school students. • Based on the variables considered for the study, male teachers, teachers above 5 years of experience and Government teachers comparatively had favourable opinion regarding the positive...
Words: 747 - Pages: 3
...over the years, including sweeping changes in the curriculum. Many of these changes have originated from the federal No Child Left Behind Legislation (NCLB) legislation to reform educational practices. The main tenet of the change sought to raise reading and math scores on standardized tests. They also included reforms on how teachers are evaluated and how low performing teachers need to be removed. This change has led many principals to struggle with the issues of how to contend with red tape that makes it very difficult if not impossible to remove teachers. In addition they must also fight unions who are struggling to keep their teachers from being dismissed arbitrarily. The issue has become whether or not principals may be using coercive management techniques to persuade teachers to leave. Many principals appear to be engaging in bullying tactics, resulting in a negative work environment that is unconducive to efficiency and impedes the quality of education provided by already overwhelmed instructors. When we examine articles about the ABC school system as well as other school systems across the world we see a pattern emerging. Teachers are struggling to save face, they are being yelled at in front of students and peers, they are constantly being pressured with job termination and denied resources and promotion opportunities. Often support plans are not being put into place where attainable goals are set. Training and...
Words: 6325 - Pages: 26
...other areas of the English language such as listening, speaking, reading as well as writing. The key involvement of the teacher also known as ‘expert other’ in the teaching learning cycle is guiding the learner to understand key concepts in academic literacy through use of scaffolding strategies to transform students from dependent to independent self-directed learners. There are four stages to the TLC and with each stage there are different strategies that the teacher uses to guide the student to being an independent learner and how the teacher is the crucial factor in guiding them in that direction. * According to Derewianka & Jones (2012, pg 45) the first stage ‘building the field’ is a critical stage in grasping the student’s attention to understanding a concept or theory that is about to be learned. The importance of this stage is that the ‘expert other’ referred to, as the teacher has to build students prior knowledge to a topic that is being presented. A student cannot learn and be able to produce ideas if there is no prior knowledge. By slowly building knowledge for the learner and scaffolding their thinking students can slowly understand the concept and elaborate on it through further discussion (Salmon 2007, pg 459). How students build their field of knowledge is through activities that encourage discussion. One of these activities that teacher can implement is pair-share which is a strategy to foster student interaction....
Words: 1476 - Pages: 6
...Parenting Epstein’s first type of parent involvement is parenting. The school should help families to establish home environments that support students. Teachers should listen to parents concerns and provided ways to support them. The school offer parents educational workshops, family support groups, home visits, and informal conversations. (Coleman 2013, p.25). These workshops and form of supports can assist parents in understanding child development. Parents should have online resources where they can obtain information to better support his/her child. Communication Epstein’s second type of parent involvement is communication. The communication between the teacher and the parent has a great impact on the student’s education. (Coleman 2013, p.25) Teachers should alway be available to the parents of their students. Fourth grade teachers should be available through phone or e-mail. Parents should know the best times to reach their children’s teachers. Parent and teacher communication is very important and it need to be courteous. All the information shared by the parent to the teacher needs to be kept confidential. Parents should have various opportunities to meet with the teacher for...
Words: 624 - Pages: 3
...Teachers When students graduate high school or college, they usually get a new perspective about all kinds of things. It takes years of experience and meeting new people to gain a good judgment on anything. Going through life and learning from it makes people more aware of other people and their personality. Also, when graduating, students will have learned to distinguish between the types of teachers. All teachers can be divided into different types, three of them are the strict type, the easy going type and the lazy type. The first type is the strict teacher. Strict teachers usually have the urge to explain every single inch of the book and “leaving no stone unturned”. The never give grades or extra credits unless they think the student really, truly deserves it. So, for most students, that’s another way of saying there is no extra credit. The tests they make are usually the hardest. Because if they’re explaining the whole book, they might as well put everything in the test! Mostly, they are detested and disliked by students. The second one is the easy going type. When it comes to explaining the lesson, they only explain what they deem important or beneficial to the students. They are usually very flexible when giving grades and extra credits, and might even give grades when a student doesn’t even deserves it. For example, if a student is funny and he makes them laugh, he shall be suffocated with extra credits! The tests are usually easy and very straight forward and without...
