Research Korner: Teaching and Effective Means

EFFECTIVE TEACHER

EFFECTICE TEACHER   Introduction   In teaching and learning process, there are different internal and external factors that affect the learning skills of the students. As a student, I am aware that my ability to cope with the lessons depends on how I perceived the importance of education. However, I also noticed that my teachers have also become an influencing factor for me to become more studious.  For me, the effectiveness of my teachers has helped me to become more focus on my studies.   An effective teacher is known to have the power to realize socially valued objectives agreed for teacher’s work including the work concerned with enabling students to teach ( 2004).  There are many ways to know if a teacher is effective or not. Effective teaching is intellectually demanding in that it requires the teacher to know, in a deep sense, the subject being taught.   To teach effectively you need to be able to think and problem-solve, to analyse a topic, to reflect upon what is an appropriate approach, to select key strategies and materials, and to organize and structure ideas, information, and tasks for students. None of these activities occurs in a vacuum ( 1983).   Effective teaching is socially challenging in that it takes place in the context of a department and institution which may have unexamined traditions and conflicting goals and values. Most important of all, effective teaching requires the teacher to consider what the students know, to communicate clearly to them, and to stimulate them to learn, think, communicate, and perhaps in their turn, to stimulate their teachers. In short, to teach effectively you must know your subject, know how your students learn, and how to teach.   During my primary years in school, I had a teacher whom I think had become an effective teacher for us.  I say that the teacher had been effective because she is one of the influential factors that enable me to be a good student and have a good study habit.   Assessment of the Teacher’s Effectiveness   Teaching is a skill which combines the roles and responsibilities with the personal behaviour. Different teachers have different personality, since some of the roles are dependent on personality. Being a teacher is like being a parent, teachers must also guide their students not only academically but also emotionally and spiritually correct. They must understand each & every student he or she has in his or her class. They monitor their progress as their student, and teaching them good values. In doing such teachers also learn from them. It is a give and take relationship.                         The quality of relationships between teachers and students should be linked inextricably, to both positive and negative. They must care for their students; they must list their duties on how and what to do to fulfill their part on caring for their students.             The teacher that I am describing is my teacher in one of the major subjects in school. One of the characteristics of my teacher is her ability to have a good classroom management and behaviour control. That teacher has been able to build a positive climate in the classroom, wherein all the students respects the teacher. In addition, the teacher that I am describing has also been able to set rules to be followed by the students.   The teacher has been able to focus on the positive aspects and not the negative. Positive strategies can enhance a learner’s self-esteem, therefore supporting them to recognise the effect of their behaviour; being constructive with dealing with their behaviour and providing motivational feedback can undoubtedly have an effective approach to controlling inappropriate behaviour within the learning environment (1991).   In this manner, she used positive language and encouragement that keeps me and the rest of my classmates to become involved in the learning process. The teacher also influenced me to learn even more.  Through this, I have been able to feel at ease to approach the teacher to ask some questions. I can say that the teacher has been able to build a supportive climate.               The teacher can also be considered as effective because she had been able manage her time efficiently.  For the teacher, time is very precious. Hence, in order to manage her time, the teacher have well-planned lessons which flows throughout the day. In addition, the teacher was able to manage her time even in a stressful situation. The teacher also sees to it that her students understood the lessons. In order to know whether we understood the lesson for the day she asked us questions and allow us to say which of the lesson is difficult to comprehend. With a well planned lesson, the teacher is able to show her interest in the lesson.               Aside from the ability of the teacher to manage the classroom efficiently, the teacher also shows positive behaviour which makes her become more effective in teaching her lessons. The teacher always shows that she is enthusiastic by showing her true passions in teaching and letting us feel more confident each time she teachers. The teacher has been able to use different ways on encouraging us to be a part of the teaching-learning process through activities and through verbal and non-verbal excitement. She makes it sure that we are always involved actively in the learning process. She lets us understand exactly how she wants us to behave.               I can say that she is effective because of her influence on me.  She had become my role model to study harder. One of the characteristics of the teacher why I consider her as effective is her ability to innovate her styles and teaching strategies. Through this she is able to determine the best style of teaching to be used in certain group of students that she handles. This teacher also use combinations of different learning styles like cooperative learning, lecture-discussion, and role-playing for us to better understand the lesson for the day.                         Sometimes, the teacher that I am describing also uses humor in the service of the learning process. She used this to make us feel comfortable in the classroom. Furthermore, she also guide us and helot us to improve our skills and insights. Trough these characteristics and the teaching style used by our teacher she has been a key factor for me to learn my lessons promptly.               All in all I can say that the teacher has imparted her knowledge to us effectively and her positive attitudes towards her profession have been the vital factor that makes her become an effective teacher and a role model to me. She influenced me in many ways and her personality becomes my motivation to not take education for granted.   Reference

EFFECTIVE TEACHER

EFFECTICE TEACHER Introduction In teaching and learning process, there are different internal and external factors that affect...

