The And Their Identity Of The Public Eye

In the newspaper article by author: Sara Drumm, “Protests outside School Board”. There is debate surrounding the issues teachers face throughout every school. Many Americans fail to realize that teaching is no easy task and that it takes full dedication as well as unique skills to teach, while masterfully controlling and executing a classroom.

The National Education Association feels that the education profession involves a unified labor force attending the needs of all students and the term “educator” extends to the support personnel as well. The educator believes in the value and pride of each student, recognizes the extreme significance in the search of the truth, and devoted to excellence. The defense of the freedom to learn, teach, and guarantee the equal educational opportunity for all are essential to the goals of an educator. The educator will identify the extent of responsibility essential to the teaching process. The educator hopes to obtain the respect and confidence of their colleagues, students, parents, and

A recent article written by Jana and Robert Marzano discusses key aspects of effective classroom management. Their collaborative research in psychology and education contributes to a deeper meaning of good student-teacher relationships. Their opinion on teaching methods gives all educators, instruction to learn from. The research presented in this article is certain to help establish successful classrooms.

Supervision focuses on the improvement of the learning and professional development for teachers and on the provision of timely and consistent information for a correct decision-making on all areas. Supervision is one of the keys to providing feedback to educators while working to achieve the anticipated objectives. Therefore, the use of different supervisory strategies are necessary in order to address each teacher’s uniqueness, their vast and diversified experiences, and the knowledge they bring with them. With supervision, comes great responsibility as well as challenges and both can be suitable if I focus or target on the most appropriate supervisory behavior that will engage teachers in collaborative actions that empower teachers as decision-makers

"Some teachers may work with students to create the class environment; others may force a class environment upon students" (Zawondiak 124). Regardless of the approach the teacher might decide to take, she holds the power even before a student walks into class. The teacher is the one that chooses what materials are going to be used during the school year. She creates and plans lessons that are going to be used during class time. How children are going to be assessed and placed in levels that fit the children's capabilities. And finally, the teacher decides what set of goals she might have for the class, the different set of teaching techniques she would like to use and the set of expectations she might have for each students. The teacher is the one that decides what she wants to concentrate on, how to go about teaching it, and the outcomes she expects from the students.

“The teacher chooses the program content, and the students (who were not consulted) adapt to it.” (Freire 59) But yet, “skill obtained apart from thinking”, (Dewey 559) “consequently leaves a man at the mercy of his routine habits and of the authoritative control of others” (Dewey 559) It is precisely these dehumanizing situations in the classroom that have shaped the opinions of the following educational philosophers. Paulo Freire identifies the teacher as an oppressor which “fills the student with the contents of his narration” (Freire 57) With a similar complaint John Dewey defines a teacher as an authoritarian in the classroom, which stifles creativity. He believes “thinking is the method of intelligent learning.” (Dewey 559). While Hsün Tzu says, that “learning should never cease.” (Hsün 544) He also believes there is a need to suppress the natural instincts of man, because humans have an evil inclination. In one form or another all of these views express the need for the educator to have control over the pupil. Whether it is through religious practices and rituals of discipline, narrative education, or by lack of experiential involvement, the main concept is the need for dominance over the student. There needs to be a balance of power within the educational system, so the dehumanization can stop. This balance will be achieved when looking at what has been implemented from these beliefs and seeing where there is still room for improvement.

Foucault and Heidegger, modern philosophers, both describe power in these terms, as the facility to manipulate an object without force. Understanding this point of view is important, not only for state institutions who attempt to exert power over citizens and deviants, but also for teachers as they try to use disciplinary power to control the events in their classroom. Unfortunately, the majority of status quo disciplinary

There are several different ways a teacher can run his or her classroom, but if you don’t find the right approach for you it will never be successful. There are nine different way to manage a classroom Authoritarian, Authoritative, Intimidation, Permissive, Cookbook, Instructional, Behavioral Modification, Socioemotional Climate, and Group Process. When deciding what management, styles is best for you one must abjectly look at all the facts about each teaching style and say this is the kind of teacher I want to be and this is how I want my classroom to run. In this paper, I will talk about my management style, what concerns me the most about teaching, how I am going to overcome those fears, what I am

The quality of teacher- student relationship is the keystone for all aspects of classroom management. (Marzano and ,Marzano, 2003)

In some aspects, the teacher should be a tool used by the students. They should also tell the

Teachers play an imperative role in the educational process because the entire development of the student’s education would not be possible without them. This world would have no doctors, lawyers, or

Teachers daily interact with students, colleagues, peers, and parents. Teachers need to respect students, peers, and parents to gain their trust (2.1). The respect that a teacher shows should not vary based on race, ethnicity, or diversity (2.d). If a teacher is consistent with how he or she treat students it shall be noted by students. Authenticity is crucial for a teacher to display in the classroom. Students and parents need an advocate who is real and honest when it comes to teaching and teamwork. Enthusiasm and passion for teaching, learning, and collaboration shall positively effect students, and parent child relationships (2.6). Teachers not solely interact on a specialized level, but also in a personal level. One way teachers interact with students in a personal level is by caring for them. Caring is expressed in numerous ways: compassion, patience, establishing standards,

of literature on teacher-student power relations, is that the matter of power shall be addressed carefully either from teacher or student’s side since it can directly affect the relationship formation and learning process. For instances, teachers are advised and guided with several specific bases and effective of power, or students are subtly apply resistance strategies to the teachers. Secondly, it is acknowledged that there is a gap in the literature of teacher-student power relations in terms of neglecting the social discursive feature of power, where “power is communicatively negotiated between teachers and students” (Turman and Schrodt, 2006:266). Thus the research attempts to address this gap by closely examining how power relations in classroom are constructed through discourse-mediated approach. The next section provides initial foundation on the reason why discourse analysis is relevant for the purpose of this research. The exposition of the analytical framework drawn for this study will be presented later on in methodology chapter.

The Educational System is considered to be an institution where parents are entrusting adult individuals who are proclaimed to be academic scholars the job of supervising their children for almost eight hours a day. They are supposed to use that time supplying them with intellectual resources that will one day allow them to successfully join the social community. During these hours’ teachers have to create some type of sanction over the children in order to be able to provide these educational resources. Which might make us contemplate the following questions: to what extent do control have to be shown? Do we rationalize boundaries to social dominance within the educational system or do we need the lengths and measures being explored?

Teaching is a profession not a trade. Teachers play major roles in influencing students ' lives inside and outside their classrooms. They are the backbone of the educational systems that have a high esteem for teachers and their roles in society. They have the future of the country in their hands. Here, we are going to discuss their roles that vary between controller and facilitator inside the class room. Most of these roles are: controller, assessor, organizer, prompter, participant, resource, coach, and investigator. At the end we are going to discuss the teachers ' roles in the community.