Category: Teaching

Modern realities provide new challenges and new possibilities for people, who choose teaching as a career. The models of self-management and collaboration are preferable for contemporary Lebanese teachers aimed at successful processes of teaching and learning. It is impossible to choose between the two models, they should complement each other to a certain degree for the successful development of the teachers professional skills.

The self-management as a model of teachers professional development, consisting of self-evaluating, self-monitoring, environmental analysis, and networking, predetermines the further teachers self-education. Continuous control and evaluation of ones lessons are important steps for professional growth, which encourage the teachers objective evaluation of ones weak and strong points. On some occasions, these are the only possible ways for controlling every point of the teaching-learning process in Lebanon. Goodlad (2004) noted that the deep structure of schooling creates an ethos of isolation and individualism among adults that must be overcome by deliberate intent and action (p. 96). But facing the class without the support of more experienced colleagues, the educators should not feel helpless, but, on the contrary, try to use the opened up possibilities for self-monitoring and self-evaluation. Goodlad (2004) noted that no matter what kind of preparation beginning teachers have, some of the most important things they need to know can be learned only on the job once they face a real group of students (p. 99). Thus, only plenty of practice, constant hard work, and self-perfection may result in a successful teaching career and demonstrate high students grades. It is impossible to predict all the variety of the possible situations of the educational process, it is impossible to be a perfect educator, using only theoretical knowledge without practice. It is very important to know all the current trends in education, to be aware of teaching methods and techniques as well as to learn from the experience of colleagues, but teachers self-monitoring is an integral part of an effective educational process. Tucker (2002) noted that self-reflection by teachers arises from a personal need to understand, critique, and improve on their own practice (p. 77). Even feeling overburdened by the everyday teaching routine, the educators, not only the beginners, but the experienced professionals as well, are to find time and strengths for constant self-evaluation and following self-perfection. Tucker (2002) noted that a hallmark of expert versus novice teachers is their ability to learn from experience through observation (p. 77). In other words, the novice teachers, as well as the experts, are learning through their classroom experience for better implementation of the theoretical propositions. Inner motivation is often more effective than the outer, that is why the role of self-evaluation for Lebanese teachers can not be underestimated nowadays. Tucker (2002) noted that it is through reflection that teachers are able to observe inconsistencies or discrepancies between what they hoped to accomplish in a lesson, assignment, or activity and what they did (p. 75). Becoming a successful teacher means not only perfect awareness of the subject taught but the right choice of the teaching techniques of this or that material as well. Oven (2000) admitted that the fundamental aim of a continuing professional development course is & to help teachers to develop their abilities to learn how to obtain and apply subject knowledge for themselves as and when it is needed for their investigative teaching (p. 19). In the present-day realities of Lebanon predetermining the level of development of the educational system of the country, educators need to realize the significance of the self-management model for enhancing the literacy of the population.

On the other hand, even being isolated due to the realities of the educational system, the teachers are not to learn from their own mistakes only and use their colleagues successful experience as well. Frankland (2007) noted that both teaching and learning should be conceptualized as collaborative rather than competitive activities. This however requires a shift in the mindsets of both teachers and learners (p. 126) Thus, the self-perfection is not an end in itself, it should continue in the process of the peer observation and coaching for reaching the global goals of enhancing the teaching and learning processes. It should be noted, that the learning process is not to be omitted, as being too busy choosing the models and techniques some teachers may forget about the primary aim of the educational process and its main object. Barkley (2005) noted that the primary reason for including a coaching program in a school is to improve teaching and thus improve student learning (p. 127). The post-observation conference is to involve the educator in the discussion; therefore, it is the point where the two models of self-management and collaboration are intersected. Steffy (2000) noted that peer coaching and observation is one way to facilitate both the development of a passionate stance as well as collegiality (p. 72). Discussing the motivation for peer coaching and observation not only the moral value of cooperation should be taken into consideration, but its significance for the further development of the Lebanese system of education as well.

Both models of self-management and collaboration should be used for enhancing the teaching and learning processes in the Lebanese system of education. Only through continuous self-perfection on one hand and collaboration with colleagues on the other may an educator become successful.

Reference List

Barkley, S.G., Bianco, T. (2005) Quality Teaching in a Culture of Coaching. Lanham, MD : ScarecrowEducation.

Frankland, S. (2007) Enhancing Teaching and Learning thorough Assessment: Deriving an Appropriate Model. Dortreeht: Springer.

Goodlad, J.I., McMannon, T.J. (2004) The Teaching Career. New York, NY: Teachers College, Columbia University.

Ovens. P. (2000) Reflective Teacher Development in Primary Science. New York, NY: Garland.

Steffy, B.E. (2000) Life Cycle of the Career Teacher. Thousand Oaks, CA: Corwin Press.

Tucker, P.D., Stronge, J. H., Gareis, C. R. (2002) Handbook on Teacher Portfoliosfor Evaluation and Professional Development. Larchmont, NY: Eye on Education.

Introduction

Cooperative learning is a grouping strategy that is designed to increase student participation by capitalizing on the social aspects of learning. In mathematics, students cooperate while working together on a geometry puzzle, measuring the playground, or reviewing for a test (Good, Reys, Grouws, & Mulryan, 1990).

