If I Were a Teacher

If I were a teacher I would be a wise and the best teacher. A teacher who teaches his/her students things that are difficult but meant to be taught in such easy ways. A teacher who makes his/her students learn the lessons fruitfully. If I were a teacher I would be a Great Listener. Because before you teach, it is a good thing that a teacher also knows how to listen, like Jesus. If I were a teacher I should be compassionate and thoughtfulThough it might be taken for granted, I still would continue to befriended to my students and show them that someone is adding up her name in his/her family.

:)) If I were a teacher I should be forgiving & a teacher who knows the word accept. Because a good teachers knows how to accept his/her students as what they really are. And if mistakes are to be done, forgive and forget are the best way then erase their mistakes after. If I were a teacherI would be a teacher who NEVER GIVES UP Because like God, though forgotten & left time after time, He still follows His students and continues to love and teach them in any way He could. If I were a teacher I would like to be like J E S U S A teacher that is wise and the best A teacher that is a GREAT LISTENER A teacher that is compassionate and thoughtful A teacher that is forgiving and knows the word accept. A teacher who has never gives up (on me). -Hadhaza G.

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Analysis of the article ‘What makes a good teacher?”

It is important to understand what students value most in teachers especially nowadays when the continuing employment of a teacher depends on the performance of students. Studies of what constitute an expert teacher are motivated by several factors. For instance, the study will help in conducting initial education to teachers, their appraisal and better curriculum reforms. The knowledge of a teacher should include the ability to contextualize and personalize the content for the learners as well as create strategies and principles of class management.

In addition, the teacher should have knowledge of the characteristics of the learners and be able to interact well with them. It is also necessary to recognize the values and purpose of education. There are different ways that are used in the identification of expert teachers. The most common criteria are by reputation and performance of students in standardized tests as well the experience of the teacher. Another way of identification is by asking primary and secondary students their most effective teachers and qualities that made them that good.

Expert teachers have highly organized knowledge bases with complex interconnected schemas which are easily accessed. Besides they have skills and routines that are executed smoothly and effortless. Expert teachers work towards their pedagogical goals while evaluating and monitoring their actions. This is through knowledge of the subject matter, the techniques of teaching it at different levels of learning and finally effective classroom management. A study was done to investigate views of a good language teacher to complement the findings of the characteristics which emerge from general education literature.

The subjects were students of applied linguistics and TESOL in post graduate as well as diploma levels. Some had experience in teaching while others had none and they were from different cultural backgrounds. The methods used to collect data were interviews and questionnaires. The findings of the qualities of a good teacher starting with the most frequently mentioned were a teacher who understands the needs, expectations, strengths and weaknesses of students. Secondly, the knowledge of the subject matter plus an understanding of teaching techniques.

Ways of keeping up to date with the language and the teaching methods of a particular language was the least mentioned. There are different views between teachers and students concerning what constitutes a good teacher. According to students, the two qualities of a good teacher that were repeatedly mentioned include the ability of a teacher to explain to students so that they can clearly understand. Another quality pointed out was being helpful, understanding, empathizing and leadership as well as organization.

On the other hand, the two qualities seen as crucial by teachers were organization of the classroom and secondly fostering participation of the students. Other characteristics of a good teacher include technical skills which mean knowledge of the subject matter, pedagogical skills as well as interpersonal skills and personal qualities. However, the simplest answer to what constitutes a good teacher is that good teachers care more about the learning of their students than their own teaching. Some people distinguish two types of teachers as the expert teacher and the good teacher.

The expert teacher teaches good learning strategies for passing examinations while the good teacher teaches technical skills but places less emphasis on pressuring students to pass exams. Instead the teacher tries to understand them and establish good relations with them. Teachers can either be pragmatic or emphatic. The former refers to those who get good exam results while the latter refers to those who meet wider interpersonal, social and affective needs of the learner. It can however be argued that an expert teacher should have a combination of the two.

Perceptions and qualities that make a good teacher can therefore be summarized as keeping up to date with knowledge and skill, having personal qualities of being humorous and finally being patient and enthusiastic about the work. Article Response Pedagogy is the technique, principles and methods of instruction that a teacher uses to teach learners. There are many ways of teaching students and they vary from one teacher to another depending on the level of the learners as well as the content of the material that they are learning.

Even though each teacher has a different way of teaching, the basic principles should be applied to avoid drifting away from the education perspective. What constitutes an expert teacher is an arguable topic that keeps changing between different individuals. This is because each individual is different and has his own way of understanding things. Therefore, the opinion of what makes an expert teacher may vary from one person to another. A good teacher should be able to relate well with students through knowing the learners characteristics well, being courteous and respecting them.

The teacher has to be more understanding and establish good relations while at the same time try to teach them about life (Mullock, 2003, pp. 17). In addition it is important to learn the students strengths and weaknesses so that the teacher may have an idea about which teaching methods to use hence knowing where to put more effort. A good teacher must know the subject of study thoroughly and be able to simplify the contents for the learners.