Words: 442 - Pages: 2
...CLASSROOM ASSESSMENT CHAPTER 10 l Classroom Assessment LE ARNI NG OUTCOMES After studying this chapter, you should be able to: 1. Define assessment; 2. Explain the basic concepts in assessment; 3. Explain how to plan for assessment; 4. Describe types of assessment in the classroom; 5. Explain what is teacher-made tests; 6. Describe what is standardized tests; and 7. Explain what is authentic assessment. 254 CHAPTER 10 CHAPTER 10 l CLASSROOM ASSESSMENT INTRODUCTION One of the most basic and difficult task that teachers face in their work is the process of assessment. Classroom assessment includes all the process involved in making decisions about students learning progress. It includes the observation of students’ written work, their answers to questions in class, and performance on teacher-made and standardized tests. According to (Koyalik, 2002 as cited in Eggen & Kauchak, 2004): i. It facilitates teachers in decision making about learning progress through systematic information gathering. Besides that, assessment also accomplishes two other important goals; increasing learning and increasing motivation. The relationship between learning and assessment is very strong. Students learn more in classes where assessment is an integral part of instruction than in those where it isn’t. Brief assessment that provides frequent feedback about learning progress is more effective than long, infrequent ones, like once-a-term tests. 255 255 CLASSROOM...
Words: 7585 - Pages: 31
...in personnel administration and e) skill in evaluation. Scope of School Supervision The major functions logically under school supervision can be cited as: Inspection. This is actually a study of school conditions, to discover problems or defects of the students, teachers, equipment, school curriculum, objectives and methods. This could be done via actual observation, educational tests, conference, questionnaires and checklists. Research. This has something to do to remedy the weaknesses of the solution to solve problems discovered. The supervisor should conduct research to discover means, methods and procedure fundamental to the success of supervision. The solutions discovered are then passed on the teachers. Training. This is acquainting teachers with solutions discovered in research through training. Training may take the form of demonstration teaching, workshops, seminars, classroom observations, individual or group conferences, intervisitation, professional classes or the use of bulletin board and circulars, and writing suggestions in BPS Form 178. Guidance. Guidance involved personal help given by someone. It is the function of supervision to stimulate, direct, guide and encourage the teachers to apply instructional procedures, techniques, principles and devices. Evaluation. As ultimate functions of supervision, evaluation appraises the...
Words: 2344 - Pages: 10
...Attrition is a problem among our teachers in the United States; surveys have said that most of our new teachers leave their profession or careers due to feeling isolated. Despite investing four, sometimes five, years of their time and money in a college education, spending hundreds of hours observing teachers in the classroom, completing a semester as a student teacher, and obtaining a job in a very competitive field, forty-six percent of new teachers nationwide leave the profession within the first five years of service (Ingersoll, 2002). With the high rate of attrition some education associations began to look at the problem solving through formal mentoring programs. In Vermont in order to be eligible for Level II teachings license you must participate in a mentoring program. Some types of mentoring would be; telementoring, Mentoring by a Veteran Teacher, Novice Teacher Learning Communities, and Peer Coaching. Telementoring involves electronically connecting a group of new teachers by using a list server. The list server allows beginning teachers to voice their concerns, share valuable teaching resources, get advice about dealing with difficult students, share strategies for time management and parent conferences, and exchange creative lesson plans (Eisenman & Thornton, 1999). A study done in 2003 showed that those who participated liked the online mentoring support because they did not need to feel embarrassed when asking for help from a teacher or supervisor in the own district...
Words: 364 - Pages: 2
...students who share similar needs at a particular point in time. Guided writing provides an important context for teachers' in-the-moment assessment and immediate instructional scaffolding of students' construction of their own individual text" Gibson (2008). In other words, Guided Writing means working with small groups of students with similar needs in writing development. Teachers can use this time to help them see where the students are and how to help students progress. How does Guided Writing Work? Several steps make up a Guided Writing lesson: a brief shared experience, discussion of targeted...
