Category: Teacher/Teaching

The relational part of educating might just be its most underestimated angle. At the point when instructors are acceptable at building romance with students, the expertise is considered more to be spread for an absence of substance information or fortitude to train with meticulousness, Teacher of the Year and the program chief for the Public School Forum of India disclosed to Education Week. Actually, he added, ‘Our first occupation as instructors is to ensure that we become familiar with our understudies, that we associate with them on a genuine level, indicating regard for their way of life and attesting their value to get the most ideal schooling.

What are the importance’s of teacher and student romance?

There is exceptionally helpful data for the individuals who need to know the significance of the student teacher romance. Here you will discover the ways how to fabricate a positive and strong instructor understudy relationship. The sentiment between an instructor and his understudies is one of the most persuasive variables in a learning climate. This is a key component influencing understudies’ advancement, commitment of school and scholastic inspiration, an educator understudy relationship from the premise of the social setting too. Associations between school teacher romance isn’t just influenced by numerous components like sex however thusly, additionally influence conduct and scholarly results of understudies.

When student teacher romance?

Each understudy had envisioned the sentiment of teacher falling in love furthermore; every instructor had envisioned what it resembles to escape with an understudy. While the story ran, the student and her educator were the objects of everybody’s vicarious interest. Obviously, educators are in places of confided in power and, obviously, they’ll here and there be the objects of understudy dream. They should never mishandle that power or bargain their fragile function in the lives of school love story.

How to trend teacher and student love story?

There’s nothing similar to a creepily improper understudy instructor relationship trending videos to take any kritika avasthi web series show to the following level. Cases where the instructor really responds the advances of an understudy are enjoyable to watch one, since we’ve all had a crush on teacher eventually in our lives, and two, it makes the possibility of a sentimental relationship with an educator more practical. Despite the fact that only one out of every odd model on this rundown is an unlawful relationship some are in school, the dominant part happen in secondary school.

In any event, for the ones that aren’t in fact unlawful, there’s clearly a force dynamic at play that makes these couplings pretty yucky, without a doubt. Here are most improper web arrangement understudy educator connections on YouTube ever. Instructors have consistently been one of the main impacts in everybody’s day to day existence. Some admire them, regard them and love them and for some the regard and worship transforms into a solid affection and the solid affection bit by bit changes into a smash. Some get over their smashes once out of school and treasure affectionate recollections of it for an incredible duration.

“I covered the kitchen table with books. They had to be bang up to date. If there was a week’s homework missing, or any work that was less than half a page, or if there was a single page without a green pen on it – mostly mine, but some of theirs to show Peer Assessment – I was dead.” (The Secret Teacher, p. 73)

The Secret Teacher highlights the overwhelming fear that is felt in the run up to a formal observation, a moment to be judged, assessed, and categorised. Performativity encompasses every persistent and constant judgement in education. Performativity was established to aid standardisation of teaching and ensure the raising standards of students in England and Wales. However, performativity is causing a culture of terror (Ball, 2003) and increasing the workload demands (Perryman and Calvert, 2020).

This essay will critically explore the concept of performativity, whilst considering its impact on teacher workload and the wider issues of retention. This article will evaluate the conception of performativity within its Neoliberal context, analyse the external and self-regulatory aspects of performativity, and how this increases teacher’s workload and their eventual burnout.

In the early 1980s, the government began to increase centralised control in education by overseeing schools finance, curriculum and examinations, teacher’s practice and training (Tomlinson, 2001). With this transition to a Neoliberal approach and the introduction of marketisation, educators began to lose the autonomy they once had in the classroom and were beginning to be viewed as a “technical workforce…rather than a profession to be respected.” (Tomlinson, 2001 p.41). The implementation of the Education Reform Act 1988 enabled education to become marketised and pushed performativity to the forefront. Initially, performativity was there to standardise education, but is now causing teachers to question their “perspectives, beliefs and practices concerning the nature of teaching and learning upon their entrance to the profession (Gray and Seiki, 2020).

This essay will be using Ball’s (2003) definition, which states performativity as a “technology, a culture and a mode of regulation that employs judgements, comparisons and displays as means of incentive, control, attrition and change – based on rewards and sanctions.” This culture has been formed and moulded out the Neoliberal ideas of marketisation and forces schools to “fulfil performative criteria” in order to be considered successful (Fox, 2020). Consequently, schools have become data driven and are adopting a range of performative strategies to support the improvement of outcomes (Perryman and Calbert, 2020). Troman (2008) identifies performative strategies including but not limited to target setting, league tables, performance management and Ofsted. Although the implementation of National Curriculum, tests and inspections should be models for schools (Barker, 2008), it often leads teachers questioning their professional ideals. Fox (2020) further argues that schools must become performers “in order to be valued in their community” (p. 4). It is clear that performativity forces teachers to question their professional decisions and worth in society. Performativity has manifested into two aspects: external surveillance and self-regulation.

Panoptic performativity, as defined by Perryman (2006), describes a culture of constant inspection from schools and Ofsted. Furthermore, Perryman (2006) states that “institutional authority is invisible, but the objects of power, which in a school are the teachers and pupils, are visible and supervised.” (p. 154). This suggests that the judging criteria that are used to assess the outcomes of teachers can be considered arbitrary as they are based on the political agendas. As teacher outcomes are based on student examinations results, teachers often become obsessive and pressurised to collect and track student progress (Perryman and Calvert, 2020).

