What do you understand as the meanings of personal teacher efficacy and collective teacher efficacy?
A teachers effectiveness is rated on how he or she is capable of involving a student in the learning process, even those students, who are difficult to deal with (Tschannen-Moran & Hoy 2001). Their efficacy is also related to how they behave in a classroom. Teachers, who are effective, also plan and organize themselves well. Most teachers who do these are the ones, who have the zeal to give out the desired outcome, regardless of the problems he or she may face.
With respect to this, the personal teacher seems to be the one, having these qualities, because of personal conviction. The perception that school rules may have positive effects on students may be termed as collective efficacy. While assessing efficacy expectations, some things are expected, such as socio-cultural influences. In regard to this, they should, therefore, be put into consideration.
Is collective teacher efficacy a fantasy or can it actually characterize the culture of an Ohio school when the new policies are eventually implemented?
The perception of collective teacher efficacy has been proved that it is one independent idea, having two concepts. These concepts are interrelated to each other, and they include comprehending the task and group competence. When new policies are implemented, it has been verified that collective teacher efficacy exemplifies the culture of Ohio school. The reason why it is believed so is that collective teacher efficacy has an effect on the social environment. In order for the performance to be high, the teachers should learn to trust each other. One of the features of collective teacher efficacy is the teachers inability and this has a negative impact on the students performance. The steadiness and efficiency of Banduras theories confirm these studies (Bandura 1993).
Referring to Zepeda as your source, how does an administrator implement professional development policies that build this belief system among teachers?
An administrators responsibility is to ensure that the working process is put in order, so that the qualified people may have a premise on which they can build up their capabilities and attain a positive outcome (Zepeda 2012). Researchers have proved that the environment can gauge a persons ability to do work and his or her capability to compete. Social milieu is one of the factors that influence development growth and, therefore, teachers can be more professional if they are in a place, where professionalism is high. To achieve certain goals, a chain of command of needs should be worked out by the administrator. Thus, the level of labor ability will be increased.
Provide an example of each of the four sources that create collective teacher efficacy
From my own personal experience, it is evident that collective teacher efficacy is based on mastery experience, vicarious experience, social persuasion, and affective states. Before, it was difficult for me to make decisions, but since my mastery experience, I have been making decisions based on my past. When speaking about my mastery experience, I mean my task-specific experiences, as well as their understanding. I came to realize that the students performance was going down and therefore, I had to submit to other applications; so, that their performance could improve because of vicarious experiences. In other words, vicarious experiences mean the process of observation in relation to the tasks, which are performed by other students.
Thus, while seeing how a student succeeds in a certain discipline, some expectations concerning my own abilities can be strengthened. When speaking about affective states, one is to keep in mind that I am talking about a students mood, which impacts his or her beliefs in self-efficacy. So, when teachers help reduce stress, a student can successfully complete the task. Social persuasion means credible communication, which helps motivate students.
Thereby, the students, in their turn, try to do their best. Other factors that harmonize the teachers efficacy are incentives and rewards. This is because both negative and positive remarks from people encourage me to improve my skills and level of performance. Some of the factors that enhance the idea of collective teacher efficacy are the ability to handle stress and the willingness to change. In order to improve students performance, it is advisable to have new approaches to teaching and also have ways to handle stress (Goddard, Hoy, & Hoy, 2000).
How does an administrator carry out her role as an instructional leader who builds collective teacher efficacy in her building?
The administrator should have the capability to put together useful ways of enhancing the atmosphere for learning. In addition to that, the administrator should be knowledgeable of a teachers efficacy level. Taking into account the previous statements, one can make a conclusion that the administrator must establish short-term goals; layout a certain strategy, avoid the so-called formulaic type of instructional process. It is also necessary to give focused feedback and encourage accurate attributions.
Reference List
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28 (2): 117-148.
Goddard, R. G, Hoy, W.K and Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37 (2): 479-507.
Tschannen-Moran, M and Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17: 783-805.
Zepeda, S. J. (2012). Professional development: What works, 2nd ed. Larchmont, NY: Eye on Education.
Teaching of Computer Science and History has both similarities and significant differences in various aspects of teaching and learning processes. These aspects include the teaching and learning methodologies, the resources used as well as the teaching and learning content.
Similarities and Differences
Teaching and learning Content
The learning content for History as a discipline focuses on achievements of the past including past events and experiences of nations and regions in the world, cultures, continuity and changes that have occurred over time as well as the cause-and-effect relationships (Furay, & Salevouris 2000, p. 11). The learning content is therefore more theoretical.
Conversely, the content in Computer Science concentrates on learning characteristics of programs that are employed in software development and innovations of new programs. They also assists the learners on how to modify the existing software Thus the learning content for computer science is more practical and organizational activity management oriented (Corner, Denning, Gries, Mulder, Tucker, Turner & Young 1989, p. 9).
It is also important to note that both Computer Science and History study their own theoretical foundations and are all presented in theoretical form. History also has a sub-field in archaeology which also uses practical techniques to study the developments of human existence just the same way Computer Science uses practical computation techniques in its learning content. Besides, both learning contents include theories that explain facts.
Teaching Methodology and resources
The teaching strategies that are involved in teaching Computer Sciences are more of discovery learning, where those students who are studying Computer Science are given more practical assignments to perform to enable them understand the concepts of computer and be able to develop programs and software which are industry oriented. Thus it is more research oriented and involves interactive teaching and learning.
It involves imparting skills and knowledge through practical activities in the computer laboratory. Teaching of Computer Science involves engaging the students in learning activities which make them understand quality management of organizations using appropriate software (Wegner 1976, pp. 14-15).
Computer Science learners have to undergo mandatory industrial attachments to give them an opportunity to acquire real practical skills (Corina 2011). On the other hand, teaching of History as a discipline involves more of the use of lecture method where the lecturer engages the students in learning activities that make them connect the past events and the current situations of places and events.
It also involves discussions and debates to enable the students make sense out of complex issues. Teaching of History also involves fieldwork where students are exposed to the historical sites as well as other important learning sites (Bain 2000, p. 26).
The two disciplines also have some similarities in that they all use the lecture method to impart new knowledge into the learners. Both of them use seminars and talks to reinforce knowledge and to give learners a chance to interact with the real world.
Both Computer Science and History explores the use of discovery learning as students in History are always given assignments to search from relevant sources both written and non-written, while those of Computer Science are given assignments to develop programs on their own or as a group.
Teaching and Learning Resources
The teaching and learning resources in Computer Science include digital learning materials such as Computers, software as well as books (Wegner 1976, p. 13). On the other hand, teaching and learning resources of History entails use of books and other printed materials as the major learning resources and as such, is secondary-learning resource oriented.
They also have some similarities when it comes to resource usage. They both use secondary sources of learning materials such as books, the internet among others to source knowledge and skills relevant for each discipline (Peters,1985).
Conclusion
Teaching and learning of the two disciplines differ significantly due to their disparities in the learning contents. While Computer Science is more practical oriented, History is to larger extent, theoretical.
Reference List
Bain, R. B., 2000, Knowing, teaching & learning history. New York: New York University Press. p. 26.
Corina, N., 2011, Teaching strategies in training of computer science teachers and informational and communicational technologies. Web. Accessed at http://www.cnaa.md/en/thesis/18256/ on 20 January, 2010.
Corner, D.E., Denning, P. J., Gries, D., Mulder, M. C., Tucker, A., Turner, A. J., & Young, P. R., 1989, Computing as a discipline: Communications of the ACM, 32 (1). New York: Van Nostrand Reinhold. p. 9.
Furay, C., & Salevouris, M. J., 2000, The methods and skills of History: A practical guide, 2nd edition. New Jersey: Harlan Davidson. p. 11.
Peters, P., 1985, Writing as a means of inquiry: why write?, in Strategies for student writers: A guide to writing essays, tutorial reports, exam papers and reports. John Willey & Sons, Brisbane, pp 1-11.
Wegner, P., 1976, Research paradigms in computer science: Proceedings of the 2nd international Conference on Software Engineering. San Francisco, California, United States: IEEE Computer Society Press, Los Alamitos, CA. pp. 13-15.