For this to happen, knowledge and understanding of the subject matter is required since it becomes the framework for constructing other forms of declarative and procedural knowledge that are important for teaching (Mullock, 2003, pp. 10). Moreover, the teacher should be capable of transforming content knowledge to make it more interesting and comprehensive for the learners. This can be done by using fascinating topics, activities and giving accurate and helpful feedback. Another important factor that contributes to a good teacher is interesting personnal characteristics.

This include things like a good sense of humour, enthuthiasm during teaching, involving the students in heated debates as well as outdoor activities. Making a lesson interesting is a very good way of capturing the attention of students. Students will tend to look forward to the next lesson since they are enjoying the learning activity. Futhermore, it will be much easier for the students to remember the lesson and what they were taught if it was exciting rather than if it was boring. A teacher should develop strategies of teaching and planning their lessons in effective and creative ways.

These skills help to execute basic skills smoothly and efficiently (Mullock, 2003, pp. 13). This is important in managing not only the lessons but also the students in a planned manner. In addition, the students will be organized in their work, hence being neat just like the teacher. A teacher should be an opportunistic planner, that is, having the ability to think on their feet. This means the ability to develop contingency plans for situations that are likely to occur but were not expected. An expert teacher should never provide incrorrect information to the students.

This mostly happens when a teacher is unsure of a certain fact and does not want to admit lack of knowledge to the students. Some teachers may argue here saying that to admit lack of knowledge means lack of credibility. However this is not the case since the teacher can always give the answer at a later date or time after doing a research. Giving out incorrect information is misleading a student. A good teacher should know what to teach and keep students in the instructional process to ensure smooth learning. Article Comprehension

The article was easy to read since the terms used were comprehensive. The writer has explained everything in a simple manner and as such there was a smooth flow of ideas. The study done to investigate what makes a good teacher was thorough and each aspect was taken into consideration. In addition, the findings were clearly discussed and presented (Mullock, 2003, pp. 7). The article begins by introducing what other people have said about the subject. The topic of the article was also discussed briefly giving the reader an idea about what is going to be talked about.

This include defining a teachers knowledge and what exactly a teacher should know (Mullock, 2003, pp. 4) The article has used a lot of comparisons which make reading not only interesting but also simple. This include comparing views of two categories of people and stating clearly the differences while giving lucid examples. An instance is where the writer has evaluated the opinion of both teachers and students on what constitutes a good teacher (Mullock, 2003, pp. 5). The information is then presented in a table for easy comparison and interpretation.

Another association was between a ‘pragmatic’ teacher and an ‘emphatic’ teacher with the distinctions plainly being presented in a table (Mullock, 2003, pp. 17). Finally, there are slight contrasting points that were obtained from the study done and the article has tried to elucidate them. An example is when a respondent distinguished two types of teachers, the expert teacher and the good teacher. The article explains clearly the different ways in which respondents views may differ and in the end gives a clear outlook (Mullock, 2003, pp. 17). There are however few parts of the article that were intricate.

This was mostly because of use of difficult words. An example is the use of the words ‘lexico-grammar, phonology and semantic’ in a certain paragraph while trying to explain the knowledge of a language and how it works in making of a good teacher (Mullock, 2003, pp. 11). All the words have been used in one sentence without explaining what they mean. This article does not have an index to explain hard words. An index is important to a reader because whenever a complex term is encountered, it can always be checked out, assuming that the reader does not have a dictionary in hand at that particular moment.

Some of the tables in the article which were used in data presentation were also not very clear especially in the numerical content. For example there is a table in the article that represented the most frequently mentioned characteristics of a good TESOL teacher. The characteristics have been listed clearly and comprehensively but the frequencies have been presented in a confusing manner (Mullock, 2003, pp. 10). It takes a reader a long time to be able to correctly interpret the data. This may lead to wrong translation or a misunderstanding of the facts.

Important information obtained from the article Before I read the article, it was not clear to me what exactly a teachers knowledge should consist. Most people have the assumption that a teacher should only have technical skills, content knowledge and curriculum knowledge. However this article has clearly defined what knowledge of a teacher should include and it is much more than the three just mentioned above. It has defined the knowledge of a teacher as content knowledge and also pedagogic content knowledge which is the ability to simplify the contents for the learners.

In addition a teacher should have general pedagogic knowledge, meaning to be familiar with the principles and strategies of classroom management and also have knowledge of characteristics of the learners. Finally the knowledge of education purpose and values has also been mentioned in the article (Mullock, 2003, pp. 4). This is important because having learnt what a teacher should know, it is up to the reader to ensure that they possess all these knowledge which will contribute to better teaching methods and practices.

Furthermore, equal effort can be applied to each section when relating this knowledge so that a lot of concentration is not put on one side while ignoring the others. Having content knowledge means having the knowledge of the subject that you teach. This is important since a teacher should be conversant with the topic of study so that any problem presented by student concerning the topic can be tackled correctly and professionally. The article also mentions that a teacher should have knowledge of educational context.

