The Popularity of Teachers Essay Example for Free

The Popularity of Teachers EssayTeacher education is a unremarkably studied predictor of quality in early childhood classrooms and it has been consistently associated with instructor stiffness in early childhood classrooms (Bowman et al., 2001 de Kruif et al., 2000 Helburn et al., 1995). Teachers gutter be popular clean because they ar friendly and helpful, unless to be truly professed(prenominal) and sound they need other qualities. Students whitethorn not be open to commit their finger on just why one instructor is more than effective than another but we need to be able to identify the skills and behavior we require in a true inculcatemaster. Teachers dissolve be popular just because they atomic number 18 friendly and helpful, but to be truly professional and effective they need other qualities. Students may not be able to put their finger on just why one instructor is more effective than another but we need to be able to identify the skills and behavior we re quire in a true professional. Proper preparation is another of the essence(p) requirement of professionalism. When the instructor enters the classroom s/he should have both the required materials and the lesson plan ready. nonentity is sloppier than poor preparation.Interaction with the group needs professional streamers of behavior polite, firm and fair just about(predicate) sum it up. And in orchestrating the class the instructor must give bothone their chance to contribute and should be pliable enough to modify lessons if they are unadornedly not going to plan. Indeed a fall-back position is post of good preparation.It stands to reason also that teacher must observe punctuality and appropriate tidiness and plume it is not possible to demand such behavior from students if the teacher doesnt set the standards. Indeed I stooge remember occasions on which students have complained to me about scruffy teachers.Since the 1920s, the bare of teachers qualifications, which ca n check their effectiveness, has been of concern for not only the science of Pedagogy, but also for those in charge of staffing schools with qualified professionals. As regards this issue, modern studies have revealed that the way in which a teacher carries out his work is determined by the union ofhis privateity traits and acquired find out. A good teacher should possess a wide range of qualifications, which could, schematically, be classified as follows . Personality traits, attitudes and beliefsThese involve personality traits tie in to the professional employment of a teacher, which can be nurtured and developed through with(predicate) initial education and continuous training (Whitty 1996 89-90). Specifically, studies have sh hold that traits such as flexibility in terms of the appearance of students, a sense of humour, a sense of fairness, patience, enthusiasm, creativity, care and involvement in the students, all contribute to the effectiveness of teachers (Malikow 2 005, Harslett et al. 2000).These also include a teachers attitudes and beliefs on learn, learning, his role, all of which chance on the way he chooses, evaluates and comprehends the k forthwithledge acquired, as well as the way he benefits from this fellowship in practice, as this very practice is shaped by that companionship (Feiman-Nemser 1990, Schn 1983, Zeichner Liston 1996). The attitudes of teachers affect their degree of commitment to their duties, the way they teach and treat their students, as well as how they perceive their professional growth (Chen Rovegno 2000, DarlingHammond 2000).Specifically, teachers that have high expectations for their students and insist on promoting learning for all students tend to be more effective ( Malikow 2005, McBer 2000). Another factor which contributes to the effectiveness of teachers is a feeling of commitment to the job at overturn (Coladarsi 2002) and interest in the personal life of students and their families (Harslett et al. 2000). Lastly, knowledge of self and contemplation are worth mentioning, in that they presuppose captious and careful reflection, on the part of the teacher, on his actions and self (Turner-Bisset 2001 110-112).McBer (2000), from a series of interviews with teachers, determine 16 professional characteristics, including personality traits and individual attitudes, which she then classified into five groups a) Professionalism commitment, confidence, trustworthiness, respect. b) Thinking analytical and conceptual thinking c) Expectations disposal of feat of high objectives, disposal for permanent comprehension of reality (e.g. the students, the ready), and undertaking of initiatives d) Leadership flexibility, accountability, passion for learning e) Relations with otherfertile interaction with involved in the educational process, skills of common work, comprehension. . pedagogic Skills and acquaintanceDidactic and pedagogic skills are not only understood as familiarization wit h techniques that are then used mechanically, but also as the acquisition of routines which, without a doubt, every teacher needs in order to save time and energy for the more significant aspects of his work at the same time, they refer to a set of theoretical principles and seek data that lead to a physical body of techniques and strategies which a teacher chooses and shapes, depending on the circumstances (for the discussion on teacher skills as an element of professional competency, see Beyer 2002 311, Conczi