Due to constantly changing policies, teachers are being pulled in different directions to meet the expectations of various criteria and agencies. Ball (2003) highlights that this causes unnecessary “uncertainty and instability” (p. 220) and states that a “sense of being constantly judged in different ways, by different means according to different criteria, through different agents and agencies…[means that] it is not always very clear what is expected.” (p. 220). This can cause teachers to question their own professional judgements and, perhaps, opt for decisions that help to improve their own performance, improve data and appease Ofsted (Fox, 2020). As Ball (2003) states “[b]eliefs are no longer important – it is output that counts” (p. 223). With performativity having an influence over the culture of the school and inevitably has an influence over teachers’ perceptions of their own abilities and judgements.

Fox (2020) argues that the commodification of teachers reduces autonomy and that this results in the high levels of teacher turnover. According to the Department of Education “Of the teachers who qualified in 2013, 67.7% are still in service after 5 years” (Department of Education, 2018). It becomes clear that there is a positive correlation between performativity and teacher workload, thus we see the emergence of a new teacher (Ball, 2003). Perryman (2006) supports this idea, stating that as schools are creating a culture of panoptic performativity, teachers are becoming the norm of the culture that they wish to resist.

Due to the ever-changing demands and policies, there has been an increased pressure on teachers to perform to different expectations and receiving pressures from individuals in the school environment. With these pressures challenging teachers’ perceptions, there is often a sense of vulnerability that is felt amongst beginner teachers (Gray and Seiki, 2020). This vulnerability can often transpire into many teachers leaving the profession early in their careers (Perryman and Calvert, 2020).

Gray and Seiki (2020) argue that due to the performative culture of the intense “rigors of a testing and data-gathering regimen” (p. 9) teachers are losing their autonomy in the classroom and that, perhaps teachers should be trusted again and placed at the forefront of running schools. It was noted in their research that due to the “institutional pressures of standardized testing and its negative effects on their students, classrooms, and curricula” almost half of teacher considered leaving the profession (p. 8). This is corroborated in one of the main reasons why teachers leave the profession with 57% stating target driven data as third most popular cause (Perryman and Calvert, 2020, p. 14). It is significant to note that, whilst this research was conducted in the USA, the marketisation ideals and culture of performativity is still overwhelming teachers globally (Perryman and Calvert, 2020). The participant, in the study, stated they felt that “the assessment data might reflect on her skills as an educator.” (Gray and Seiki, 2020 p.6). This reinforces the negative influence of performativity, as teachers feel that they are judged solely on the data that their students demonstrate in examinations, an idea that is underpinned by the current marketization of education.

This was illustrated in the recent impact of Covid on GCSEs, where teachers awarded marks to students but were facing pressure from the government, parents and experts (The Guardian, 2020). With this rising pressure it felt as though teachers were not being trusted professionally, despite the constant surveillance and data checking throughout the academic year. Within my academy, there was an increased pressure on teacher’s to ensure that they had awarded the grades using the ranking system and in light of this have put several strategies in place this year to ensure that results are being awarded fairly, in case there is a similar situation in summer 2021. Additionally, there are concerns that within performance management meetings, staff will be negatively reviewed if the data is low but not take into consideration the wider impact of Covid on education.

Perryman and Calvert (2020) argue that the culture of performativity is creating a demanding workload for teachers and is one of the major factors in teacher’s leaving the profession. Furthermore, Perryman and Calvert (2020) argue that “…the performative accountability culture of education in the twenty-first century, efficiency is seen as ‘a good thing’ irrespective of the cost to people – intensification, loss of autonomy, monitoring and appraisal, limited participation in decision-making and lack of personal development are not considered.” (p. 6). With an increase of ‘intensification’ and ‘monitoring and appraisal’, teachers will feel that they are under constant external surveillance and must perform to avoid becoming scrutinised (Perryman, 2006). This could cause a sense of fight or flight amongst teachers and for those who must “escape the regime” (Perryman, 2006 p.155) mean leaving the teacher profession in its entirety.

When I was placed under intense monitoring and appraisal, I considered my professional judgements and questioned whether to leave the profession. During my training years, I was constantly being monitored and observed twice a week. Whilst this is an important aspect of supporting and developing trainee teachers’ practice, the intensity became overwhelming. It felt as though my every step was being observed throughout the school and I needed to justify every decision, movement and statement I made. I was ultimately left feeling unsupported and with nowhere to turn and seek encouraging advice. In my current middle leadership role, I realised that I am now becoming the observer not the observed. It is seen as my duty to report back to senior staff about other teachers’ punctuality, behaviour management and commitment, I question whether this is the right approach to take in an already intense work environment.

Perryman and Calvert (2020) also identify “that being in teaching stifles creativity, and it is this that leads to a person’s departure” (p.16). Perryman and Calvert (2020) are arguing that by increasing performative measures such as working towards exams, preparation for inspection and reviewing data, teachers reduce the autonomy and creativity that often was a significant reason for joining teaching; 35% of respondents cited this as a reason (Perryman and Calvert, 2020, p. 11). The notion of performativity restricting creativity in the classroom has also been identified by Ball. Ball (2013) argues that in recent decades we have seen a reduction of autonomy within the profession as teacher’s, instead of striving for creativity and passion, strive for attaining government standards. This causes two conflicts in teachers’ beliefs; firstly their questioning of autonomy and creativity in the classroom and secondly their expectations of the wider outcomes and purpose of education.

As Key Stage 3 lead for English, I can resonate with this conflict of performativity measures with creativity. As stipulated by the government, academies do not need to follow the National Curriculum (Department of Education, 2014) and have the creativity and autonomy to design a curriculum that will support students entering a world of work. However, with the new Ofsted guidelines, there is a clear suggestion that academies will need to follow the National Curriculum stating that “learners study the full curriculum.” (Department of Education, 2014). This poses an issue in my role as I want the team to feel that they have the freedoms and creativity to create lessons that meet the students desires, despite this we are having to follow the National Curriculum and help transition students into Key Stage 4. This was also observed by Gray and Seiki (2020), who explained that trainee teachers often follow the safest path than take risks.