This means knowing the surroundings, the group, the classroom, the community and the district. Most teachers would ignore this and only concentrate on the students and the immediate surrounding which is the school. However light has been shed on the importance of expanding the knowledge of the teacher in respect to the external environment which would help in addressing some external problems that students may occasionally have. The article has also mentioned that a teacher should know the values and purposes of education (Mullock, 2003, pp. 4).

Most teachers assume that their only purpose is to teach. However this article has stated that a teacher should know the importance of education and the values, aims and objectives of education. This is important because whatever a teacher teaches the students or whichever method is used to teach, it will be of quality since the teacher understands that education is more than just teaching. Another important point learnt from the article is keeping up to date with teaching techniques (Mullock, 2003, pp. 15). Majority of teachers only go for training once.

After that, they plunge themselves into the teaching profession and start teaching until they retire. However this should not be the case since changes will always take place. Something new may be introduced for example a new subject, materials of teaching or even new modes of teaching. It is therefore important for teachers to refresh their courses after every few years. This fact was not clear initially but after reading the article, its importance was clarified. Article Relevance The importance of this article is that it will help in understanding the different ways that a teacher should use to teach students.

The article has compared different views of what really amounts to a good teacher and helps in learning the correct techniques that should be adopted. The study done could help in dealing with a challenge that most teachers face which is variance of learners. Each learner has their own way of grasping things. The article has discussed what students think of how a teacher should teach. This can help through combining these factors and finding an appropriate way of teaching that will benefit all the students hence each one of them understanding the concepts being taught.

This article has raised the issue of whether teachers should be taught how to teach. It does not matter if the teacher has had previous training. There are new changes every day that come with invention and teachers must keep up to date with such changes. Therefore just like their students it is necessary to always be on the lookout while coming up with new, easier and better ways of teaching. The study of teaching methods helps in improving teaching techniques which in the end will make a teacher be good in what he or she does.

The article points out the need for further studies to correlate perceptions of a good teacher with behavior of teachers in the classroom context and with larger number of subjects of different languages and educational backgrounds (Mullock, 2003, pp. 21). The article has focused mainly on TESOL which is Teachers of English to Students of Other Languages. From the study, it is clear that for any teacher, knowledge of the subject matter is necessary. A language teacher should be fluent in the language being taught which includes in writing, reading, speaking and translation to the language the students are speaking.

This means that the teacher should be fluent in both the language the students are speaking and the language the students are being taught. The article has pointed out that students nowadays are more critical and less accepting of teachers whose language skills are poor (Mullock, 2003, pp. 20). Good TESOL teachers know the language and how it works. It therefore draws attention to the importance of knowing thoroughly the field of study or the subject matter to avoid critism from students.

Finally the article has highlighted all the qualities that make a good teacher from different perceptions. It is not possible for a teacher to have all the characteristics and just like a student, a teacher has both weak and strong points. It is therefore up to the teacher to look at these qualities and find out which ones suits his or her personality and then find a way to make good use of these traits and apply them in teaching. From the article, it is also clear that teaching technique depends on the level of learners and the subject being taught to the learners.

This helps a teacher to understand that a technique that may be successful to one group of learners may not be successful to another group. It can be concluded that the article has underscored important points of teaching techniques and qualities that make a good teacher hence answering a question that most teachers find complex about how to be a good teacher and what really constitutes to this. Reference Mullock, B. (2003). WHAT MAKES A GOOD TEACHER? THE PERCEPTIONS OF POSTGRADUATE TESOL STUDENTS. Prospect , 18 (3), 3-24.

Disagreement Between Me and My Teacher

It is commonly known that disagreement is something that cannot be pushed away. It is something that is usual to everybody’s life. Without disagreement people will not know and measure how important one person to others or how things work or does not work. Just like what happen between me and my teacher when I was in my high school, it was a long time ago but still the lessons I learned from it comes with me in my daily life inside my classroom. Students and teachers disagreed on what is actually being evaluated when a teacher gives a student a grade (Goulden and Griffin, 1997).

Students are emotionally invested in their grades and can have different emotional reactions to their receipt. For example, a student may feel pride, disappointment, desperation, helplessness, humiliation, relief, hatred, resignation, etc. Depending on what attributions are made, students may be more probable to experience a specific emotion. For example, when a grade is negative, an internal, firm and controllable cause may illicit feelings of guilt, whereas an internal, firm and uncontrollable (for instance, lack of ability) could cause feelings of shame.

On the other hand, an external, uncontrollable cause may illicit feelings of disappointment, an unstable cause feelings of uncertainty and external, controllable causes feeling of anger. It was the time when my teacher gave me a bad grade. It was just simple essay writing. My teacher told us to compose an essay with a particular topic. I happily do the paper but unfortunately my teacher did not like what I composed and give me a bad grade. Grades are important to me as a student. For me grades are seen as anything from an evaluation of my personal character to an expectation of my future success.