et al. 1990, Oser et al. 2006 1-7). A plethora of related studies heads specific actions by teachers which can be considered factors for their effectiveness.With regard to the pedagogics nestle, it seems that the more effective teachers (McBer 2000, Jasman 2002, Anderson 2004) set realistic objectives, try and give incentives to students for learning, apply various teach methods, film participative forms of teaching, tribulation and create didactical material, prese nt stateation in a clear manner, combine words with pictures, use various teaching aids, maximize teaching time through systematic measures (e.g. be after, reduced disturbances in the classroom), assign work that will stir the interests of the students, monitor and evaluate the progress of students, set evaluation criteria for students and inform the students about them, and provide feedback to the students.Another decisive factor in effectiveness is a teachers ability to recognize the diversity of students, to choose the best method possible for each student, and to create incentives for students (Harslett et al.2000). thus far another important factor is teachers cooperation not only with the students, but also with the parents of the students, their colleagues and the community at man-sized (Jasman 2002). Lastly, effectiveness, to a great extent, depends on the way problems in the classroom are managed. investigate shows that more effective teachers keep all happenings in the classroom in check, that they are constantly on alert, that they swiftly transmit with any problem that may arise and that they adopt various ways of working with students (Everston and Randolph 1999, Wang et al. 1999).A prefatorial qualification, whatever the case, is the acquisition of an extended body ofknowledge which contributes to the way the teacher performs in practice (Birman et al. 2000, Hawley Valli 1999). Generally, a teachers training is classified into three fields line of business knowledge, pedagogical and didactic studies, and teaching practice. However, what still needs to be delineate is what should be taught in these educational fields, especially in pedagogical studies.A way to define the contents of professional knowledge is to provide answers to the side by side(p) questions What makes up the pedagogical and didactic work of a teacher? and What knowledge case and qualifications are needed for a teacher to cope?According to Shulman, pedagogical thought a nd action go through the following(a) stages a) understanding / learning b) modification / transformation c) teaching d) evaluation e) feedback f) reflection.For a teacher to cope with the above, professional studies are required, that is a) pedagogical content knowledge and b) curriculum studies (Shulman 1986, Shulman 1987 14-19). Turner-Bisset suggests a course that would instil the necessary qualifications and focus on the following fields (Turner-Bisset 1999 43-48, Turner-Bisset 2001) substantive knowledge, syntactic knowledge, beliefs about the state, knowledge of curriculum, knowledge of contexts, knowledge of self, didactic training, knowledge of learners, knowledge of objectives and learning outcomes, general pedagogical knowledge, pedagogical-didactic amalgam and learning subject.This body of knowledge, that can stop up a teachers expertise, is determined by existing conditions and contexts, as well as the personal experiences, beliefs and needs of each teacher, a fact that renders an a prior definition of this knowledge extremely difficult. Nevertheless, there are knowledge fields that constitute a necessary prerequisite for every teacher, or at least for a large part of them, (Meijer et al. 1999, Meijer et al. 2001), and which form the basic part of professional knowledge.These include a) Subject knowledge the teaching subject does not coincide with the corresponding science however, teaching a particular subject requires familiarization with scientific knowledge. The way each scientific field is approached and studied is strongly defined by the job and duties defined in the job description. For such a specific comprehension of scientific knowledge as a way of teaching, familiarization with the science and its dimensions is necessary.A classification of the dimensions of scientific knowledge is the following (Kennedy 1990) i)science content (opinions, axioms, facts, etc.). It relates to the facts and principles of the science macrocosm taught, from which the teacher derives appropriate examples, pictures, etc. for instruction ii) relations, organization and construction of the contents of a scientific subject.This knowledge on the subject defines the way it is presented to the students, the questions that would pass on the knowledge in a better way, etc. iii) the research methodology on the scientific field. This knowledge of the methodology contributes to a better choice by a teacher of the methods through which he will approach the subject, the exercises, the questions, etc. iv) the procedures and ways that contribute to the generalization of the truth, explored in every scientific field and now being acknowledged (syntactic knowledge).Moreover, a teacher should be in a position to approach the subject being taught with specific questions, such as which social norms are connected to the subject, what is its relation to social issues and its quantify in everyday life (Kennedy 1990). He should also be in a position to constitute misinterpretations of the knowledge offered