Five Key Aspects That Are Important For The Professional Development Of A Teacher

The Assertive Discipline Model is a model that comes under the Management Theories. The two main theorises behind this model if discipline are Lee and Marlene Carter, the husband and wife duo have put thousands of hours research into helping perfect this model (Allen, 1996). They see the Assertive Discipline Model as being an approach that is direct and positive; it allows the teachers to teach and the students to be in an environment where they are able to lean to their best ability (Allen, 1996). The Carter’s model of Assertive Discipline relies on the teacher to punish unacceptable behaviour in a way in which will deter the child from repeating this behaviour again (Allen, 1996). A key point that Carter and Carter make in their model of Assertive Discipline is that the behaviour that is expected in the classroom is well known, there are warnings given to the students about their behaviour reminding them what is expected of them and then it is expected that the teacher following through with the consequence that adheres with the incorrect behaviour (Konza, Grainger & Bradshaw, 2001). Teachers using the Assertive Model will under no circumstances tolerate students that disrupt them the teacher, or other students from learning (Konza, Grainger & Bradshaw, 2001). The consequences for students that have misbehaved must be clear and concise so that the students themselves have a clear understanding of what the punishment is and what the behaviour is that

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

The “most critical elements of teacher professionalism can be classified into three categories: attitude, behavior, and communication” (Kramer, 2003). Other aspects of professionalism are punctuality, engaging with other teachers, respect, and appearance. A classroom where the teacher is badmouthing the school and staff that is not a good attitude for a teacher. It is important to “respect colleagues as fellow professionals and maintaining civility” (MCEE, 2015). When the teachers are in the breakroom talking about oh you got Johnny in your class well, he is a bad student. That displays a terrible attitude towards the students. Teacher’s need to model positive behavior for students, in the classroom there will be modeling of positive behavior for the students. Teachers need to “respect students by taking into account their age, gender, culture, setting and socioeconomic context” (MCEE, 2015). When teachers are talking, they need to “maintain appropriate confidentiality with respect to student information disclosed by or to parents/guardians unless required by law” (MCEE, 2015). It is very easy for anyone to eavesdrop on a conversation that was not intended for them. Then if a parent hears because they are friends with another staff, it gets out of control. Then before a teacher knows, they are in the principal’s office with a furious parent. Teachers are developing the mindset of students, and they need to have the professionalism to model in the right

We must report any inappropriate behaviour to the class teacher and take action where appropriate. We must be fair and consistent when applying the school procedures to ensure that the pupils are treated equally. If pupils who behave badly are treated differently, or in their eyes unfairly, they will become confused of their boundaries and unsure of what is expected of them. Treating misbehaving children differently will have a negative impact on future behaviour.

It is important to establish appropriate behaviour and respect for others in order to fully realise the potential of all within and to ensure each student is safe from both physical and psychological harm. Appropriate behaviour must apply to both student and teacher. I, as a teacher, must follow a Code of Practice in order foster individual growth and learning. The principles of Good Practice are to treat people with care, respect and dignity. To recognise that I, as a teacher, am a trusted representative of my work place. I must ensure communication with students is open and clear and assess the risks to my students of the activities by carrying out a thorough risk assessment before each session.

Trainers must understand their legal duties, obligations, education policies and work-place specific policies. Teachers must follow good practice and continuous personal development in order to promote trust and maximise teaching value. This essay will help you complete your homework; of course using your own ideas and words!

According to Richards and Farrell (2005), working with needs analysis is the main point in order to have a strategic approach regarding professional development. Needs analysis includes both the needs of the institution and teachers. The institution’s needs may be found by senior teachers’ judgment, and the teachers’ needs may be identified through having a discussion with teachers

Over the course of my semesters here at Valdosta, I have learned many wonderful things that have given me the skills to become a more effective teacher. I feel as if I have been given many different types of experiences to help guide me on how to grow into a great teacher that will inspire positive student learning. At the beginning of my journey, I knew that special education is diverse in itself, because special education is the practice of educating students with special needs. My philosophy of education has remained simple, I continually put my student’s first by respecting their differing strengths and needs, continually have collaboration among teachers, therapist, and the student’s families to ensure success, and lastly I am flexible

According to Zirpoli, “The teaching staff and administrators have the authority to not only to teach, but to also guide and discipline their student (2008). This candidate believes that it is the teacher’s job to set standards and expectations for students, thus providing a good learning environment. This candidate understands that there are no perfect classrooms and that this candidate would have work with various personalities. This candidate also believes that teachers must be prepared to provide fair and reasonable discipline to their students. “Teachers have a duty to see that school order is maintained by requiring students to obey reasonable rules and commands, respect the rights of others, and behave in an appropriate manner.” (Zirpoli, 2008). This mandate states that there are responsibilities of the students. This candidate believes that it is important for

Owing to my acculturation as a citizen of an autocratic society, I have been programed, by default, to uphold the traditionalist view of education. For behavioral management, most classrooms in my home country-Nigeria use “consequence” to enforce order in the classroom. Furthermore, the relationship between the teacher and students is top-down. Thus every student is expected to “obey before complain.”

There are a surplus of areas, that a teacher should hold a swell amount of knowledge or experience in, in order to maintain a classroom. As a teacher, certain areas such as the curriculum, instructional techniques, and managing a class room, are important factors. During the interview, K.N answered questions concerning those areas as well as providing his insight on how he regulates his classroom. Moreover, with teaching for approximately fifteen years K.N’s views on his strengths in his curriculum area is coined to be balanced. At Charles. D. Wyche elementary school, there curriculum is more on a modified curriculum instead of standard. Due to the fact that K.N instructs children who suffers from autism, the curriculum allows for things to be broken down. At the school there is a program for the instructors who teach kids with autism,

This compilation of evidence provides documentation of strengths and weaknesses among teachers that can be used to determine areas needed for professional development. Teachers will be an active part of the evaluation process as they learn and grow through communication, reflection, and interaction with peers and supervisors. Teachers can learn about themselves through the implementation of Teaching Framework. Learning takes place because teachers will have the opportunity to discover a common understanding of what good teaching is, receive feedback through interactive performance critiques.

Staff members are eligible for Provident Fund as per the rules of the scheme. Staff members contribute an amount per month, and an equal amount is contribute by the school.

Chapter II presents a review of the previous research in five areas. First, it presents a review of brief history, importance and the core features of teacher professional development. Second, it presents main stages and primary models of teacher professional development. Third, it presents the role of principal leadership in a teacher’s professional growth. Fourth, it presents a review of some cases of successful and unsuccessful teacher professional development programs of American public schools, and some reasons for failure of professional development programs. Finally, it presents the basic concepts and principles of National Staff Development Council’s professional development framework and its importance and application in teacher professional development process.

My Rationale- Importance of the role of a teacher: Classrooms today reflect a progressive, ‘constructivist’ and child-centered model of school instruction as against a ‘traditional’, ‘teacher-led’, ‘front-of-class style of teaching’ generation to which I belong. Teachers of today are professionals who are now expected to not teach in that sense- its more to do with acknowledging and understanding the fact that learning is a life-long process and ‘to offer children the benefit of that understanding’ ; ‘they need to build and develop a capacity for change and risk’ (Hargreaves 2003:15) , and learn new ways to teach. They are trained to ‘build special knowledge of professionalism’ which in my understanding means to be reflective ‘change agents’ who need to ‘bridge’ the past, present and future; make meaningful connections between the traditional and the innovative in order to constantly adapt to the process of change in modern society.