An effective online instruction and assessment strategy depend on the learning environment, learning style, assessment tools, feedback channels, design application, and tool (Herrington, Oliver, & Reeves, 2012). Consequently, the instructors ability to transfer classroom techniques to online activities enhances students performance (Burrus, McGoldrick, & Schuhmann, 2007). The results from previous literatures revealed that assessment tool facilitates an individuals learning curve. However, the design method and outcome must align with the objective of online learning programs. This paper provides an instructional guide to design and develop an effective online assessment for teachers in the UAE. Thus, the training guide will enhance the teachers ability to organize, develop, and implement an effective online assessment tool.
Audience
The training guide is appropriate for female teachers in the UAE.
The Training Objectives: Module
The training guide will improve teachers skill and collaborative effort to design and implement an effective online program. The trainer must categorize the training session into eight units, which include instructional design, screen design, interface design, capability of tool, user-friendliness, impact, communication skills, and team spirit (Herrington et al., 2012). However, the teacher must segment sessions into three modules, which include training content, assessment tool, presentation, and team spirit.
The training content model will address the instructional design, screen design, and interface design (Thaler, Kazemi, & Huscher, 2012). Consequently, the assessment tool module will address the capability of the tool, user-friendliness, and training impact. However, the presentation module will address communication skills and team spirit. The operation guide will assist teachers in preparing and designing an effective online assessment for student learning (Strom & Strom, 2013). Consequently, teachers can evaluate the learners needs based on the instructional design (Strom & Strom, 2013).
Module 1 (1 hour)
Module Objectives
Compare different instructional design based on the learning needs
Choose an effective instructional design
Stimulate the learners needs with an appropriate screen and interface design
Evaluate the training content
Training Content: Instructional Design
The choice of instructional design must align with the strategies of learning. The strategies of instructional design include organization, delivery, and management. However, the organization strategy describes the sequence and framework of the instructional design (Thaler et al., 2012). However, the sequence of instructional design includes job performance, simplicity, subject order, learning transition, dependent relationship, supportive relationship, and cause-to-effect. The delivery strategy describes the learning environment for the instructional design.
The channel of delivery include classroom, E-learning, M-learning, social learning, and lecture. However, the management strategy reveals the compatible variables of the learning process (Thaler et al., 2012). An effective management strategy influences the interactions between students and learning activities. It is important to categorize instructional design based on its attributes (Thaler et al., 2012). However, an effective online learning strategy must utilize one instructional design to boost productivity. Thus, teachers must understand the characteristics and benefits of instructional designs. Consequently, their ability to compare different design procedures will enhance the training content.
The list of instructional designs includes the ADDIE model, Merrills first principles of instruction, Dick & Carey model, Gagnes nine events of instruction, Blooms learning taxonomy, and the ISD model. Thus, the teacher must analyze the instructional design models to enhance performance. The features of Merrills first principle of instruction include activation, demonstration, application, and integration. Consequently, the training team must enumerate the characteristics and attributes of Merrills first principle of Instruction.
The features of Dick & Carey Model include identifying, instructional goal, conduct analysis, analyze learners & contexts, performance objectives, assessment strategy, instructional strategy, design instructional guide, revise, and conduct program evaluation. However, the features of the Gagnes 9 event of Instructions include gain attention, inform learner objectives, stimulate prior learning, present stimulus material, provide guidance, provokes performance, provide feedback, evaluate performance and enhance learning transfer.
The ADDIE Instructional Design
The ADDIE model is an instructional design used by educators to organize and present different career training to impact learning. The features of the ADDIE model include Analyze, Design, Develop, Implement, and Evaluate. As a result, teachers in the UAE can effectively develop and design an online assessment program using the ADDIE model. The first phase of the instructional design describes the goal, mission, and objectives of the learning program. Consequently, the design phase describes the learning process and framework. Educational instructors combine various assessment methods to create an effective delivery channel. The development phase combines the analysis and design recommendations to improve learning. As a result, the instructor formalizes the assessment procedures and training based on the instructional design. The implementation phase describes the learning process using an effective assessment channel.
The facilitator engages the student with different training sessions to enhance learning. However, the evaluation phase assesses the purpose of training and its impact on the individual. Consequently, the summative or formative evaluation reveals the impact of the instructional design on the individuals learning curve (Krathwohl, 2013). Thus, the ADDIE model improves the individuals learning curve, evaluates the learning needs, combines different training materials, and evaluates the impact of the training design. However, other components of the training content include the screen and interface design (Krathwohl, 2013). Previous surveys revealed that students are either motivated or demoralized by the screen or interface design. As a result, the facilitator must establish an effective strategy that evokes the learners attention. Thus, educators must create a learning environment that provides a summative and collaborative approach to enhance cognitive experience (Krathwohl, 2013).
Drill for the Workshop Participants (1 hour)
The implementation process depends on the assessment questions. As a result, the trainee must develop assessment questions based on the instructional design. Thus, participants at the workshop will develop an assessment-guided question for ADDIE design.
The trainee must tailor the assessment questions to suit a specific audience.
Assessment questions for an effective design tool
What is the problem statement for the online activity?
What skill must I transfer to the student?
What is the minimum requirement to understand the online activity?
What is the duration of the course contents?
How many changes are required during the program?
Can I teach the problem statement online?
Who identified the learners need?
Why will the student proceed with the assessment?
What is the period for the assessment?
What is the limitation of the assessment?
As a guide for the workshop, the trainees will provide answers to these questions using the ADDIE model. Consequently, the trainer will evaluate the assessment questions based on the ADDIE model (analyze, design, develop, and implement). The drill will be the trainees assessment test for the workshop.
Simulation exercise: Design tool
The trainer will conduct a simple simulation exercise (using a participant assessment questions). Materials needed include laptop, PowerPoint program, Ms-Word, Internet service, and online apps.
Screen Design
The screen design facilitates the learners cognitive development. Previous surveys revealed that the screen design of an e-learning platform determines its performance. As a result, teachers must combine the elements of screen design to improve learning. For example, an online survey conducted in Ohio to test students response to career goals used a Penguin animation as the screen design. However, the Penguin displays a stimulating gesture when the e-learner fails a question. The survey revealed that students failed the test questions because they enjoyed watching the penguins display. However, the Penguin showed no emotions when the student answered correctly. Thus, the screen design and user interface must be developed to enhance student interactions with the module activities.
User Interface
The user interface describes the visual component of the e-learning program. As a result, the facilitator must understand the importance of an engaging user interface. The user interface must be simple, organized, interactive, and engaging. However, the directions and navigation tools must be crisp and uniform. The user interface displays the soft-feel of the e-learning program (Kayler & Weller, 2007). As a result, a willing learner will revisit an engaging theme. The trainee must understand the basic elements of the user interface. Thus, the designer must apply supportive standards that provide a clear navigation, direction, and consistency. In summary, an interactive info-graphic empowers the online assessment program to enhance students learning experience. The trainer will conduct an interactive interface design test to enable the trainee develops user scenarios, a user object framework, navigation concept, and prototyping techniques.
Module Conclusion
The trainee must understand the concept and framework of an effective instructional design. Consequently, the structure of each module must have a rational, assessment strategy, and lessons learned section. The structural design will enhance the individuals learning experience.
Module 2 (1 hour)
Module Objectives
At the end of the training, the trainee will understand the importance of assessment tools for e learning.
The trainee must adapt to different learning environment to satisfy the learners needs
Ability to choose an appropriate assessment tool for the target audience
Ability to evaluate the capability of tools used for online assessment
The tool must promote and facilitate learning experience
Assessment Tool: Capability of Tool
The ability to design an effective assessment tool facilitates the students performance. As a result, an appropriate assessment tool improves the feedback channels of communication (Sewell, Frith, & Colvin, 2010). However, the instructors ability to categorize an assessment tool depends on the learning experience. Thus, an effective assessment tool correlates the students learning experience with formative assessment. The facilitator must organize the assessment program and feedback based on the learning outcome. The assessment will evaluate the learners experience and cognitive reasoning.