RECRUITMENT AND RETENTION OF TEACHERS

RECRUITMENT IN AN ORGANIZATION: Part 1: Educational Sector INTRODUCTION Districts and schools—the entities that employ teachers—are constantly engaged in activities relating to the recruitment and retention of their instructional staff. In the face of a growing school-aged population, schools and districts must struggle to maintain standards for teaching quality while continuously recruiting bright new teachers and seeking to retain their most effective existing teachers.  The dual goals of recruiting and retaining effective teachers are often difficult to realize due to insufficient and sometimes dwindling resources. Current U.S. economic conditions are causing many states to roll back their expenditures on public education.  Although the 2001 reauthorization of the Elementary and Secondary Education Act (the No Child Left Behind Act) authorized $3.175 billion in federal funds to be appropriated for the training and recruitment of high-quality teachers across the nation, those who dispense federal, state, and local funds to education will be hard pressed to find programs that raise the quality of teaching in the most cost-effective manner.  It is, therefore, of particular importance at this point in time that we turn to reliable empirical research to inform the policy community of the advantages and shortcomings of various policies to recruit and retain effective teachers. In June 2002, the Education Commission of the States commissioned the RAND (Research and Development) Corporation to undertake a review of the research literature on teacher recruitment and retention. The intent of the proposed literature review is to assemble and discuss the published evidence that helps answer the following question: What strategies promote the recruitment and retention of effective teachers? This review answers questions that are somewhat broader than what is listed above for the following reason: Although there are many studies that focus on the recruitment and retention of teachers, few focus on the recruitment and retention of effective teachers. We, therefore, review the broader empirical literature that deals with teacher recruitment and retention and do not restrict ourselves solely to the small number of studies that focus on the recruitment and retention of effective teachers. We discuss the issue of teacher quality in a conceptual framework in Chapter II, however, and make an effort to tie the broader literature to this issue wherever possible throughout our review. The goal of this report is to provide researchers and policymakers with a review of the research relating to teacher recruitment and retention that is both comprehensive and evaluative. Thus, our review of the empirical studies selected for discussion is intended to serve not only as a compendium of available research on the topic of teacher recruitment and retention but also as a guide to the merit and importance of these studies ( 2004). POLICIES TO PROMOTE RECRUITMENT AND RETENTION In this chapter, we discuss research that focuses upon specific policies to promote recruitment and retention. In the supply-and-demand framework, we maintained that individuals based their decisions to enter or remain in the teaching workforce upon their assessment of the attractiveness of the teaching profession relative to alternative opportunities accessible to them. Individuals measure the relative attractiveness of teaching by comparing the compensation levels, working conditions and intrinsic rewards it offers with those of other occupations available to them.  Districts, schools, and other educational institutions, therefore, can undertake measures to change compensation, working conditions, and the factors that contribute to personal satisfaction when they wish to increase, shrink, or otherwise influence—e.g., affect the quality of—the supply of both new and continuing teachers. Upon reading the research literature regarding these policy levers and the results that might be expected of them, we found it helpful to group policies into three categories: (1) compensation policies, (2) pre-service policies, and (3) in-service policies. While the policies studied in the literature that relate directly to the issue of compensation are fairly similar in nature, the pre-service and in-service policies that are the focus of published research are far less homogenous. In the three sections below, we discuss the research that falls within each policy category in turn (Brewer et al 2004). 1. Compensation Policies             We reviewed a large number of studies that dealt explicitly with the relationship of compensation to recruitment and retention.  and  (1997) maintained that between 1960 and 1990, the “true” real wages of teachers (adjusting for education, experience and other variables), particularly teachers in elementary schools, declined relative to wages for other college graduates. If so, then specific districts and schools could have acted to increase the relative attractiveness of the teaching profession by increasing salaries to offset the general decline. In our review of the research, we consistently found that cross-sectional variation in salary was indeed associated with teacher recruitment and retention. Even authors of previously reviewed studies citing psychological factors, such as a desire to help young people or to contribute to the betterment of society, as among the reasons to enter teaching cited salary, as well, as an important factor motivating teacher dissatisfaction and decisions to quit (e.g.,  and  1989;  1993;  and  1984;  and 1992;  and  1982) as did many other authors.             The sheer volume of empirical work on the topic of teacher compensation and its effect on recruitment and retention stems from three sources: (1) the existence of several sources of data on teacher salaries, (2) the fact that information on cross-sectional variation in salaries can be used to infer the effect of increases or decreases, and (3) the high policy interest in teacher compensation. In general, the reported effects of compensation found in the research have been derived from coefficients on salary in turnover or attrition analyses.   2. Pre-service Policies The literature on pre-service policies is fairly sparse, with the exception of studies that focus on nontraditional and alternative certification programs. Many of these studies suffer from measurement and methodological issues, however. We found few studies that controlled for self-selection in their discussion of program effects on recruitment or retention. If participants in alternative programs are in some way different from those in traditional programs, and if these differences have effects on recruitment and retention that are independent of teacher program effects, then it is difficult to tease out true program outcomes. In addition, the duration of teaching spells is not well measured in many of these studies. Teachers in alternative as well as traditional programs typically spend a year in an internship, but whether this is included as a year of teaching may not be treated consistently. We reviewed a few studies on alternative certification programs that were carefully conducted and some that, although flawed, provided useful insights. Apart from studies that dealt with alternative certification, we found two sufficiently empirical studies that focused on policy effects on minority recruitment into teaching. 