The activities and content, which must be included in teacher professional development, include student learning, skills of the teacher and the subject matter (Jogthong & Pimolbunyong, 2009). There are two categories of studies into the professional development and student achievement. The first category mainly focuses on the traditional teaching skills of teachers. The ability of a teacher in allocating adequate time for lessons is the area of assessment so that the teacher adequately develops his or her ability to allow sufficient time for student learning (Frampton & Vaughn, 2003, p. 292). The development of the teacher therefore should focus on enabling the teacher to be able to apply critical thinking and taking all learning factors into consideration in ... ... middle of paper ... ...wmann, F. (2001).
This paper describes the characteristics of teacher-centered classrooms and student-centered learning environment. In addition, this paper will explain the significance of teacher education for the effective implementation of technology as well as student-centered learning environment in K-12 classrooms. In the traditional teacher-centered classroom, teachers are expected to be the subject matter experts. They present the information in textbooks and when students asked questions, it is the job of the teacher to guide the students to think in such a way that they arrive at ‘correct’ answers (Carter, 1997). Students are also expected to learn factual-based knowledge and assessment is often based on the information they delivered from their rote skills.
Classroom assessments help educators identify students strengths and weakness, monitor student learning and progress as well as plan and conduct instruction. Many question rather to use the more formal standardized testing or authentic learning strategies including the Multiple Intelligence (MI) theory. Classroom assessments can do more than measure learning. How educators access and communicate the results send a clear message to students about what is worth learning, how we expect them to perform as well as how it should be learned. Linking instruction and assessment is critical to effective learning.
The final group of standards guides educators in ways to improve their own knowledge and collaboration skills. The standards, while listed and described separately, are interrelated; competency in one standard will improve efficiency in each of the others. Standard I- Teachers understand student learning and development and respect the diversity of the students they teach. Before a teacher can impart knowledge to a student, the teacher must first understand how this can be done. The teacher should know the various ways people learn, and she specifically must seek to understand her own students’ intellectual strengths.
Traditionally, the classroom is viewed as the place where teachers provide instruction to students with the purpose of students learning. There is a major responsibility placed on the teacher in this idea because teachers have to ensure that the students are not only taught all of the information required, but also that they comprehend the information that they are being taught. Higher Education is shifting towards the learner-centered aspect where emphasis is placed on the concept of student learning versus the teacher. Weimer (2013) states that “learner-centered has become trendy and something institutions aspire to be” (p. ix). Teachers take on various methods of instruction in order to ensure that students have a clear understanding of the concepts.
Once they come into the knowledge of what affects or influences students’ constructive way of thinking, they are able to implement effect teaching methods that will effectively guide students in developing self-teaching mechanisms of learning and application of the material being taught. Major contributors (if any) &/or Principles/Theories Ernst von Glasersfield, a radical constructivist, was a well-known advocate for teaching practices that encouraged the learner to be an active participant in his/her learning (Joldersma, 2011). He felt that knowledge was a connection between cognition and mind-independent reality. Von Glasersfield believed that learning, a conceptual activity, requires action by the learner, including reflection, verbalizing, and conversatio... ... middle of paper ... ... & Brendel, J. M. (2009). Dysfunctional Family Structures and Aggression in Children: A Case for School-Based, Systemic Approaches With Violent Students.
Statement of The Problem As more educators call for assessment for learning (Chappuis & Stiggins, 2002; Gavriel, 2013), attention has been paid to investigate how teachers use assessment in the classroom (Frey & Schmitt, 2010; Missett, Brunner, Callahan, Moon, & Azano, 2014). This is as important as understanding the rationale and perceptions of assessment strategies. Teachers need to have a solid knowledge and understanding of assessment so they can have an approach to assessment for learning (Greenstein, 2010; Stiggins, 2010). The alignment of instructions, assessment, and learning, involves teacher’s perceptions of the quality of lesson design, teaching strategies, and how both lead to accomplish the educational goals. However, many researchers
Therefore, a well-equipped teacher should have adequate knowledge in classroom management and understand different approaches in solving discipline problems. Certainly, the most important is that teachers should be able to apply appropriate approaches according to different situations. In this portfolio, I will give my personal theory of classroom discipline and teacher-pupil relationship first. Then, my reflection on the topics covered will be included. Moreover, cases from my previous learning and teaching experiences and newspaper will also be used to illustrate the application of various approaches for effective classroom management.
38-56). Frenchs Forest, NSW: Pearson Australia. Marsh’s book explores the different theories that have been discovered into how students develop and learn. Taking a more theoretical approach to becoming a teacher, marsh’s book goes into difficulties a teacher could encounter and gives an insight into preparing pre – service teachers for the challenges they may face in the 21st century classroom. As well as giving an understanding on teaching itself, Marsh’s book focuses on the students in the classroom and how they adapt as they grow by ultimately changing from one stage to another.
As teachers apply themselves to becoming learners, then they can more aptly educate others. Teachers should not overlook professional preparation; however, they must also consider part of their efforts in scholarship to be constructing relationships with their students. In developing relationships with learners, Freire suggested spending time talking and listening to students in order to get to know them and to gain their participation in class. That admonition has been incorporated into practice by numerous other educators. While many of the strategies in Tom Daly’s book were simple classroom management tips (2013)... ... middle of paper ... ...imensions of reflection: A conceptual and contextual analysis.