by the students and fully comprehend the procedures required for the acquisition of the knowledge and skills connected to the subject being taught (Shulman 1987 9, Perrone Traver 1996 395-397, DarlingHammond BaratzSnowden 2005 14-16).An extra requirement for a teacher would be knowledge on every subject in the curriculum of the circle he teaches, as this allows him to adopt an interdisciplinary approach to the material, i.e. using pictures, analogies and knowledge acquired by students through other subjects (Ernest 1989). Finally, knowledge of the subject taught is related to a teachers beliefs. Research has shown that teachers effectiveness is strongly influenced by the opinion teachers have of the subject they teach (Askew et al. 1997, Medwell et al. 1998, Newton Newton 1998).Moreover, teachers with a more holistic outlook on the subjects they teach tend to be more effective (Turner-Bisset 2001 28-29). b) Knowledge of le arners this comprises knowledge on the biological, social, psychological and cognitive development of students, on issues related to group dynamics and interaction between students as well as teachers and students, students behavioral problems, learning motivation, adjustment issues, learning difficulties, etc. c) statement methodology a way to define the necessary qualifications of a teacher is to give a circumstantial description of theteaching methodology.A schematic presentation of the specific structural elements of instruction follows i) lesson planning, i.e. a teachers pre-lesson activities and actions (for example, organization of content into thematic units, transformation of teaching material into teachable knowledge, definition of teaching goals, methodological organization of teaching, time planning, selection of evaluation process).Planning can vary, depending on whether it is short-term (weekly lesson planning or unit planning) or long-term (for the faultless semest er or academic year) ii) teaching performance, i.e. enforcing the choices made during planning (didactic organization, teaching path, application of teaching forms, direct actions of the teacher, use of teaching methods and aids iii) Evaluation of teaching, i.e. evaluating the results mainly by assessing student performance (e.g. goals, forms, basic principles, assessment techniques). d) Curriculum knowledge the school curriculum is a tool, which, in a way, determines the didactic choices of a teacher.Teachers should, therefore, know the curriculum, textbooks, the rules and laws of the education system and, as a whole, the states role in education (Shulman 1986 10, Shulman 1987 9-10).At the same time, however, the demands of society today call for a critical approach to the curriculum and its adaptation to the needs deriving from context. e) General pedagogical knowledge this field relates to the brass instrument of the classroom, to motivating and retaining students attention, poo ling resources, learning theories and pedagogical theories. Shulman refers to principles and strategic classroom management and organization, which exceed the knowledge of specific subjects (Shulman 1986). This type of knowledge is nonetheless acknowledged, as it secures a modeling of mental representations necessary for the comprehension and interpretation of the school classroom.Moreover, this knowledge is absolutely essential for lesson planning, as it claims the teachers didactic choices (Ernest 1989 19-20). f) Knowledge of contexts a teacher is called upon to evaluate the contexts in which he teaches and act accordingly, as his actions are defined by surrounding circumstances in other words, there are no predetermined attitudes that would suit every occasion. Still, there are certain outlooks on reality, certain principles, research findings, that a teacher can use to interpret the context, as well as a host of techniques and strategies which can be used, depending on thesitu ation.Hence, knowledge of contexts refers to knowledge of the surroundings and the circumstances where a teacher is required to work the school, the region, the state.Specifically, it comprises knowledge of the students and their family background, as well as the entire local community, education system, the organization and management of the school unit, the history and philosophy of education in every state, the institutional framework and administrative structure of education. g) Knowledge of self a basic qualification of teachers, related to their views on their role, responsibilities, training and qualifications, rights and professional development, working conditions, values, and philosophy, etc. and is mainly connected to their professional development through reflection, to learning through their teaching experience, in relation to their working environment (Lambert 1984, Kagan 1992).The way teachers perceive their role defines not only their options, but also the way they comprehend, interpret and use this knowledge (Clandinin Connely 1987). In conclusion, the qualities that can ensure a teachers effectiveness are not the sum of his knowledge, but quite an the link between the varied types of knowledge he possesses. These types of knowledge do not simply coexist they should form a complete, inseparable unit of knowledge (Kennedy 1990).The degree of connectivity between these separate types of knowledge sets apart(predicate) a competent teacher from an excellent one, as a competent teacher manages to combine these knowledge forms in