The Expectations, Duties And Roles Of A Teacher

With differentiation in mind, I came up with a daily schedule of learning and instruction time for my students. Entry 4 artifact 3 is a copy of my daily schedule and lesson plan format for instructing my students. I begin my day of learning using whole group instruction with a whole group instruction reviewing the calendar, music/movement activity, and read aloud. During these activities, I ask the students question based upon their ability and grade level. The students are really engaged during our introduction. They get to move and meditate to reflect on their day.

The main thing teachers write is lesson plans. Lesson plans are not only to help you within your classroom, but also approved by the principal of that school to see how the classroom management will be. They are broken down in time frames. Since most public schools go from approximately 9am to around 3pm, you break down what you will do throughout the day. Most may assume this is a simple task, you just write down what you will teach and you are finished. It is way more complex than this. You have to explain the learning outcomes, materials needed, activities that will be done, explain the modifications, the websites you used, the time it will take, and most importantly the common core standards.

As a future educator, it will be my job to continue acknowledging, valuing and teaching Indigenous origins, histories and cultures using the Australian Institute for Teaching and School (AITSL) standard 2.4 and the Australian Curriculum. This will give my future students a better understanding that Aboriginal and Torres Strait Islander people were the first custodians of our Australian land and of their origins. They lived in Australia 60,000 years before the British settled in 1788. I will teach an Australian historical time line prior to 1788.

Moreover, students need to know what is expected of them in the classroom. To ensure that the teacher has smooth transitions throughout the day, think carefully about the routines for which they must plan. (Y. Denise, 2007) Suggest that the teacher must clarify them in her mind and it may be helpful to make a list of transitional times throughout the day. Thus, Denise (2007) found that before establishing specific procedures or routines for students, it necessary to had a discussion with students about their importance during the discussion, teachers should be able to talk about the rationale behind various routines. When possible, invite students to create procedures with you in whom this process can nurture a sense of ownership and community in your

A driving objective for a teacher is to affect students to advance their expertise in education by finding them the correct course. The teacher should promote positive motivation and inspiration by adhering to legislation and codes of practice which will increase every student’s focus in developing and bridging gaps to display eagerness towards a healthy broad mindset, creative thinking and brighter approach. A mentor should coordinate assessments which will reinforce the ability to perceive individuals’ abilities and knowledge progressions and moreover support them further to boost their learning capacity to acquire a well-established national standards skill set.

The roles, responsibilities and boundaries of a teacher and establishing ground rules within a learning environment

Furthermore, the AITSL provides an online ‘teacher toolkit’ which contains a number of relevant resources related to classroom practice, collaboration, professional learning, the standards, self-assessment and reflection, performance and development, and coaching and mentoring. Within ‘The Standards’ resources, there is a section dedicated to Aboriginal Education which includes a number of reports addressing pre-service teacher education and ongoing professional learning. These reports are beneficial, however, its greatest strength comes in the links made to resources which can be used by teachers in developing their knowledge and understanding. Of these resources there are a number of “Illustrations of Practice” which provide real world examples of teachers elaborating on experiences in contexts such as Alice Springs or Arnhem Land. Monash University has also created a unit outline which guides pre-service and graduate teachers through a module based process to “develop their cultural competence and professional skills and knowledge about strategies for teaching Aboriginal and Torres Strait Islander students to a proficient standard” (Monash University 2013).

Organize for one of the aboriginal staff to hold information sessions within their region to give staff an overview of the Aboriginal history of the loss of land and culture, by introducing the culture of that history, it encourages educators to enforce better understanding of Torres Strait Islander’ cultural

At Old Donation School, we have a succinct, well thought-out and DISCUSSED plan of action for our grading and reporting. It is similar to the concepts outlined in Tomlinson and McTighe’s chapter. I continually meet with our 6th grade English, our grade level team, our grade level, our SIS, guidance, our administrators, our students, and our parents. The main focus during our meetings is to clarify the assessments and to make sure each individual student has had every opportunity to meet their goals and develop strong work habits.

In the morning the kids have a whole routine which they have already gotten down from the rest of the year. They come in sit down and wait for morning announcements. Once those are done they work on morning worksheets and eat their breakfast. Mrs. Hollenbaugh goes through the days of the week, asking what day it is that day and what tomorrow will be and what day yesterday was. She has multiple activities and fun lessons for these kids, more than I have ever seen! She loves what she does and she does it well. The kids love her and love learning because of her teaching styles and lessons. After the morning work they have a journal they must work on since they do not have specials on Tuesdays. This was like watching a high school class, all working so hard and dedicated to finishing it on time.

I believe teachers play multiple roles that extend beyond the classroom. They take classes continuously, attend professional development sessions, and research new approaches to learning on their own time. These are done with the purpose of expanding their knowledge in teaching and to ensure that the school day runs smoothly for the entire class. For example, Mrs. Shuffield spend her breaks researching videos to enhance her writing and science lessons. This week, she presented a rap video on photosynthesis to help students memorize facts about it. The children really enjoyed it and I could hear them singing it as they left the classroom.

Education is considered one factor of socialisation. It involves the acquisition of knowledge and the learning skills(Haralambos, 2004). From functionalist and Marxist macro-sociological perspectives education is a second agency of socialisation. Functionalist perspective was the dominant approach until the 1960s. This consensus theory argued that education helps to transmit society 's norms and values. It promotes a meritocratic society by allocating people on their appropriate jobs. However, Marxist and interactionist perspectives do not support the meritocratic system. Marxism was the dominant approach through the late 1960s and 1970s. They believed that education serves the interest of the capitalism. Interactionism focus its analysis

A teacher can no longer live as an isolated being in modern education. Changes in education have become more rapid in response to higher expectations on students. At the same time, students are needing a more dynamic form of education to become college and career ready. These occurrences heave led to a more complex environment for teachers to carry out their duties at a high level. Professional learning communities arose from these teachers seeking a way address the complexity of education. “The PLC provides a pathway to a learning organization: one which comprises ‘a group of people who take an active, reflective, collaborative, learning-orientated, and growth-promoting approach toward the mysteries, problems and perplexities of teaching and learning” (Hellner, 2008). The goal of a PLC is to gain greater student achievement by improving practice and enhancing learning(Kruse, Louis , Bryk , 1994).

Every teacher is responsible for planning what will be taught to their students every week. Each day the students will have certain activities and work that all comes together under the same category. This is what is called lesson plans, and they are a very important part of keeping the class together and also help the teacher stay organized. There are many different ways in which one can set up their lesson plans, but it is very important to have them done the correct way rather than the wrong way to get the full benefit from them. I was able to find two different lesson plans that represent the correct way and also the wrong way. The correct one I was able to find on reading.org and the other one I found on esltreasures.com. Each one was created for the beneficial knowledge of the student, however they are very different and only one will help them obtain that knowledge.

Teacher education is another factor in teacher attrition. Researchers report that the best and brightest among newcomers appear to be those most likely to leave due to the lack of support from institutions of higher learning (Curtis, 2012). By increasing the number of foundations courses may facilitate a smoother transition from college to the classroom (Schaefer, Long, & Clandinin, 2012).