Teachers of Today †Who They Are and What They Need to Know

Assignment 2 wallpaper T severallyers of Today who they atomic number 18 and what they inquire to sock Word count (2,382) closing Word count (2,264) INTRODUCTION Exciting, and rewarding be just roughly characteristics that explain training. Overcoming anxiety and nerves in the first year is our great challenge. Moving into the classroom for the first time apprize be a daunting and contest experience for allone. You be required to immediately outfit four years of knowledge into your pedagogics and classroom management. While this may seem to be a difficult time, it ordain only recover easier. at that piazza ar galore(postnominal) rewards with being a instructor, however it is central to note that it is not a role to be taken thin it is a difficult role to fill. As teachers, we fill to under single-foot that all child ordain learn differently. No matter their culture, g curiosityer or socioeconomic status, so as teachers you shed to encourage and fox a level field in your classrooms. You have to know how to reach each student. As teachers you unavoid equalness to let the students know that they dont have to follow the stereotyped roles of society.The teachers of 2010 and beyond go forth face more challenges that we are currently unaware of. What we thunder mug do to prepare for those challenges is look at where things may be headed in surname of technology and population and ethnic diversity. PROFESSIONALISM &038 TECHNOLOGY A jobal doesnt view his or her profession as a just a job, but rather sees it as a calling that is all about caring for children Kramer, 2003, p. 23 As an independent Australian Comics publisher (and short film producer), professionalism is what helps us stand out from the crowd.Look and presentation is vital,we have to stick to confused guidelines depending on your audience and where we are showcasing,all this requires some seriousdecision make and when dealing with multiple artists juggling som e serious egos Developing and maintaining alliances with different artists is imperative for us to continue to grow, and is justas important to the relationship of student and teacher. We ask to clutch up to date with market, mediaand consumer trendsjust as both students and teachers must withsyllabus and curriculum nd indeed those alike(p) market, media and consumer trends. Change and adaption is incrediblyimportant as well, because withoutityou faecal mattertmove forward or stay fresh. To be a professional teacher you enduret be a dictator,butto a greater extent of greatartistwhose success isdrawn from the write out of the craft,nurturing the medium and understanding what the final masterpiece is meant to convey. In 2010 and beyond, our classrooms get out turn into more of a technological teaching and nurture surround. in that location are many newfangled bearings students net research information they need through resources such as the Internet.Teaching has simila rly been altered, with the use of interactional whiteboards. To fulfil a professional role as a teacher, on that point are many different purviews to consider and behaviours to demonstrate. As role-models, these will surface the way for the students to become more professional themselves. It is important for a teacher to relate to each student in a professional manner. There are many ways to tutor students through advancements in technology such as the Internet, thus expanding the opportunities to be passed on to a new generation.Teachers should always teach with passion and a burning desire to relate hearts and change lives. Remember its not just a job its an honour. MOTIVATION and TEACHING STRATEGIES The description of motivation and the descriptions of the many various differing theoretical explanations for them are as follows The process of motivation itself is hardly put starting towards a goal and keeping on the highway until you get hold of the goal. (Eggen and Ka uchak 2010). An several(prenominal) may well have different ideas in mind when achieving heir goals whether they are moved by an outside motivation (ie the need to get there simply as a way of life to an end) or intrinsic motivation (doing it for the love of the subject) the resolutenesss are the kindred and both methods are valid. Admittedly, if you enjoy a subject it will give you more value as it will your teacher/s, but striving for that end lead regardless will be an achievement. There are various theories of motivation, which shall be dealt with below. Through various cognitive theories, we know people very need to understand the world and their experiences to make sense of them and their place in that world.They so-and-so be as follows select for Self-Determination this is where an individual feels the need to act on and control their purlieu to understand it to have choices and to decide what they want to do. Praise, offers of help and opposite emotional acto rs can also be a per centum of self-determination. train for Autonomy here the individual feels the need to not only act on their environment, but to alter it to their way of hypothesiseing so that they can relate to it and learn more effectively.Need for Relatedness this is where an individual feels the need for social connection and approval to facilitate their knowledge. Indeed, this factor is quite important as it fulfils the desire for approval and dictatorial judging. Need to Preserve Self-Worth simply put this is the need to feel important whether this is in a family group, friends, employment or any other social aspect if we feel intelligent