Category: Teaching

High-order thinking skills are an essential tool that allows a person to do well in the academic and professional environment. To develop and assess these skills in high school history classroom, it is possible to use rubrics as a scoring guide for the teacher and as an explanation for the students of what is expected from them.

High order thinking is of crucial importance in history, for merely remembering events from the past and mechanically recalling them is often of little use. Simply understanding them (that is, accepting the interpretation provided for the student) is also not enough; it does little to develop the learner. Students need to be able to analyze texts and evaluate them, so as to be able to see e.g. the many-sidedness of numerous events in the society more objectively.

Thus, it is crucial to apply high order thinking strategies in history lessons, especially if the lessons are given to 9-12 grades students. Even though the understanding of key concepts and interpretation of events is challenging, these learners are mature enough to be able to realize the many-sidedness of historical events (Bulgren, Deshler, & Lenz, 2007). It is even more essential to teach them high-order thinking because for some of them these lessons may be their last chance to learn these strategies and use them in the academic environment, whereas others need to be prepared to use these skills in their further education.

High order thinking strategies do much to improve both the quality of the instruction and the achievements of the students. Using these strategies stimulates the teacher to present different points of view on a given problem and look for methods to engage students in the learning process. Students, on the other hand, will be much more interested and involved in the lesson if they are given various points of view and if the multi-sidedness of events is shown to them, rather than when they are simply made to remember a set of facts.

Applying rubrics to assess students provides them with additional feedback and gives them a clearer understanding of what they are expected to do to complete an assignment. For the teacher, they serve as a scoring guide (Mertler, 2001). Holistic rubrics provide students with the basic picture of the quality expectations, but the amount of feedback may be too little. On the other hand, analytical rubrics give much more detailed explanation of what the students work should look like, but they are much more voluminous, which makes it time-consuming for the teacher to create and use them; in addition, some students may not even read them due to their size.

Use of higher-order thinking strategies also allows the teacher to develop more effective assessments of students skills. They can serve as guiding criteria for the teacher to formulate what is to be expected from the student, permitting the educator to more clearly see how well the learner uses thinking skills.

By using the Blooms revised taxonomy (Krathwohl, 2002, p. 215), it is possible to create criteria for a rubric to assess a written assignment. Let us consider a simple example. If a student merely retells the events from a book, and the text is incoherent, they gain 1 point; if the text is coherent (that is, the student apparently understands the materials), they obtain 2 points. If the student applies the data and analyzes the events, successfully classifies them, they receive 3-4 points. If the student evaluates events, providing their own judgments and arguing for one of the positions given in the literature, they get 5 points. If they create their own interpretation that somewhat differs from what is given in the sources, they get 6 points for the assignment.

To sum up, high-order thinking is important for a person, and developing them in the history class gives students a powerful mental tool. Using rubrics allow the teacher to provide the student with more explanations of what is expected from them, as well as to give more feedback to the learners.

References

Bulgren, J., Deshler, D. D., & Lenz, B. K. (2007). Engaging adolescents with LD in higher order thinking about history concepts using integrated content enhancement routines. Journal of Learning Disabilities, 40(2), 121-133. Web.

Krathwohl, D. R. (2002). A revision of Blooms taxonomy: An overview. Theory into Practice, 41(4), 212-218.

Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Web.

Pre-reading

Student beliefs are usually based on their personal experience and knowledge they have. However, not all students can convince others, therefore, they do not apply to their beliefs in practice. The teaching of argument via persuasive dialogue is one of the best strategies to make sure that students do not only remember the lesson but also use the information in the future in practice. If students are persuaded and they learn to convince others, they remember the lesson. The teaching of argument seems to be one of the most effective strategies for teachers in this case.

Summary of Thesis

Teaching or argument via persuasive dialogue is one of the most effective methods teachers should use to make sure that students can convince others of their beliefs.

Genre, Rhetorical Purposes, Types of Appeals, Patterns of Development, Use of Evidence

Graham has done a good job, he gathered the information from different sources and systemized it. However, personal conclusions are not convincing. Setting the literature review as the goal of the article, the author also considers the connection of literacy, critical thinking, and citizenship education (Graham 141) as the main aspects of the study. Even though the sources are appropriate, and the information is relevant, the author spreads attention to many different aspects, therefore, he fails to consider one idea in detail. Dwelling upon argument as persuasion dialogue, the author concludes that rebuttal is important, however, students are to pay attention to data, claim, and warrant.

Then, Graham turns to the discussion of the point of view and the commitment store as the important parts of the argument which are to be differentiated. The author uses examples to make sure that the reader can understand the issue. Finally, summarizing the said information, Graham also refers to the literature review which does not allow the reader to understand what is the conclusion. Graham uses direct quotes of other authors as the concluding sentences which make me fail to understand what the authors summary is.

Striking Details

The author of the article considers several topics which are interconnected. Proving that argument is the best in persuasive dialogue, he dwells upon the difference between the point of view and commitment store and finally dwells upon students consideration into an argument as one of the main discursive forms.

Questions

• Is argumentation a basis for persuasive dialogue?
• Is there a great difference between the point of view and commitment store as the forms of the argument in persuading others?
• Is it possible to teach students to express their beliefs via discourse?

Overall Quality

The overall quality of the research is not high. The author of the article puts too many goals and even though he managed to discuss each of them, they are too vague. The article lacks depth and detailed consideration. The literature review is too much, therefore, the authors conclusions are not considered as his own, they are more based on the others considerations which is a weak part of the study. Graham uses quotes and paraphrases of other authors everywhere, in the introduction and in the conclusion that does not allow to understand what the purpose and the outcome of this article is. The theme is clear, but there is no strict argumentative final statement that would give the main idea about the conclusions the author draws.

Works Cited

Graham, Roy. Student beliefs and the teaching of argument. 141-145. Print.

Teacher is a very important person in childrens life. Teacher spends much time with children during their school days. But children do not usually know about the problems, which young teacher usually faced with.

First of all it should be mentioned that the first working day on a new job is the most difficult and also the most important thing in life of everybody. Before the first day at work, a new teacher is very unsure and frustrated, he is inconvenient and frightened. Jim Lang felt the same. The first time he felt self-confident was when he helped a group of students to remember a title of the book they had read. He writes:

Hey, I know something. I am one of the literature experts around here. If you are having a literary emergency of any sort, call Dr. Lang; he knows what the hell he is talking about (Lang 12).

But still, it was a great challenge for him to go on his first lesson to students. He was worried about a lot of questions, which may concern a young teacher: whether the students would like him, whether he would be able to maintain discipline in class, whether he would be able to organize his schedule so that he could find time for his job and family (a wife and two daughters).

In the morning of his first day, he was very nervous. Lang describes almost every minute of his preparing as if it would be his last day in life. When he came to the class he didnt know what to do. He was trying to overcome his nervousness and to calm down. Walking to his class he tried to remember the advice to young teachers he was writing before:

1. If you want to establish rapport with students and create a good climate for discussion, arrive in class at least five minutes early and try to engage them in casual conversation.
2. The first day of class is the most important day of the semester. It sets the tone of the semester and should offer students a taste of what they will be experiencing throughout the course. Do not just walk in, read the syllabus, let them go early. Engage them. Get them excited about starting the semester (Lang 12).