Spencer Kagan (1994) identified basic principles for implementing cooperative learning successfully: constructive interdependence, individual responsibility, equal involvement, and concurrent communication.

Cooperative learning in mathematics

Incorporating cooperative learning in teaching 2nd- 4th graders requires organizing the students in groups, or teams that are heterogeneous so that students with different skill levels can understand the basic concepts of mathematics (Evans, 1994).

In cooperative learning, the use of wooden sticks or plastic disks, geometry puzzle, measuring the playground, or reviewing for a test enable the students to easily solve mathematical problems and conceptualize each mathematical task.

Another approach includes providing real world examples instead of conforming strictly to written materials. Discussions such as buying things at a shop or sharing candy with friends can help in integrating real life situations into teaching and enable relevancy with day-to-day life. Providing practice techniques will enable the learners to retain the information gained.

Activities

Practicing addition and subtraction for 2^nd and 4^th graders

The activities and procedures

Draw on the board three parallel lines and two intersecting line. Place + and  signs next to the parallel line. This will create a network of blank boxes. Have the students copy this onto their writing materials.

While the grouped students are writing playing such games and writing the numbers on their writing materials, the teacher is also playing by filling out the squares on the board (the grouped students will attempt to beat the teacher).

After filling out the boxes ask the pupils if anyone beat your answer, write the best answer on the board and any group with the correct answer gets a point.

Develop smaller grids to adapt to the learners level. Implementing this group learning, help the students understand simple mathematical problems (Chiu, 2000).

Another procedure is grouping the students into two or more parts, while taking part in geometry puzzle by working out mathematical problem. The main objective of the kind of geometry puzzle is to make the students understand basic geometric equations.

This technique applies to both Second and Fourth graders

Practicing multiplication and subtraction for 2^nd and 4^th graders

This could be more complicated as compared to the addition and subtraction module.

Activities and procedures

Provide the students with multiplication tables to practice on their own in preparation for a random quiz in class.

In every math lesson, begin by a 10 minute random quiz by asking randomly multiplication questions, note that for second and fourth graders, it is advisable to start with single digit multiplication so that the pupils acquire the basics of multiplication that will enable them solve other multiple digit multiplication.

Students that answers the quiz correctly earns points, these will motivate other learners to practice multiplication tables in preparation for the math lesson.

For division problems, the use of circular disks will aid in introducing division to second graders. Cut the circle into halves and quarters to explain the concept of fractions which will form the basic concepts in division. For fourth graders the pupils should have the basics of division and therefore introducing multiple digit division is appropriate.

Useful Sources or URL

http://www.theteachersguide.com/

https://www.grandviewc4.net/

http://www.sedl.org/pubs/classroom-compass/cc_v1n2.pdf

Reference List

Chiu, M. M. (2000). Group problem solving processes: Social interactions and individual actions. Journal for the Theory of Social Behavior, 30, 1, 27-50.600-631.

Evans, L. (1994). EASY ADDITION. Lesson Plan. Web.

Good, T. L., Reys, B. J., Grouws, D. A., & Mulryan, C. M. (1990). Using work groups in mathematics instruction. Educational leadership, 47, 56-60.

Kagan, S. (1994). Kagan cooperative learning. 2nd ed. San Clemente, CA: Kagan Publishing.

The future of the whole country depends upon the education level of todays youth. The level of present-day education leaves much to be desired; it makes the government and conscientious citizens anxious and induces them to look for the people responsible for this state of affairs and possible ways out. Though the question of whether the poor students results are exclusively their teachers fault, is disputable, cardinal measures are to be taken. Firing underperforming teachers means holding educators accountable and decreases student dropout rates.

Recent researches demonstrate that the situation in the sphere of education is critical: only 7 percent of 11th-graders passed the state math tests, and 50 percent of the students at Central Falls failed to graduate in four years (Woycicki). The results are unthinkable and striking, the question of where the allocated funds could go arises. It is impossible for the whole nation grows stupid, it is the educational system that needs to be carefully investigated and reformed. Firing teachers may seem to be cruel and unjust, but revolutionary changes are to be made. The teachers are to stop finding excuses and to feel responsible for their work; the educators must realize the importance of their role in society. Recruiting employees suitable for teaching is one of the most important steps of the reforms in the sphere of education.

As the most significant and costly resource in schools, teachers are central to school improvement efforts. Improving the efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality, and that all students have access to high-quality teaching. (Jones 8)

At the present moment, the country is short of good teachers. The subjects most susceptible to teacher shortages are math and science, fields in which salaries are relatively higher in occupations outside teaching (Excellence in the Classroom). Shortages of teachers in certain fields and geographical areas result in mediocre teaching and lack of teachers enthusiasm, people working as teachers are sometimes not meant for it at all.

Low salaries are one of the most popular excuses among the teachers, but nobody induced them to choose the teaching career, it was a conscientious act of grown-up people. The evidence also shows no clear relationship across countries between teacher salaries and student achievement (Excellence in the Classroom). Teaching is more art than a profession, using modern teaching methods without putting ones soul into it is senseless. It is necessary to get a broader view of the problem. Higher salaries alone, for example, without attention to the nature of teacher certification, working conditions, the challenges facing new teachers, and the distribution of teachers across geographic areas, are unlikely to elicit the desired widespread improvements in student achievement (Excellence in the Classroom). Thus, low salary is only an excuse for underperforming in the educational sphere, this problem is much more complicated.