3. In-service Policies In reviewing the research that discussed in-service policies, we found that a number of “working conditions” were related to success in recruitment and retention. Mentoring and induction programs, class sizes, disciplinary issues, the matching of teaching assignments to teachers' skills, the level of autonomy granted to teachers, the amount of administrative support teachers receive, the way in which grievances were handled, and the ability of the students taught often appeared to play a prominent role in teachers' decisions to quit or remain on the job. Part 2: Hotel Management Aggressive Recruitment for Entry-Level Workers Organizations compete intensely for entry-level workers, especially in the food service and hotel industries. Particularly in short supply are the 16- to 24-year-olds. The National Restaurant Association projects a shortfall of as many as 1 million workers in the food service industry by 1995. It is for this reason that this industry, along with the hotel industry, has been so aggressive with its recruitment methods. In particular, Marriott Corporation has been one of the most successful and aggressive organizations. Most importantly for other industries' point of view, its methods are appropriate for a wide range of industries. In the rest of this chapter we will look at some of its more successful programs. MARRIOTT'S PROGRAM Marriott has enhanced its ability to recruit and retain employees through the Adopt-A-School program. Each organization runs its Adopt-A-School program differently, but Marriott begins by hosting a two-day seminar called "A Workshop with Professionals," for high school students of its Edison Career Vocational Center at corporate headquarters (, ). At these workshops the staff at the center speaks to the students about various aspects of the food service industry. 1. Adopt-A-School Adopt-A-School programs are national programs that create a partnership between business and schools. Sometimes these programs are called "Join-A-School." As the name implies, these programs involve a business's forming a partnership with some school. The school itself may be a high school or even an elementary school, vocational school, or university. 2. Practitioners as Teachers Marriott's participation with high school work programs is designed to meet its needs and help high school students gain experience and consider careers in the hotel field, and the company makes use of other programs designed to influence students' career choices. 3. Long-Term Solutions Marriott's local hotel staff has become involved in Adopt-A-School programs in high schools, junior colleges, and universities, thereby providing an opportunity for solving their labor shortages. Though the program is not of immediate help in solving labor shortages, Marriott hotels have even become involved with elementary schools. 4. Career Days A business's exposure to students during school career days is a way to encourage students to choose a particular industry or job as a career. Related to these career days is a program that Marriott's Washington, DC metropolitan area calls "FREE," which stands for Find and Recruit Excellent Employees. FREE consists of several programs, including one to get high school students to have a better appreciation of careers in their area. 5. FHA The Future Homemakers of America has a national membership of 325, 000 men and women in 12, 000 chapters.  FHA's goal is to encourage personal growth leadership as well as family and community involvement.  Primarily, FHA chapters explore home economics-related jobs and careers. 6. DECA  A less-known high school student organization is the Distributive Education Clubs of America.  DECA consists of high school students who are interested in various careers in marketing, distribution, merchandising, and management. DECA is designed to be used as part of normal classroom instructional activities. It has two objectives: to further educate students in marketing, distribution, merchandising, and management careers and to promote an understanding of citizenship in a free competitive enterprise. Generally, DECA tries to develop not only a vocational understanding necessary to compete in these careers but also students' self-confidence, self-esteem, ethical standards, and communication skills. 7. Junior Achievement Junior Achievement (JA) is the United States' oldest educational organization, funded by the business community and private foundations. JA includes the JA high school program, Project Business, Business Basics, and Applied Economics. Project Business is an enrichment program for junior high school students. Basic Business is at the elementary level, and the Applied Economics is a new classroom program for high school students. Those JA programs most applicable to business are the high school program and Project Business. 8. Project Business Project Business is a 10- to 12-week economic education program that helps eighth and ninth graders understands business and economics. In this program, business consultants, on a weekly basis, share firsthand experience on the U.S. economic system. They also review other topics like supply and demand, the marketplace, and financial, personal, and global economics. Although it is not necessary for a consultant to address all of these topics, many are usually discussed in the classroom and through field trips to local businesses. Marriott found that a weekly commitment of two hours is advisable, including one hour per week in the classroom and one hour to prepare for the class. 9. Older Workers As young workers become increasingly scarce, older, more mature people offer an opportunity for employers; they also provide a special challenge.  There are several reasons companies are hiring older workers. Studies have shown that customers prefer to deal with older workers and go out of their way to be served by them (, ). Furthermore, these older workers tend to be more responsible, trustworthy, and productive. Marriott works very hard at recruiting and retaining these older workers. The reasons are simple: Marriott reports that these older workers have less absenteeism and a greater sense of responsibility for the company than do many younger workers and are more careful and experience fewer accidents.  On the downside, Marriott reports that older people are sometimes reluctant to turn to the food service for employment. 10. Minorities In this age of diversity, the decrease in white male workers and the corresponding increase in available minorities and working women make it imperative that we recruit and retain this population. One place to find them is through the Urban League, which provides special skill training programs, counseling, and job placement. The Urban League is designed to help African-Americans. 11. Disabled Employees The Americans with Disabilities Act states that, as employers, we should all focus more on finding and hiring disabled workers. Marriott makes excellent use of this employee resource by employing more than 6,000 disabled people. Its philosophy is that if individuals are properly trained, supported, and matched with a job, then they can do an excellent job. 12. Using Agencies You can always use the government to help you find employees; actually, there is quite a bit that government agencies can provide. The Private Industry Council (PIC) Training Programs can help you with staffing problems. PIC and other government agencies require a written outline of your training program to assure that their applicants have the opportunity to attain marketable skills.                       REFERENCES