I felt angry at that time. I thought that I was not good enough to be her student; I felt that I have done my part, my best but still my best is not enough. It felt so degrading. A negative grade that is expected is not a joyful occasion for me, but a negative grade that is unexpected is a more disturbing situation. Students usually have an idea of what a fair grade is for the work that they have done. If my expectation of a fair grade is not met, I get very confused and angry. When she is giving me my grade, at that time I had the belief that I was being evaluated on my learning in the classroom.

For me as a student that grade in a piece of paper is a representation of me, of what I have learned in the school. I can not help my self but to confront my teacher for giving me such a bad grade. What was her basis of my grade? What did I do wrong? At first I was not being able to speak I do not know where to begin until she spoke and asked me “What is it about? I told her that the grade she has given me seems to be unfair. She asked me to sit down and explained to me something. She said that she as a teacher agreed significantly that grades usually do not correspond with how much a student has learned.

Grades may or may not be an accurate reflection of student learning. She explained to me that even I got a bad grade it does not mean that I am less intelligent than my classmates it just that I have not explained or elaborated more with my essays. That at the moment when I was doing my paper I may not be prepared or concentrating well enough. There can be so many reasons. She said that I have all the time to show and prove my intelligence to my fellow students. Grades are interpreted by me as something different than teachers intend them to be.

From that moment I have realized that I must not feel less a person because of a bad grade. It will not be a representation of my whole personality as a person. It may be a part of me that needs to be developed. I just have to think of it as a step to my achievement. Knowing a thing that you are not good at is a step for learning. Start feeding your mind with information concerning the matter. Try to be knowledgeable with it. In due time without knowing it, you will gain knowledge that is more than what you aspire for.

Students also have responsibilities with regard to their learning, which increase as they advance through their growth. Students who are enthusiastic to make the effort required and who are able to apply themselves will soon discover that there is a direct relationship between accomplishment and hard work, and will be motivated to work as a result. There will be few students, on the other hand, who will find it more complicated to take responsibility for their learning for the reason of the special challenges they face, which may include lack of support and other difficulties in the home or environment in which they are growing up.

For these students, the attention, patience, and encouragement of teachers can be extremely important factors for success. However, regardless of their circumstances, learning to take responsibility for one's progress and learning is an important part of education for all students. I have realized that when a conflict exists between a student and a teacher, it takes a various form, and depends on various issues, than a romantic or workplace conflict.

When a teacher gives a grade, s/he may be thinking that the grade communicates an evaluation of a certain product of work; on the other hand, a student may feel that the grade represents a judgment of him/herself as a person. Conflicts between teachers and students regarding grade are likely for the reason that the teacher and student come from such different perspectives. I don't think grades ever tell the whole story about a student. I think every student is more than their grades. Students have a social life. Students have time-demanding after-school activities and maybe even a home life that stresses students out from time to time.

Roles, Responsibilities, and Boundaries as a Teacher

As a Training Consultant (TC) and teacher my main role and responsibilities are to educate and deliver effective training and impart my skills and knowledge in my specialist area which is Childcare. This is needed to support the learner either directly or indirectly and to maintain an inclusive, fair/just and motivating learning environment. I understand that as a teacher I am primarily responsible for the health and safety also the moral and physical welfare of my students/learners.

I am also responsible for teaching students with Special Educational Needs. I provide Training to Learners within their workplace which can be either in a nursery, a school, Residential Care setting/Children's home or any setting that looks after and educates children. The qualifications I deliver are Certificate (level 2), Diploma (level 3) Children's and Young People's workforce alongside Functional skills; Maths. English and ICT at levels 1 and 2, and Employment Rights and Responsibilities (ERR).

This I deliver both in the workplace and in the classroom. I am employed in a full teaching role. I am required to perform all aspects of the teaching and learning cycle as outlined in the “Preparing to Teach in the Lifelong Learning Sector”0 As the teacher I am responsible for following company policies and procedures and for attending promotional events, for example: A Career day at local school . This would be to show our potential students the benefit of taking up training with our company.

Whilst attending these kind of events I will need to have an up to date and sound knowledge of my specialist subject and at all times follow the Institute for Learning (IFL) code of professional practice as this may be my first contact with potential learners/students. When delivering the Qualifications I use the teaching and learning cycle which is made up of the following five sections; identifying needs, planning training, facilitating learning, assessment, quality assurance and evaluation. This would also help me to judge the abilities of my students and would be helpful for my own self evaluation. 1.

Identifying needs: this will start with the initial face to face contact with potential learners/students which is considered the most important as this will create the very first steps of building a bond with the learner/student. This will be a major step in understanding their needs and recognising their potential. Each learner is different due to different previous experiences. To identify their educational background and level I would form a discussion on what previous knowledge they already have and would facilitate communication in such a way that all learners are encouraged to participate in the discussion.