But when Lang entered the classroom, he understood that all he knew about teaching was difficult to work on those bodies (Lang 11), as he called the students. Nobody looked at him, the students were doing their own business. He wanted to disappear, to finish the class without starting it, he writes, I dont want to be here any more than you do. Lets all just go home. I will not tell if you will not. (Lang 12) But nevertheless he started his lesson. He did overcome himself and it was his greatest challenge.

Of course, later there were some unique series of events for the author. In the second semester at his new job, a chronic illness results in a series of three one-week hospitalizations. Also, during his early years at Assumption, his mothers illness required frequent trips away, and she subsequently died. (Bayer, 98)

Jim Lang felt uncomfortable in that situation at his first day. But he used all virtues to pass that day. According to Bruce Macfarlane, there are several types of virtues to university teaching. They are as follows: respectfulness, sensitivity, pride, courage, fairness, openness, restraint, and collegiality (Macfarlane 128). Jim Lang used all his courage to enter the classroom and to start his lesson. Courage is very important in the life of a teacher, and as Macfarlane writes, the importance of courage as a virtue is one that respondents valued in a variety of contexts (134). As it was written above, the teacher needed courage to enter the class, the teacher also should have courage to innovate and try out new ideas in their class (Macfarlane 134).

What keeps the teacher going, sustains the teacher? There are a lot of factors which sustain the teacher. The result is one of them, and maybe the most important. When the teacher sees the result of his work, he is encouraged to do more and to work more productively, it makes him inspired and enthusiastic. Every teacher is happy to give some knowledge to students, and it is a real success when they can reproduce this knowledge back to him.

The other aspect which keeps the teacher going is students attitude to the subject. If the teacher knows that it is positive, he also hurries to the class in a good mood. He wants to teach knowing that the information is expected and wanted. For the teacher, it is a real satisfaction to know that he is awaited for at class, that he is going to be met with smiles and benevolent mood.

It is really great when students say thank you to the teacher. Most students do not understand how important it is for the teacher to hear, at least sometimes, the words of gratitude. Every teacher makes a great amount of work, which is usually invisible for others. Very often students perceive as a due all the greatest work the teacher has done. The students do not reflect about that volume of love that teacher keeps for every student in particular. And when at least somebody says thank you, teacher, the teacher is elated. He understands that his work is not spent in vain, that his work was not omitted, and, moreover, it was noticed.

All this is happiness for teacher. The teacher is happy when he sees how his students are changing for the best during his lessons, how his students are getting better, hearing the teachers settings. And it is the greatest gift for a teacher to see his students clever and wise. And this, in its turn, is the best confirmation of students love and respect that keeps the teacher going, sustains the teacher.

Their biggest problem, if to speak about young teachers, is their uncertainty. They hesitate during the lesson and students feel it. If the teacher is not self-confident, it is difficult for him to calm down the students and to maintain discipline. The unsure teacher can make lots of silly mistakes, can shift and mix everything.

It may be offered several ways of solution or overcoming this problem. First of all, the teacher should be ready to the lesson in a perfect manner. He should know the answers to the extra questions, in order not to be taken unawares. The other way is to think over the lesson in detail. The teacher should ask as many questions to himself as he can, to think over every possible situation and to find several ways out of those situations. And the last piece of advice: when the teacher enters the classroom, he should smile, without showing his/her real feelings on his/her face.

Works Cited

Bayer, Alan E. Life on the Tenure Track: Lessons from the First Year. Journal of Higher Education 77.4 (2006).

Lang, James M. Life on the Tenure Track: Lessons from the First Year. JHU Press, 2005.

Macfarlane, Bruce. Teaching with Integrity: The Ethics of Higher Education Practice. London: RoutledgeFalmer, 2004.

Working with children is, beyond all doubt, one of the most rewarding occupations. However, being engaged in the duties of everyday work one sometimes fails to notice dozens of precious moments that happen around. Curtiss article Seeing children makes one speculate upon the importance of understanding childrens perspective, their initial needs and intentions (Curtis 38). Inspired by Curtiss initiative to get a better comprehension of her young students behavior via studying their pictures, I also decided to take a few photos and try to look at the children from a different angle of approach.

The pictures were taken at the playground that we generally visit before the lunchtime. I wanted to capture Lilly, Jack, and Lew entertaining, as when they play, they are fully involved in the process, and their personalities are ultimately revealed. The first picture was not exactly what I had expected  the camera drew the childrens attention, which slightly confused them, this is why they look a bit tense in it. However, they soon lost interest in my shooting and managed to relax, so that the second photo looks more natural in comparison with the first attempt.

I did not edit the pictures as I wanted to be able to observe the kids the way they were at the moment of the footage. I shall admit I was happy to see all the three together as it had taken me a lot of efforts to help Lilly get integrated into the boys team. Unless I decided to perform this experiment I could have missed the fact that there was some progress in the childrens relationships.

Carter, Civandes, Curtis and Lebo in their article Becoming a Reflective Teacher, suggest that one can apply the so-called thinking lens to perform a careful analysis of any class issue (Carter et al. 3). I decided to take a try and answer the key questions of their checklist, basing on the example of Lillys difficulty with her relationships within the team. Lilly was new in the already established team, and she chose to join Jack and Lew while they would reject her point blank. My first reaction was to have a conversation with the boys and to persuade them to accept her. However, I soon realized that their unwillingness was motivated by the fact that they did not see the advantages of letting someone inside their company. So I decided it would be more efficient to show the benefits rather than to describe them. I began creating the situations where Lillys assistance was truly significant for the boys. The tasks I gave them were to be completed in the groups of three so that they were obliged to enlarge their team. In the course of time, the cooperation brought the children together; they began experiencing a natural need for each others presence. I was glad I had not given in to the initial impulsion to talk to the boys as it might have provoked their protest and complicated their relationships even more. Therefore, it is crucial to see the childs point of view and to understand the real reasons why he or she does not want to do something. This experience has taught me to use a more practical approach in my work  I now prefer modeling illustrative situations for my students instead of providing them with long descriptive explanations.

Works Cited

Carter, Margie, Wendy Cividanes, Deb Curtis and Debbie Lebo. Becoming a Reflective Teacher. Teaching Young Children 3.4 (2009): 1-4. Print.

Curtis, Deb. Seeing Children. Exchange Magazine 26.2 (2008): 38-42. Print.

Introduction

With the advent of modern digital technology systems, online learning has become a very popular means through which to acquire new skills in the contemporary world. In most cases, it takes place through online portals and virtual classes, where people interact with educational content and sometimes tutors and fellow learners. Language skills are especially popular with online scholars, possibly because they can learn from native speakers or language professionals from across geographical borders. I am currently undertaking a course in computer-assisted language learning and my analysis of the English language-learning website is aimed at improving my understanding of web-based learning.

Summary

The website is designed to help students and teachers understand various language skills such as speaking, listening, reading, and writing. Also, it addresses several elements of grammar, vocabulary, and Business English among others. Learning resources such as textbooks, educational videos, and hyperlinks are also available for users. The website breaks down different levels of learning and gives detailed information on what one is supposed to learn at each stage (Great Resources, 2014). As they move up the stages, learners are exposed to progressively more challenging content according to their level of understanding. Additionally, it offers ways through which they can assess their progress and acquisition of new skills using tests and quizzes.