Thus, the ability to convey the teachers experience will determine the capability of the assessment tool. To evaluate the capability of the assessment tool, the trainer must compare the learning outcome with the design objectives. However, the teacher must avoid the bell curve assessment, inappropriate design framework, invalid assessment, and a poorly structured question. The evaluation scale must be uniform; however, some results must be graded higher. Thus, the assessment design depends on the learning objectives (Thede & Sewell, 2009).
Assessment Tool: User-friendliness
An appropriate assessment tool can engage students for an extended period. As a result, an effective assessment tool motivates the students cognitive reasoning. The design must align with the module objective to improve performance (Thede & Sewell, 2009). The list of teacher applications for online assessment includes the Learningpod, Moodle, Revision Quiz maker, Socrative, That Quiz, Poll everywhere, Testmoz, Coursmos, Gnowledge, Classmaker, Edmodo, and Joomla Quiz Deluxe. However, the facilitator must consider the target audience to enhance task comprehension.
Consequently, the facilitator must explain the online assessment techniques to avoid human error. The explanation will contribute to the overall performance of the learning program. The assessment techniques include pedagogical considerations, assessing interaction, and self-assessment (Thede & Sewell, 2009). However, the online components of an effective assessment technique include drop box, supplemental reading, instructional notes, external link, threaded discussion, synchronous chat environment, e-mail, and self-test. Please note that an effective assessment tool must serve as a student mentor and not an evaluation platform.
Module 3 (1 hour)
Assessment Tool: Impact
The proof of knowledge depends on the assessment technique; however, the assessment tool depends on the desired outcome. Thus, the teacher must determine the training content, and the proof of knowledge (Williams, 2012). The impact of the online assessment will form a cumulative process, a profile constructed strategy, or a student profile assessment.
Presentation and Team Spirit: Communication Skills
An effective online assessment tool must have the 4Ps of presentation. The teacher must explain the components of presentation, which include Plan, Prepare, Practice, and Present. The plan framework describes the relevance of the online program for the audience (Scardamalia & Bereiter, 2009). Consequently, the prepare strategy organizes the introduction, ideas, and the conclusion of the desired objectives. The practice strategy evaluates the trainee feedback, training content, and assessment tools to enhance performance (Scardamalia & Bereiter, 2009). Finally, the present strategy engages the student to improve the learning experience. Please note that the three Cs of communication supports the presentation strategy. Thus, the communication channel must be consistent, clear, and nice. To enhance team spirit, the trainer must be transparent, understanding, engaging, and compelling.
Consequently, the assessment tool must be meaningful, organized, specific, challenging, and innovative. The presentation strategy must include the desired outcome, the introductory module, and activities for each training session. Thus, the trainer must integrate new assessment strategy, administer a pre-assessment activity, provide instructional activities, punctuate the course outline with the assessment task, and develop a summative assessment.
References
Burrus, R. T., McGoldrick, K., & Schuhmann, P. W. (2007). Self-reports of student cheating: Does a definition of cheating matter? Journal of Economic Education, 38(1), 3-16.
Herrington, J., Oliver, R. & Reeves, T. (2012). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 29(4), 59-71.
Kayler, M., & Weller, K. (2007). Pedagogy, self-assessment, and online discussion. Educational Technology and Society, 10(1), 136-147.
Krathwohl, R. (2013). A revision of Blooms Taxonomy: An overview. Theory into Practice, 54(7), 212-218.
Scardamalia, M., & Bereiter, C. (2009). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 7(3), 265-283.
Sewell, J. P., Frith, K. H., & Colvin, M. M. (2010). Online assessment strategies: A primer. MERLOT Journal of Online Learning and Teaching, 6(1), 297305.
Strom, P. S., & Strom, R. D. (2013). Curbing cheating, raising integrity. Essential Readings Condensed for Quick Review, 72(8), 42-50.
Thaler, N., Kazemi, E., & Huscher, C. (2012). Developing a rubric to assess student learning outcome using a class assignment. Teaching of Psychology, 41(2), 113-116.
Thede, L. Q., & Sewell, J. (2009). Informatics and nursing: Competencies and applications: Lippincott Williams & Wilkins.
Williams, J. (2012). Technology education for teachers. Berlin: Springer Science & Business Media.
Educational strategies are the instructional methods and the learning activities used in imparting knowledge and skills to the learners. Mathematics being an abstract and empirical subject requires exciting ways to drive home the concepts and facts. To achieve this, mathematics teachers use several strategies which are not limited to gaming, problem-solving, group work, discussions, and research work.
Gaming is a strategy in which the teacher engages the students in games such as digital cards to solve problems. It helps develop psychomotor and communication skills of the learners even though time consuming. Problem-solving is a strategy in which the teacher illustrates using well done examples to the learners to guide them in organizing their solutions. It is more efficient in giving guidance to the learners in solving their problems but the strategy lacks in-depth analysis of the concept.
Group work is a strategy in which the teacher organizes students into small groups to solve problems. It improves learners communication skills as well as participation. Discussion is a strategy in which the teacher simply gives guidance to the learners as they solve problems, it gives the students an opportunity to have a broader view of the concept as well as develop confidence.
However, it is time consuming and leads to unequal participation. Research work is a strategy in which learners carry out further study to ascertain a concept or fact enabling them to have full mastery of the concept as they are able to extensively research.
If mathematics were food, I would break it into small pieces, chew it, swallow it, and digest it. In breaking it, I would use problem-solving strategy in which I would give effective problem-solving solutions to the students to act as a basis upon which learners organize their solutions as well as their thinking.
In chewing it, I would organize the students into small groups so that they mull over the problems and come up with appropriate responses which enhance students participation in class work. In swallowing it, I would conduct class discussion in which I would choose randomly a group to come forward to explain their response before the classmates; this enables the students to evaluate the solutions and arguments of their classmates by allowing them to voice their agreements or disagreements.
This would go along way in ensuring full participation as they would actively listen to their classmates explanations. Lastly I would digest it, in so doing, I would instruct the learners to carry out further studies to enhance their thinking as well as have firm grasp of the concept. A first glimpse into mathematics education indicates practicality in nature as well as a necessity in life.
This is well demonstrated from methodology to the learning activities implored in teaching it. It is a subject meant to improve the thinking ability of the learners due to its abstract nature. Not only does a quick look into the teaching aids attest to this, but also the subject content (Reys, Lindquist, Lambdin, & Smith, 2009).
Learning resources is part and parcel of the strategies used in teaching mathematics in form of models, regalia, maps, references, and diagrams. These tools assist learners to visualize and internalize the concept. As a teacher, effective delivery of content starts right at preparation.
This places high significance in preparation commencing with mastery of the content accompanied by the teachers notes, reference materials, relevant teaching aids, and good classroom management during presentation of the content (Reys, Lindquist, Lambdin, & Smith, 2009). The resources help break down the content especially the abstract concepts into simpler bits which can be understood by the students.
In the changing world, teaching mathematics needs a dynamic and flexible approach to accommodate these variances of technology and inventions. Teaching mathematics in primary employs gaming as a strategy. Games use natural sense of fun to impart concepts and facts.
In the classroom, this is achieved by creating space for playing mathematics games or using digital cards. Besides games, use of colorful objects is also incorporated (Booker, Bond, Sparrow, & Swan, 2010). These objects have the ability to help young learners learn about numbers easily as bright colors attract and hold their attention.
References
Booker, G., Bond, D., Sparrow, L., & Swan, P. (2010). Teaching primary mathematics (4th edition). Frenchs Forest, NSW: Pearson Australia.
Reys, R., Lindquist, M., Lambdin, D., & Smith, N. (2009). Helping children learn mathematics (9th edition). New York: John Wiley & Sons.
Implementing the child based teaching strategy will be physically, mentally, and emotionally advantageous to all parties within the classroom environment. The research focuses on the resolving the problem statement.
The research also focuses on the history of the strategic learning disabled teaching strategy. The research includes the researchers reflection as a current special education teacher. Student based teaching strategy improves the learning disabled students learning capacity.
Statement of the Problem
Effect of Student-based Special Education Teaching Methodology on Special Children.
Statement of the Purpose
The purpose of the study is to determine if the student-based special education teaching methodology improves the special students learning process.
Definitions Related to the Topic
Special student a student in the elementary years with learning disability.
Special education teaching methodology different from the normal teaching strategy implemented in classrooms for normal learning children.