Whilst the process of identifying needs is taking place, there are some boundaries that may affect the process. The lack of information regarding learners' requirements can make the process of assessment very difficult because I do not know the background knowledge of the student before starting an initial assessment and this can have negative effects on the process of assessment. Students/ learners may be mature student. Therefore there may be funding constraints. Nursery managers have to adhere to Ofsted’s ratio requirements so staffing arrangement can be stretched having an affect on visit lengths and times.

There are many boundaries to teaching. Liaising with other professionals. When liaising with other professionals I will need to remain professional at all times. I frequently liaise with other teachers within our organisation this will include one of our functional skills teachers. She knows her specialist subject well. When needing expert advice on delivery or assessments relating to functional skills I would ask her. This is to ensure that I have to correct information to pass on to my learner, so I do not put them at a disadvantage.

I have to deal with eternal professionals such as Learning Links this is a agency that deals with young adults who have had a difficultly finding a job for variius reasons such as acholoca, drug abuse. Part B - Legislation and Codes of Practice The legislation that impacts my teaching are the Health and Safety at Work Act 1974 this Act provides a frame work for all employers and employees outlining their roles and responsibilities to ensure everyone's safety. Equality Act 2010 is a discrimination law that protects people from unfair treatment and creates a fairer and more equal society.

Data Protection Act 1998 is a law to protect people's personal information. It is important that I demonstrate that my standards of teaching constantly meet or exceed all Approved Codes of Practice (ACOP) set out by my employers or other professional bodies if compliance is ever called into question. The codes of practice I follow are: Institute for learning (IFL) mentioned above and Early Years and Childcare code of practice. A professional code for child carers, providing advice for professionals carrying out their duties and responsibilities within their working role.

Firstly, in accordance with Professional practice, members should ensure that no action that they take will be detrimental to the Child's welfare, safety or will hinder the child development. Secondly, members should aim to maintain the highest possible standards of performance, to aim to improve their knowledge, skills and competencies by taking advantage of training. 3As Institute of learning (IFL) points out specific behaviour expected from the member for the benefit of learners, employers, the profession and the wider community. They are as follows: Integrity, Respect, Care, Practice, Disclosure and Responsibility.

This is what all members should adhere to, to ensure that good quality teaching is carried out. Thirdly, members should constantly evaluate and reappraise their own methods, policies and practices and keep up to date with current developments in light of changing needs and circumstances. Lastly, member should be aware of the need for confidentiality within their professional practice. Part C – Equality, Diversity and Ways to Promote Inclusion The Department for education and skills have a handout called The learning Journey this is a vital tool for all assessors.

This clearly shows the process to follow when meeting with the learner/student for the first time. I need to acquire as much information as possible to identify any support needs of the learners. During the discussion, as a teacher I encourage learners to seek initial and further learning and to use services within the organisation. This is called Signposting. This is when I will direct the learner on where to find additional information, guidance and advice or learning resources. Another service within the organisation is Referral.

This is when I will direct them to an outside agency depending on the kind of support they require. If they have mental health issues I would direct them to Children and adolescence mental health service, Portsmouth if they are 18 years of age and under and Health recovery, Solent, Portsmouth, if they are 18 years of age and older If they had alcohol, drug or gambling problems I would refer them to Addction within this organisation they have a specialist team to counsel, support both the individual and those closest to them. Once the learner/ tudent has the correct information and agrees with the referral I would either make the appointment or I would give the learners/ students details to the agency. I would then contact the agency to ensure everything is in order. I would then record details and ensure the learner knows what arrangements have been made. I must not discriminate against a learner and must provide every opportunity for every learner that learning will be achieved. To be able to do this properly I need to have prior knowledge of my students through the initial assessment process.

Facilitate Learning: Within the initial meeting I would then make sure that the learners are on the right programme, checking their eligibility for funding, giving advice, guidance and appropriate information, keep records of discussions and agreements, maintain confidentiality and undertake a Criminal Records Bureau (CRB) check, if required. Being a Teacher is extremely rewarding. The quality of learning the advice and guidance on the programme they wish to undertake is very important.

What is also necessary is supporting the students' individual needs, applying and adapting my teaching methods to suit the students' preferred learning styles, level of skill and abilities. In doing this, I would be motivating my students to progress and achieve their desired qualifications. Part D - Core skills Functional Skills consist of Math’s, English and ICT. They provide the foundation of knowledge and skills to enable the learner to function at the required level, confidently and independently in everyday life.

For example, they help us recognise good deals when making purchases, in writing a CV or application letter, or when using the internet for emails and online banking. Functional Skills qualifications can be achieved at Entry level, Level 1 or Level 2. Some learners may already have achieved at school but it is still important that the teacher embeds the elements of Functional Skills into the subject. It is important to embed Functional skills into everyday work life. Maths is embedded into everyday tasks such as working out ratios, room measurements and nursery fees.

