Highly Qualified Teaching Staff Essay

September 21, 2021 by Essay Writer

Ways in which a highly functioning staff promotes student learning

The important requirements for a highly accomplished teaching staff involve good knowledge of the subject taught, proper teaching and evaluation methods, collaboration with other professionals in curricular development, and skills to teach students from diverse racial, cultural, or socio-economic backgrounds. In addition to these skills, proficient teaching requires a professional commitment to promote student learning.

A proficient teaching staff promotes student learning by making knowledge accessible to the students. Such staffs remain committed to their student’s learning and understand the differences in their student’s learning styles, skills, interests, and abilities, which allow them to improve the learning environment to promote student learning. Also, teachers can promote student learning by encouraging student volunteers to tutor other students and in the process promote a better understanding of the subject by all students. Accomplished teaching staffs motivate the students and help promote their self-esteem while emphasizing discipline in all aspects of student life. Also, they encourage students to appreciate religious, cultural, and racial differences to foster the learning process.

Accomplished teachers promote learning through managing and monitoring student progress. They can regularly assess the student’s academic progress and use appropriate teaching methods that promote student growth and understanding of the subject. Additionally, teachers facilitate learning in schools through collaboration with other teaching staff to promote curriculum development and staff improvement. They also collaborate with the parents to ensure the implementation of a proper policy for the benefit of the students. Teachers also utilize the school’s community resources for lesson projects to promote student learning. Accomplished teachers act as role models to the students promoting virtues such as curiosity and interest in a particular subject, which promotes student learning.

Characteristics of a great lesson

A lesson should involve different activities that facilitate the learning exercise and meet the objectives set out at the beginning of the lesson. An effective lesson should comprise preparation, presentation of the lesson content, and evaluation of the students’ understanding of the subject through questions. At the start of the lesson, the instructor or teacher should outline the objectives of the lesson to allow the students to focus on what they are expected to learn from the topic. A clearly outlined lesson also allows the students to understand the relevance of the topic of study to their learning and the goal of the lesson.

In delivering the lesson content, student participation not only promotes the learning process but also makes the lesson more interesting. However, to avoid the student from being distracted, the teacher should explain to the students the expected behavior during participation. For lessons involving the use of learning aids, describing to the students the proper use of such materials is also important. Student engagement strategies such as group discussions and class questions enhance student participation during the lesson and enable the students to develop critical thinking skills. A great lesson involves student participation and interaction in addition to the teacher’s explanation of the topic.

Another factor that promotes learning during the lesson includes teacher supervision of the students’ work. As the students learn to apply new skills, the teacher’s supervisory roles ensure that all the students are doing what they are supposed to be doing. Complimenting better performing students will encourage the other students to try harder to meet the teacher’s expectations. Before winding up the lesson, asking questions about the lesson coverage helps students comprehend the subject covered during the lesson and enables the teacher to evaluate whether the objectives set out at the beginning were met.

Differences between a good teacher and a great teacher

In my opinion, though a good teacher possesses important qualities that promote student learning, a great teacher has additional attributes that promote student character formation. A good teacher understands the subject matter well and works hard to promote student learning. S/he has a good teacher-student relationship and shows concern for all the students particularly those with special needs and behavioral problems. Also, a good teacher carries out his/her duties with zeal and enthusiasm while establishing a good rapport with the other staff members and superiors. Both the good and great teachers carry out their duties with professionalism, complying with school regulations and policies including punctuality, appearance, and good communication skills.

Effective classroom management is also another attribute of a good teacher. S/he ensures strict adherence to the rules by all students to avoid personal conflicts between students and promote discipline (Bandura, 1997, p.35). A good teacher outlines the rules to govern student conduct consistently to create a positive learning environment. A great teacher, in addition to exhibiting the qualities of a good teacher, s/he understands the needs of the students. Different students have varying learning styles and the great teacher understands the needs of each student and strives to meet the academic needs of each. A great teacher also understands the factors that affect student learning including personality attributes of the student such as low self-esteem and acts to motivate the students. A great teacher also inspires the students to be higher achievers and serves as a model for the students. Also, a great teacher encourages good relationships between the students by promoting group discussions and collaborations in-class projects coupled with encouraging student participation in his/her class including discussion of ideas and class presentations creating a positive learning environment.

Ways of incorporating technology into the school curriculum to facilitate student engagement

Information and communication technology is important as it allows the students to develop skills such as communication, which contributes to the students’ success in the workplace. In my opinion, incorporating technology in the current learning programs will not only promote student learning but also equip the students with necessary skills for the workplace environment. I would propose that the information technology skills be incorporated into learning programs in many different ways.

I would incorporate information technology such as the use of audio and video or animation films as part of the learning aids during lessons to increase the students’ fascination with the subject and further promote their understanding of the topic of study. I would also promote the use of e-mails, websites, and blogs for teacher-student communication or communication amongst the students. Statistical software should be incorporated into the curriculum for mathematics subjects to promote the students’ engagement in problem-solving activities and learn how to apply the concepts learned in class in real life. Through the use of internet-based software, students can analyze and interpret data collected from educational projects and class assignments (Sarason, 2002, p.112). I would provide access to these resources to all students and the teaching staff to ensure that students understand the concepts. Also, I would subscribe to online academic resources and make them accessible for students’ use. I would also use technology to promote the active participation of students with disabilities in learning. The use of electronic texts instead of printed or handwritten texts will allow students with disabilities to learn normally just like the other students. The electronic texts can be integrated with videos and illustrations to facilitate the learning and evaluation of disabled students.

The core business of the public education system

Public education was the responsibility of the government intended to provide universal education to all citizens (Johnson, Collins, Dupuis, & Johansen, 1995, p.196). However, with the liberalization of the education system, private schools are the first choice for students and this creates a debate regarding who should receive public education and the overall purpose of public education.

In my opinion, the main purpose of public education is to provide basic education to improve the literacy levels in a country. Public education provides basic education to all citizens regardless of their socio-economic statuses beginning from elementary level up to the age of 18 years. Also, public education imparts the necessary skills for individuals that enable them to live a better life. Skills such as personal hygiene, home management, and basic accounting help individuals to lead better lives. Public education also provides basic education, which is important for students when deciding what career to pursue later in life.

Public education also enlightens people on basic government functions and legislation affecting them. Government activities including taxation, social services, and governance are covered under the public education system. It also educates citizens on their civil rights and civic duty, which promotes democracy. Public education provides a foundation for students to pursue other subjects such as music, sciences, or arts. In a recap, therefore, public education provides basic skills upon which other skills can be acquired by further education. It also offers the necessary skills; actually, public education in itself contributes to improved living standards of the population.

Reference List

Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman and Company.

Johnson, J., Collins, H., Dupuis, V., & Johansen, J. (1995). Introduction to the Foundations of American Education. Boston: Allyn and Bacon, Inc.

Sarason, S. (2002). Educational Reform. New York: Teachers College Press.

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