Teachers are being placed in an uncompromising position. They are often viewed by society as a social worker, parent and confidant, but with increasing pressures to meet unexplained criteria from policies and leadership, teachers are focusing their students’ learning on the datafication of outcomes alone. Whilst performativity can be used effectively, when supportive, to improve standards (Carr and Kemmis, 1986, as cited by Cain and Harris, 2013), it is generally having a negative impact on teachers. Constant and continual judgement is forcing teachers to work harder and burnout, leading to their eventual resignation from the education sector. It is imperative that the government, leaders and teachers re-evaluate what is essential to education, do we prioritise data or humanity?

This essay aims to outline and discuss aspects of teaching, such as subject and curriculum knowledge, fulfilment of professional conduct and managing behaviour effectively. This essay will further highlight how the characteristics can potentially support primary teachers in the delivery of effective educational teaching. There are multiple factors that create an effective teacher, one of the most important factors is having a good amount of subject and curriculum knowledge.

According to number 3 of the Teacher Standards, (department for education [DFE], 2011), teachers must “demonstrate a critical understanding of developments in subject and curriculum areas”. Following the launch of the national curriculum (1988), there was evidence in the ‘three wise men’ report by Alexander et al, (1992, cited by Pope, 2019) that suggested a lack of subject expertise among teachers could evidently hinder children’s learning. Since the evidence was released by Alexander in 1992, the national curriculum has further changed and subject and curriculum knowledge among teachers has developed, and since improved students learning. Coe (2014) further supports the importance of subject and curriculum knowledge by suggesting that the most effective teachers have deep knowledge of the subjects they teach and when teacher’s knowledge falls beyond a certain level it creates significant impediment on students’ learning. Therefore, having deep subject knowledge is extremely effective and the need for increased subject knowledge is very high amongst teachers today. Furthermore, subject and curriculum knowledge is not just important to teach the students but also, to get students to apply their knowledge to other subjects. In Glazzards (2016), Learning to be a primary teacher, he suggests that highly effective teachers should encourage students to make links between subjects by applying knowledge from one subject to another. Glazzard (2016) connotes that teachers should have a broad depth of all subjects which then can be applied to the student’s learning in classroom environment. Glazzard (2016) suggests “it is only after pupils develop subject specific knowledge and skills that they can then apply the learning from one subject to another”. (P.37). Being taught to transfer knowledge between subjects can further enable students to progress in their future learning.

As effective as subject and curriculum knowledge appears to be, there can be counter effects of having increased knowledge every year. DeBruyckere (2018) outlines a theory known as “the curse of knowledge”, year after year the curriculum changes and more subject knowledge is required and teacher’s expertise increases, however, pupils remain at the same level (they do not get smarter and smarter each year).” As a result of this, the gulf between the teacher’s knowledge and the children’s knowledge get wider and wider”. DeBruyckere (2018, p.38).

Another factor that makes for an effective teacher is their responsibility to “fulfil wider professional conduct”. (Teaching Standards [DFE], 2011). Having important relationships with Teaching assistants and parents/carers builds great rapport and can potentially have a positive effect on teaching and learning. As suggested by Hansen (2015) “teaching is not a solitary profession” (p.154) and communication between teachers and parents/carers is essential for learning, due to the fact that children learn both at school and at home. By communicating and fulfilling this responsibility, the student can have an enriched learning experience in both environments. As well as working with parents/carers, teachers should also communicate with colleagues. In Glazzards (2016) book, learning to be a primary teacher, he suggests that effective teachers will not know every single detail of the national curriculum but should not hesitate to seek support from other colleagues or teaching assistants. Thus, creating collaboration and teamwork and a positive working environment which can potentially have a supportive effect on student’s development and learning.

Ewens (2014 cited by Hansen 2015), (p.138-142) further supports this pedagogy by suggesting that trainee teachers can often benefit from the expertise of curriculum specialists, and that they should not hesitate to ask for help. This suggestion highlights the importance of teacher- colleague communication as an effective factor of highly effective teaching. Although teacher collaboration seems to be effective there can also be recognized disadvantages of using collaboration and teamwork in the classroom. One disadvantage of having co teachers involves the lack of subject expertise offered by the exceptional educational teacher. One co- teacher is typically certified in core subjects and the other in exceptional education. In this type of teaching model, students may find it difficult to work with a teacher who is not a core subject expert. Although careful planning may be able to avoid this problem, time restraints may make it difficult for an exceptional teacher to consistently study new material ahead of the students. (Tucker,2019).

Another key aspect of effective teaching is managing behaviour and providing a safe learning environment. As suggested by the teaching standards [DFE], (2011) which outline that children cannot begin their learning until the classroom environment is safe and everyone is concentrating on the task at hand. Chaplain (2015) suggests that “when the behaviour policy is well thought out, understood and consistently applied by all teachers responsible for pupils, it can significantly reduce or eliminate many minor disreputable behaviours almost ‘automatically’.” (pg. 102). Chaplain highlights that managing behaviour effectively promotes effective teaching within the classroom. Supporting the theory of behaviour management is McKnight (2016) in Pearson (2016), what makes an effective teacher? who suggests that the category of behaviour management was “most frequently mentioned by principals (it ranked second in their Top 10)”. (P.25). Therefore, this evidence would suggest that head teachers and principals believe that behaviour management is a highly effective skill to have.

