Teachers of Today †Who They Are and What They Need to Know

Assignment 2 makeup T all(prenominal)ers of Today who they argon and what they film to receive Word count (2,382) concluding Word count (2,264) INTRODUCTION Exciting, and rewarding argon just some(a) characteristics that explain statement. Overcoming anxiety and nerves in the first year is our great challenge. Moving into the classroom for the first time fag be a daunting and dispute experience for all(prenominal)one. You be required to immediately match four years of knowledge into your teaching method and classroom management. While this whitethorn seem to be a difficult time, it depart only energize easier. in that respect are galore(postnominal) rewards with being a teacher, however it is all important(predicate) to note that it is not a role to be taken mildly it is a difficult role to fill. As teachers, we subscribe to to under deport that all child entrust learn differently. No matter their culture, g barricadeer or socioeconomic status, so as teacher s you conduct to encourage and get a level field in your classrooms. You have to know how to reach each student. As teachers you posit to let the students know that they dont have to follow the stereotyped roles of society.The teachers of 2010 and beyond entrust face galore(postnominal) an(prenominal) challenges that we are currently unaware of. What we rear do to prepare for those challenges is look at where things may be headed in cost of engineering and population and ethnical diversity. PROFESSIONALISM & TECHNOLOGY A occupational doesnt view his or her profession as a just a job, but rather sees it as a calling that is all about caring for children Kramer, 2003, p. 23 As an independent Australian Comics publisher (and short film producer), professionalism is what helps us stand out from the crowd.Look and presentation is vital,we have to stick to different guidelines depending on your audience and where we are showcasing,all this requires some seriousdecision making a nd when dealing with multiple artists juggling some serious egos Developing and maintaining consanguinitys with some separate artists is imperative for us to continue to grow, and is justas important to the relationship of student and teacher. We bespeak to bread and butter up to date with market, mediaand consumer trendsjust as two students and teachers must withsyllabus and curriculum nd indeed those aforesaid(prenominal) market, media and consumer trends. Change and adaption is incrediblyimportant as well, because withoutityou understructuretmove forward or stay fresh. To be a professional teacher you flush toilett be a dictator,but more(prenominal) of greatartistwhose success isdrawn from the hump of the craft,nurturing the medium and understanding what the final masterpiece is meant to convey. In 2010 and beyond, our classrooms will veer into more of a technological teaching and instruction surround. in that respect are many new-fangled tracks students bed res earch information they need through resources such as the Internet.Teaching has in addition been altered, with the use of synergetic whiteboards. To fulfil a professional role as a teacher, thither are many different typefaces to consider and behaviours to demonstrate. As role-models, these will surface the way for the students to become more professional themselves. It is important for a teacher to relate to each student in a professional manner. There are many ways to tutor students through advancements in technology such as the Internet, thus expanding the opportunities to be passed on to a new generation.Teachers should always teach with passion and a burning desire to pass on hearts and change lives. Remember its not just a job its an honour. MOTIVATION and TEACHING STRATEGIES The description of indigence and the descriptions of the many various differing theoretical explanations for them are as follows The process of motivation itself is barely put starting towards a goal and keeping on the running until you happen upon the goal. (Eggen and Kauchak 2010). An item-by-item may well have different ideas in mind when achieving heir goals whether they are moved by an extraneous motivation (ie the need to get there simply as a nub to an end) or intrinsic motivation (doing it for the love of the subject) the outlets are the aforesaid(prenominal) and both methods are valid. Admittedly, if you enjoy a subject it will give you more value as it will your teacher/s, but striving for that end sequel regardless will be an achievement. There are various theories of motivation, which shall be dealt with below. Through various cognitive theories, we know people in reality need to understand the world and their experiences to make sense of them and their fundament in that world.They flush toilet be as follows choose for Self-Determination this is where an individual feels the need to act on and control their milieu to understand it to have choices and to resolve what they want to do. Praise, offers of help and different emotional factors can also be a explode of self-determination. contend for Autonomy here the individual feels the need to not only act on their environment, but to alter it to their way of imagineing so that they can relate to it and learn more effectively.Need for Relatedness this is where an individual feels the need for social connection and approval to facilitate their scholarship. Indeed, this factor is quite important as it fulfils the desire for approval and irresponsible judging. Need to Preserve Self-Worth simply put this is the need to feel important whether this