and important then our ability to learn too grows. Belief about future outcomes This is a very personal part of learning and unique to each individual.The ability to guesstimate what the outcome of a project will be based upon your own knowledge of your capabilities will greatly influence your learning skills the more you thin k you can, you will (Little railway locomotive That Could Watty Piper 1930) Beliefs about Intelligence the article of faith that you can or can NOT do a task will have a huge psychological impact upon your learning abilities. This can also be influenced by outside positive and negative feedback from others. Unless you are rock-solid positive you can do something despite negative criticism, that very criticism can counteract your belief in your own intelligence.The challenge is to find motivators for each and every student and use these to engage them in their education and learning. In terms of teaching and learning, motivation is the engagement that students have in their studies, and the trends that they make to achieve their goals. need can be split into two types, refer to tabular array 1. 1. Understanding student motivation is vital to the development of effective teaching strategies and necessary to discover different commencees to motivation and how these impact class room decisions. pic (Eggen and Kauchak, 2010) knock back 1. 1 Types of Motivation The behaviourist approach suggests that a student will gain a reward, either extrinsic or intrinsic, then the individual will be motivated to complete the task so as to receive it. From this we can square up that reward systems within the classroom can be used to accession student motivation, however Eggen and Kauchak (2010) stress that extrinsic rewards should be used to increase intrinsic motivation so as to promote learner independence.As teaching moves forward into 2010 and beyond, behaviourism is amongst the many learning theories in charge that is essential to good teaching. With diverse place settings and environmental factors, watching for the earmark and inappropriate key behaviours in students is a conglomerate process in assuring desired behaviour is maintained. The cognitive approach suggests teachers should model how to claim responsibility for their success and failures, and shoul d acknowledge that with additional effort past failures can be used as a learning tool.The Individuals Memory Stores play an important role, which contains the sensory memory to capture stimuli, functional memory, phonological loop for words and sounds, and our visual-spatial sketch pad for our visual and spatial surroundings. All these various processes are active when we learn, and are fascinating examples of how the gentle mind operates. The humanist approach to motivation is dominated by the belief that all individuals have a number of needs that must be fulfilled (Eggen and Kauchak, 2010). These needs are categorised in Maslows pecking order of Needs outlined in figure 2. . The hierarchy suggests that if any of the unhorse level needs are not met then it is not assertable for higher order ones to be fulfilled. Teachers must understand that these needs will not always be fulfilled within the home environment and various programs can be established to aid students when the h ome environment fails. pic (Eggen and Kauchak, 2010) convention 2. 2 Maslowss Hierarch of Needs We must also remember that an integral aspect of motivation lies in aiming towards a grumpy achievement, or goal. A goal is an outcome that an individual is striving to achieve.Goals can be divided into four different types, see table 3. 3. pic (Eggen and Kauchak, 2010) submit 3. 3 Types of Goals Classical conditioning is yet another form of learning that occurs when an individual produces an involuntary emotional or physiological resolution, similar to understanding or reflex (Pavlov, 1927). Figure 4. 4 (below) outlines the concepts in greater detail. pic (Eggen and Kauchak, 2010) Figure 4. 4 Classical Conditioning Operant conditioning is where a response changes in frequency or duration as a result of a consequence (Skinner, 1953).This can be presented through either positive or negative reinforcement or through the presentation or removal of a punishment and shaping (Premack, 1 965). Operant Conditioning can have a negative impact if used incorrectly, which can result in students not feeling safe, stressed and anxious about their environment. Constructivist erudition Theory is a theory that seems like common sense when you think about it, stating that learners create their own knowledge of topics they study as contrasted to simply recording that information. Piaget 1952/ Vygotsky 1978). There are two primary perspectives for Constructivism cognitive Constructivism focuses on internal construction of knowledge. Social Constructivism focuses on constructing knowledge socially before internalising. Cognitive Apprenticeships is a process designed to places less able learners with more able ones to assist in developing their abilities. Peer-to-peer assistance provides many characteristics that assist learners through a new teaching experience.Some of these are modelling (watching demonstrations), scaffolding (being asked questions to prompt their learning), verbalisation (expressing their beliefs), increasing complexity (which does what the name implies) and exploration (finding new ways to use knowledge). This tool allows teachers to monitor other less able students, knowing that appropriate peer-to-peer learning is being undertaken with other less able students. The