The fact is that in many districts the educational system is bureaucratized and it may help teachers to escape the punishment. Those school administrators who violate the culture are often transferred or given a relatively innocuous staff position in a central office (&) This is the typical pattern used in large bureaucratic school districts as an alternative to firing the administrator (Lunenburg 73). At the present moment, there is a long-felt need to change the system itself. Even President Obama supports the idea of firing the underperforming teachers, saying that If a school continues to fail its students year after year after year, if it doesnt show signs of improvement, then theres got to be a sense of accountability (Woycicki). It means that the crucial importance of revolutionary changes in education is realized at all levels and the presidents formal statement is a good beginning.

The teachers argue in favor of parents and community roles in the education of a child. It is really difficult to control all the influences outside the classroom. In an era when even the president of the United States has a Facebook page and spectators texted and tweeted about Inauguration Day, the power of online and digital social networking is clear (Respers). The strong impact of popular culture and the digital world can hardly be denied, but it is up to teachers to influence the students attitude towards this or that fact or phenomenon. Teachers are not magicians. Low test scores and the dropout rate cannot be blamed on the teachers alone. They need help from the parents, help from the community, help from the administrators, help from state and federal governments (Woycicki). The problem of education is discussed at all levels and government is sure to provide support, but the realization of their accountability will motivate teachers for hard and fruitful work.

Only cardinal measures and revolutionary changes can solve the problem of the educational level of youth  one of the major national problems. Underperforming teachers are to be fired to decrease the student dropout rates and increase their colleagues work efficiency and the educational level of the nation consequently.

Bibliography

Excellence in the Classroom: Teacher Labor Markets in Developed Countries. n.p. Princeton-Brookings. Web.

Jones, Jeff, Jenkin, Mazda, and Lord, Sue. Developing Effective Teacher Performance. Sage Publications. 2006: 165.

Lunenburg, Fred, Ornstein, Allan. Educational Administration: Concepts and Practices. Thomson Learning Academic Resource Centre. 2007: 554.

Respers, Lisa. Social Networking Sites Share Breaking News. CNN, 2009. Web.

Woycicki, Esther. Work with teachers, dont fire them. CNN, 2010. Web.

Introduction

A fluent reader has automatic word recognition, which promotes phrasing and intonation. Automatic word recognition enhances smooth, fast and expressive reading. Consequently, a student will develop silent reading skills, which is a fast reading method compared to oral reading. Good reading approach requires comprehensive gradual learning steps. This paper outlines a three-day fluent teaching and reading plan.

Reading Lesson day 1

The objective of this lesson is to enhanced students word recognition capacity. Additionally, the lesson is structured to build reading speed. The lesson is designed to meet the needs of children with poor word recognition and slow in readers.

Lesson Activity

A teacher selects a passage, which the students will read in class. The passage should be between 100-200 words. Additionally, the selected passage should be taken from a book of slight higher language level than the students. The teacher then has each student read in turn. While a student reads, the teacher time and record all mispronounced words.

A teacher should have a normal reading standard time and expected number of word pronunciation errors. The teacher may apply different coloured pencils to mark time and errors. After a student is through with passage reading, the teacher help the student identify his/her errors and make him or her repeat the words.

The student is taken to the passage again. The process of timing and marking errors is repeated. The teacher then evaluates the students performance through a table as shown below. He/she is made to repeat the passage as a teacher corrects him/her until the whole passage is read successfully.

Reading Evaluation Table

Reading Rationality

Repeated reading has shown a lot of success in promoting reading fluency. Mather and Goldstein say, Through repeated reading, fluency can be improved as long as students are provided with specific instructions and procedures are used to monitor their progress (Mather & Goldstein, 2001, P.236).

Repeated reading technique also allow a teacher to monitor each and every students performance. Finally, it is an effective method in wide peer tutoring program (Gunning, 2010).

Reading Lesson day 2

This readings objective is to develop students reading fluency through audio-learning devices. The student will be able to learn through listening to tapes and later repeating the same passages. Audio learning enables students to develop their fluency through practicing to imitate the voice while following their passage.

Lesson Activity

A tutor picks up an appropriate passage and voice records. While recording, a tutor should ensure that the voice prompt starts and ends with the passage, without lapse times. Voices should be recorded about 7 inches away from the microphone. While recording, a teacher will show a lot of interest in the passage to capture students interest.

After recording, a teacher plays the voice repeatedly. Consequently, the student is made to follow the passage silently. The student is then made to read the passage, first silently and then loudly without the voice aid. The process should be repeated until the student perfectly reads the passage.

The rationality behind this method is that following voice helps a student to master word pronunciation. Consequently, a students word recognition speed increases while he/she tries to keep up with the voice speed. A teacher will be able to evaluate the student performance when he/she reads loud.

Reading Lesson 3

The objective of this reading is to enable students improve their word intonation and phrasing. When students masters word phrasing and intonation, they will be urged to carry out more reading by themselves. Most students who have undergone through choral reading, develops a lot of confidence and always try lots of different materials.