Online tutorials are offered on the website, alongside discussion and messaging boards, where learners can chat about various educational topics depending on their skills and particular needs. It also allows creating online groups that engage the students in discussions using the interactive platforms on the website to air their views (Great Resources, 2014). Ultimately, the site acts as an intermediary between language learners and the various concepts of the language on which it tutors them.

Analysis

The website has numerous positive aspects since, even though it cannot replace teachers or language textbooks, it allows students to engage in self-directed and cost-effective learning. In my opinion, the website is very useful as a tool for both teaching and learning the English language. For example, many English language learners tend to have a very hard time acquiring educational materials such as notes and tutorials. However, the website provides many of these, in addition to, that is a collection of books more advanced and updated than what many physical libraries stock. It is also quite comprehensive and can even be compared to a one-stop-shop for online English learners and tutors. Furthermore, it gives teachers and students an interactive platform on which they can exchange ideas and sharpen their language skills.

However, it has a major weakness when one considers the potential for students to think they can use it to substitute teachers, which is a common misconception whenever students use technology to study. Also, although it is comprehensive, the quantity of information may be confusing, especially for beginners who can easily be overwhelmed by the numerous options, some of which are quite complicated and could destabilize them.

Conclusion

In closing, I can say that researching for this article has not only helped me appreciate the importance of technology-assisted learning but also to recognize that it is here to complement but not replace teachers. Moreover, I think that language learning would be made simpler and more affordable if there were several other such websites or platforms to supplement the available content.

References

Great Resources for Teaching & Learning English. (2014). Web.

Professional development (PD) has always been observed with great deal and keenness. According to Yoon, Duncan, Lee, Scarloss and Shapley (2007), over 1,300 studies have been carried out to evaluate the effectiveness of PD on teachers when adopted as a teaching method.

The essay draws its analysis from three of the nine reports which meet What Works Clearinghouse evidence standards as suggested by Yoon et al (2007). The essay utilizes three reports in reference to the works of Sally Zepeda.

The article Using Knowledge of Childrens Mathematics Thinking in Classroom Teaching: An Experimental Study by Carpenter et al (1989) is an experimental study which was carried out with the intention of determining whether providing teachers with access to knowledge based on research conducted on the thinking process of children would influence the way instructions were delivered by teachers.

The study also sought to determine if this would affect the performance of children. The study is well researched and the works of other authors/researchers have been used and acknowledged. The study has adopted one of Zepedas approaches to professional development.

For example, it has adopted Cognitively Guided Instructions (CGI) treatment which is a modification of the cognitive coaching. Basically, the research subjected participants to subtraction and addition problems in which students thinking ability was to be evaluated. Cognitive instruction was applied with the aim of familiarizing teachers with the available research on the solutions to the problem of subtraction and addition.

The research adopted two questions which are aligned with Zepedas approach context and purpose. For example, the questions sought to evaluate whether the teachers involved in the study were able to understand the thinking of students and whether the application of different instructions based process affected the performance of the students as well as the teaching process (Carpenter et al. 1989).

The study applied observational studies to evaluate the level in which the applied measure/approach worked on the targeted sample. The research follows the steps highlighted under the instructional coaching. Generally, Zepeda approaches although not to detail have been adopted in the study.

Based on personal opinion, the professional development approach can be adopted and any teacher should adopt the cognitive approach. The cognitive approach adopted under the study is beneficial as it provides a link between children psychology on thinking and the mathematics curriculum.

This helps the teachers to understand how they can incorporate measures to ensure that students reading ability is improved. Essentially, it gives a framework which can be relied upon by teachers in assessing the knowledge and beliefs of the teachers as well as the evaluation of students beliefs and achievements.

It also gives teachers the chance to interact with students at individual levels making it possible to understand the students. The study provides an explicit knowledge on students, and more so their thinking abilities. As a result, teachers would be less involved in teaching children on issues concerned with subtraction and addition.

Through the approach, teachers get to know of the areas that they need to pay more attention to so as to improve the students learning ability. Lastly, the approach allows teachers to understand the thinking of students through experimental analysis.

The approach has problems as it only concentrates on the childrens ability and does not put into consideration the socialization or the multiple bit of understanding childrens learning abilities. Also, it undermines the teachers ability to use instructional knowledge in addressing the learning abilities of children.

The second analysis of the paper looks into a report Enhancing Students Understanding of Mathematics: A Study of Three Contrasting Approaches to Professional Support by Saxe, Gerhardt and Nasir (2001). This study was conducted with the aim of providing a bottom line on how professional development influences the learning ability of students.

The study was carried out and the authors used other materials adequately for reference purposes. The study was carried out on students of upper elementary class with the aim of understanding the application of mathematical fractions. The study also tried to understand what motivates students and how their thinking capability can be influenced by the teachers (Saxe et al. 2001).

Some of the recognized referenced works include those of Carpenter studies as analyzed above. The study adopts some of Zepedas approaches as it acknowledges that teachers professional development is formulated with the aim of transforming teachers practices. However, the research is not exactly related to Zepedas work. Nonetheless, it can be categorized under the job-embedded learning.

Job embedded learning is based on developing the career of a teacher. According to Zepeda (2012) job-embedded training is part of a teacher who executes the learned materials to the students hence becoming a culture. Practically, process like peer coaching, study groups, mentoring and reflection are adopted in the study.

In the context of job embedded training, the use of integrated mathematics assessment and collegial support are used to enhance professional development. For instance, collegial support/coaching as noted by Zepeda (2012) is an approach which offers the teachers time to reflect on instructional experiences during study process.

By learning instructions, teachers are in a better position to fully contribute to aspects which lead to improved performances. The study applies questions which are a reflection of the instructional coaching although not directly applied and executed.

From Carpenters study, Saxe, Gerhardt and Nasir adopt congenital guided instructions. This program as explained by Saxe et al (2001), allows teachers to apply their knowledge to enhance students perform subtraction and additional problems related to fractions.

The reasons why it would be advisable for teachers to adopt the study approaches is that based on the study teachers who had participated in the study and applied the same on students were able to promote the performance of the students. For instance, students under the CGI performed better in arithmetic and were more engaged in problem solving compared to their counterparts.

Students can better improve their performances if taught by teachers who have undergone the CGI. Students under this approach are better motivated by the teachers thus performing better and developing a positive attitude towards arithmetic problems.

The approach which uses some bit of job- embedded learning enables teachers to professionally apply the learned skills at school level to students. This enables students to learn through instructional skills which are proposed in Zepedas framework.

Based on the study results, the approach cannot be relied upon as a small sample was adopted and applied in the research. Therefore, it cannot be used to influence teachers to use the approaches in teaching students.

The third analysis is based on the paper, Effects of the learning cycle upon student and classroom teacher performance by Marek and Metheven (1991). The study adopted a quasi experimental design on the science subjects. Generally, the study focused on students conservation reasoning which was measured using the Piagetian cognitive tasks.

The study has fully acknowledged the work s of other studies in respect to professional development. However, the study does not use some of the approaches but it would fit very well in the Zepedas book. For example, the study can be closely fit on instructional coaching, peer coaching, and cognitive coaching (Zepeda, 2012).