Although behaviour management can often be effective in the classroom, teachers can often find themselves spending too much of the classroom time on behaviour management which, consequently, hinders learning for those students who are on task. Stott (2010) suggests that there is a need for teachers to spend time on motivating and monitoring the behaviour of disruptive students. However, the on-task members of the class may even feel this is unfair. Stott (2010) implies that managing behaviour in a classroom can often have a negative impact on learning for some of the students in the class and perhaps behaviour management is not as effective as it seems.

In conclusion, a highly effective teacher is a complex hypothesis and is dependent on many variable factors. Due to the nature of effective teaching being flexible and a multi-faceted theory, the aforementioned characteristics are supportive of effective teaching, however further research may be of benefit to gain a more conclusive outcome.

The sciences, art, or practice of cultivating the soil, producing crops, and raising livestock; this is the definition of the word agriculture according to most sources. However, the word agriculture holds a lot more meaning. It means the food on the table, the clothes on backs, and the roof over people’s heads. Agricultural careers in communities across the nation are extremely important. Perhaps one of the most important agricultural careers–agricultural teacher.

Agricultural teachers are one of the most important of agricultural careers, since they have such an influence. The teacher can have a big influence on the kids and can influence the paths they choose to follow. This5 influence on their directions can be the difference between a kid going to jail or going to college. A large amount of kids that are considered outcasts, take an agriculture class to get away from other classes and the monotony that comes with them. Little do they know that their Ag class can often help get them through high school. For example, when a kid is deemed bad by one teacher it is often the same with the rest. However, when this kid gets into his or her agriculture class, they can find sanctity in the work they are doing. This work can often lead into the interest in a future after high school and on into college. The careers that follow college will greatly benefit the agricultural community.

Furthermore, ag teachers teach needed information, from what kind of grass is in a pasture to how to correctly weld. Some people may not ever use these skills ever again, but most will. It the job of the ag teacher to teach the future the necessities to survive in the real world. They can also teach skills such as how to correctly artificially inseminate a cow, or how to correctly palpate a cow. They can also teach much needed lessons in the shop, such as how to correctly lay a bead down or even put a chicken coop together. Finally, they can also teach many forms of science—from plant biology to fertilizer chemistry.

My agricultural science teacher and FFA advisor, Mr. Hoffman, allowed me to sit in during his plant and soil science class. Throughout duration of my time in that class, which was five days, I watched as Mr. Hoffman taught the sophomores a variety of topics from organelles in plant cells to the composition of soils. I recognized nearly all of the terms he mentioned for I learned them in this class. After his class ended, I sat down with him to talk about his career and its relation to biology.

Firstly, He explained to me the major concerns many hold throughout his career field. The main concern in the agricultural education field is maintaining a large supply of teachers. Currently, ag programs are growing in schools, but the number of teachers remains the same. Leaving a massive gap in many agricultural science programs across the nation. He further explained his goal of teaching to inspire his students to one day become agricultural science teachers. Explaining that if even one out of a hundred students he teachers becomes an agricultural science teacher he would be happy. After research I found what he claimed to be truthful. There is a growing demand for agricultural teachers and a dwindling supply of people declaring agricultural education as their major. Many professionals across the nation, believe this will cause many issues in the future.

After thoroughly discussing the downfalls of the career, we moved on to the biology related subjects. Mr. Hoffman told of the many biology-related class he took while pursuing his degree in agricultural education. From molecular biology to plant science—biology holds a very important role in any agricultural career field. It can be used to craft fertilizers for varying plants, to diagnose sick livestock animals, or to generate new varieties of certain plants. Mr. Hoffman explained the importance and told me about projects he assigns to his plant and soil science class. The project forces students to research a biological topic pertaining to agriculture, one of the best ones I saw was about the application of molecular biology in agriculture. The student explained how genetically engineered crops are entering markets around the globe and what effects this will have on the agriculture industry. After working through this job shadow, I not only learned the importance of agriculture for our society but also the important role of biology in the agriculture industry.

ABSTRACT

In India changing societal attitudes, inflation and rising educational levels made more women than ever before to drive into the paid workforce. The Indian women, who were confined only to the socially acceptable jobs like banks, teaching, nursing etc., are now stepping into various sectors.

Irrespective of education, income and employment, professional women in India are still doing three jobs – office, housework and child care. Professional women hardly find space for themselves to accomplish basic necessity of life like adequate sleep, exercise and a healthy diet. Domestic pressure, stress at work, child mental or physical distress due to lack of attention adds on to the psychological effect among working mothers. They also find it difficult to make up for the loss of experience and hence maternity leave can cause a major setback to their career advancement and personal growth.

The purpose is to arrive at suggestions and recommendations to improve the work life balance among women employees in order to increase the efficiency level.

To know how working female teachers manage their work life and family life. To gain an insight into current working time policies and practices, as well as work-life balance issues in private colleges of Mumbai, India.

INTRODUCTION

Liberalisation, extending Privatisation and Globalisation policy has created a drastic change in an Indian economy in the past twenty years. More women are venturing into areas that were traditionally dominated by men. Women have now become a visible part of the workforce. Work Life Balance of Women employee has become an important subject since the women are equally sharing the earning responsibility for the betterment of their family. Women are getting into jobs and they continue to work even after marriage. A married woman has more responsibility than man in taking care of young children and family. The working women efficiently overcome difficult situations by their commitment and perseverance. The participation of women in income generation activities lends them to satisfy their home needs to a greater extent. This paper aims to review the existing literature on Work Life Balance of Women Employee with an identification of various characteristics towards the achievement of WLB.

What is Work Life Balance?