Gifted student children with higher than normal intelligence quotients, usual IQ of 140 and above.
Autistic student Child with neural related learning disability.
Mentally retarded prior identification of persons who are not normal learners.
ADHD student Child who is hyperactive.
SPED teacher The special education teacher using ones dedication and noble spirit to go that extra mile to equip the learning disabled child with intellectual and emotional resources to survive the future complex teenage, adult, and elderly world.
Literature of study
Special educational teaching strategy
Special education focuses on young students with special learning needs. Likewise, Vicari (2004) proposed the topic includes teaching children with communication challenges, emotional disabilities, behavioral disabilities, physical disabilities, and development disabilities. In terms of issues related to study, special students need an alternative teaching methodology.
The teaching strategy deviates from the normal teaching methodology used to impart knowledge to students without learning disabilities. To be more effective in training the students with special learning needs, the normal class size is reduced to numbers conducive to comfortable and stress-free special student classroom environment.
Students with special learning abilities including gifted students. Gifted students are those with high intelligence quotients. However, the general impression of the word special student describes persons having less than normal learning capacities. The special students include children previously classified as mentally retarded.
However, the term mentally retarded has been changed to student with special learning needs to avoid charges of discriminating such students. Another group of students with special learning abilities include those classified as having attention-deficit hyperactivity disorder or ADHD.
Vicari (2004) emphasized neuropsychological research allowed various cognitive indexing of student with intellectual disabilities of various etiologies. For example, students with Down Williams syndrome or WS vividly display glaring impairment in some visuospatial skills, specifically praxic-constructive terms. The research shows children with intellectual disabilities have slower than normal learning capacities.
Similar studies in long term memory processing have vividly shown people with intellectual disabilities have diffuse impairment of the declarative abilities and relative preservation of the special students implicit memory processing.
Further, Pijl Pijl (1998) reiterated within the Netherlands community, student with special learning abilities are referred to as separate schools for the educable mentally retarded or EMR or another classification, Learning Disabled or LD. The communitys preoccupation is to determine the possibility of decreasing the number of special education appointments.
The research focused on the discussion concerning the difference in sizes of the various cognitive abilities between the students in normal or regular classroom learning conditions and the students falling under the category, special education students (EMR and LD).
The findings of a research conducted in Netherlands comparing students with normal learning abilities and students with special learning abilities indicate children with normal learning abilities have different learning capacity when compared to the learning capacity of students with learning disabilities.
The findings unquestionably prove the children with special learning needs have slower learning speed or capacity when compared to the learning capacity of normal students.
In addition, a related study conducted by Petrin (2011) focused on students opinions, ambitions, and needs of an estimated 400 student samples classified as learning disabled.
The samples were taken from the entire estimated 6,600 students enrolled in high schools. Irrespective of the students disability status, the rural high school students with unfavorable perceptions of the classroom environment had less defined postsecondary learning education plans and lesser aspirations to finish a college course within the most opportune time period.
Consequently, Mathew Irvin (2011) discovered the students with learning disabilities have lesser interest to finish a postgraduate degree course.
When comparing the students with learning disabilities and students with normal learning abilities, the rural students with learning disabilities had more negative impressions of the classroom environment compared to children with normal learning abilities.
However, many students with learning disabilities moving through school environments assimilating favorable classroom encounters prefer to enroll in post secondary education programs.
Likewise, Judith Meece (2011) conducted a study of a randomly selected group of students taken from 7,376 student population. The student samples taken were classified as one group of 512 students was identified as learning disabled. Another group of 90 students was classified as language difficulty learners.
The test included teacher -assisted interpersonal competence scale teacher test focused on resolving the learning disabled students adjustment to seven significant factors. The seven factors include internalizing, affiliative, shy, Olympian, academic, and aggressive.
The results of the findings indicate the students with emotional and behavioral disorders or EBD had been overrepresented in terms of multi task or aggressive high risk factor profiles.
Likewise, students with learning disabilities or LD were overrepresented in both the multi task and disengaged or non-aggressive high risk profiles configurations. On the other hand, students with English Language Learning disabilities or ELLD were overrepresented in the disengaged configuration part of the test.
Lucy Hoole (2011) emphasizes in another research students with learning disabilities felt discriminated in school and the community as a whole. The learning disabled students felt they were treated unfairly and with glaring inequality.
The survey respondents expressed their concern for government to increase its monitoring responsibility to ensure that students with learning disabilities are given a better treatment in order to make the students with learning disabilities feel more comfortable, welcome, and part of the normal school and home environment.
Edward Kuhlman (Kuhlman, 1994;5) emphasized The media, notably, have come to dominate the society, and the exponential increase in and distribution of these information outlets have revolutionized the social system in unimagined ways. Marshall McLuhan global village has eradicated distances, and internationalism dictates
local concerns and interests. The rate of change has been staggering . This clearly shows that the classroom learning activities are rearranged very rapidly to control, and obsolescence is calculated in generations that seemingly spring up and mature overnight. Learning in the special education classroom includes lessons on computers, automobiles, societies, or civilizations.
The concept of generation no longer refers to the traditional incremental learning process; with time-lapsed speed, technologies render inventions and innovations have faded into thin air or become obsolete in rapid process, and the rapacious appetite of modern society for special education classroom learning change and novelty transforms into a mandate for more and different, if not better.
Furthermore, Garvey (1994;77) theorized More than two millennia ago Socrates said that the secret of life is to know thyself. The key to success in life and in education is identity. A knowledge of oneself is prerequisite to knowledge of anyone or anything else. Augustine believed that we start with knowledge of self and proceed to knowledge of God .
All learning in the classroom setting begins with the basic understanding of ones inmost being. The ontological issue, most succinctly voiced by Hamlet, involves being and identity. To answer Hamlets query (to be or not to be) positively requires a clear affirmation of identity. It seems so elementary that it should not require extensive discussion.
Technological societies are barraged with people whose sense of self has been underdeveloped, weakened, or damaged. The modern 21st century classroom environment for all its talk of fulfillment and self-definition has become a poor place for people to find themselves. In fact, the current 21st century world is notoriously a place of being lost.
The comments pertaining to learning challenges among the mentally challenged frustration take a myriad forms and voices in the students classroom studies. It has become a truism, an obvious fact of industrialized society that historical ways of achieving and maintaining identity are threatened by the intrusiveness of impersonal technology.
Further, David Chard (1997) emphasized attention deficit disorder (ADD) is a significantly new diagnostic identification mark for students in the school environment. The disorder includes a chronic neurobiological mental situation characterized by the not so normally appropriate development attention skills, impulsivity, and, in many situations, hyperactivity.
The identifying name preferred by several experts, such as the United States Department of Education, to identify these children. Another choice in terms of diagnostic terminology is preferred by the American Psychiatric Association for example, Attention Deficit Hyperactivity Disorder or ADH. The disorder is clearly discussed in the psychology book, DSM-IV.
The initials can also be written as Diagnostic and Statistical Manual of Mental Disorders, 4th edition. Further research indicated both ADD and ADHD disorders were clearly discussed as having the same disability and are often implemented interchangeably.
Further, Edward Kuhlman (1994;151) reiterated experiential education provides an approach to learning that emphasizes student contacts with situations and environments outside the boundaries of traditional schooling. Education has in the last decades become increasingly institutionalized, overly structuralized, and bureaucratized .
Current school learning facilities (classrooms) and school programs combine to keep students within the confines of artificial classroom environments and away from the realities of everyday life outside the four walls of the classroom.
The implementation of sophisticated technology, and necessary permission to power sources to run the technology has, of course, institutionalized classroom learning environment in the American way of American life. Medical services are provided in complex educational facilities that rely upon a large section of technologies for diagnosis and treatment of classroom learning disorders.
Businesses with their ependence upon elaborate communication and data-processing networks require huge organizations and buildings. Schools, as well, both pre- and postsecondary, have developed edifice complexes, and sprawling, often aesthetically unappealing, structures, not uncommonly isolated from the everyday demands of life have sprouted all over the educational landscape.