For instance, the study concentrated on knowing how teachers interacted with the students, the methods adopted for teaching the students, the sequence in which teachers taught the science related studies to students, and the role teachers played in the classrooms (Marek & Metheven, 1991).

Peer coaching is evident in the study whereby students are required to engage in class tests involving observation during experimental studies. In this case, the teachers move around during experiment periods. Students are allowed to interact with their peers as part of learning process.

As applied in Zepedas study, the research applied the use of accumulated data from the students with the aim of inventing the subject under the study. Books study which is an approach applied by Zepedas is used in the study although not in detail as explained in the Zepedas framework. For example, science textbooks are relied heavily in analyzing the results of the class experimental studies.

Since the approaches of Zepedas work are not directly adopted in the study, it becomes hard to depict whether the results are presented asunder the framework in the book. However, from a personal point of view, the results are well presented in an articulate and systematic manner.

To persons who have not read the approaches discussed under this study, personal advice would be to adopt them and incorporate them in the science classes. The approach allows the students and the teachers to interact at personal level which gives the students the confidence required in learning the science subjects. Secondly, the instructional process by the teachers, allows the teacher to understand the students well as he/she best address any arising issues during the study.

It also allows students to engage in a more participatory way. Teachers who have undergone professional development are able to incorporate what they learn during seminars into classrooms and improve the performance of students.

According Marek and Matheven (1991) teachers who undergo training are able to recognize the importance of using the learning cycle as well as its ability to instill concept development, and enhance intellectual growth and development to students in elementary schools. When a teacher applies the learning cycle in classes, the students are more likely to increase their conservation reasoning prowess.

Lastly, the approach allows students to observe, interact with peers and teachers as well as manipulate objects hence improving their learning abilities. As a result, students are able to develop logical systems with enhances their intellectual thinking capacity.

The weakness of the approach is that it makes the students more dependent on the teachers and peers ability to interpret and articulate learned materials. Also, the approach cannot be applied to students with special needs as they require more attention from the teachers and leaving them to peers with normal learning capabilities can be devastating.

In my opinion, the results articulated apply to the area of my responsibility although the study was carried long time ago. However, the fact remains that learning cycle is a better approach which can be adopted for professional learning.

Reference List

Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C., & Loef, M. (1989). Using knowledge of childrens mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26(4), 499-531.

Marek, E. A., & Methven, S. B. (1991). Effects of the learning cycle upon students and classroom teacher performance. Journal of Research in Science Teaching, 28(1), 42-53.

Saxe, G. B., Gearhart, M., & Nasir, N. S. (2001). Enhancing students understanding of mathematics: A study of three contrasting approaches to professional support. Journal of Mathematics Teacher Education, (4)5579.

Yoon, K. W., Duncan, T., Lee, S. W., Scarloss, B., & Shapley. (2007). Reviewing the evidence on how teacher professional development affects student achievement. National Centre for Education Evaluation and Regional Assistance

Zepeda, S J. (2012). Professional development: What works, 2nd ed. Larchmont, NY: Eye on Education.

Loewen made a survey of textbooks created for American history. He was appalled at what he discovered. Loewen found out that history books were written haphazardly without much thought given to scholarly research. More importantly, it was written without considering the attention span of students. These were written without giving much thought on how to stimulate their minds so that they will not find it a boring task to study history. Loewen proposed to rewrite history books so that students will find it relevant and interesting (Loewen 9). Freire, on the other hand, laments the dictatorial style of teaching common in school campuses all over the United States. Combining insights gleaned from the analysis of Loewen, and Freires arguments, one can develop an appropriate teaching method that will help improve the performance of college students.

Freire made a groundbreaking discovery when he asserted that normal teacher-student relationship is characterized by a dictatorial form of information dissemination, such that in the course of teaching, the contents, whether values or empirical dimensions of reality tend in the process of being narrated to become lifeless, and petrified (Freire 71). Thus, Freire concluded that the conventional method of teaching is both boring and ineffective.

Freire pointed out that the narrative style of teaching is not the main issue. However, he highlighted the banking style of teaching, characterized by receiving and filing information as the root cause of the problem. In other words, there is only a single authoritative voice in the classroom. The teacher is always correct, but more importantly, teachers do not value the importance of collaborative learning strategies. Freire pointed out that this is not the best way to teach future leaders of this nation. He said the following, knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other (Freire 72). Thus, there must be a synergy between the teacher and students. It is through the process of creativity, and innovative learning strategies that allow the fire of enthusiastic learning to burn continuously bright. Teachers must continually discover ways to inspire students to acquire more knowledge.

The common definition of lunacy is the attempt to repeat the same procedure over and over again, with the hope of attaining different results. It is lunacy to apply learning strategies that are ineffective continuously. Therefore, the unproductive style of teaching must be overhauled to improve the performance of students. Aside from the problem of efficiency, there is another problematic consequence of the banking method. Freire said that this method mirrors the teaching method found in oppressive societies.

Consider the impact of this particular teaching method on people that are under tyrannical rules, such as the people in North Korea, and those living in communities controlled by the Taliban or Isis terror groups. Freire asserted that this type of teaching method produces a certain type of student, a person with a docile mind, a person ready, and willing to perpetuate a lifestyle of conformity and mediocrity.

The world is looking for inventors and innovators. However, it is impossible to develop forward-thinking students if they are exposed to a learning system that punishes original thought. Although it is important to consider Freires ideas, there is the danger of creating learning modules that are not pragmatic enough to transfer important information, such as knowledge concerning medicine, and engineering. It is, therefore, imperative to balance it with the use of Loewens ideas. Combining Freires unconventional view, with Loewens ability to develop an interesting teaching style, one can create an effective teaching method appropriate in a college or university setting.

The teacher must develop a lesson plan that enables the students to appreciate the importance of a particular topic by connecting it to contemporary issues. For example, it is important to find out the relevance of studying the exploits of Gen. McArthur and Gen. Patton. Instead of narrating unrelated facts, the teacher can develop a lesson about the importance of leadership and courage in contemporary times.

It is also important to devise ingenious ways of facilitating student participation. College and universities must invest in research and development, especially with regards to the creation of interactive learning schemes. In the present time, it is easier to develop state-of-the-art learning facilities due to the accelerated development of Information Technology and computer hardware. Teachers must keep in mind that the ultimate goal is to improve student performance and not to make life easier for professors and instructors.

Conclusion

Freire made a valid point when he criticized the ineffective teaching method employed by teachers all over the United States. It is imperative to develop creative ways to transmit knowledge. More importantly, it is critical to developing a system wherein students are inspired to collaborate with teachers when it comes to absorbing information, as well as the discovery of new insights. However, there is the danger of creating a learning method that falls short in the delivery of critical information, such as information about medical science and engineering. Freires ideas must be tempered using Loewens suggestion to re-package existing material, and make it more interesting and accessible to college students.

Works Cited

Freire, Paulo. Pedagogy of the Oppressed. New York: The Continuum International Publishing Group, 2006.

Loewen, James. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. New York: Simon & Schuster, 2007. Print.