English is embedded into everyday during training sessions and work – based tasks. ICT skills include using computers, using email for communication and word processing. It is important that a teacher has competence of their Functional Skills. If handouts were produced with spelling mistakes or the teacher could not operate a computer, it would cause the learners to lose confidence in the teacher and lack of credibility. Part E - Environment I need to create a safe, non-threatening, good atmosphere at all times.

To quote from Teaching and Teacher education hand-out from PTLLS course3 "having a safe, supportive environment provides a foundation for maintaining the productive relationships". I agree with this statement as I frequently come across this situation with my learners, especially in childcare. If there is not a suitable environment for teaching and giving feedback then the learner remains in the formal stage and will not move into the informal stage where most of the learning takes place. Therefore, this would mean I have failed to empower and motivate the learner.

With this in mind Maslow's hierarchy of needs clearly states "that we must satisfy each need in turn starting at the bottom and working our way up” Please see Maslow's triangle below. If the physical, emotional and wellbeing needs are not met then the higher order needs are not considered. So as a Teacher it is important to meet these needs in the first or second meeting and throughout out the length of the programme. I will make sure the learner’s needs are met when planning the initial meeting. Therefore at the same time make sure all parties involved i. managers, supervisors and mentors are made aware and that they agree with the length of meeting and the meeting place for both the learner and I. Part F - Ground rules Ground rules need to be set to establish boundaries for students starting a course, knowing some basics about what is expected during the length of study. In all teaching and training sessions ground rules are necessary to ensure that all learners have the same expectations on how to behave. The ground rules can be established by talking through behavior expectations of the learner and myself.

By involving the learner they are more than likely to take ownership and empower the students. Ground Rules that can be : Such as punctuality, mobile phones of or on silent, confidentiality and most of all respect. Parts G and H, Effective Feedback, Engaging and Motivating Learners For every individual there is a variable driving force. Not all students are naturally motivated. Some need to be challenged, inspired and stimulated to learn and see a task through to the end. Not all learners are motivated by the same things some students are motivated by the approval of others or self challenge.

To encourage students to become self-motivated, independent learners, as a teacher I can do the following: Give frequent, early,positive and constructive feedback that supports students' beliefs that they can do well. Support learners that need it, keeping in mind their attention p limits and discuss and set together SMART targets. Furthermore, whilst demonstrating all the above and showing respect for the learners/student individuality will in itself be a motivator to learn. Within the assessment plan you will be making an Assessment decision along with feedback: When giving feedback all learners will need to now how well they are getting on and what they have achieved. I always use the praise sandwich feedback method. This is Praise- Corrective feedback – Praise. This method 'softens' the impact of the corrective feedback. The key to give effective feedback is to give feedback straight away and to do so with respect, understanding and action. 9As it states in PTLLS handout “Giving and Receiving Feedback” 'Feedback is an important communication tool that can improve the way we work with one another. ' My organisation requires me to write down feedback on my assessment plans and on formal reviews.

This is the students' timetable for learning and resources required. There are two well-known types of learning styles questionnaires that are commonly used with in our organisation. They are Visual Audio and Kinaesthetic (VAK) and Multiple Intelligences test. To begin with Fleming (2005) stated "that people can be grouped into four styles of learning: 6Visual, Aural, Read/write and Kinaesthetic (VARK). Not all learners fall into one style they can be the mixture of the four. In the second place Honey and Mumford (1992) suggests that learners are a mixture of the fours styles: Activist: Love challenges and are enthusiastic, enjoy dealing with new problems Pragmatist: They apply what they have learned to practical situation and enjoy the logical reason for doing something. Theorist: prefer to read lots of material first liking things that have been tried and tested. Reflector: like to think things in depth and then try something then reflect on the activity again. All information gathered from the initial assessment will help complete the ILP.

Knowing your learners/students learning styles will help you adapt your teaching to suit their needs and in turn motivate them. Assessment activity: There are various types of assessment methods used both formal and informal . Formal assessment methods include assignments, case studies, essays, exams, multiple choice questions, observations, professional discussions, projects, tests and witness testimonies. Informal assessment methods include; discussions, gapped hangouts, journal diaries, peer assessments, puzzles and crosswords, self assessments, questions - oral and written, quizzes, role play and worksheets.

I have to choose assessment methods accordingly depending on the student prior attainment and level of programme they are studying. Observation is a good way of assessing the learner within the workplace to assess learners' competence, attitudes and skills. This can then be followed up with oral questioning to confirm why they did or dealt with a certain situation in a particular way, checking their knowledge and understanding and encouraging them to reflect on their practice. If the observation was within a group situation then peer and self-assessment could also be used in conjunction with the observation.

By using these methods the student are acquiring listening, observing and questioning skills. . Parts B and D - Creating Assessment Opportunities and Involving Learners in the Assessment Process Planning Training: My role is to plan what will be taught and when. This is a two- way process between me and my student. After completing the initial assessment I progress forward onto Assessment planning. This type of assessment is formative - reviewing progress throughout the programme until the end or when the learner leaves. I will plan what we are going to do so the student knows what is expected of them.