Lesson Activity

A teacher selects a passage and writes it on the board. With the aid of a pointer he/she reads aloud for all the students to repeat after him/her. The pointer must move with the words being pronounced. The teacher start reading slowly and gradually increases speed. The process is repeated several times.

To evaluate the students performance, a teacher selects a reader randomly to read with the aid of the pointer. In case of errors the teacher points out the word and makes the student repeat. The teacher must make all the students to read. The teacher should ensure that the students connect the words while reading.

According to Mather and Goldstein, when necessary, remind the student to keep his or her eyes on the words. Successful decoding requires the reader to connect the flow of spoken language with the flow of text (Mather & Goldstein, 2001, p.241).

Choral reading has been used by many teachers successfully. It builds learners confidence in reading through individual practice. Students will develop reading speed, effective intonation of words and good phrasing while reading.

When students are made to follow after the teacher severally, they are exposed to automatic word mastery. Word learning become simpler since the students can join several words that make senses by use of a pointer (Harris & Hodges, 1995).

References

Gunning, T. (2010). Creating literacy instruction for all students (7th ed.). Boston, MA: Allyn and Bacon/Pearson Education.

Harris, T., & Hodges, R. (1995). The literacy dictionary, the vocabulary of reading and writing. Newark, DE: International Reading Association.

Mather,& Goldstein, S. (2001). Learning Disabilities and Challenging Behaviours: A Guide to Intervention and Classroom Management. New York: Paul H. Brookes Publishing Co.

Introduction

The educational system of a society is fundamental to the development and ultimate advancement of the entire community. Educators and governments all over the world have acknowledged that teaching practices can have a significant effect on the education of the population leading to significant impact on economic and social outcomes of their citizens. For this reason, high educational achievements have been seen as favorable for a nations well being.

However, over the last few decades, it has been noted that the Asian children have had higher educational achievements than their American counterparts. This paper shall conduct a review of the article How Asian Teachers Polish Each Lesson to Perfection by Stigler and Stevenson. This shall be in a bid to highlight the differences between the Asian and American teaching methods. The significance of this particular article to me shall also be articulated and the reasons why I chose it discussed.

Summary of the Article

The article by Stigler and Stevenson aims at explaining why there is poor performance by American students in mathematics while their Asian counterparts seem to excel. The onset of this problem is from a study conducted in America, China and Japan among the first and fifth graders.

The data obtained from the studies highlights the poor performances of American children in mathematics as compared to their Asian counterparts. While the obvious answer would be that there is a difference in the intelligence levels of the children of these two different ethnicities, Stigler and Stevenson assert that there is no overall difference in intelligence and as such, the cause for the staggering differences in mathematical achievements must be as a result of other factors.

A closer look reveals that there is a difference in how mathematics is taught in the different cultures. The first major difference observed was that in Japan and China, the role of the teacher was that of a knowledgeable guide who constantly relied on students as sources of information.

This is in contrast to the American practice where the teacher was the prime information dispenser. The article illustrates that as a result of the Asian teachers role as a guide, children were active participants in the learning process as opposed to being passive automatons as was the case amongst the American children. The article also reveals how Asian teachers utilize carefully crafted examples to guide their children to discover and eventually remember important mathematical concepts.

Stigler and Stevenson observe that Asian teachers focus on interpreting and relating a real-world problem to a mathematical one. As such, a lesson may begin by giving and solving a real world problem and the mathematical concepts of the same are only given at the end.

The American teachers on the other hand begin by introducing abstract mathematical concepts and solving them before giving their real world implications. This two difference approaches have significant implications since young children are more likely to understand mathematical representations from meaningful experiences (real -world) than the other way round.

In their article, Stigler and Stevenson note that while both Asian and American teachers utilize objects to act as concrete representations of mathematical concepts, there is a greater consistency in the Asian classrooms.

While this is attributed to the differing resource ability between the groups (with the American classrooms having more financial resources), the Asian teachers affirm that using a variety of representational materials may confuse the children. Another factor is that American teachers do away with the use of concrete objects much sooner than their Asian counterparts.

The commonly held misconception of Asian teachers as authoritarian purveyors of information is dispelled in the article. Stigler and Stevenson assert that Chinese and Japanese teachers rely on students to generate ideas and evaluate the correctness of the ideas. In other words, the teachers play the role of guide as the children engage in arguments and proof.

The article illustrates that in some scenarios, the students are called upon to state their own solutions and evaluate the results of the other students. This leads to the engagement of students in the lesson as they perceive themselves as the active participants in the problem solving activity. In addition to this, this scheme results in the argument of mathematical ideas by the Asian children. The article notes that these are skills that most American children never get to learn.

Another important concept that the article reveals is the use of errors in the respective culture. The authors acknowledge that the manner and perception of errors is different between Asian and American classrooms. In the American classroom, errors are equivalent to failure on the part of the student. In the Asian classrooms, errors are used by the teacher to dispel commonly held misperceptions about given mathematical concepts. This constructive use of errors leads to a more enhanced learning experience by the students.

Conclusion

This paper set out to give a detailed review of the article by Stigler and Stevenson. A summary of the article has been given and the significance of this article to me illustrated. From the discussion presented in this paper, it is clear that there is a marked difference between the American and the Asian styles of teaching.