Words: 1373 - Pages: 6
...[Type the company name] | Comparing Teaching Standards | Katie Haubrick | SPE-330 | | 3/30/2014 | NBPTS-National Board of Professional Teaching Standards-(NBCT, National Board Certified Teachers)- Teachers are Committed to Students and Learning by making sure students are treated equally, taking into consideration individual differences, and understanding cultural differences of the students in the classroom. Teachers will know the subjects that they teach and how to teach them to students. They will have diverse strategies for instructing their students to teach each individual type. Teachers will be responsible for student learning as far as managing it and monitoring it. They will use varying types of tactics to measure the students understanding and growth in subjects and be able to assess the whole class. CEC (Counsel for Exceptional Children) Learner Development and Individual Learning Differences are when beginning special education professionals understand that all students learn on a different level and many come from different culture, have a different background and languages. Learning Environment is important because it helps a beginning special education teacher act appropriately in the event of crisis in a student. They also collaborate with general education teachers to help create an environment where learning can take place that is inclusive, safe, and culturally responsive. Integrating technology into their teachings and involving families...
Words: 890 - Pages: 4
...the grade level expectation consists of. Using traditional grading methods, rubrics, portfolios and anecdotal records make for a wellrounded assessment practice. Using these assessment practices in combination allows for a better look at a student’s progress with standards. You will no doubt use traditional multiple choice, fill in the blank, true or false type assessments but for those assessments that aren’t nearly as straightforward, other methods are necessary. Anecdotal Records Anecdotal records are a great way to document student behaviours and academic progress over time. They can be useful in diagnosing a student’s difficulty in a particular subject area or simply to show mastering of a standard. Traditionally the teacher will take brief notes on a student’s interactions within the classroom with subject matter and peers. By keeping such notes, the teacher has a point of reference for the planning of how instruction as well as an additional tool for communication to parents of their child's progress. Maintaining a consistent system for taking anecdotal notes will ensure success when using this type of informal assessment. One method of keeping anecdotal records is to create a clipboard or file folder with note cards, one for each student, cascading down in an overlapping fashion. As you are observing, simply flip to the child’s card that you are observing and jot down...
Words: 1289 - Pages: 6
...that scientific research should guide practice in education (Odom et al., 2005). The Individuals with Disabilities Education Improvement Act (IDEIA; 2004) and the No Child Left Behind Act (2002) require that students with disabilities receive research based practices in the “least restrictive environment.” Because the least restrictive environment is often considered to be the general education classroom, the responsibility to implement research-based practices frequently rests with the classroom teacher. However, during their initial teacher training and certification, many teachers may not have received formal instruction regarding the implementation of current research-based practices. Subsequently, teachers often feel detached from the very research base they are now required to utilize (Ayres, Meyer, Erevelles, & Park-Lee, 1994; Boardman, Arguelles, Vaughn, Hughes, & Klingner, 2005). Interviews with teachers conducted by Boardman and colleagues (2005) suggested that teachers often select classroom instructional practices and behavioral interventions based on four criteria: (a) feasibility within the classroom, (b) perceived appropriateness for particular students, (c) availability of required materials, and (d) availability of required professional development or outside expert support. When a practice does not sufficiently meet one or more of these criteria, the practice (or intervention) is often adapted by mixing components from multiple interventions or by implementing...
Words: 1097 - Pages: 5
...Communication (P1/M1) by Renee Baafi-Owusu To: Paul Barker From: Renee Baafi-Owusu RE: OO/PJB/Unit 4/P1/M1 Date: 25/09/15 Explain different types of business information, their source and purpose (P1) What is communication? It is transferring information from one part of a business to another which leads to some outcome, change of behaviour. Formal communication is an agreed procedure, whereas informal communication is a causal way of sharing information to each other. There are 5 different types of communication which are: Verbal communication: It is sharing information with individuals by talking. There is non-verbal communication which is not communicating by talking which includes: facial expression, eye contact, appearance and many more. Written communication: Written communication is a type of communication which is a type of interaction that involves written words, such as: email, poster, flyers, brochures and letters. On-Screen communication: This is a type of communication which produces information on screen such as: TV advertisements or on YouTube where advertisements are played before a video starts to play. Multi-Media communication: Multimedia communication is a type of communication which shows information in various media formats such as: Images, videos and audio broadcast/podcast. Web-based communication: It is a type of communication which shares information, words or ideas over the Internet. The information can be shared on: webpages or social networking...
Words: 2635 - Pages: 11