If the students are working on assignments then I would need to set targets for completion. Moreover, if students are going to be assessed at work, either by an observation or simulation, then I would need to consider who, what, when, where, why and how to ensure we are both aware of the requirements. When planning I will need to ensure that all assessments are valid, authentic, reliable, current, and sufficient (VARCS). If I do not consider these aspects when planning then I will not know what I am assessing is necessary, credible, fair and relevant.

The ILP is a personalised, flexible map to guide the learners journey. Within the ILP there will be results of the initial, and diagnostic, assessment and learning styles. This will also include learner’s targets, timescales, details of resources and details of how and where the learning will take place. The ILP is a working document and should be used as an aid for both learners and students to record, negotiate and plan, review, assess and reflect on the learning experiences throughout their programme.

Direct Observation: Allows the assessor to see the candidate in action and may be able to cover several aspects of the qualification during a single session (Holistic) the observation can take place within the learner’s normal working hours so there is minimal disruption as they are able to continue to do their job while being assessed. This should be planned in advance to suit both the learners and the assessor. This will also have to be arranged with the manager. The observation will have to be recorded in some way such as hand written, typed or recorded on DVR.

Learners may “perform” differently as they are being watched. After the observation it is good practice to ask oral questions to clarify the reasons behind the actions. Questioning can take a number of forms. They can be delivered orally or in written form. Oral questions may suit learners with dyslexia or poor literacy skills. Workbooks can be produced to cover all knowledge questions for mandatory and optional units. After Observation the learner can be asked to explain why they did something; this gives them an opportunity to expand on things like procedures, policies or legislation.

Part E Peer and self-assessment I use self - assessment on a regular basis as this promotes students involvement and responsibility and encourages reflection which is an integral part of the role as a childcare practitioner. However there are also limitations depending on the students as some students may lack confidence in their own ability and they may think that they have achieved more than they actually have Peer and self-assessment could also be used in conjunction with an observation. To make this a reliable assessment method he student will have to fully understand the assessment criteria and how to be fair and objective. There are many advantages and disadvantage of peer assessment. Students are focused on the criteria and this will empower each student to take ownership of their own learning and understanding. A disadvantage is that student might be friends with their peers therefore being subjective rather than objective. Part F - Keeping Records of Assessments Quality and Evaluation: Record keeping. Is a part of quality assurance and is a process that has to be followed.

This proves that the qualifications are being delivered and assessed fairly, consistently and accurately. This is in line with the Ofsted requirements. Within our organisation we use a variety of methods to maintain quality assurance. Our policies and procedures are revised yearly in order to test their current effectiveness and legality. If they need to be changed due to changes in legislation then this would be actioned immediately. The TC will be observed at regular intervals and scored using the Ofsted grading process.

Staff Continuous Professional Development (CPD) records are kept up to date. Standardisation of practice takes place this is when will compare and conform procedures. Learner retention is monitored along with complaints and appeals. During the course learner and employers surveys are completed. Quality Assurance is necessary to evaluate and Maintain high teaching standards. On all visits I will need to complete an assessment plan, records must be up to date, accurate, legible and factual.

Teacher Descriptive Essay

Lily Campbell Block 3 Mr. Watrous 18 September 2012 Who is Mr. Watrous? When we initially meet someone, we immediately tend to judge by physical appearance. This is somewhat of a natural instinct, although the way someone looks does not necessarily reflect the individual’s true self. When I first strolled into Mr. Watrous’s classroom, my first impression was that he’d be a stern, serious teacher. Soon after I heard him speak to our class, and even more after having him for a few blocks, I found that he is an amiable and whimsical man.

My first impression of Mr. Watrous is nothing at all as his true personality. He’s actually quite an interesting teacher and very different from the majority. Mr. Watrous appears to be middle aged, as his dark brown, short hair is filling in with gray. He doesn’t seem to have wrinkles. Instead he has a clear, healthy looking face, impressive green eyes, and dark stubble from his beard. He’s about medium height for an adult man and has a thin, yet muscular frame. Mr. Watrous dresses different than most teachers at Central West.

His most stylish outfits consist of “tablecloth” print, button up shirts, green pants, and two-inch heeled shoes. But what he regularly wears are collared or button up shirts, jeans, and dress shoes. In my opinion, Mr. Watrous’s appearance makes him appear as a strong, harsh kind of guy. But in reality, he’s far from that. In class Mr. Watrous is a mixture of both formal and informal. When lecturing, or directly asking questions he speaks and behaves quite formal. However, when he casually speaks with a student he’s more informal.

Outside of the classroom Mr. Watrous’s speech is Campbell 2 more informal with the use of a lot of slang. For example, he refers to the people he’s speaking to as “man” often, despite their gender, as part of his normal vocabulary. In our class Mr. Watrous acts as he wants the best possible out of us. He seems really focused on preparing us for the future. He talks to us about college and our future constantly. He also teaches us the importance of speaking in formal and informal manner, and indirectly teaches us life lessons.