The Asian teachers place greater emphasis on the input of the students while the American teachers do not. Considering the numerous benefits that have been attributed the to the Asian mode of teaching, it would be prudent for American teachers to emulate some of this methods to as to ensure that American students have educational achievements that are at par with the Asian students.

References

Stigler, J. W. & Stevenson, W. H. (1991). How Asian Teachers Polish Each Lesson to Perfection. American Educator, Spring 1991.

Teachers who use questions efficiently can confirm to the fact that students become more interested and keenly involved with learning when they feel free to express their thinking skills and when they can question, examine, and argue about different aspects of the topic within reach.

In line with this, questioning is an important part of teaching because of its possibility to fuel students thinking and learning. According to Jackie Acree Walsh, and Beth Dankert Sattes (2004), teachers could use questions for the following purposes, all of which are relevant to direct instruction:

1. To increase interest and motivate students to become aggressively involved;
2. To assess students activity and verify on homework or classroom work;
3. To build up critical thinking skills and inquiring attitudes;
4. To evaluate and review prior lessons;
5. To raise insights by exposing new relationships;
6. To evaluate success of instructional goals and objectives;
7. To encourage students to pursue knowledge on their own (p.3)

Questioning forms an essential part of most strategies for efficient teaching. It is an important module of teacher clarity (Hines, Cruickshank, & Kennedy, 1985) because it is a means by which teachers can gain feedback on learner understanding.

Questioning can be used to keep the students on task and to support them to engage in meaningful learning. Questioning can be a vehicle for introducing variety into lessons, and a means of enabling even slow learners to experience some success in their learning.

Feedback is essential to learning and/or improving proficiencies. Feedback can reveal learners strengths, discover areas needing improvement, and concentrate on ways to improve learners performance.

With the aim of providing a valuable feedback during classroom discussions, teachers use the method of probing which is generally regarded as one distinct feature of questioning. Probing is the method of seeking explanation or more information when a learner attempts to answer a question. For example, a teacher could ask learners to clarify or justify their answer, or to give more details on it, or to be more specific.

Probing learners in order to get good feedback is the greatest result on student success when it is part of a cycle of attempting to explain answer, asking for additional information, and redirecting the question to another student.

Follow-up question is one that probes the response to either a basic or supporting question. It is used by teachers to draw out additional responses from the students. Using follow-up questions is the most effective strategy a teacher has to make sure that responsibility for advancing and evaluating arguments in the discussion remains with the students.

Follow-up questions act as a useful tool for the teacher to direct traffic during a classroom discussion. A good teacher listens keenly, looking for correlations between the responses offered by the students. Follow-up questions are used to make those relationships perceptible to the students and to explore their meaning. As a result, follow-up questions provide a way for the teacher to get the students to talk to one another.

B. The importance of using a climate that encourages students to ask further questions and compare opinions, knowledge, and experiences with others, is that, supportive climate allows or encourages students to ask further questions and compare opinions, knowledge, and experiences with others (Martin, Myers, & Mottet, 1999).

Though, this should not be seen as an obstacle, but as a way of enhancing teaching. Another important part of this is getting students to feel that their views and feelings will be respected by the teachers and by other students. It also helps students to feel secure in order to be willing to express ideas that may trigger disagreement and criticism.

Reference List

Hines, C. V., Cruickshank, D. R., & Kennedy, J. J. (1985). Teacher clarity and its relationship to student achievement and satisfaction. American Educational Research Journal 22(1), 87-99.

Martin, M. M., Myers, S. A., & Mottet, T. P. (1999). Students motives for communicating with their instructors. Communication Education, 48(2), 15.

Sattes, B. D., and Walsh, J. A. (2004). Quality Questioning: Research-Based Practice to Engage Every Learner. Thousand Oaks, California: Corwin Press.

Why do teachers need an understanding of Aboriginal histories and cultures? Give an example of a lesson in your subject area using an Indigenous perspective?

I believe that it is vital for teachers to have an in-depth understanding of Aboriginal culture and history because these professionals shape the worldviews of Australian students. Learners need to appreciate the national heritage or values, and this goal can be achieved only with the help of educators (Harrison, 2009). This is one of the aspects that I can identify. Apart from that, learners need to know the effects of colonization and how the nation historically developed into its current state (Craven, 1999). These are the main aspects that should be considered.

Moreover, I would like to say that teachers should refute negative stereotypes and myths about Aboriginal people (Tickner, 1992). For example, according to a popular stereotype, Native Australians are more prone to alcoholism; however, this assumption is just a myth that is not backed up in any way. Yet, in order to identify these stereotypes, they should understand the history of people who inhabited the country. This is another issue that I can single out. Finally, it is critical to show how racism can stigmatize a person or a group of people. This is why I believe that teachers should know how the history of Aboriginal people in Australia was shaped.

It is possible to provide an example of a lesson that includes an aboriginal perspective. For instance, very often, teachers have to discuss the history of many Australian cities such as Sydney or Melbourne. However, an educator can attract the learners attention to the experiences of Aboriginal people who were also affected by the urbanization of Australia. In my view, such a lesson can give the student a better idea about Aboriginal history.