Work-life balance refers to the level to which an employee experiences feeling fulfilled and having his or her needs met in both work and non-work aspects of life. Through experiencing greater work-life balance, individuals details feeling better in general (e.g., greater job and life satisfaction) and tend to behave in favourable ways (e.g., lower turnover and absenteeism).

Need for ensuring work-life balance of female employees

• (a) Being able to effectively manage multiple responsibilities at home, work and in the community without guilt or regret.
• (b) Being part of a supportive workplace that values and trusts staff.
• (c) A good quality of life
• (d) An enjoyable work life and career progression

Family Purpose of the study

This project is based on the work life balance prevailing among women employees working in private colleges in the city of Mumbai. An attempt is made to analyse the company’s performance through the employees’ satisfaction about the work life balance. The purpose was to arrive at suggestions and recommendations to improve the work life balance among women employees in order to increase the efficiency level.

Statement of the problem

One first needs to understand about work life imbalance, as with the understanding of the origin, causes and effects of this imbalance, the balancing act becomes easier. Due to this work pressure it becomes exceedingly difficult to maintain a family life. This study aims at identifying the level of work life balance among women faculties in private colleges in Mumbai, India.

Objectives of the study

1. To know how working female teachers manage their work life and family life.
2. To gain an insight into current working time policies and practices, as well as work-life balance issues in private colleges of Mumbai, India.
3. To understand the stress level of working female teachers at work place.
4. (To give recommendations to the Management to improve work life balance among women employees working in private colleges.

Statement of Hypothesis

• Null Hypothesis Ho: There is no significant difference between women taking work home and women working more than agreed number of hours in private sector colleges.
• Alternative Hypothesis H1: There is significant difference between Women taking work home and women working more than agreed number of hours in private sector colleges.

LITERATURE REVIEW

Work Life Balance means the competence to schedule the hours of an individual Professional and Personal life so as to lead a healthy and peaceful life. It emphasizes the values, attitudes and beliefs of women regarding their age to work in organizing and balancing their work and personal life. (K. Santhana Lakshmi and S. Sujatha Gopinath, March 2013). The following variables influencing the experience of WLB were identified while reviewing the various literatures.

Krishna Reddy and Vranda (2010) discuss the issues of Family and Work Conflict and Work Family Conflict are more likely to exert negative influences in the family domain, resulting in lower life satisfaction and greater internal conflict within the family variables impact the experience of WFC and FWC.

While the conflict between work and family may be inevitable, researchers such as Friedman and Greenhaus (2000) suggest alternative methods for reducing the stress. For example, more autonomy in the workplace and networking with peers can increase the quality of work life.

RESEARCH METHODOLOGY

The present research is conclusive, descriptive and based on single-cross sectional design. Quantitative data was generated to test the research hypothesis.

In order to collect data on the dimensions of the study, a research instrument was designed. The study was conducted on private college’s teachers in Mumbai with the sample size 120. At colleges level data was collected from professional courses, as college’s faculty at professional level. Appropriate design gains an insight into the “how” and “why” of teachers attaining work-life balance. A research instrument designed for the purpose was personally administered to the teachers through personal interview and survey through questionnaire.

FINDINGS & CONCLUSIONS OF THE STUDY

• 84% of the respondents feel that they are able to achieve work-life balance to a great extent
• 87% of the female teachers are satisfied with the working hours
• Maximum female teachers i.e., 57% occasionally work on holidays or overtime
• 77% of the female teachers sometimes miss out their family and friends time
• 83% of the female teachers state that their institution doesn’t take initiatives of employee work life balance
• 63% of the female teachers sometimes feel tired and depressed due to work
• 73% of female teachers agree with the fact that the institution involves family members in at reward functions
• 53% of the female teachers are happy with the amount time spent on working
• 70% of the female teachers say that their institution’s management is approachable.
• All the female teachers state that they are provided with health care programs by the institution but not any other facilities.
• Maximum female teachers devote more of their time to job related activities then that of the family.

Conclusion

With dual career couples widely prevalent in this modern era, there is a need for systematic research into the nature of work-life conflict and further insight is required into ways by which the work-home interface can be more effectively managed. Considerably more research is needed to gain additional insight into the meaning and consequences of work–family balance. This study was able to measure employees’ work–life balance and found weekly hours of work and the stress associated with work were very important determinants of employees’ work–life balance, alongside their occupations, age and caring responsibilities. Conflicts in work-life balance of working women affects their health who report more stress, headaches, muscle tension, weight gain and depress than their male counterparts. Juggling between the obligations towards the families and expectations of the organisation and constant struggle to maintain a balance between work and family can have serious implications on the life of an individual by affecting their well-being and overall quality of life. There is a widespread demand from employees for the right to balance work and home life in today’s busy world where finding time for oneself seems impossible. Health and wellness programs can, for sure help working women in balancing their personal and professional life. But they alone cannot be the answer to addressing the problems of imbalance. The problems and difficulties of women are multi-dimensional as evident from the literature reviewed; therefore, they require further probing to help working women in balancing their work and family life. Indeed, women in the work place can be blessings only when both family as well as organization will receive proper service from them and they will be able to contribute to both family as well as organization only when the origination will ensure flexible working hours (roistered days off and family friendly starting and finishing times), transport facility, residential facility, child care center, flexible work arrangements/ job sharing, reduced working hours and workload and child.

To conclude, there can be no debate on the fact that work life balance is essential and important for a stress free and fulfilling life, especially for a woman. Juggling between the burden, obligations and responsibilities of work and multiple family roles, balancing becomes an uphill and an ongoing task for teaching professionals, as much as, if not more than any other working woman. The findings of the study can justify its utility since knowing the faculty members precisely and reaching out to them in the effective way, is the key to minimize stress. The study can also direct employers of institution to evolve flexible work strategies and provide better working conditions which will help in overcoming stress in faculty members to some extent.