One example I’ll never forget was that on the first day of school he assigned an almost impossible task of answering about 40 questions in 15 minutes, in attempt to teach us that we need to speak up and recognize ridiculous tasks requested of us. It seems that Mr. Watrous’s thoughts are really clever and strategic. Yet, when one asks him to describe how he thinks he says little of it is based on logic and he usually just ends up going with his gut. This is consistent with how Mr.

Watrous teaches, he presents himself as a really smart, all-knowing guy, but as he’s teaching he is thinking of new things to say. In our classroom Mr. Watrous thinks a lot about his students and how to help them succeed, but outside of school he has more important priorities. He owns an art gallery and ranch, plus he has a family. Mr. Watrous probably thinks about his ranch very often since it needs maintenance. Since he is an artist, he is very creative, I’m sure he is constantly thinking of new things to paint. Just like any other husband/father Mr.

Watrous is going to constantly think about his family. Students look up to Mr. Watrous and treat him very respectfully. He is appreciated by his students who trust him, and want to learn from him. Students will joke around with Mr. Watrous since he’ll joke around with us often also. Mr. Watrous treats his student in a respectful manner. Although he will be honest, and tell someone what is exactly on his mind. He holds our class up to high standards and wants us to be the best possible. If a student says “Um” he’ll mock them Campbell 3 very single time, hoping that we will eventually stop being unsure of ourselves and think before we talk. He does this so we will think before we speak and not be unsure or ourselves. Mr. Watrous is a different kind of teacher, but in a good way. His appearance is deceiving since he looks scary and mean. He’s really actually super nice and a laid back teacher. He acts different in his classroom and home settings. As a teacher his interest is in what’s best for his students. His students realize that so they respect and appreciate him very much.

Teacher Centered And Learner Centered

Student-Centered

Student-centered learning is viewed as a progressive approach to teaching. The focus in student-centered learning is to make students more aware of the material they are learning and why it is important. Teachers want to make students more active in the classroom, by encouraging them to interact with one another. The teacher measures achievement based on individual student performance, instead of comparing each person to their peers.

Teachers practicing student-centered learning techniques encourage students to create their own learning goals. Instead of writing objectives on the syllabus that states the material that will be covered during the course, these teachers write objectives displaying the knowledge the student will gain after completing the course.

Teachers encourage students to learn through activities such as classroom debates, discussions, peer mentoring, field trips, creating individual portfolios and participating in both self and peer reviews. By incorporating these activities into the lesson, teachers want students to learn skills that can be transferred to other activities in their students’ lives.

Teacher-Centered

Teacher-centered learning is the traditional approach used by educators in the classroom. This method of teaching is very regimented. Teachers choose the course material based on the curriculum they are required to cover by the end of the semester. Student success is based upon a measure of individual performance in comparison to the work of the rest of the class. Emphasis is placed on the instructor in a teacher-centered classroom.

The lecture follows a strict format where the teacher talks and the students listen to what she has to say. The classroom is very quiet, as students work on assignments individually, instead of with their peers. Classroom objectives are measured upon the amount of material covered, not necessarily the level of learning achieved by each student. Students are all given the same learning goals, which are based on the information covered in class.

The Kindergarten Teacher

The kindergarten teacher A teacher is someone whose job is to teach especially in a school whether it is a secondary school, primary school or even kindergarten. Every teacher should have their qualification in order to be a teacher in a school. So, I think that a kindergarten teacher should have at least a basic degree to qualify them to be a good kindergarten teacher. The kindergarten teacher is the most important corner of the educational process and function is not confined to education. Teachers with a basic degree will ensure the children get a good early education.

As we all know, world nowadays needs people with high level of education and to fulfill this mission, we need a teachers with wide knowledge and experiences which is a graduated students with basic degree can provide. . Besides, the children are like a white and black cloth so it is teachers and parents who will colour them. The teachers with a basic degree have good enough knowledge to teach their students and they can provide correct and good education for the kids thus producing good generation for the future.

Kindergarten teacher must love the children, respects children , parents, patient, kind, caring, and understanding. Also she must use learning centers and has a child-centered classroom. In addition to teacher must be able to provide for all levels of students from enrichment to remedial and willing to give many extra hours. They should have a goal of wanting to ensure that each child is successful. The needs for kindergarten teachers to have at least a basic degree can increase the competition among the university students nowadays.

The rate of failure rate among the students in the university nowadays is increasing so the increase of qualification in order to get a job will ensure the students to study hard to achieve good results when they graduated. This will increase the level of education in our country thus producing good image for the country. In conclusion, the kindergarten teachers should have at least a basic degree to make sure the children get a well early educated God willing . ( http://allbestessays. com/English/Kindergarten-Teachers-Should-Have-Least/6793. html )

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