Give a short explanation of the Aboriginal Terms of Reference (ATR). Give an example of how you can apply this process in your future teaching.

As far as I understand, the term Aboriginal Terms of Reference can be defined as a set of rules which should ensure that the values and perspectives of Aboriginal people are taken into account by policy-makers (Oxenham et al., 1999). Moreover, Garvey (2001) points out that these values and perspectives should be incorporated into the cultural life of Australia. In my view, this argument is also important because the cultural heritage of this ethnic group is not familiar to the majority of the population. According to Morgan and Slade (1998), Aboriginal Terms of Reference can help students better understand the cultural heritage of their country. Additionally, these rules are important for improving healthcare in Aboriginal communities (Tickner, 1992; Paradies, 2006). Apart from that, Beresford, Partington and Gower (2012) say that Aboriginal Terms of Reference are meaningful principles that are critical for raising living standards in the aboriginal community. For example, they contribute to the conservation and preservation of existing natural resources, especially forests. These issues should be considered by public administrators who shape the policies of a country.

These principles can be applied to the teaching process, especially in those cases, when it is necessary to examine the history of Australia, its political development, or social changes within a country (Rodriguez, 2004; Harrison, 2009). For instance, I may speak about the music, literature, or artworks created by Aboriginal people when discussing the culture of Australia. In particular, it is possible to speak about the famous rock paintings that are located in the Kimberley. In this way, a teacher can help students appreciate the culture of this region. On the whole, this approach can give learners a more comprehensive idea about the Australian community (Craven, 1999). I believe that this strategy is more productive since it can widen the outlooks of students. This is the main benefit that can be attained in this way.

Reference List

Beresford, Q., Partington, G & Gower, G. (2012). Reform and Resistance in Aboriginal Education. Perth: UWA Press.

Craven, R. (1999). Teaching Aboriginal Studies. St Lenards, N.S.W: Allen and Unwin: Aboriginal perspectives on HistoryDETWA (APAC). Web.

Garvey, D. (2001). Boongs, Bigots, and Bystanders: Indigenous and non-indigenous experiences of racism and prejudice and their implications for psychology in Australia. In M. Augostionos & K, Reynolds (Eds), understanding prejudice, racism and social conflict (pp 43-54). London: Sage.

Harrison, N. (2009). Teaching and Learning in Indigenous Education. Victoria: Oxford University Press.

Morgan, D & Slade, M. (1998). A case for incorporating aboriginal perspective in education. The Australian journal of indigenous education, 26 (2), 7-12.

Oxenham, D., Cameron, J., Collard, K., Dudgeon, P., Garvey, D., Kickett, M., Kickett, T., Roberts, J & Whiteway, J. (1999). A dialogue on indigenous identity: Warts n All. Perth, Western Australia: Gunada Press, Curtin indigenous research center.

Paradies, Y. (2006). Beyond black and white: Essentialism, hybridity and indigeneity. In journal of sociology, 42 (4), 356.

Rodriguez, L. (2004). But who are you really? Life Writing, 1 (1), 97-108.

Tickner, R. (1992). Rebutting the myths: Some facts about Aboriginals and Torres Strait Islander affairs. Canberra: Australian Government Publishing Service. Web.

This paper has two parts where the first part deals with information literacy as a process of identifying the kind of information that is needed, the best way to organize it, the best sources to get it in terms of authenticity, critically evaluating those sources, and then getting the best way to share it out. It seeks to get the skills that a teacher will use in order to evaluate and ensure students present standard research work. The second part deals with the development as well as improvement of the teaching profession through the integration of technologies and skills.

Information Literacy

Information literacy is the process of identifying the kind of information that is needed, the best way to organize it, the best sources to get it in terms of authenticity, critically evaluating those sources, and then getting the best way to share it out. This usually applies in research whereby a lot of information is needed in order to fill a gap or answer a particular question. Therefore, in a learning environment, a literate student has to use technology skills, media literacy skills, reading, and media. However, it has to be noted that the information being used by these students is actually someone elses work. This means that they must have an understanding of some important ethical issues such as copyrights, plagiarism, as well as intellectual freedom (Lau, 2008). In teaching my students information literacy, I have to employ such a teaching scenario. The students are expected to use the internet or so many different websites as their tools for the research on some topics of their personal interest. As their professor, I must assess their expected product. Some of the ways in which I will do this is by checking the references they have used. These must be authentic in that the authors name, the title of the book, the edition, the year of publishing, the publisher, and the town of publishing must be included. They must also be written in the correct format. This means that the referencing style assigned must be followed. The work must be properly paraphrased or cited well in the paragraphs. This is to ensure that the students do not plagiarize their work (Lau, 2008). I must ensure that the students have also not just picked the information blindly but it has been critically applied. There are a number of parameters I would use so as to be able to evaluate and know that the students have met all of the necessary standards as far as information literacy is concerned. These include the use of software that checks out for any traces of plagiarism in their research work. Also accessing the websites indicated to ensure that the information is authentic. It is very possible to let a student be a lesson designer while meeting all the necessary standards (Jonathan, 2008). This is because once he or she is taught to be a critical thinker and critic on reading any form of information then; he or she can meet all the required standards. By doing this, a student is given a chance to improve on the researches that have been done earlier

Professional Development In Teaching

Professional development in the teaching career entails the use of both formal and informal means to help the teachers to develop skills and also learn new ones as far as the professional practice is concerned. Moreover, it involves supporting the teachers in their challenging encounters as they try to put their very newly acquired knowledge in theory into practice especially in areas like integrating technology so as to support the learning that is based on inquiry and learning based on the projects among others (Jonathan, 2005). There are a number of technologies and strategy implementations that can be used which are very meaningful for the growth in the profession involving the aspect of knowledge integration.