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At one point in our lives, everyone has experienced absolute certainty in what they wanted for their career and the next moment, feeling completely unsure of what they wanted to do for the rest of their life. This can cause anxiety and unneeded stress on both the body and mind. And so, I’ve some gathered information about a psychology teacher and an ecologist along with comparing the two from almost all aspects of the job, such as their salary, benefits, duties, and responsibilities, and what is needed to become either, a psychology teacher or ecologist. Which will help ease the anxiety of choosing between one or the other.

To start, a general overview of both jobs is a great place to start. As with every job, tasks and responsibilities come along with it. Psychology teachers must teach psychology, initiate and foster class discussions, grade papers and assignments, update student records, and create weekly lesson plans. (Source 1) Ecologists must study the environmental changes and impacts from ecosystems and humans, collaborate with colleagues, and read scholarly works in related science fields to stay relevant. (Source 7) They also have many responsibilities, such as identifying environmental impacts from third parties, examining local, regional, and global usage and flow of energy and materials in industry, prepare technical and research reports, observe and obtain information from relevant sources, and assess the value of things and people, along with many other unnamed responsibilities. (Source 7) Whereas, a psychology teacher must evaluate and grade assignments, compile, administer, and grade exams, maintain student records along with other required records, collaborate with fellow colleagues to address issues or topics, estimate the cost, quantity, and quality of materials needed for class, and many more responsibilities. (Source 1) The job environments between both jobs are also worlds apart. A psychology teacher usually works in a classroom with many people coming in and out, with little-to-no traveling out of the classroom and school. (Source 1) While an ecologist may work in offices, laboratories, or in the field–which is traveling outside of the usual workplace and going somewhere to study animals. Sometimes working out in extremely warm or cold climates with little modern luxuries, in all types of weather, and for several weeks or months at a time. This can be emotionally and physically demanding. (Source 8) Ecologists also work full-time, with hourly pay but may work on holidays and weekends along with sometimes working long or irregular hours, especially in the field. However, there is paid overtime. (Source 8) Unlike a psychology teacher, where there isn’t any paid overtime. There are regular work hours with almost all major holidays off and seasonal breaks, however. Although, there are no bonuses and it is a salary paying job. (Source 2) Though the tasks, job environments, and hours for an ecologist and psychology teacher vary quite a bit, they each have their own benefits.

Next, is learning what courses and degrees are needed to succeed as either a psychology teacher or ecologist. Ecologists require at least a bachelor’s degree in ecology or a related field and taking courses in ecology, anatomy, wildlife management, cellular biology, and other related courses will also be beneficial. However, a master’s degree is needed for advancement and a Ph.D. is required to have the option of independent research and overseeing many other projects. (Source 9) Typically, aspiring ecologists go to a four-year college, have a well-rounded scientific background, and some sort of experience in a lab, or with a related field–sometimes this is required in order to be prospected. Although, after being hired and out of school, not much needs to be kept up-to-date except for any licenses that have been gained and reading scholarly works about ecology and related science fields to stay relevant. (Source 9) As for psychology teachers, they must have a doctorate degree in psychology, complete a one-year internship, obtain a teaching license and certification, and take coursework in education and communication. (Source 2) Usually, a psychology teacher goes to a 3-4 year college along with training workshops. Afterward, if wanting to become a professor in psychology, they have to produce scholarly works and renew their teaching license. Along with keeping a close eye on new discoveries and staying up-to-date with current research. Even if the outward appearances of learning how to become one of these careers may be easy, a lot of work and effort must be put in to qualify–as with most careers.

Now, for most people, one of the most decisive pieces of information when researching a possible career are the salary and benefits. So, knowing how much a psychology teacher and ecologist make are very important if one wants to be well-off. In the beginning, psychology teachers typically make $39, 240 in Pennsylvania. The average is $81, 750 and the maximum salary in Pennsylvania is around $128,170. (Source 1) Of course, there is no hourly wage because it is a salary job. Although, teachers, in general, are known for having a very good health and retirement plan, the downfall is that there isn’t paid overtime, typically no bonuses, and there is a small to moderate or no budget at all for class materials so teachers sometimes need to pay out-of-pocket for them. For ecologists, they typically make $41, 580 at first. Then, it could progress to $116, 810 with $72, 630 being the average in the Pennsylvania area. It is an hourly paying job, so beginning rates in Pennsylvania is $20.57 with the max being $56.16, and the average–$34.92. (Source 7) No bonuses are given, but there is excellent health insurance and paid travel expenses when doing fieldwork. However, hardships are limited budgets that must be followed, finding funding if doing independent research, possible mental instability, and possible sickness or injury while working in the field. There is paid overtime. (Source 7)

With every job, there will always be competition, and sometimes that can be rather scary for people because it causes anxiety about if they will get their dream job or not; learning about the possibilites of employment and the opportunities to advance will greatly increase the chances of being hired, however. So, if you wanted to become a psychology teacher then it’s best to get a doctorate or a Ph.D. in psychology. It is expected that opportunnities will grow 14%–possibly because of the increase in mental awareness–along with strong competition, especially in areas with a large pool of teachers and low employment rates in those areas. (Source 2) In order to advance, a Ph.D., Ed.s, or a Psy.D. is highly recomended, although, there is generally no advancemnet once a person gains a teaching position. (Source 2) As for Ecologists, because of the growing awareness in environmental impacts and changes, opportunnities are expected to grow 8% from 2016 to 2026. There may be strong competition, and so, applicants with practical experience gained through internships, summer jobs, or volunteer work completed before or shortly after graduation will have greater chances of finding employment. To have the possibility to advance, a Ph.D. will allow for ecologists to conduct independent research and control the direction and contents of the project. Although, leading more independent research will lead to the responsibility of finding funding for said project. However, advancement can also come from experience, and as one has more experience throughout their career, the more responsibility and independence they will have. (Source 9) Although, even with the stiff competition and daunting tasks of gaining specific degrees, becoming an ecologist or psychology teacher is all about what a person makes of it. To some, getting a Ph.D. seems easy; to others, it’s not.