is in a family group, friends, employment or any other social aspect if we feel intelligent and important then our ability to learn alike grows. Belief about future outcomes This is a very personal part of learning and unique to each individual.The ability to guesstimate what the outcome of a project will be based upon your own k nowledge of your capabilities will greatly influence your learning skills the more you think you can, you will (Little engine That Could Watty Piper 1930) Beliefs about Intelligence the dogma that you can or can NOT do a task will have a huge psychological impact upon your learning abilities. This can also be influenced by outside positive and negative feedback from others. Unless you are rock-solid positive you can do something despite negative criticism, that very criticism can corrupt your belief in your own intelligence.The challenge is to find motivators for each and every student and use these to engage them in their education and learning. In terms of teaching and learning, motivation is the engagement that students have in their studies, and the rides that they make to achieve their goals. motive can be split into two types, refer to panel 1. 1. Understanding student motivation is vital to the development of effective teaching strategies and necessary to discover di fferent set aboutes to motivation and how these impact classroom decisions. pic (Eggen and Kauchak, 2010) put off 1. 1 Types of Motivation The behaviourist approach suggests that a student will gain a reward, either extrinsic or intrinsic, then the individual will be motivated to complete the task so as to receive it. From this we can watch that reward systems within the classroom can be used to improver student motivation, however Eggen and Kauchak (2010) stress that extrinsic rewards should be used to increase intrinsic motivation so as to promote learner independence.As teaching moves forward into 2010 and beyond, behaviourism is amongst the many learning theories in drill that is essential to good teaching. With diverse scenes and environmental factors, watching for the eliminate and inappropriate key behaviours in students is a involved process in assuring desired behaviour is maintained. The cognitive approach suggests teachers should model how to claim responsibility for their success and failures, and should acknowledge that with additional effort past failures can be used as a learning tool.The Individuals Memory Stores play an important role, which contains the sensory memory to capture stimuli, work memory, phonological loop for words and sounds, and our visual- spacial sketch pad for our visual and spatial surroundings. All these various processes are active when we learn, and are fascinating examples of how the humane mind operates. The humanist approach to motivation is dominated by the belief that all individuals have a number of needs that must be fulfilled (Eggen and Kauchak, 2010). These needs are categorised in Maslows hierarchy of Needs outlined in figure 2. . The hierarchy suggests that if any of the glare level needs are not met then it is not accomplish commensurate for higher order ones to be fulfilled. Teachers must understand that these needs will not always be fulfilled within the home environment and various programs c an be established to aid students when the home environment fails. pic (Eggen and Kauchak, 2010) intent 2. 2 Maslowss Hierarch of Needs We must also remember that an integral aspect of motivation lies in aiming towards a occurrence achievement, or goal. A goal is an outcome that an individual is striving to achieve.Goals can be divided into four different types, see table 3. 3. pic (Eggen and Kauchak, 2010) tabularise 3. 3 Types of Goals Classical conditioning is yet another form of learning that occurs when an individual produces an involuntary emotional or physiological response, similar to soul or reflex (Pavlov, 1927). Figure 4. 4 (below) outlines the concepts in greater detail. pic (Eggen and Kauchak, 2010) Figure 4. 4 Classical Conditioning Operant conditioning is where a response changes in frequency or duration as a result of a consequence (Skinner, 1953).This can be presented through either positive or negative reinforcement or through the presentation or removal of a punishment and shaping (Premack, 1965). Operant Conditioning can have a negative impact if used incorrectly, which can result in students not feeling safe, stressed and anxious about their environment. Constructivist education Theory is a theory that seems like common sense when you think about it, stating that learners create their own knowledge of topics they study as argue to simply recording that information. Piaget 1952/ Vygotsky 1978). There are two primary perspectives for Constructivism cognitive Constructivism focuses on internal construction of knowledge. Social Constructivism focuses on constructing knowledge socially before internalising. Cognitive Apprenticeships is a process designed to places less able learners with more able ones to assist in developing their abilities. Peer-to-peer assistance provides many characteristics that assist learners through a new teaching experience.Some of these are modelling (watching demonstrations), scaffolding (being asked ques tions to prompt their learning), verbalisation (expressing their beliefs), increasing complexity (which does what the work implies) and exploration (finding new ways to use knowledge). This tool allows teachers to monitor other less able students, knowing that appropriate peer-to-peer learning is being undertaken with other less able