Modern technologies let science go beyond all possible limits. The constant introduction of innovations made people rather exigent and these days it is hard to please them when it comes to products and services. However, this is not the biggest problem humanity is facing. Far more important is the fact that youth does not have a strong desire to study anymore stating that the classes are boring and the world offers far more interesting occupations than listening to the lectures, taking notes, and doing homework. Scholars apply numerous theories to understand the essence of learning and to help students get motivated towards their studies. Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments (Siemens). Applying these theories was beneficial but only in those times when the influence of technology on the studying process was not so immense. Due to the slow development of information which could be observed a couple of decades ago, the learners were more successful in completing their studies, entering a career, and working their entire life at one and the same job. They have been acquiring knowledge throughout the decades whereas the knowledge of modern learners is now measured in months and years (Siemens). This happens mostly because the world is in incessant development and the amount of knowledge about it, which would suffice several decades ago is negligibly small as compared to what is needed today. Modern technologies shape the way of peoples thinking and give a possibility of learning through different tools, such as communities in practice, personal networks, and through completion of work-related tasks, which results in students lack of motivation towards regular studies at schools or in colleges. A number of studies have been dedicated to the exploration of the lack of motivation in students but the scholars still did not work out a suitable solution to this problem. It is necessary to find out why the students lack of motivation is a problem, what main factors contribute to this lack of motivation, and what solutions to this problem may exist.

What should be mentioned above all is that lack of motivation directly affects students academic achievements. Being disinterested in the subject, the students either skip classes or try only hard enough to get a passing grade, These students often do not fit in a regular class. One student explained, When I get bored with a class, I only do enough to get a B. Another student continued, When I get bored with a class, I dont go. (Fetterman 51) Unmotivated students never try to learn from the class and are just putting in their time in the course of it. They are simply getting through the studies every day and only do enough to obtain a diploma but none of them are aimed at getting knowledge, and, certainly, are not planning to build their career in the sphere of scholarly research. Lack of motivation leads to students inability to think about what they are going to face in the future and they are mostly preoccupied with the present time. Gradually, unmotivated students lose faith in their abilities and do not even try to improve their grades.

In the modern world, education is a key to success and those who failed to get a diploma to lose all possible chances for building a career in the future. The students who suffered from a lack of motivation at schools and in other higher educational establishments get poor grades and are then unable to find a desirable job because of the insufficient level of education. This all leads to their getting the most usual jobs and ending up living a mediocre life. There is no doubt that such a life influences them psychologically which may result in numerous stresses, problems at work, personal and family problems, and development of disinterest in life in general. Lack of motivation, which on the face of it seems to be a simple unwillingness of students to study because of laziness or going through a difficult period in personality development (adolescence), may involve far more difficult problems and eventually ruin the persons life. Therefore, lack of motivation in students is indeed a real problem that should be dealt with in order to increase their chances of surviving in modern society.

The factors which contribute to the students lack of motivation are numerous. Most of the scientists concur that students home, neighborhood environment, schooling experience, and school environment are the factors that help to shape, reinforce and/or change student motivation to learn along with their developmental phases (Mclnerney, Etten, and Dowson 335). At this, the strongest factor is the influence of parents and relations in the family which have a direct effect on the student and his/her academic achievements. Some American research has suggested that motivation levels are affected not only by the characteristics of the home background, such as social class, but the number of children in the family, and the mothers age (Centre for Educational Research and Innovation, Organization for Economic Co-operation 32). It is believed that the eldest child in the family is more likely to achieve success in studies though it does not necessarily mean that younger children wont be able to do the same; the matter is that older members of the family should serve as an example, desirably positive, to those who are younger. Students home environment and parents developing their attitude towards learning in their children is also of great importance.

Moreover, the correlation between schooling experience and life experience also contributes greatly to students motivation. Finding similarities between the study material and regular life works as a motive power; it develops not only the interest in the subject but students critical thinking and ability to evaluate the material as well.

And lastly, the school environment plays a decisive role in students motivation development. Conflicts with peers, teachers who seem to be indifferent to the group, inability to organize school curriculum properly, and absence of competitiveness in class lead to the lack of motivation in students. Creating a positive school environment encourages students to form positive emotional bonds with teachers and peers and a positive attitude towards school, which in turn facilitates their academic motivation and learning (Brophy 27). Thus, taking into account these major factors, namely, family environment and parents influence on their children, schooling experience, and schooling environment, it will be possible to arouse students interest in studies and develop their learning motivation.

Finally, discussing solutions to the problems the lack of students motivation involves, attention should be paid to each of the factors which contribute to it. Firstly, a family environment should be created in such a way that would allow the child to develop the necessary skills and desire to study. This, without any doubt, is a primary task of parents who, as it has been discovered, have the strongest influence on childrens motivation. Developing natural curiosity and desire for exploration in the child, properly responding to the questions the children are interested in gives them a message that learning is worthwhile and frequently fun and satisfying (Centre for Educational Research and Innovation 198). Moreover, developing self-efficacy, independence, and competence will help children to accept the risks which they may encounter in the process of learning. Parents taking a personal interest in their childrens school achievements and assisting them in case of difficulties will contribute to childrens motivation and successful studying.

Secondly, the studies in the classroom should be maximally directed at associations between school and life experience. The students are likely to better understand the subject if they can project the material to the situations they live through every day. It would be beneficial for students if a teacher could organize curricular so that students go back and forth and find similarities and analogies between the past and the present (Singer, Hofstra New Teachers Networks, and Hofstra Social Studies Educators 66). This would allow the students to examine and evaluate their life experiences, which would arouse their interest in the subject and desire to study.

Ultimately, the solution to the problem of lack of motivation in students can be granted by teachers. The school environment is critical for the development of motivation in students. The task of teachers is to focus on the nature of classroom community rather than particular subject content (Singer et al. 66). Competition within the classroom is also likely to be effective in motivating the students; it would also contribute to their personality development making them endurable and ready to face challenges. Teaching the students in modern society should not concentrate on the content of the subject alone but should go far beyond the curriculum. Teachers attitude towards their subjects is also crucial. If they themselves are interested in the information they present and apply correct methods of conveying this information, students will absorb it more easily and quickly. Choosing more appropriate methods of teaching, for instance by means of utilizing visual aids, video and tape recorders, actively involving the students in the classroom discussions, and offering the students to create the curriculum by themselves will increase their motivation and result in their better academic results.

In conclusion, modern technologies made it hard to find the methods of teaching which would interest the students and make them motivated towards learning. It was discovered that education is important for the further life of a student. Due to the lack of motivation, students get disinterest in classes which leads to poor academic results and, therefore, an insufficient level of education. This testifies to the fact that lack of motivation involves much more than lagging behind the class, which makes it a vital problem modern society faces. The main factors which contribute to the lack of motivation in students are home environment, schooling experience, and school environment; these factors directly influence students interest in studies and their academic achievements. Possible solutions to the problem of the lack of motivation in students include creating of favorable environment for students at home, giving the students a possibility to find associations between their school and life experiences within the class, and certain work on the part of the teacher, namely, directing the classes towards the students rather than the content of the subject and choosing such methods of presentation of the study material which would make the students interested in it. Developing these solutions into a complex set of activities directed towards making students more interested in studies will increase the students desire to take part in the learning process and will improve their academic results.

Lesson Plan

Works Cited

Brophy, G.E. Motivating Students to Learn. Lawrence Erlbaum Associates, 2004.

Centre for Educational Research and Innovation, Organization for Economic Co-operation and Development. Motivating Students for Lifelong Learning: What Works in Innovation in Education. OECD Publishing, 2000.