Both careers have their good and bad aspects, but thatcomes with the territory of all jobs. Previously, I believed becoming an ecologist or a psychology teacher was rather straight-forward and easy. However, now I see that there is much more than what I once believed. Both careers are equal in their own rights, but I much prefer to become an ecologist because it is what I love to do, to watch an animal’s behavior and understand them. A psychology teacher and an ecology teacher are wonderful careers, leaving the decision of choosing a lifetime career on statistics is not something that should be solely done. In the paper, reading and learning about the tasks, education, and overall overview of both careers, being a psychology teacher and an ecologist, bring greater expansion of my current knowledge and encourage me to explore other careers. Overall, I believe it is good to do research about different careers, but I also believe that a career should be chosen based on where a person’s skills lie and want their heart wants. As Larry Myers said, “…It’s things that we laugh about that make it satisfying. We make friendships that are meaningful,…” and without those meaningful friendships and the things to laugh about, what else is there? So, even though there are so many other careers that have amazing pays and benefits, if you can’t enjoy what you do, then don’t stick with it. If it’s possible, I think everyone should have a career that they want, not what they need to do.

In this 21st century, a teacher should adopt a new approach toward the students so that they are updated with today’s tools and technology. When the students utilize everything that is important in today’s world then the students will be able to live and prosper in today’s economy as well they could be more productive in the future. What am I trying to say is in a teacher’s professional journey, he or she will be a guide for the student’s life. A teacher always plays a major role in the student’s life. Let’s see what the expectations should be in this 21st-century teaching profession.

Nowadays, the world is being more globalized which means the world economy, culture, and population are caused by cross-border trade in goods and services, technology and investment flows, and people and information in each country. So, what am trying to say is multilingual lesson is needed in this teaching profession for students. The students need to learn various languages since our country’s moving forward up in the economy and development.

When students learn many languages it will really benefit them in the future such as could get a job easily, being able to communicate with others in different languages, and many more.

Furthermore, other countries like China, the United Kingdom, Russia, and so on are trying to enlarge their companies in our countries. Obviously, they want their employee to be good at languages because proper communication leads to better cooperation. That is one of the factors why we must prioritize multilingual lessons in the 21st teaching profession since the outcome will give advantages to others as well.

These days, teachers should be role models in the teaching profession. The teacher must demonstrate a good example towards the students in respect, integrity, care, and trust. A positive role model could really inspire the students to live meaningful lives. The students will look up to their teachers and have a great bonding as well. If the students only learn the knowledge from the book, they could be smarter only but if the teachers taught the values and ethics in their life, they could be more productive in society. In this modern century, everyone expects students to learn more beyond academic lessons.

Next, every school has higher expectations of teachers which is that they should have higher academic qualifications. It is making sense why they are putting this kind of condition.

The government and schools believe that the teacher could be more knowledgeable and could share more facts with the students. This is because a teacher is the backbone of the students and could mold their behavior into the right path. The teachers are able to guide and dedicate the students to the power of education This is the reason why they require such a qualification in a school.

As we see there were expectations in the teaching profession, but there are challenges as well in this 21st teaching profession. To illustrate in detail, this century is more to the technology world. In this teaching profession, not all teachers are young and updated with new modern tools. So, some of the teachers are facing this issue that they are not well updated in new technology tools that will be used in the classroom. When they are not good at it, they prefer rote learning and there will be no innovation and creativity in their lessons. The students will fail to explore certain boundaries of possibilities and diminish their ability to creatively approach every problem and situation.

Classroom management is one of the challenges that were facing by teachers right now in the teaching profession Classroom management provides a variety of techniques used by teachers to organize students during class, to be orderly, focused, and attentive, perform tasks, and remain academically productive. There are a lot of students with different preferences, personalities, and many more. A teacher should manage everyone in the classroom based on their behavior so that the classroom won’t be in chaos. The teachers must always change their approach and learning styles for every lesson to ensure the students are attentive and not distracted. I believe that when the teachers manage the classroom more to students’ preferences, they will learn better than before.

Today’s education not only prepares students for a knowledgeable survival career. It aims to create future leaders and global citizens with an integrated view and way of community and the world. A teacher’s duty is to create global awareness in students which is helping them to understand environmental, social, cultural, political, and economic events in the world. Everyone can share the knowledge from the book with the children but as a teacher, we need to balance the academic world and global awareness as well. In short, the teaching profession could be really challenging for teachers but it can be overcome if they think rationally about the ways to the challenges.

In today’s society, teachers can be many people and many things. A teacher can be a parent, a sibling, a relative, or a friend. A teacher can also be one’s own experiences throughout life. One thing that we know is constant is our ability to learn from the aforementioned. Teaching and learning are two ingredients to success at any age, and neither one can exist without the other. Teaching is how we grow as a civilization, and learning is an indication to continue teaching. Teaching is the root of success within any field of study, and without said process, the advancement of people across all tracks of the scholarship will cease to progress. Teaching should be fun because learning should be fun. Teaching is power and happiness that is entrenched within anyone who is passionate about uplifting, motivating, and changing the lives of scholars who at any point in life had a dream to be somebody special.