part, whereas an excellent teacher uses the knowledge deriving from each separate field most efficaciously (Turner-Bisset 2001 131-141).FOREIGN STUDYA wide range of empirical studies examine the impact of teacher characteristics on teacher effectiveness in order to draw conclusions about the extent to which these characteristics are, in fact, linked with teacher performance. Greater clarity on the empirical express c an inform the wisdom of current practice, guide state efforts as they struggle with No Child Left Behind compliance regarding teacher quality. The framework for this study includes five broad categories of measurable and polity-relevant indicators to organize the teacher characteristics assumed to reflect teacher quality.It is illustrious that findings for these characteristics frequently differ forteachers at the elementary school take and teachers at the high school level and that the body of research on the subject of teacher quality suggests that the context of teaching matters (e.g., differences in grade levels, subject areas, and student populations). A refined understanding of how teacher attributes affect their performance across these different teaching contexts can be helpful in determining the range of potentially effective policy options. The highlights of the empirical show includeTeacher experience several studies have found a irrefutable degree effect of experie nce on teacher effectiveness specifically, the learning by doing effect is most obvious in the early years of teaching. Teacher preparation programs and degrees Research suggests that the selectivity/prestige of the institution a teacher attended has a positive effect on student achievement, particularly at the secondary level. This may partially be a reflection of the cognitive ability of the teacher. Evidence suggests that teachers who have earned go degrees have a positive impact on high school math and science achievement when the degrees earned were in these subjects. Evidence regarding the impact of advanced degrees at the elementary level is mixed. Teacher software documentation Research has demonstrated a positive effect of certified teachers on high school mathematics achievement when the attestation is in mathematics. Studies show little clear impact of emergency or alternative-route certification on student performance in either mathematics or science, as compared to teachers who acquire standard certification. Teacher coursework Teacher coursework in both the subject area taught and pedagogy contributes to positive education outcomes. Pedagogical coursework seems to contribute to teacher effectiveness at all grade levels, particularly when coupled with content knowledge. The magnificence of content coursework is most pronounced at the high school level. While the studies on the field experience component of teacher education are not designed to reveal causal relationships, they suggest positive effects in terms of opportunity tolearn the profession and reduced anxiety among new teachers. Teachers own test scores Tests that assess the literacy levels or verbal abilities of teachers have been shown to be associated with higher levels of student achievement. Studies show the National Teachers Examination and other state-mandated tests of basic skills and/or teaching abilities are less consistent predictors of teacher performance. Given tha t many dimensions of teacher characteristics matterpreparation in both pedagogic and subject content, credentials, experience, and test scoresthe findings from the literature imply that there is no merit in large-scale elimination of all credentialing requirements.Nor are improvements in teacher quality likely to be realized through the status quo. near of the research does not seek to capture interactions among the multiple dimensions of teacher quality, and as a result, there are major gaps in the research that still need to be explored.Nor does the research fully address evidence about teacher quality at the elementary and tenderness school levels, in subjects other than mathematics, or among different populations of students (such as high poverty, English language learners, or special education). In opposition to those who image to eliminate all requirements for entering the teaching profession, this analysis supports a judicious use of the research evidence on teacher charac teristics and teacher effectiveness.The evidence indicates that neither an extreme centralized bureaucratization nor a complete deregulation of teacher requirements is a wise approach for improving teacher quality. What holds a great deal more promise is refining the policies and practices employed to build a qualified body of teachers in elementary schools, middle schools, and high schools for disadvantaged, special needs, and advantaged students and for math, science, languages, English, social studies, and the arts.Education policy makers and administrators would be well served by recognizing the complexity of the issue and adopting multiple measures along many dimensions to support existing teachers and to attract and hire new, highly qualified teachers. The research suggests that investing in teachers can make a difference in student achievement. In order to implement neededpolicies associated with staffing every classroomeven the most challenging oneswith high-quality teachers , substantial and targeted investments must start-off be made in both teacher quality and education research.