There is the use of media technology whereby the teachers are presented with a curriculum in the form of a taped program on the radio where the teacher, comes to class during the lesson with the radio. The radio has a taped lesson and then plays it to the students. This actually, enables the students to adopt better ways of listening to the teacher (Jonathan, 2005). Also, this avoids a lot of time-wasting whereby, if it were a live teaching lesson, then the teacher maybe would have diverted to other things during his or her teaching. Therefore, the use of instructional media enables the teacher to be very efficient and effective. After the broadcast, then the students can have a question-answer session. Also, the issue of using some literature books which have been put into a movie is very effective. This is whereby, a literature book for instance is acted in a movie and then given the literature teachers to use for their teaching. Such technology will be very effective since even the students will not only read to gain imagination but also watch to enhance their understanding. Also, the use of electronic research materials or rather an online library instead of a physical library is very helpful. This is whereby the teacher instead of going to the library to search for the information in the books gets to the internet and by the use of search tools, gets the information (Jonathan, 2005). By doing this, the teacher gets a chance to gain access to the latest or current information in the field. Above that, he or she gets a chance to easily get books that are also very current and with edited information important for teaching. In addition, he or she does not waste much time trying to get and peruse through the books in the library. Therefore, I think the integration of new technology is paramount in the development of the teaching profession.

References

1. Jonathan D, H. (2005). Modeling with technology: Mind tools for conceptual change. New Jersey: Prentice Hall.
2. Lau J, L. (2008). Information literacy: International perspectives. Oxford: Oxford University Press.

Overview of a framework for task-based teaching 3

Specialists and policy makers in the area of American education have developed a framework for the task-based teaching recognized in section 1 above. In fact, such a sophisticated teaching method cannot achieve its targeted goals without the involvement of specific guidelines specifically established for the teachers.

In this section, a framework for the CLT will be reviewed, with an aim of describing how the task based language teaching applied in elementary classroom will be enhanced in order to yield the desired outcomes. This framework provides a description of the key issues in the teaching model introduced in lower elementary schools.

This will include enabling both the target and pedagogical skills. This section provides an outline of the procedures that elementary school teachers will apply to develop integrated syllabus.

In the process of designing the syllabus, focus on material design will be an area of the main emphasis. Moreover, the principles for the procedures are going to be established.

The Task Framework

The target tasks or real-world tasks are the point of departure for TBLT. These tasks are several things that human beings do every day, such as using language, including writing, reading, exchanging ideas and socializing.

These have been recognized as the four macrofunctions of a language. According to this model, language is used for three basic purposes; they are exchange of goods and services, socialization as well as enjoyment.

Teachers and policy makers in elementary education must develop effectiveness as they seek to develop pedagogical tasks by transforming the real-world tasks described herein. According to Richards and Rodgers (23), such tasks in language teaching are better achieved when they are considered and placed as a continuum from the rehearsal to activation tasks.

Pedagogical task

Rehearsal is an important task in teaching language in lower elementary levels. Rehearsal is actually a rationale behind the transformation of real world targets in language toward pedagogical tasks. For example, when teaching communication skills, a teacher may ask a student to take part in the task of writing his or her personal profiles.

Students will be asked to exchange their reports with their partners in order to see how different their answers are. From this task, it is evident that the task has been transformed from the real world task (the process of job seeking) to language teaching in class.

This framework is designed to provide the students with an opportunity to involve them in rehearsing some performance done outside the classroom, but which will activate their language skills in the classroom. In this case, learners will progressively move from reproductive use of language to creative language use.

The creative use of language is a state in which the learners are able to recombine some familiar words, expressions and language structures in a fresh way.

It is important to note that the learners will be in a good position to maximize their language acquisition when they begin to use the language in a creative way because they are required to use their emerging skills and resources in language. This is known as activation rationale in language teaching.

Considerations for syllabus design

In most cases, task based teaching approach faces a major problem because it consists of a random collection of tasks that have not been tied together. To tie these tasks together in an appropriate manner, it is necessary to consider two things.

First, the teacher may tie these tasks in terms of lessons or units of work through task chaining principle. Within the syllabus, it involves macrofunctions, grammatical elements and microfunctions they express.

To enhance the process of task tying, there is need for an effective syllabus design. The syllabus is designed in a manner that expresses the task and the three elements of a task. For instance, in the task section, the teacher will make the students assume that they are in a party, where their partners will introduce three new friends.

In this case, the macrofuction is to socialize; the microfunction of the task is to exchange personal information while the grammar elements of the task include stative verbs such as yes or no. The following is an example of a syllabus design:

Syllabus content: Tasks and Functions

Tasks and functions of a task are related. A single task is always underpinned by at least one function. Tasks are normally made of a function and another element such as context.