To be an outstanding teacher, one must first be an outstanding learner. Before I became a teacher, I was outstanding at learning. After I retire, I will continue to be an outstanding learner. Being an outstanding learner is the foundation of an outstanding teacher because it is in learning that one excels and develops. Each day, I learn new strategies and methods from my cohorts that aid me in delivering quality, individualized instruction for my scholars. Each day, I learn from the very same students that I teach. My students teach me how to become a better person, teacher, and role model. They teach me how to maintain a growth mindset when faced with adversity, and they teach me how to listen so that I can elicit change in their lives. For me to be an outstanding teacher, I had to become an outstanding learner and realize that I am not always correct; I do not always do everything perfectly; I can learn from the youngest person to the oldest person, and everyone has something to contribute to the world.

Being a teacher has many rewards. As a teacher, one has the ability to restore a person’s will to chase their dreams and not be afraid of failure. One has the ability to motivate people to become better citizens in life, and one has the ability to mold the minds of our future. It is important for me to leave my footprints in the sand of life. Students rarely have the opportunity to have an African American male as their teacher. As an African American male, it is important for me to be a representation of someone magnificent because the stereotypes of African American men are not always represented positively in media (e.g. music, movies, and television). Very bluntly, students of all races and genders state that they want to be in my class because they have heard amazing things about me, and those who have not to say they want to be in my class because I am a male or because I am African American. As a lifelong learner and outstanding teacher, it would be a mistake to ignore the fact that my simple physical characteristics of myself can play a major factor in changing a student’s life. A reward for being who I am and teaching what I teach is being able to see students that relate to me because of my gender, my skin color, and my socio-economic background. Students relate to my goofy and flawed personality, my passion for being great, and my will to make mindful choices, and they decide for themselves that they want to be like me or even become better. My students and I have an interdependent relationship. They recognize that the guidance, motivation, and knowledge that I provide are essential to their success, and I recognize that their yearning for what I can offer drives me toward success; we both need each other for survival.

My beliefs are demonstrated in my personal teaching style because I make them evident to my students in everything that I do. I constantly remind my students how I need them so that I can become great, and in return, they provide me with that same reminder. I teach my students the value of education and the importance of having fun while learning. I teach my students that being the best version of one’s self is the only thing one should be obligated to offer to the world, and that being who they are is just enough. My students see my passion when I teach and during our motivational talks through our morning meetings. The two most important things that I teach to my students and the two things that drive my teaching style are that I want them to create lives for themselves that they are happy to wake up and live, and to avoid making excuses for what does not go right in their lives, but instead make a change.

I realize most students do not concentrate to their language necessities, and that is a genuine disgrace since when you make a stride back, unmistakably this class is one that can genuinely set you up for an implausible remainder. I would state that most students at Lassiter, myself notwithstanding, unquestionably do not concentrate to it as we should. I, like other people, pushed my work aside and accepted different classes progressively significant.

Since I am nearly in college, I perceive exactly how significant language is in my life, especially since it will sway to be useful in most employment situations. Not unreasonably finding out about different subjects wasn’t significant, on the grounds that they are exceptionally critical to be a balanced person. I trust I invested an excessive amount of energy worrying over them when I ought to have concentrated on a subsequent language. Thinking back, falling into that example was probably the greatest lament of high school. Spanish is one the most functional classes to take in high school. Regardless of what you need to accomplish for a mind-blowing remainder, a subsequent language is the most useful thing to begin early.

Much obliged to you for making me and others feel certain when learning Spanish, it’s way of life and making us need to adapt even more every day. Picking up something this diverse is hard and despite the fact that I may have made it look like a ‘simple’ class, it truly wasn’t. Realizing that I can be respectable at something that is so difficult to learn is ameliorating and certainty boosting. Much obliged to you for giving me that it merits all the work. At the point when I wasn’t so certain about my own capacities, you never addressed me. You told me the best way to acknowledge demands head on and not withdraw. You showed me how to appreciate language and welcome each second of it. You sent me into this appreciation of different dialects that I hadn’t encountered previously. You caused me to understand that a language wasn’t something to simply get past. A language is a way to another culture. It is so critical to be socially mindful, particularly on the planet we live in today. Much obliged to you for opening my eyes to another world. You made me a superior individual in something beyond Spanish and I am more than appreciative for all that you have accomplished for me and without a doubt, many others. Much thanks to you for being a phenomenal educator.

Write a letter to the best teacher you ever had. Using concepts covered in chapter twelve, explain how the format of the classroom and method of instruction affected your motivation.

Dear Ms. Watkins,

I would like to say thank you for being my favorite teacher for the rest of my life after I met you in the first year of middle school. You made me realize and believe that I can speak English perfectly, although my improvement was a bit slower than others. You motivated and encouraged me every day. Your patience and not giving up on me made me go to class excited. I still remember your style of teaching.

You allowed me to be independent but made sure that I felt the comfort of you being with me whenever I needed help. This helped me to be more confident and showed me that I could do it like other classmates. I still remember the independent reading day that you had every Friday. Did you know that I finished the whole book in English for the first time, although I struggled slightly? I think it was possible because of your independent teaching method. Also, the reciprocal teaching method improved my reading comprehension. Although it was my weakest skill, now it’s not my weakest anymore.

Since I was grouped with students who were similar to my level, it helped me be more comfortable sharing more than learning from each other. You always provided me with the best support, and I’m studying to be a teacher like you. You taught me to become who I am today, and it was an honor to be your student.