Institutionalization has potentially damaging effects. Contacts with natural environments are necessary to sustain lives that are healthy and lived responsibly. The lack of meaningful critical conversation between the teacher and the student, as sensory deprivation researches have demonstrated, distort views of and involvements with reality.
Steps in the creation of the rublirc
Make a list of what you want the students to accomplish through your assignment
Addition of numbers (Math Subject)
Organize your list from most important to least important
Add single digit numbers
Add 2 digit numbers.
Add 3 digit numbers.
Decide on an overall point value for the assignment
In terms of points, each student gets a grade of 5 points for solving each correct math computation. The student gets a perfect 100 for answering all 20 addition problems. For example, a student having 15 correct answers gets a rubric grade of 75 points. Another student who gets 7 correct answers gets a rubric grade of 35 points. Lastly, another student having 18 correct answers gets a rubric grade of 90 points.
Assign each item on your ranked list a percentage value out of 100 percent
In terms of percentage, each addition math problem is equivalent to five percent. The student who answers all 20 addition math questions correctly gets a rubric percentage grade of 100 percent. In the same manner, the student who answers all 20 addition questions correctly gets a perfect 100 percent rubric result. Likewise, a student having 15 correct addition math answers gets a rubric grade of 75 percent.
Another student who gets 7 correct addition math answers gets a rubric grade of 35 percent. Lastly, another student having 18 correct addition math answers gets a rubric grade of 90 percent. The rubric is applied to all students, without regard for their mental capacity, emotional status, or physical condition.
The addition math rubric is student-centered. This means the teacher will not move on to the next math topic, subtraction, until almost all of the students in the K math class generate high addition math rubric results. Thus, the teacher must give in and tailor the teaching strategy to fit the learning capacity, ability, or comprehension of the special education students.
Multiply your total point value from step 3 by each items assigned percentage to arrive at the point value for that item
In terms of the next subtraction lesson, Greer (2002) emphasized, Subtraction, the rubric used in the addition math problem will be applied. In terms of percentage, each subtraction math problem is equivalent to five percent. The student who answers all 20 subtraction math questions correctly gets a rubric percentage grade of 100 percent.
In the same manner, the student who answers all 20 subtraction questions correctly gets a perfect 100 percent rubric result. Likewise, a student having 15 correct subtraction answers gets a rubric grade of 75 percent. Another student who gets 7 correct subtraction math answers gets a rubric grade of 35 percent. Lastly, another student having 18 correct subtraction math answers gets a rubric grade of 90 percent.
The subtraction math rubric is applied to all students, without regard for their mental capacity, emotional status, or physical condition. The rubric is student-centered. This means the teacher will not move on to the next two math topic, multiplication and division, until almost all of the students in the K math class generate impressive subtraction math rubric results.
Thus, the teacher must give in and tailor the teaching strategy to fit the learning capacity, ability, or comprehension of the special education students. To be more effective, the students will be supplied with the rubric criteria on the first day of class. The teacher will explain the nuances of the addition, subtraction, multiplication, and division rubrics.
In addition, the students are given another rubric for attention, class recitation. The rubric for attendance is as follows: all students are given 100 percent attendance rubric starting grade. The students are deducted five percent for each day of absence.
Upon reaching 20 absences, the student gets an attendance rubric of 0 percent. The attendance rubric is explained to the students on the first day of class to keep them aware of the consequences of their failure to attend class lessons regularly.
An excuse letter with an attached medical doctors certificate will excuse the students from the implementation of the rubric attendance deduction to the tune of five percent for each day of absence.
In terms of class recitation rubric, each student is orally asked questions pertaining to the days class topic. Each orally correct answer merits a two percent. A student answering all 50 correct oral math questions will receive 100 percent rubric grade.
Another student having 35 correct oral subtraction answers gets a rubric grade of 70 percent. Another student who gets 7 correct oral subtraction math answers gets a rubric grade of 14 percent. Lastly, another student having 28 correct subtraction math answers gets a rubric grade of 56 percent.
History of the study
Teaching Methodology for learning disabled students
The students under this researchers mentorship are youngsters. The children are treated just like other normal students. However, additional time is accorded to clarifying the lessons for the day. The special education teacher focuses the repetitive discussion of the topic to make the lessons more understandable. Robert Greer (2002) theorized the teacher uses the progressive mastery teaching strategy.
The progressive mastery teaching strategy states that the teacher does not proceed to the next lesson until the student finally gasps the important points of the current lessons. There are students with learning disabilities that can learn the days topic faster than another student with a different degree or type of learning disability.
One child is classified as Autistic. The teaching treatment of the autistic student is different from the treatment of the student diagnosed with attention-deficit hyperactivity disorder or
The extra credits should not be offered to a selected few students. The entire classroom can easily feel disgusted when bias creeps into classroom scene when the teacher shows favoritism. Favoritism may come in the form of the teacher giving extra credit activities and the corresponding extra credits to only a few persons.
The other students may complain if the teacher exempts one student from the math quiz due to favoritism. In terms of fairness, the mentors must use one rubric standard for all the students. The difference in the extra credit standards should not precipitate to the discrimination of a student who prefers to work when compared to persons who prefer to sit silently inside the class and persons
To increase the number of students patronizing the teachers rubric, the teacher will explain in clear terms that extra credits should only be used if the other revenue generating accclean Likewise, the extra credits should be given sparingly to the entire class. The students may prefer to win more extra credit percentage points in order to compensate for the students laziness to study for the days lessons, quizzes, oral tests, mid terms exams, and other related tests.
Pros and cons
There are advantages of implementing the rubric on the student -based special education teaching methodology on special children. First, the childs progress is the priority of the entire teaching strategy. The implementation of the progressive mastery teaching strategy, a child-centered teaching strategy) is tempered to go forward to be in step with the learning disability progress.
The teacher will not proceed to lesson 25 if the learning disability student has not learned the important points of the current lesson 24. Second, the child will not be overburdened with the lessons. In the normal class, the teacher moves along in accordance with the learning speed of the average class. Consequently, the slow learners will be left behind.
Consequently, the child may give up on trying ones best to comprehend the lesson or the child can ask a friend, relative, or the tutor to explain the teachers confusing topics. Another advantage is the teacher is in a learning atmosphere.
The teacher tries to decipher every body language and words uttered by the learning disabled child as a request for help. The help may be to explain the lessons further, proceed to the next lessons topics, to disapprove of the teachers explanation or discussion of the topic as too complex or too boring.
The use of rubric in the preparation of the grades will remove bias in the minds of the students, parents, school administrators, and fellow faculty members.
The students can plot data on their personal rubric copy to determine the status of the students rubric grades. The students can easily track their own total performance during the entire classroom activities. The students can use the rubric to know what they need to do in order achieve their dream classroom grade.
There are disadvantages of implementing student based -based special education teaching methodology on special children. The teacher may not be able to cover all the assigned lessons for the entire school year if the learning disabled student is far too slow compared to the other disabled learning classmates.
Another disadvantage is the exhaustion on the teachers part. The teachers continuous repetition of the subject matter may take its toll on the teachers health, mental, and emotional well being. A child that shouts to the teacher may cause the teachers tempers to flare up.
A childs preference to play toys instead of doing what the teacher teaches within the classroom environment may be cause some not so devoted teachers to finally call it quits. The hours spent to make lesson plans and adjusting to the different learning capacities of the students (both normal and learning-disabled are only some the very reasons why the teaching is a noble profession.
In terms of the advantages of giving special education students extra credit, the extra credit offers all special education students the opportunity to go the extra mile by focusing beyond the classroom textbooks. The extra credit activities, research assignments and others,will deepen the students academic stock of knowledge.
In addition, slow learning students can keep up with the rest of the class by focusing on doing additional activities to increase their rubric percentage results.
In terms of disadvantage of the proposal to give extra credits, some students may prefer to focus on the extra credit activities to augment their poor class study habits. The students will feel lazy to study the lessons because they can easily get the same high rubric grade by doing many extra credit assignments. Also, the giving of too much extra credit may lessen the students desire to study more intently.
The intelligent students may feel the giving of extra credits is unfair to have similar rubric grades with less mentally gifted classmates. Likewise, some teachers feel lessens the students energy to excel in their test, and quizzes.