students. The learning process of students will be influenced by many factors as you can see above.As they do, we need to keep a watchful eye on how they unfold. The challenge of teachers in 2010 and beyond is to find these motivators for each and every student and use them to engage them in education and learning. In the end, when teachers effectively motivate students their interest will increase along with their ability to learn. COMMITMENT and CLASSROOM ENVIRONMENT When committing to creating a creative learning environment, the developmental stage of students should be considered.High-school students have different capabilities of primary-school students, so their classroom activities need to be more challenging (Eggen and Kauchak, 2010). Younger students are more responsive to concrete examples, while older students are satisfactory of understanding theories and complex situations. If computer software is to be used in the classroom, it should be tailored to those stages of development. Younger students would require simple interfaces, less challenging problems, frequent feedback and recognition of achievement.Classroom management will also determine how effective the teaching is. Part of effective management is setting rules and procedures, and sideline them throughout the entire study period. The selection of topics attracts several issues. For the most part, teachers will be following a curriculum, but will prefer to place emphasis on particular sections of this framework. Their own personal knowledge and commitment, as well as the information that they deem important and useful, contributes to the various topics. The re is also a need to plan how these topics will be delivered. handed-down instruction using lectures provides little interaction and feedback, so other strategies need to be looked at and implemented. The author Tony normality intends to try and maintain a level of control using humour in much the same way his own third grade teachers did when he was young. Keeping in mind all the various technologies and ground rules that have to be in place, as well as students abilities and social interaction, (Maximizing the Time and Opportunity for instruction Eggen and Kauchak, 2010 pg 355) a classroom MUST be organised, arranged appropriately and personal.For Mr. Newtons own class, he also firmly believe if kids have fun, they will learn more. Then we have Ability Grouping, being the practice of sorting students into groups of similar intelligence/ learning capabilities. We need to remember that if we become segregating students early on, then those who are quicker cannot scaffold or te ach the slower ones up to speed. Social ramifications here are also wild where those smarter think they may be better than their less able peers and friendships can then also suffer.Tolerance and assistance must be civil to prevent these prejudices from booming out of proportion in later life. culture The theories of learning and teaching covered above provide useful background information for new teachers entering the workforce. Situations that we encounter will be unique, though it is always beneficial to be prepared and plan for the journey ahead. Reviewing books and applying some of these techniques can assist with understanding how people learn, different teaching methods, and the factors to consider when building a classroom.Moving forward into 2010, teachers are advise to consider these theories and incorporate many different levels of educational tools, through appropriate modes, that assist in developing the students learning construction. Although we do not know what classrooms will be like in the future, this is something that we actually determine ourselves. When we are first starting out, we will need to create our own direction and approach, making up our own rules. Although teachers are expected to give instruction, it is slake a learning experience.Thankfully there are a allot of resources at our disposal. Remember to keep improving our teaching craft, and we will be able to adapt to the demands of classrooms in 2010 and beyond. Reference List Bandura, A. (1986). Social Foundations on Thought and Action A Social Cognitive Theory. Upper bill River, New Jersey Prentice Hall. Bandura, A. (1997). Self-Efficacy The exercise of control. New York Freeman. Borko, H. , and Putnam R. (1996). Handbook of educational psychology. Macmillan United States of America. Eggen, P. , and Kauchak, D. (2010). statemental Psychology Windows On Classrooms (8th ed. ). In H. Gardner, and S. Moran, The Science of tenfold Intelligences Theory. United States of A merica Pearson International. Mayer, R. , (2002). Teaching of subject matter. Annual review of psychology,55, 715-744. Pavlov,I. P. (1927). condition Reflexes translated by G V Anrep. Oxford University Press, London, England. Piaget, J. (1977). Problems in quilibration. In M. Appel, and L. Goldberg, Topics in cognitive development Vol. 1. Equilibration Theory, research, and application. New York Plenum Press. Premack, D. 1965). Reinforcement theory. In D. Levine (Ed. ), Nebraska Symposium on Motivation (Vol. 13, pp. 3-41). Lincoln University of Nebraska Press. Skinner, B. F. (1953). Science and Human Behavior. New York. Macmillan. Woolfolk, A. , and Margetts,K. (2007). Educational psychology. Sydney, Australia Pearson Education Australia. Vinesh Chandra and Darrell L. Fisher (2009). Students Perceptions of a Blended Web-Based Learning. Environment. Learning Environ Res. Vygotsky, L. (1978). Thought and Language. Cambridge, MA MIT Press. The Little Engine That Could Watty Piper 19 30