Educational Decisions Are Made Without Consideration, Preparation, And Planning

Anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept can serve as a guide to support cognitive growth.

Teaching is an extremely important profession as we are responsible for training up the future generations of our community, country and in effect, the world. In order to be a successful and effective teacher there are some basic skills and competencies that one must possess. The experiences that students have inside (and outside) our classrooms, schools and various other institutes will shape and mould their approach to our subjects and to life in general. Therefore, it requires a certain level of skill and training to be deemed professionally fit to enter into this career path and even then, continuous

I was recently put to the test of how prepared I am for a career in teaching. Half-way through Fundamentals in Methodology, I was called to substitute a pre-k, class with 30 students. Thirty, 3 and 4 year olds! I began this assignment without any time to prepare before entering the classroom. Upon entering the classroom, realized how deficient the classroom was. I had already started reading the book “Excellent 11” and knew that the classroom was a critical component in teaching.

Inexperienced teachers could face unnecessary pressure to employ different approaches for teaching, and teachers that find this difficulty this way may quit their job.

Successful classroom teachers need to have a lot of stored knowledge in order to have a classroom that prepares students for the future and teaches them what they need to know. There are certain methods and practices that are more important for teachers to keep in mind. These things include growth and fixed mindsets, along with cognitive and social constructivism. These learning methods are important to incorporate in the everyday classroom, for the environmental changes are positive.

The text begins by explaining what the components of a strong and focused curriculum are and its importance as the first step. Strong curriculums should be focused on what instructors will actually teach in day-to-day life as opposed to macro/power standards put forth by some governing body of legislative contingency. Many lesson plans are riddled with codes, standards, and, benchmarks that have little to do with the real world of teaching and learning and more to do with educational policy fads and bureaucratic oversight. Anything to distract or take away from instructional planning and lecture time should be abandoned under the model proposed in the text. Curriculum design is the largest individual factor contributing to student learning and should not only be simplistic and impactful but also, be able to prepare students for their respective futures, regardless of what their initial decision for the future is.

1. Rafe Esquith demonstrated an authoritative classroom management style in There Are No Shortcuts. Authoritative teachers have caring attitudes towards their students and declare limits when necessary (Santrock, p. 475). For example, Esquith wrote that he spent time to catch up his students that were behind, encouraged them to reach their highest potential, and believed that they could improve their skills (Esquith, p. 54). He stayed after school or sat with children for extra hours if they were behind (Esquith, p. 54).

Inexperienced teachers have a good subject specialism, this is generally fresh from their training, however not much practical experience in the classroom and dealing with difficult situations. “For many newly qualified teachers, while pupils provide the ultimate reward in teaching, their poor behavior was often the cause of the major low points”.

Today, teachers do not have to follow the same lesson plan and teach in the same way. Teachers still look to their co-workers for advice and guidance when they need help in a certain area.

Criterion four of the Teacher and Principal Evaluation Program is “Providing Clear and Intentional Focus on Subject Matter content and Curriculum” (CEL5D+, 2014, p. 8). This criterion stresses the importance of teachers’ use of materials and teaching strategies. It also discusses how important it is for teachers to thoroughly understand the content they are teaching so that they can teach it explicitly. As teachers become proficient in these areas teachers become more competent and students will perform better, increase their reasoning skills, and have increased achievement levels (Lucenario, Yangco, Punzalan, & Espinosa, 2016; Mir & Sultana, 2016; Zangori & Forbes, 2016). Becoming proficient in this area also enables teachers to make important extensions in their lessons and expand upon students’ questions (Kahan, Cooper & Bethea, 2003). This section will provide a description and evidence to support the following four sub-categories: alignment of instructional materials and tasks, discipline-specific conceptual understanding, pedagogical content knowledge, and teacher knowledge of content.

The following essay will give a brief description or explanation of the criteria that Ralph Tyler (an Educational Theorist) suggests that it must be used or followed when deciding or selecting a subject matter. Then in this essay I will go further by linking Ralph Tyler’s criteria to the Curriculum Assessment Policy Statement (CAPS), explaining whether these criteria are being realized in CAPS or not, and moreover I will explain how they are being realized or how they are not being realized.

Teaching is a lifelong learning process. There is always something to learn when you are teacher. The world is always changing, along with the curriculum and educational technology, so it’s up to you, the teacher, to keep up with it. A teacher who is always willing to go that extra mile to learn will always be an effective, successful teacher.

There has always been a debate on what kind of teaching styles work best, what the best curriculum to teach is, or how to effectively organize your classroom. Yet, nobody has discovered what the most effective teaching methods are. As future teachers, we must constantly be making decisions that will shape us into the teacher we would like to become. Over the course of the next four years, and even once we become teachers with classrooms of our own, we will be exposed to many different teaching methods and strategies. There is no one right or wrong way to teach, and it is up to us to decide how we would like to structure our classroom.

Though much has changed since I graduated from high school, I feel that many teachers are afraid to create an environment of change and possibility within their classrooms. They have the tools for this kind of thing; they just cannot leave themselves open to certain undeniable risks that come with that kind of instructions.

It may not be wrong to say that in such defective practical and theoretically overloaded teacher education programme, the trainee remains almost at the same level in his teaching competence even after training ……