Reflection
Teaching is both a noble profession and a tedious job. The teacher must exert all efforts, to the point of exhaustion, to impart to the learning disabled child the important parts of the days lessons.
The teachers job is a noble profession for the salary counterpart is quite miniscule compared to the devotion, time, and patience spent by the teacher aiding the special student to be as equal or even surpass the lessons learned by students in a normal classroom environment.
The teaching profession is a rewarding profession. There would be no engineers, doctors, lawyers, accountants, priests, policemen, soldiers, and nurses if there were no teachers teaching those successful professions how read and write in their elementary years. This includes successful adult autistic, ADHD, and other learning disabled persons during their elementary years.
The satisfaction of unselfishly and painstakingly seeing the child learn a new knowledge that will equip the future mayor, United States president, senator, army general, and office clerk to survive during their teenage, adult, and elderly lives is enough reward for noble teachers like me.
Conclusion
Based on the above discussion, the student-based special education teaching methodology on special children is effective in increasing the learning disabled students learning capacity. The advantages of implementing student -based special education teaching methodology on special children far outweigh the disadvantages of not implementing such novel teaching strategy.
The success of the program is to cater the lessons to the childs progress is the priority of the entire teaching strategy. The implementation of the progressive mastery teaching strategy, a child-centered teaching strategy) is advantageously tempered to go forward to be in step with the learning disabled students progress.
Indeed, implementing the child based teaching strategy will be physically, mentally, and emotionally advantageous to both the learning disabled child and the noble and selfless teacher.
References
Chard, D. (1997). Issues in Educating Students with Disabilities. Mahwah, Lawrence Erlbaum Press.
Hoole, L. (2011). Its Only Right That We Get Involved: Involvement in Learning Disability Services. British Journal of Learniing Disabilities, 39 (1), 5-10.
Greer, R. (2002). Designing Teaching Strategies: An Applied Behavior Analysis Systems Approach. New York, Adademic Press.
Kuhlman, E. (1994). Agony in Education:The Importance of Struggle in the Process of Learning, New York: Bergin & Garvey Press.
Irvin, M. (2011). Perceptions of School and Aspirations of Rural Students with Learning Disabilities and Their Nondisabled Peers. Learning Disabilities Research & Practice , 26 (1), 2-14.
Petrin, R. (2011). Perceptions of School and Aspirations of Rural Students with Learning Disabilities and Their Nondisabled Peers. Learning Disabilities Research and Practice , 26 (1), 2-14.
Pijl, P. (1998). Are Pupils in Special Education Too Special for Regular Education? International Review of Education , 44 (1), 5-20.
Vicari, S. (2004). Memory Development and Intellectual Disabilities (Vol. 93). New York: Informa Healthcare Press.
Godber, T. (2002). Integrated Approaches to Helping ADHD Children at Home and at School. New York, Allen Press.
Hertzig, M. (2003). Annual Progress in Child Psychiatry and Child Development 2000 2001. New York, Routledge Press.
Hoole, L. (2011). Its Only Right That We Get Involved: Involvement in Learning Disability Services. British Journal of Learniing Disabilities, 39 (1), 5-10.
Irvin, M. (2011). Perceptions of School and Aspirations of Rural Students with Learning Disabilities and Their Nondisabled Peers. Learning Disabilities Research & Practice , 26 (1), 2-14.
Judith, M. (2011). Variable and Person- centered Approaches. Journal of Child and Family Studies , 20 (1), 78 -88.
Petrin, R. (2011). Perceptions of School and Aspirations of Rural Students with Learning Disabilities and Their Nondisabled Peers. Learning Disabilities Research and Practice , 26 (1), 2-14.
Pijl, P. (1998). Are Pupils in Special Education Too Special for Regular Education? International Review of Education , 44 (1), 5-20.
Putnam, S. (2001). Natures Ritalin for the Marathon Mind: Nurturing Your ADHD Child with Exercise. New York: Upper Access Press.
Vicari, S. (2004). Memory Development and Intellectual Disabilities (Vol. 93). New York: Informa Healthcare Press.
Wender, P. (2000). Attention-Deficit Hyperactivity Disorder. New York: Oxfod University Press.
The basic objective of all education systems is to improve learning outcomes. In both conventional and Montessori programs, students are expected to know more, have better skills, and show deeper understanding of content (NACATE, 2001, p. 1). Moreover, they are expected to apply the knowledge that they have acquired in school. Attempts to meet these expectations have traditionally focused on restructuring schools and reforming the standards of education. According to (NACATE, 2001, p. 1), these initiatives can only be beneficial if teacher quality is also improved. This means that educational reforms should also focus on professional preparation and development in order to improve teacher quality. It is against this backdrop that this paper discusses the intellectual, spiritual, physical, didactic, and moral development of educators. It will also shed light on the role and responsibilities of schools in supporting guides through their development.
Intellectual and Didactic Development
Teachers are the most important assets in the education system since schools depend almost entirely on them to achieve their goals. Thus, teachers should prepare for their roles by acquiring both secular and religious knowledge, as well as, the pedagogical skills that are relevant in the contemporary world. Intellectual formation occurs through professional development and training programs that aim at improving the proficiency of teachers in specific content areas. Palmer (2007, p. 49) asserts that in midlife we face a choice between stagnation and generativity . In this regard, teachers must opt for continuous intellectual development in order to improve their effectiveness in teaching.
This can be achieved if teachers are motivated to grow as professionals who are able to select and employ appropriate instructional methods. Acquiring adequate knowledge in specific content areas enables teachers to monitor the progress of their students in the learning progress. Moreover, it enables educators to design realistic and meaningful individual lesson plans that improve student achievement. Intelligent teachers aspire to promote intellectual, human, spiritual, and apostolic formation of learners. In this regard, teachers must recognize the fact that intellectual development among students must occur concurrently with their spiritual and emotional maturity. Moreover, they should be able to identify the instructional techniques that are suitable for meeting the learning needs of each gender.
Intellectual development can also occur as teachers gain experience in their teaching careers. Adequate experience in teaching enables educators to identify the differentiated instructional methods that are suitable for every situation. This enables them to create excellent and enjoyable learning experiences that facilitate the achievement of course objectives. Intellectual development among teachers also focuses on the ability to manage a class. Through experience, teachers can improve their classroom management skills tremendously. Standing (1984, p. 301) emphasizes the importance of classroom management skills by asserting that Montessori compares the directress to a humble laborer who works at the task of building up the childs freedom. This lowly task requires minute knowledge and patient attention. This means that teachers should demonstrate their interest in facilitating learning among students through teaching and effective management of their classes.
Teachers can use their intellect to benefit their students if they have the best teaching techniques. Didactic development enables teachers to acquire skills that are integral in the process of imparting knowledge. Didactic development occurs when teachers endeavor to grow professionally by keeping abreast with the emerging knowledge and expertise in specific content areas. It also involves making an effort to achieve a higher professional degree. The main objective of didactic development is to enable teachers to acquire more knowledge and deep understanding of pedagogical techniques. This objective can be achieved by allowing teachers to participate in professional development programs and obtaining advice from more experienced educators such as school principles. Furthermore, teachers must focus on continuous intellectual, human, and spiritual development with the aid of the resources and the means provided by their schools.
Spiritual Development
Standing (1984, p. 299) highlights the link between intellectual and spiritual development by asserting that there are two sins in particular, which tend to distort our true vision of the child. They are pride and anger. Hence, humility and patience are the virtues most needed by the would be directress. In most cases, teachers fail to demonstrate humility and patience by focusing on intellectual development at the expense of their spiritual formation. In response to this observation, Standing (1984, p. 298) opine that a teacher must study how to purify her heart and render it burning with charity towards the child. She must put on humility and above all, learn how to serve. Tolle (2005, p. 300) emphasizes the importance of spiritual awareness by asserting that awakened consciousness then takes over from ego and begins to run your life. You may then find that an activity that you have been engaged in for a long time naturally begins to expand into something much bigger when it becomes empowered by consciousness. The implication of this statement is that spiritual development guides teachers to use their intellect in the best way in order to enhance student achievement. Spiritual development occurs when teachers actively build deep and intimate relationships with Christ. In this regard, teachers choices and actions must be informed by the principles of Christianity.
