Teacher's Pyramid Of Influence Essay

Reading chapter six of America’s Teachers: An Introduction to Education (Newman, 2006) reminded me of the Barenaked Ladies song It’s All Been Done (Page, 1998). As I read the conflicting sides of each argument regarding education as far back of the Civil War, I kept thinking how none of this sounded new. It’s all been done before, and we are still debating many of the same issues. Newman (2006) put it another way, “Despite promoters’ claims to the contrary, few educational wheels are brand new. Most have been reinvented. Sold to the public as innovations, they are more like retreaded and recycled tires” (p.180). The purpose of education, the way in which education is managed by state and federal governments, and whom we educate (and how) will always be, in my opinion, a hot debate.

A consistent approach to behaviour helps pupils learn right from wrong and to appreciate that rules exist for the good of everyone.

Teachers should be continually learning and assessing their teaching practices through reflection and collaboration with other teachers. It is the role of the teacher to use these teaching practices to develop in students the abilities and skills that will remain with them throughout life. Teachers should be role models for their students, to provide encouragement and praise, reassuring their students that they can achieve their dreams and reach their goals. Teaching should not only focus on academics but it should also focus on character education. Students need to be prepared to enter into their community and have the ability to interact with people from different backgrounds, cultures, religious backgrounds, social status, and values. It is important that teachers work with students to help them learn the skills of cooperation, patience, communication, empathy, understanding and teamwork, these skills are extremely important for the successful integration into further education, the workforce, family life and other social interactions. Teachers can achieve this through focusing on and encouraging group work, peer tutoring as well as games and activities that focus on social behaviors.

The researchers had assumed that the most effective teachers would lead students to knowledge through collaborative learning and discussion. Instead, they found disciplinarians who relied on traditional methods of explicit instruction, like lectures. "The core belief of these teachers was, 'Every student in my room is underperforming based on their potential, and it's my job to do something about it—and I can do something about it,'" says Prof. Poplin.

The most important factor affecting student learning is the teacher. If the teacher is ineffective, students will achieve inadequate progress academically. Effective teaching and learning cannot take place in a poorly managed classroom. If students are disorderly and disrespectful, with no apparent rules and procedures to guide behavior, chaos becomes the norm. Teachers struggle to teach, and students will learn much less than they should. http://behaviourmanagementreport.weebly.com/

From this we further investigate and try to understand the different theorist’s point of view and how their theories affect each individuals learning, in order to assist a teacher when preparing the lessons.

Imagine looking at an amazing art piece made by a famous artist and then trying to copy it. Think of the frustration of the two pieces not looking similar enough for your personal acceptance. Looking at an adult made project as a young child and trying to copy it can be frustrating for young kids. Teacher modeled projects can make children frustrated. Young children need to be able to explore their own worlds by learning through play and enjoyment. Forcing children to do things the way you want them to, hinders their self-acceptance, excitement to learn and also harms their creativity and imagination.

On the days that i was observing, 3 children Sam and Tom were playing with the number blocks and they were just talking about what type of bed they sleep in, and Sam said that he sleeps on a big bed and Tom was telling him no you sleep on a baby bed because you are younger. So they started to argue about it then a teacher step in just to check in with them. She gave them space to tell their story and guide to resolve the problem. Sam and Tom talked about it, after that they start playing with each other again. The role of the teachers is important in the classroom, despite the fact that they are there to “teach”, but instead of being teachers they act as a guide to help their students to increase their developmental skills. The teachers would participate during dramatic play or other activities in order to engage conversation and help them develop the social skill with peers and

In the article How Teachers Lead Teachers by Jason Margolis he states that “ frame new approaches as easy and adaptable”. What the author is trying to say is that if you have new information about something you should make sure that it is approachable. I think we should use this in our presentation because it would be a good idea to make sure everything that the students learn that the teachers understand the teenage brain. The author also states that “use humor”. What Margolis means by this is that you should have humor in your topic because some people remember things better if they laugh about it or if they think it’s funny. I think we should use humor because we need to keep our crowd interest in what we are talking about and not get bored

This illustrates to my point because the educator in the placement I worked at when the child was upset they would sit near the child and talk to them and put them near their arms to give them comfort.This connects to How does learning happen because the educator recognizes the child development and self regulation by communicating with the child (33) . Also, this connect to Gardner because this helping the child develop interpersonal inteligence because the educator was showing the child that she cares for him by sitting near the child and talking to the child ,by doing what the educator did will help the child care for other and understands other (Benson,2016)

Thank you for being the most influential teacher I have had in middle school. You have helped me improve my skills in writing greatly. It is because of you that I have learned proofreading skills and improvements in word choice. You were always there to assist me in areas I have struggled in. You taught me how to properly write an argumentative essay, do research and take notes, and to prepare and deliver a presentation successfully. These are all skills that I will be able to apply later in my life, and I find them be very important. You have really helped me grow in literature and writing. I have learned a lot from you, and I would like to wish you the best of luck for years to come.

It is important to know where the ideas of the way children learn came from. One educator that had a significant influence on education and the way the world teaches and learns is John Dewey. He had different, interesting, and new ideas for the development of children and teaching children in a classroom. John Dewey was an American philosopher, psychologist, and an educational reformist who was born on October 20, 1859 in Vermont and received his masters from John Hopkins University (Gouinlock, 2014, para. 2). During his schooling he married his first wife and began his family (Soltis, 2002). Rousseau and

I have surveyed some of my students about the quality of your class, per your request. The overwhelming response I received related specifically to how you deliver instructions in the class. Many students reflected that when ask questions such as “Is that where that book goes?”, “What did you forget to put on your paper?”, and “Would you like to sit down?” you lose your credibility as the classroom authority. I am writing concerning this issue because of my desire to share with you information I have recently learned in relation to the differences in characteristics of authority between white, working-class communities and black, poverty stricken communities. I will also explain the linguistic concept code-switching, which is the ability to read the context of an environment and actively choose the language style that fits the environment, as mentioned in Wheeler (2008), and how this will lend a hand to you having more of an authoritative presence in the classroom.

I understand that running an entire state can be difficult, but it is critical for an important man, such as yourself, to keep in mind the education system in New York and to remember the future of the state. The Danielson Framework for teachers, although it does provide a standard to assess teachers on, is ultimately inaccurate and inefficient. The framework fails to provide an assessment on how “effective” a teacher is but rather how effective a teacher can act while getting reviewed. In the occasion that a teacher does attempt to follow the framework throughout the year, they could end up focusing too much on the minor aspects than focusing on the content they are teaching. Please understand that there are better ways to judge the effectiveness of a teacher.

Striding on the continuum of teacher expertise, I have been moving away from the novice end toward becoming an increasingly experienced and reflective practitioner, who constantly questions how English should be taught as a second language (L2) and gains insights from the tremendously rich literature of applied linguistics (Ellis & Shintani, 2014). I firmly believe that a reflective practitioner ought to think like a researcher when critically examining and reexamining the effectiveness of pedagogical principles and techniques through practices (Bailey, Curtis, & Nunan, 2001). The theorization of my own practices has resulted in an integrated approach — content-based, communicative, community language learning (CCC). Essentially, my planning and instructional practices are guided by the proposition that language is best learned through contextualized social interaction and fostered by strengthening L2 motivation. The first theme of this paper thus attempts to demonstrate how I have motivated students’ participation through co-constructed, interactive learning, since I recognized the individual variability with regard to the type and degree of their L2 motivation. Further, I seek to explore my role as a language planner in classroom-level acquisition planning in the second theme.