Tasks allow grammar and functions to be activated within a give context of communication. Unlike the normal things done in a language, functions of a task appear more abstractive realizations.

Within the context of the syllabus, it is normally important for the leaner to share with others as they get oriented to the transformation of the real-life target to classroom experience with the task-based language and grammar elements.

However, task-based syllabus, unlike synthetic syllabuses, allows a wide range of opportunities for naturalistic recycling. In this case, grammatical and functional elements must appear in a number of times within a wide and diverse range of contexts.

In particular, such a syllabus is important and good for second language learners as it allows them to restructure and develop an in-depth understanding of the grammatical issues in question.

Research has shown that a leaners ability to use a particular form of grammar several times and over a longer period of time will progressively increase his or her accuracy rates. However, research has also shown that the mastery of language does not proceed in a liner fashion from zero state to native-speaker state.

Sometimes, the learners ability may stabilize, while at other times, the ability gets from good to worse. This is primarily because linguistic items do not exist as isolated entities, but rather any item is likely to be influenced by a number of factors.

Accordingly, learners must undergo a linguistic metamorphosis since language acquisition is a long and organic process (Richards and Rodgers 47). The syllabus for task-based teaching is based on this model in order to allow the leaner to enrich their language.

Conclusion

Task-based language teaching applied in elementary classroom from grade 1 to 3 is better developed within the context of a framework that takes into consideration the tasks, their functions and grammar elements.

The task-based framework allows the teacher to take into consideration the process of transforming real-life tasks to pedagogical and grammar skills. Within this context, developing a syllabus that will take into consideration this framework must be based on the theoretical aspects of language acquisition.

Works Cited

Richards, Jack and Theodore Rodgers. Approaches and Methods in Language Teaching. Cambridge, MA: Cambridge University Press, 2001. Print.

Abstract

The ability of schools to meet and support students needs is important as it helps in preventing consequences related to dissatisfaction of students with the schools. To meet and support the student needs, schools must adopt a learning model that will be friendly to students that will enhance on practical and interactive learning and give room for other activities such as co-curriculum activities like games. This paper gives a summary of the principles of effective instruction for immigrant students.

Summary of the principles of Effective Instruction for Immigrant Students

Exchange of classroom cultures and experiences: Immigrants students have a variety of experiences that if tapped can help in the improvement and innovations in the education that consequently would enrich everyones experience. Teachers encourage the students to expose their abilities, interests and skills (Walqui, 2000).

Conceptual learning and academic development: Good learning involves development of skills and themes that are characteristics of effective teachings. Students should be involved in high-quality academic work that gives focus on skills, ideas and processes through interactive tasks such as practicals, practices and application of concepts (Walqui, 2000).

Experimental and explorative teaching emphasizes: The use of theoretical teaching provides the students with knowledge that can be applicable in creation of more ideas. Students expect teachers more approaches apart from lecture and recitation of some of the aspects they already know.

The use of experimental and explorative approaches makes the students engagement high, which gives room for them to utilize the prior knowledge, have inferences, evidence and conclude on their prior knowledge (Walqui, 2000). Good curriculum planning: Teachers should organize their work effectively depending on the level of students.

Complexity and interrelatedness should increase with the progress from the lower to higher levels (Walqui, 2000). In addition, teachers should have a well knowledge of the scope of the curriculum. They should further ensure that they cover what is in the scope of the students level.

Contextualized teaching: Many textbooks contain few illustrations of the knowledge learnt. To enhance that the students have contextualized the knowledge, the textbooks should be complemented at times with pictures, films and other forms of realities that expose the students to the uses of the knowledge and ideas (Walqui, 2000)).

Explicit teaching of academic norms, socio-cultural expectations and academic strategies: effective teachers use strategies that develop students sense of autonomy. They involve students in guidance and modeling that helps the students develop and be aware of different social controls and academic norms such as writing, talking and specific culture presentations (Walqui, 2000).

Students interactions: Effective teaching gives room for students to interact, share ideas and knowledge among themselves and with teachers. In addition, it gives the students an opportunity to construct their understanding and becoming more engaged in learning (Walqui, 2000).

Collaboration of learners: complex and flexible collaboration among the learners gives them an opportunity to develop proficiency through meaningful, enticing and purposeful interactions. Collaboration gives the students substantial and equitable opportunities to involve and participate in elaborated and open exchange discussions (Walqui, 2000). Effective teachers should therefore provide the students with tasks that require their contribution and give them a chance to accomplish the task.

Creation of opportunities to extend students understanding and application of knowledge: Effective teaching creates multiple opportunities for students for show their understanding and application of knowledge. An example of the opportunities is contests and role-plays (Walqui, 2000). Authentic assessment: Effective learning gives opportunities for learners to assess themselves as the teachers (Walqui, 2000).

Conclusion

For effective learning, the ten principles of effective instructions need to be practiced. This gives the teachers and schools the ability to meet and support the students needs. Effective teaching instructions give quality learning and education to students as it provides them with skills, knowledge and prepares them for the challenges after schools.

Reference

Walqui, A. (2000). Strategies for Success: Engaging immigrant students in secondary schools. California: ERC digest: San Francisco. Retrieved from: <http://www.cal.org/>