Spiritual development involves a consistent search for understanding and appreciation of faith through religious formation that is equal to the teachers general, cultural, and professional formation (Miller, 2006, p. 5). It enables teachers to collaborate with the stakeholders of their schools, thereby creating a community of faith. This enables faculty members, students, and parents to strengthen their faith and to set educational goals that are based the principles of Christianity. Spiritual maturity allows teachers to transform cultures by integrating spiritual teachings with the curriculum. Consequently, teachers are able to recognize the faith of their students and to encourage them to develop a close relationship with Christ. Teachers must demonstrate their spiritual maturity by taking deliberate actions to bring each soul to Christ. Additionally, they must focus on being Christian role models to their students and other stakeholders of their schools. This involves promoting coherence, practicing good manners, and interacting with students in a professional manner. As role models, teachers must understand that their actions, character, and attitudes should always promote a holistic growth among students.
Moral and Physical development
Spiritual maturity facilitates moral development because our religious beliefs and faith in Christ are often revealed in our actions and relationships with others. Moral development is important because it determines the way teachers behave. Teachers must take deliberate actions to improve their behaviors by upholding high moral standards. This improvement should be motivated by personal aspirations for behavior change rather than external forces. Tolle (2005, p. 297) agrees with this perspective by stating that expansion and positive change on the outer level is likely to come into your life if you can enjoy what you are doing already, instead of waiting for some change so that you can start enjoying what you do.
Moral development involves internalizing the human virtues that are acceptable in the society. The occurrence of moral development is demonstrated by the students ability to identify true human qualities in their educators. In order to demonstrate these qualities, teachers must teach their students the importance of understanding, listening to others, fair judgment, and showing affection (The Congregation for Catholic Education, 1988, p. 96). Teachers should demonstrate their moral maturity by recognizing the dignity of humanity. They should respect their students by devoting adequate time and energy in the process of promoting student achievement. Furthermore, teachers are expected to create an atmosphere of trust and spontaneity in order to facilitate effective interactions between them and their students. The importance of creating an environment of trust is that it enables teachers to focus on dynamic learning in which, the right content is delivered and students are allowed to ask questions.
Moral development leads to acceptable behavior among teachers. This involves exercising self-control, participating in charity, maintaining confidentiality, as well as, promoting positive conflict resolution, and teamwork. Participating in charity involves showing love for others rather than for self. In particular, it encourages teachers to help others, including their students, to achieve their best. Thus, teachers should always be optimistic and focus on finding solutions to their students problems rather than complaining. Maintaining confidentiality involves protecting private information about students and their families. Teachers are expected to exercise self-control by regulating their emotions, and behaving in a professional manner. By understanding their temperament, teachers can improve their character and virtues. Regarding teamwork, teachers should be able to cooperate with their schools administrators, as well as, to support the community and their colleagues. Teachers are expected to demonstrate the peace of Christ by encouraging peaceful resolution to the conflicts that may arise in their school. This expectation can be achieved if teachers exercise their discretion and respect for others rather than engaging in violent confrontations.
Standing (1984, p. 305) highlights the importance of physical development by stating that the teachers first care must be to see to it that the environment is always kept in order down to the smallest detail, always beautiful, shining and in perfect condition so that nothing is wanting . Teachers should not only care about the learning environment, but also their physical development. As professionals, teachers should maintain their dignity through proper grooming and cleanliness. They should also promote organization and cleanliness in their classrooms in order to create an environment that facilitates academic excellence and fosters human virtues in students.
The Role of Schools in the Development of Guides
The roles and responsibilities of schools in the development of guides include the following. First, schools promote professional development by creating a work environment that facilitates intellectual, spiritual, and moral development among guides. In most cases, guides work with their supervisors to develop personal plans that specify the goals of their professional development. The goals focus on areas such as planning, classroom management, instruction, and student formation. The supervisors usually monitor the guides progress towards the achievement of their professional development goals by giving them the advice and technical support that they need. Schools also promote professional development among guides through orientation, professional development days, training, and access to professional publications.
Second, schools are responsible for the evaluation of teachers. The aim of teacher evaluations is to identify the strengths and weaknesses of teachers. The evaluations normally focus on areas such as the teachers ability to teach, manage their classrooms, form students, and to interact with the schools stakeholders effectively (National Consultants for Education, 2006, pp. 1-25). The evaluations also include teacher classroom observation. These observations are important because they help schools to ensure that teachers are delivering the right content, as well as, to identify the areas for improvement among guides. This helps guides to take timely measures to reduce their weaknesses. Fourth, schools promote spiritual development among guides by providing religious teachings and advice through their chaplains. Finally, schools are responsible for fostering good leadership qualities among guides (Deuink & Herbster, 1986, pp. 1-30). Development of leadership skills can be done through training programs that focuses on both professional and spiritual aspects of leadership. In addition, guides are usually given responsibilities such as managing classes in order to strengthen their leadership skills.
What I Learned in the Quest for Deeper Spirituality
Throughout my career as a professional teacher, I have learnt the following concepts about spiritual development and its importance to guides. First, guides should endeavor to form students by encouraging them to internalize the virtues that are essential in the life of a Christian. In particular, guides should foster human virtues in their students in order to enable them to serve the society and the church. Second, guides can improve their spiritual growth by taking part in the evangelization of the Gospel of Christ. In this regard, guides should not only participate in church activities, but also incorporate spiritual teachings in their lessons. This strategy facilitates the spiritual formation of students. Third, guides should perceive their roles as a vocation rather than a mere profession. The duty of a guide is a supernatural calling that is underpinned by the biblical principle of pursuing that, which benefits others rather than the self (Pope Paul VI, 1965, p. 8). Thus, guides should perceive themselves as apostles of Christ whose mission is to promote academic, spiritual, apostolic, and social development among students. Finally, guides should mentor students by spreading the Gospel and striving to help others to build a close relationship with Christ. By spreading the Gospel, guides strengthen their faith and improve their understanding of the role of spiritual development in their careers.
Conclusion
Intellectual, spiritual, moral, physical, and didactic development is integral in the process of teacher formation. These aspects of professional development are important because they influence teacher quality. Concisely, they guide teachers to make informed decisions and to behave appropriately in order to improve student achievement. Schools play an important role in the formation of teachers. The roles and responsibilities of schools in professional development include evaluating teachers; providing training and learning materials; and supporting teachers to grow professionally. The role of a guide is a supernatural calling. Thus, guides should focus on spiritual development in order to help their students.
References
Deuink, W., & Herbster, D. (1986). Effective Christian School Management. Greenville: Bob Jones University Press.
Miller, M. (2006). The Holy Sees Teaching on Catholic Schools. Atlanta: Sophia Press.
NACATE. (2001). Standards for Professional Development Schools. California: National Council for Accreditation of Teacher Education.
National Consultants for Education. (2006). NCE Curriculum: The Graduate Profile. Atlanta: National Consultants for Education.
Palmer, J. (2007). The Courage to Teach. New York: H.B Printing.
Pope Paul VI, M. (1965). Declaration of Christian Education. Boston: St. Paul Books and Media.
Standing, E. (1984). Dr. Maris Montessori and Her Life and Work. New York: Penguin Publishers.
The Congregation for Catholic Education. (1988). The Religious Dimension of Education in a Catholic School: Guidelines for Reflection and Renewal. Washington DC: United Catholic Conference.
Tolle, E. (2005). The Power of Now: A New Earth. New York: Penguin Group.
According to my plan of action, all students have a prominent chance to grasp and decipher the benefits of studying a foreign language. By utilising all the available tools, they overcome hurdles that arise from the study of a foreign language. Students have an opportunity to express themselves and explore their potential in a satisfactory manner. As a qualified teacher, I take immense pride in my ability to inspire and encourage my students in all their undertakings. In particular, I foster confidence in my students by ensuring participation and contribution regardless of their level of understanding.
There are several core principles that guide teachers in their quest for success and excellence among students. Such principles include organization, accessibility to students, seriousness, focus, flexibility, and commitment to duty. It is vital for teachers to cultivate and maintain a certain level of flexibility in their approach to class work. Most teachers rely on designated textbooks and class readings in their efforts to deliver lessons to students. On the contrary, I devise innovative methods that accommodate diverse abilities and needs of my students. Such flexibility accords me the confidence and ability to deliver my lessons in an elaborate and confident manner.