learning process of students will be influenced by many factors as you can see above.As they do, we need to keep a watchful eye on how they unfold. The challenge of teachers in 2010 and beyond is to find these motivators for each and every student and use them to engage them in education and learning. In the end, when teachers effectively motivate students their interest will increase along with their ability to learn. COMMITMENT and CLASSROOM ENVIRONMENT When committing to creating a juicy learning environment, the developmental stage of students should be considered.High-school students have different capabilities of primary-school students, so their classroom activit ies need to be more challenging (Eggen and Kauchak, 2010). Younger students are more responsive to concrete examples, while older students are qualified of understanding theories and complex situations. If computer software is to be used in the classroom, it should be tailored to those stages of development. Younger students would require simple interfaces, less challenging problems, frequent feedback and recognition of achievement.Classroom management will also determine how effective the teaching is. Part of effective management is setting rules and procedures, and by-line them throughout the entire study period. The selection of topics attracts several issues. For the most part, teachers will be following a curriculum, but will prefer to place emphasis on particular sections of this framework. Their own personal knowledge and commitment, as well as the information that they deem important and useful, contributes to the various topics. There is also a need to plan how these topi cs will be delivered. traditionalistic instruction using lectures provides little interaction and feedback, so other strategies need to be looked at and implemented. The author Tony normality intends to try and maintain a level of control using humour in much the same way his own third grade teachers did when he was young. Keeping in mind all the various technologies and ground rules that have to be in place, as well as students abilities and social interaction, (Maximizing the Time and Opportunity for education Eggen and Kauchak, 2010 pg 355) a classroom MUST be organised, arranged appropriately and personal.For Mr. Newtons own class, he also firmly believe if kids have fun, they will learn more. Then we have Ability Grouping, being the practice of sorting students into groups of similar intelligence/ learning capabilities. We need to remember that if we grow segregating students early on, then those who are quicker cannot scaffold or learn the slower ones up to speed. Social ramifications here are also knockout where those smarter think they may be better than their less able peers and friendships can then also suffer.Tolerance and assistance must be courteous to prevent these prejudices from booming out of proportion in later life. termination The theories of learning and teaching covered above provide useful background information for new teachers entering the workforce. Situations that we encounter will be unique, though it is always beneficial to be prepared and plan for the journey ahead. Reviewing lit and applying some of these techniques can assist with understanding how people learn, different teaching methods, and the factors to consider when building a classroom.Moving forward into 2010, teachers are aware to consider these theories and incorporate many different levels of educational tools, through appropriate modes, that assist in developing the students learning construction. Although we do not know what classrooms will be like in the future, this is something that we actually determine ourselves. When we are first starting out, we will need to create our own mien and approach, making up our own rules. Although teachers are expected to give instruction, it is quieten a learning experience.Thankfully there are a vision of resources at our disposal. Remember to keep improving our teaching craft, and we will be able to adapt to the demands of classrooms in 2010 and beyond. Reference List Bandura, A. (1986). Social Foundations on Thought and Action A Social Cognitive Theory. Upper bill River, New Jersey Prentice Hall. Bandura, A. (1997). Self-Efficacy The exercise of control. New York Freeman. Borko, H. , and Putnam R. (1996). Handbook of educational psychology. Macmillan United States of America. Eggen, P. , and Kauchak, D. (2010). pedagogyal Psychology Windows On Classrooms (8th ed. ). In H. Gardner, and S. Moran, The Science of ten-fold Intelligences Theory. United States of America Pearson International. May er, R. , (2002). Teaching of subject matter. Annual review of psychology,55, 715-744. Pavlov,I. P. (1927). learned Reflexes translated by G V Anrep. Oxford University Press, London, England. Piaget, J. (1977). Problems in quilibration. In M. Appel, and L. Goldberg, Topics in cognitive development Vol. 1. Equilibration Theory, research, and application. New York Plenum Press. Premack, D. 1965). Reinforcement theory. In D. Levine (Ed. ), Nebraska Symposium on Motivation (Vol. 13, pp. 3-41). Lincoln University of Nebraska Press. Skinner, B. F. (1953). Science and Human Behavior. New York. Macmillan. Woolfolk, A. , and Margetts,K. (2007). Educational psychology. Sydney, Australia Pearson Education Australia. Vinesh Chandra and Darrell L. Fisher (2009). Students Perceptions of a Blended Web-Based Learning. Environment. Learning Environ Res. Vygotsky, L. (1978). Thought and Language. Cambridge, MA MIT Press. The Little Engine That Could Watty Piper 1930