Fetterman, D.M. Excellence and Equality: A Qualitatively Different Perspective on Gifted and Talented Education. SUNY Press, 1988.

Hall, C.J. An Introduction to Language and Linguistics: Breaking the Language Spell. Continuum International Publishing Group, 2005.

McInerney, D.M., Etten, S.V., and Dowson, M. Standards in Education. IAP, 2007.

Siemens, G. Connectivism: A Learning Theory for the Digital Age. Elearnspace Articles. 2004. Elearnspace. Web.

Singer, A.J., Hofstra New Teachers Network, and Hofstra Social Studies Educators. Social Studies for Secondary Schools: Teaching to Learn, Learning to Teach. Lawrence Erlbaum Associates, 2003.

PowerPoint slide on Apple Inc.

This aid is a PowerPoint presentation about Porters five forces that affect Apple Inc. The author begins with a brief description of the company and its history and then looks into the external forces that affect the companys business using Porters five models. In the degree-of-rivalry section, he identifies the Windows Operating System, Microsoft, and Linux as some of the software competitors. Dell and HP compete with the company in the hardware sections while Samsung, Napster, and Creative belong to the music and device industries.

Under threat of new entrants, Apple Inc must deal with disruptive technologies from Google, and streaming video and audio technologies from Verison or iTunes. Concerning the bargaining power of suppliers, Apple is confronted with powerful computer memory processors, such as IBM, Intel, or Motorola). It is also supplied by strong movie or music production firms like Disney, Warner Brothers, Sony, Fox, and Universal.

Under the bargaining power of customers, Apple Inc. must also deal with a formidable consumer market. They can download and share music for free using applications such as Limewire. Besides that, most retailers pressure the company to reduce prices. Lastly, the teaching aid talks about a high threat of substitutes in the industry. Customers can use different methods of accessing music such as DVDs and CDs. They may opt for satellite radio or other sources of videos such as Cable (Apple Inc 5).

The content relates to chapter 3 of Understanding Business Strategy by Ireland et al., which talks about the external environmental analysis. In that section, it is noted that an organizations external environment may consist of industry-related forces, market-based forces, and the macro-environment. Porters five forces assist in an analysis of the industry-related forces. They prepare their companies to align their strategies with the goings-on in their industries.

The slides will assist students concerning environmental analysis because it will provide a direct application of the principles learned in the Chapter concerning porters five forces. Apple Inc. is regarded as one of the most successful organizations in the US. Many students have tried Apples products; these include the iPad, Mac Computers as well as Mac OS. It will be quite insightful for them to learn that such a relevant company in their lives is affected by these external forces. The aid will expose the students to new vocabulary (disruptive technology, knowledge management) in the field of management, and will encourage permanent remembrance of the material.

Internet blog on value chains

The blog is a discussion about value creation in the Asian continent. It is essentially a summary of the Excellence in Value Creation Shared Services Excellence Awards 2011. In the article, the author describes how an unconventional organization- HP GBS  scooped this award. It is asserted that the company used standardization methods to get to this point. HP worked on service deliveries, sales biding as well as efficiency. The company affected these changes through the use of information technology, process improvement, and people development. HP took its bidding management and quotations offshore, thus simplifying its business value chain (SSON 9).

Chapter 4 of Understanding Business Strategy by Ireland et al. applies to this blog article. It talks about the internal environment and how firms should analyze their primary activities for value creation. An organization ought to look at activities such as operations, marketing, or outbound logistics to classify them. Some competencies will be categorized as inferior while others will either be equivalent or superior. In the blog article, HP GBS classified its bidding management and quotation activities as inferior and thus chose to take them offshore. Consequently, the organization boosted efficiency as seen through its Value creation award.

This online resource will assist students to conceptualize a seemingly abstract concept such as value chain analysis. The blog looks at how a firm embraced a value-creating opportunity, and directly benefitted from the decisions. This will contribute towards a better understanding of internal environments among the students.

2010 Annual report from Caterpillar

This annual report is a summary of some of the decisions and issues that had affected the organization throughout 2010. The report is organized in the form of case studies done by various staff members. In certain instances, the piece talks about response to customer orders for parts within a distribution center. It stresses the importance of fast response times. On another page, the report describes Caterpillars willingness to relocate to a desert to provide customers with the right technical support for the equipment. By doing this, the company built strong relationships with its clientele (Caterpillar 22).

This annual report relates to chapter 5 of Understanding Business Strategy by Ireland et al., which focuses on a business-level strategy. In the chapter, it is asserted that businesses can choose to differentiate, become cost leaders, integrate cost leadership and differentiation, pursue focused cost leadership, or focused differentiation. In Caterpillars case, it decided to take on a differentiated strategy.

This aid will be highly useful to the students because it will teach them how to identify generic business-level strategies in all-purpose reports. The information found in the annual report does not necessarily talk about Caterpillars differentiation strategy; it merely discusses the companys sources of competitive advantage. Students can internalize some of the tell-tale signs of a differentiated strategy by using this annual report as an example.

A newspaper report in Virgin Radio

This is a newspaper report about one of Virgins Groups business subsidiaries  Virgin Radio. The author reports that Sir Richard Branson has just acquired a new brand name for a radio station that had been sold to another group. He intends to take the radio to international dimensions by introducing it to several European markets as well as American markets. Virgin Radio intends on diversifying the business into different areas (Knapton 5).

The article is highly related to chapter 6 of Understanding Business Strategy by Ireland et al. It talks about the possibility of using corporate relatedness as well as operational relatedness in the execution of multiproduct strategies.

When companies choose such an approach, they must have a high competitive advantage and a vast resource base. Here, a company attempts to transfer core competencies at the corporate level with operational resources such as tangible resources or the primary activities it engages in. In this report, Sir Richard Branson was pursuing a multiproduct strategy of corporate and operational relatedness. He already owned resources and capabilities in the media industry. Furthermore, this was not the first radio station under his name.

After going through the article, students will be in a position to learn about how firms can execute one of the most difficult multiproduct strategies in the business environment. They will also learn about some of the forces that may cause firms to choose a diversification approach. In this case, the Virgin Group already had the resources, and the corporate-level competencies required to deal with the challenge, so it was only feasible for him to choose the approach. Furthermore, he thought about the geographic advantages that may come with this approach. Students can learn about the advantages and risks inherent in making this choice.

Website on strategic decisions

The teaching aid is a summary of some of the worst strategic decisions made in history. It describes the executives who made the decisions and the companies they worked for. The article then gives a background of the facts that led to the decision and its consequences. For instance, the first story is about the rejection of the Beatles by a recording company. Dick Rowe and Mike Smith were responsible for talent evaluation in Decca records.

At the time (1961), Mike Smith has seen the rock and roll band performing, so he asked them to perform at his Decca studios. Another executive, Rowe, told them that they were not the right fit for the organization because they used guitars and were four in number. This decision cost Decca records insurmountable sums of money because another recording company called EMI records took on the Beatles. In just two years, demand for the Bands records had exceeded EMIs capacity to produce them (The Stupidest business par. 2).