Technology plays a pivotal role in the process of delivering my lessons. Technology accelerates and promotes assimilation of thoughts and ideas among my students. Besides technology, I offer numerous approaches to the study of a foreign language. The internet exposes students to all realities of Spanish culture. It enables students to savour and sample various aspects of the Spanish cultural orientation. This allows students to cultivate and entrench their understanding with regard to various aspects of the Spanish culture. This approach allows students to understand the contemporary Spanish culture devoid of stereotypes and subjective opinions. Teachers who rely on textbooks offer information that does not reflect the reality on the ground.
My students are a testimony of my ability to integrate technology into all practical classroom activities. They appreciate the contribution of technology to their understanding of Spanish language and culture. They also commend the integration of new media avenues into the curriculum. According to them, this makes the curriculum lively and commensurate with current realities in the teaching profession. They cite this as a major source of inspiration in their quest for academic excellence.
I enjoy my profession and always strive to uphold a healthy relationship with my students. This demands active and genuine participation by both parties. This bolsters the learning process and ensures delivery in all key areas enshrined in the curriculum. I engage in activities that encourage students to take interest in classroom activities, thereby increasing their reception to lessons. My style of instruction accommodates various strategies that facilitate the learning process. Besides lecturing, I encourage discussion groups, reading assignments, research, handouts, and other additives that encourage performance among students. In fact, I always struggle and endeavour to meet my professional obligations. During my lectures, I use analogies and examples to complement textbook resources. This is an effective aid to the process of passing ideas to my students. This method makes the subject material more accessible because it starts students off with situations that are familiar to them. I believe that teachers should give examples that encourage students to develop a positive attitude towards learning and understanding Spanish. My desire is to instil skills and abilities that encourage students to pursue scholarly undertakings into the future.
Whenever people talk of ideal teachers, students, or ways of teaching students, they talk Utopia. The process of teaching cannot be made perfect, it can only be improved. The results depend on both the teacher and the students, still, the key element is the atmosphere, which must be created by the teacher.
Van Brummelen talks about the important things that most of us know, but that is as far as we have to do with them. The idea is kept in our minds; it gets rustier each curriculum and remains untouched.
However, there are some changes to improve the situation.
The four curriculum orientations suggested by Van Brummelen are rather intriguing in terms of their individual approach and the hidden similarity between them.
At first, I would like to talk about each of them separately.
The first one, which presumes traditional learning, provides the basis for further learning. It gives the common concepts to create the overall idea of the world and its values, the sciences that contribute to the world cognition, and makes the view open and complete.
The next structure of the curriculum is the Cognitivists, or Mastering, Orientation. This one is aimed at practicing the obtained skills and is characterized by a strong and clear structure, which is subdivided into several steps. This one is close to the previous structure, but it works on the knowledge already obtained with the help of the previous orientation.
The fourth structure is the Experiential Orientation. The head idea of this one is that the students should learn on their own, without the teachers unnecessary intrusion. This is quite close to the idealistic concept of studying, but then comes the question of the role of the teacher in these studies. Is it just about drawing a plan for the students to keep to? The point is rather doubtful and it presumes the ideal students as well, which is impossible. Compared to the previous two, this structure is harder to put into practice.
The fourth one, which is the Christian Orientation, seems to be the most impossible of all. Its idea of the students taking the knowledge through the filter of the Bible is an interesting one, but, again, it recruits mostly the believers and it means a certain influence of the Bible concepts and notions. In an ideal world, this would lead to total understanding and compassion, along with the empiric and theoretic research concerning the world and all the living things within its boundaries. However, there has always been a little difference between religion and church. The latter could take too much influence. This is a matter of trust, and people have not yet reached the stage of trusting in each other.
Compared to each other, those orientations seem absolutely different, yet they are all about the learning process and they are trying to make it better.
Touching upon the problem of responsibility teaching, I think it must be somehow acknowledged by the students themselves. There should not be anything like the okay-I-will-learn-that-God-only-knows-what-for thing, and it must be taken as a part of their culture and morals. This is by no means taking the definition for granted (DEeBoer, 63).
The teachers role at this point is extremely important (Watson, 41). This is when the teacher becomes a model for the students to follow. And, taking examples of the teacher, they will form their own concept of responsibility and its necessity.
Actually, it is not that the students will feel the essence of the responsibility right from the start. But as they grow, they will take the things that they have been taught for granted. And that is how they will make decent people
Works Cited
DeBoer Peter P. Educating Christian Teachers for Responsive Disciplineship. Christian Studies Today. New York, NY: University Press of America, 1993. Print.
Watcon, Keith, Celia Modgil, Sohan Modgil. Power and Responsibility in Education. New York, NY: Continuum International Publishing Group, 1997. Print.
Many concepts and points must be followed to maintain a productive teaching process. Both students and teachers need to achieve successful outcomes. The two concepts of instructional strategies and learning environments complement the standards that allow teachers to engage students in the learning process.
Key Themes
The themes of appropriate strategies and environment are vital to establishing a healthy studying environment that will help to gain knowledge faster. It is evident in such standards as Standard #3: Learning Environments and Standard #8: Instructional Strategies. The main emphasis of this is to facilitate individual and collaborative learning, promote positive social interaction and help learners build a thorough understanding of the subject matter and its interconnections (Council of Chief State School Officers, 2011). Strategies and environment are closely connected because both focus on the same goal of improving the studying process. For instance, teachers apply a beneficial, calm, and friendly atmosphere to enhance learners interaction through various communicational approaches and other modalities as several educational tools. Therefore, they cannot exist separately in the required teaching theory.
Collaboration
Both mentioned themes highly rely on collaboration as a necessary process to realize teaching standards. For instance, to create shared values and expectations for respectful relations, challenging intellectual debates, and individual and group responsibility for high-quality work, the teacher works in collaboration with students and coworkers (Council of Chief State School Officers, 2011). The interprofessional partnership is working together in teams to make decisions that will lead to outcomes that both parties desire. Different professionals could attend to students various requirements as schools face more complex issues due to the student population. It is challenging for teachers to meet all of the demands of their students on their own due to time restrictions and a lack of resources (Borg & Drange, 2019). Thus, collaboration is essential to the teaching process, which is present throughout various standards.
Conclusion
Consequently, the need for instructional strategies and learning environments is realized during teaching activities. However, successful outcomes cannot be achieved without collaborative practices applied to both of them. Hence, establishing strong relationships between teachers and students must be realized as a part of the program.
Council of Chief State School Officers. (2011). Interstate teacher assessment and support consortium (InTASC) Model core teaching standards: A resource for state dialogue. Washington, DC: Author.
Despite the recent efforts to improve education, there are still numerous issues and concerns in this field. For instance, notwithstanding the value and significance of teaching profession to the nations education, many of them do not get paid as much as they deserve (Granger et al., 2022). According to Strauss (2016), the problem is not new: in 2015, the weekly wages of public school teachers in the United States were 17 percent lower than comparable college-educated professionals (para. 2). This challenge is not being properly addressed, and after the COVID-19 pandemic has worsened the situation, numerous educators continued living below the poverty line (Hanushek, 2020). Consequently, the main adverse consequence is that decreased motivation of teachers leads to the worse and lower academic performance of students across the nation (Hanushek, 2020). Another undesirable outcome is the increasing teacher turnover, which again significantly reduces students good academic achievements (Qin, 2021). Therefore, the need to solve the issue becomes more apparent, and in order to do that, it is vital to conduct a study and gather all essential information about this problem.
Significance of the Study
It is possible to say that the study about the causes of the identified concern, its negative influences, and possible prevention measures would be extremely significant. Its results would be of great value to teachers, whose salaries would eventually become higher, making their motivation to work better grow. Consequently, local school districts need to see the data and credible research, admit the existence of the concern and its adverse consequences, and consider it when allocating the received funding (Bracic et al., 2020). If they become aware of the causes and possible measures offered in the study, they can adopt appropriate steps to make teacher salaries higher and close this gap in the sphere of education.