Educators can apply material from this website when teaching about strategic decisions in the course. The chapter talks about how the strategic decision-making process can either be rational or impulsive. Managers or administrators can still follow certain steps to boost the effectiveness of their decision-making processes. First, they need to be creative by checking their assumptions and developing novel ideas. Additionally, they ought to increase their knowledge by consulting and developing themselves. Thirdly, they ought to use their intuition, instead of focusing too much on logic. Fourthly, managers should get their timing right. Lastly, they must not think that their decisions are final.

This aid will provide a practical example of how a company failed to apply the above steps. Dick Rowe made a big mistake by not reassessing his assumptions. He thought that guitars and groups with four members were out, yet this was not true. Although such bands had been tried before, there was no reason why the trend could be redefined. Furthermore, the manager should have focused on the strength of the Beatles talent rather than their number.

He did not think about the timing of his decision; because this was a season when the Beatles brand of rock and roll was well received. If he had thought about these steps, then he would have made a more effective decision. The website will teach students about the consequences of poor decision making. It will also identify opportunities for improvement of the same.

Video on Chinese factory workers

The teaching aid is a video clip from YouTube. It essentially dwells on the horrible working conditions in Chinese factories. The subjects of the video under discussion are Chinese toy makers. One particular western organization that was mentioned in the analysis was Hasbro. The toy manufacturer outsourced business to these Chinese factories, regardless of the poor working conditions there. The journalist claims that most workers are crammed into small dormitory rooms. Most of them are given barely enough to eat, yet they have to work seven days a week, fourteen hours a day. Most of them have no access to work leave or other typical incentives.

This video clip relates to chapter 8 of Understanding Business Strategy by Ireland et al., which talks about globalization. In the course, it is asserted that one must think about the risks involved in adopting pro-global strategies. Firms ought to consider countries that have strong labor laws. Unfortunately, several countries that have cheap labor conditions often have poor labor regulation or enforcement (YouTube China factories).

The teaching aid will sensitize the students about the importance of external forces when choosing outsourcing destinations. It highlights the problems of globalization in an insightful and relevant way. Students will learn about the dynamics of going global.

Video clip on corporate strategy

The teaching aid is an interview with a Professor from UCLA University. In the clip, he talks about the challenges that businesses face when choosing a particular type of corporate strategy. He claims that the problem with most firms is that they make their business strategies too complicated. It becomes almost impossible to follow through on all aspects, and the core areas suffer (YouTube What is good).

The video clip relates to the chapter of Understanding Business Strategy by Ireland et al. that deals with corporate strategies. Businesses ought to consider their objectives and mission to make these decisions effectively.

The material will assist students in internalizing the role of business objectives in handling resources. Since the teaching material comes from a person who has a management background, then it will teach students about the most valuable matters in a business.

Works Cited

Apple Inc. 2011. Web.

Caterpillar 2011, Company Annual Report 2010. Web.

Ireland, R. Duane, et al. Understanding Business Strategy: Concepts and Cases. 2nd ed., Cengage Learning, 2008.

Knapton, Sarah. Virgin Radio to change name to Absolute The Telegraph. 2008. Web.

SSON. 2011. Who leads Asia in Value Creation?. 2011. Web.

The Stupidest business decisions in history. 2008. Web.

YouTube. China factories Brutal conditions described. 2007. Web.

YouTube. What is good corporate strategy? 2008. Web.

The Power of Education

Becoming a Professional Teacher

According to the Commission on Teacher Credentialing, becoming an educator in California is a multifaceted procedure, which includes the following steps: preparing application forms, due to the specific occupational requirements, meeting a fingerprint regulation as well as examinations verification through recognizing credentials. It must be noted that there are some specific requirements for teachers who qualify in special education or language teaching. Thus, teachers of English have to possess a language development authorization such as ESL, EL, or CLAD certificate so that to be eligible for getting the position of an educator. The professionals of special education must hold at least one authorization for working in a particular area such as Physical Impairments, Early Childhood Education, Moderate Disabilities, etc. (Commission on Teacher Credentialing, 2012).

College Education and Success

In his book, Paul Tough (2013) reflects on the principles of higher education. His personal experience of dropping out from college provides an account of personal decisions that were taken by a conscious young man, who suddenly found himself resenting studying. When analyzing Toughs thoughts and grounds for leaving a college, I did not feel adverse about his choice. The reasoning of the author is completely mature and logical. Moreover, his eight-page review of this crucial verdict proves that the arrangement was not a spur of the moment, but rather a decision, which was grounded in mature and logical reasoning. The author emphasized that he felt doubtful, and even scornful about the fact since dropping out of college is perceived as a harsh violation of social norms in any community: It felt at the time like a weighty and fateful choice, and it still does (Tough, 2013, p. 176). Thus, a generalized repugnance of uneducated citizens is a problem of a global society. Instead of grudging such people, one should concentrate on the changes that have to be brought into modern education for it to become motivational and rewarding. Unfortunately, today, a path to success does not always go through academic cognition. It is a way that outlines personal choices, failures, and decisions that turn an individual into a sensible citizen.

Q-Q-T-P Analysis of California Teaching Standards

The articles Engaging students in learning activities and Planning for neomillennial learning styles: Implications for investments in technology and faculty provide a consistent assessment of six primary California Standards for Teaching Profession and match the contemporary learning tendencies to the authorized teaching. The standards examination helps to clarify whether students success is dependent on the quality of teaching and educators proficiency.

Question: What is the correlation between such teaching standards as the engagement of students, maintaining an effective learning environment, understanding the subject matter, planning instruction, assessing students knowledge, developing proficiency, and the practical achievements of the learners?

The articles respond to the California Standards for the Teaching Profession. Thus, the article on learners engagement supports the first principle of teaching, which argues that all students have to be connected to real-life learning experiences. According to Hyungshim, Johnmarshall, & Deci (2010), the objective of this standard can be met through autonomy support (p. 586). Moreover, the authors statement can be linked to the fourth and fifth principles, due to which planning instructions and structuring the lessons help the learners to reach their goals and to track their progress. The second article targets the second, third, and sixth standards. Due to Dede (2004), digital media and interfaces encourage multi-tasking (p. 5). This idea supports the principle of an efficient environment and states that it may be granted by the usage of technology. Besides, the piece of writing refers to the standard of subject matter understanding, which claims that the learners have to perceive the content of the curricula. The article emphasizes that the central idea of learning has to be creative and motivational. Finally, the second article relates to the standard of proficiency development by drawing a picture of a high quality teaching professional.

Quotation

The article Engaging students in learning activities represents two basic methods of learners integration in the study process, which have to be embraced by a successful teacher. The methods are lesson structuring and self-assessment support. The study claims that successful students can reveal their creativity and proficiency if they are given a personal space for individual growth and development. Besides, the authors of the article support the idea about efficient lesson planning being a prerequisite of a teachers success since it helps to organize the activities that the students may be involved in.

The article Planning for neomillennial learning styles: Implications for investments in technology and faculty is an innovative view of the teaching profession, which demonstrates the way in which technological facilities can match the traditional standards of the occupation.

Talking Points

The art of teaching is determined by various individual parameters. However, a successful educational procedure has to meet six fundamental standards of the teaching profession. The first standard encompasses the concept of students commitment to and involvement in learning. Paradoxically, due to Hyungshim et al. (2010), the learners may be encouraged to act by the teachers inactivity. Thus, it is acknowledged that the students work better if they are approached in an inductive manner.

The standard of learning environment refers to the utilization of specific supplies that facilitate knowledge acquisition. It may be claimed that progressive usage of technology contributes to the students becoming successful learners.

The third standard, which dwells on a subject matter, implies the appliance of efficient content fixation. Due to the readings, exciting topics and ideas stimulate the learners interest.

The standards of lesson planning and progress evaluation represent the systems of success tracking. Nevertheless, according to Dede (2004), assessments can not be straightforward. The teachers task is to explain the learners mistakes, but not to judge him/her due to the failures. Successful students always accept their drawbacks and are motivated to work for their improvement.

Finally, the standard of gaining proficiency implies a step-by-step acquisition of practical abilities that ensure the learners occupational growth.

Greatness by Design: Maintaining a Teaching Tradition

The Californian educational dream encompasses a wide range of moral settings and professional implications. In his report, the State Superintendent of Public Instruction, Tom Torlakson, dwells on the pitfalls of Californian academic practices and describes the model of integrative education as a proponent of the students success. According to the author, modern educators are usually underestimated since neither the government nor the schools administrators support their well-being. Thus, the teachers do not only promote life-long learning, but they conduct it themselves, which means that successful educators need to alternate their activities, goals, and techniques on a daily basis. Unfortunately, the Californian community does not realize that teachers need constant feedbacks and evaluations so that to know whether their practices succeed or not. No educator can be assessed on the basis of a single lesson or a particular achievement of one of his/her students. Instead, every teaching technique that is employed by a progressive educator has to be verified against the needs of individual learners, their parents, local government, and society as a whole. The crisis of misunderstanding between Californian teachers and a surrounding community inflicts adverse effects for the state education since the professionals are not encouraged to prolong their occupational growth and end up either leaving the positions or continuing working without any particular interest in improving the quality of education.

Therefore, according to Torlakson (2012), Californian education has to be directed at the teachers support since only elaborate guidance and responsiveness can show the teachers that their work is appreciated by the community. The State Superintendent of Public Instruction attempted to realize a model of supportive attitude towards teaching by gathering a Task Force group in California. The teams goal was to unite a wide range of states citizens, who are related to education. Two successful education authorities were chosen to coordinate the work of the union. The Task Force group worked at the evaluation of recruitment, guidance, and ultimate achievements of Californian educators. According to the outcomes of this investigation, which showed that the state was still home to many excellent teachers, a plan of teaching support was compiled. The method predetermined the complete involvement of community members in the teachers work. Thus, it was claimed that Californian educators could not be judged purely on the basis of their performance. It is crucial to make learners, their parents, school administrators, as well as local government representatives responsible for educational progress.

The goal that was set by the Californian Task Force is not easy to achieve, though. It is a challenge to the states authority to motivate the community members to engage in academic activities, which is an undertaking task, due to the citizens preoccupation. Thus, my idea of its accomplishment consists in reforming the general employment regulations in California. It can be beneficial for the states employees to allocate one free hour for the parents so that they could visit their children at school and thereby access the teachers and learners performance.

Professional Learning Communities: Contributing to Students Success

The concept of the professional learning community (PLC) encompasses any type of collaboration that is aimed at academic improvements. The community can consist of multiple groups such as parents board, administrative members, or teachers team. The ultimate goal of any professional learning community is to ensure that students are not just taught but learn as well. Thus, consistent verification of the learners knowledge can be conducted by professional educators. Consequently, unions of teachers of one educational establishment represent successful PLCs since they can provide an objective and logical assessment of the students ability to acquire proficiency.

According to the Californian Department of Education, professional learning communities imply the existence of several crucial constituents. Thus, it is claimed that students success is dependent on such learning dimensions as intellectual, social, emotional, and civic development. The intellectual growth pattern that lies in the center of Californian PLC foundation includes such factors as critical thinking and problem-solving skills. Therefore, a general belief of schooling content is the core of learning is rebutted. Due to the regulations, learners acquire knowledge so that to be able to cultivate critical growth within their minds (Californian Department of Education, 2013). Social development as an integral part of PLC instructions targets such concepts as ethical concerns and integration into society.

Thus, the professional learning communities are supposed to promote inclusive education and to encourage the students to connect to the outer world as well as actively interact with each other. The emotional component of PLC regulation overlaps the latter conception since it follows positive social associations and aims at a harmonious expression of learners feelings. It is acknowledged that positive thinking among the students contributes to their mental and physical well-being. Consequently, emotional stability influences the quality of learning. Finally, civic development ensures establishing a link between education and the life of the Californian community. Therefore, it is claimed that teachers have to maintain the students awareness of the public sphere since interest in the surrounding world is a critical factor in personal development.

In general, professional learning communities create a powerful impact on both educators and learners. Thus, the teachers, who constitute PLC, adopt a learner-centered attitude towards their students. Consequently, their methodological strategies evolve from the idea of students reaching their goals. Such a method stipulates active learning and involvement in educational activities. Obviously, results are the most consistent evaluators of success. Therefore, teachers are obliged to track their learners achievements through the scope of learning and not through the effectiveness of teaching. The work that is conducted by professional learning communities targets the students as well. According to the contemporary review of the learning outcomes assessment, the US students show higher performance if they are targeted by PLCs (Vescio, Ross, & Adams, 2007).

Currently, I have a chance to trace the PLC functioning within multiple academic environments. Thus, the standards are supported by the professional learning communities through the employment of cooperative, discovery, and problem-based learning. Lately, I had a chance to participate in the teaching workshop, the goal of which was to test the method of enhanced discovery instruction that was introduced by Robert Marzano in 2011. The teacher of the class performed the role of an instructor, who provided the students with clues. Thus, the learners had to generate a strategy for drug abuse elimination in California. At the beginning of the lesson, the educator demonstrated some visual materials that contained interviews with the state policymakers, who dwelled on the problem.

The students were supposed to split into teams of governors, who evaluate the reports and suggest the strategies of fighting drug use in California, according to the laws. Afterward, the learners presented their ideas to the class, and the issues were discussed. Finally, the students compiled a single policy that was sent to the governmental structures of California. Therefore, the lesson plan completely corresponded to the PLC foundation since it refers to its four components. First, discovery learning stimulates intellectual growth since it develops critical thinking among the learners, who learn the methods of material evaluation and strategic learning. Second, the example of such a lesson predetermines emotional development, for the students receive an opportunity to express her feelings about certain ideas. Third, it contributes to social and civic integration since the learners are connected to the outer world by creating some plans or rules that may become active in their community.

To sum it up, efficient usage of PLC work contributes to the students success. The model of education that allows the learners to feel that they acquire meaningful knowledge is beneficial for them since it denies the idea of compulsory teaching.

References

Californian Department of Education. (2013). Web.

Commission on Teacher Credentialing. (2012). Web.

Dede, C. (2014). Planning for neomillennial learning styles: Implications for investments in technology and faculty. Educause, 12(1), 1-14.

Hyungshim, R., Johnmarshall, D., & Deci, E. (2010). Engaging students in learning activities. Journal of Educational Psychology, 102(3), 586-600.

Torlakson, T. (2012). Greatness by design. Web.

Tough, P. (2013). How children succeed: Grit, curiosity, and the hidden power of character. New York: Mariner.

Vescio, V., Ross, D., & Adams, A. (2007). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.