RECRUITMENT AND RETENTION OF TEACHERS

RECRUITMENT IN AN ORGANIZATION: Part 1: Educational Sector INTRODUCTION Districts and schools—the entities that employ teachers—are...

The effect of Effective teaching strategies of Behaviour in the classroom

The Effect of Effective Teaching Strategies to Classroom Behavior   Introduction             Education plays a very important role in the learning process of every individual in the society. It is the foundation of understanding and knowledge, and serves as a basis for the success of each individual. In relation to this is the contribution of teachers in the building blocks of education. Teachers, alongside academic institutions are responsible for the effective education. With this, teachers must be equipped with a variety of effective teaching strategies or techniques to encourage many students to listen and become involved in the lessons, for effective teaching serves as the basis for effective learning, contributes to the efficient gathering of knowledge, and develops understanding. This paper aims to discuss the effective teaching strategies and their effects to classroom behavior.   Teaching Strategies and Its Effects             A number of teaching strategies are present to help students take more responsibility for their own learning and enhance the process of teaching for learning. Some of these strategies include lecture, active learning, critical thinking, discussion, cooperative learning, and writing (2006). Lecture – This method is effective when used with active learning and other teaching strategies. It has many advantages, particularly in large classrooms and can be effective in meeting instructional goals (2006). Its effects to classroom behavior are varied, depending on the response of students to the lecture of the instructor. For this strategy to become effective, the instructor must make sure to use stimulating visual aids, with or without the use of advanced technology. As an effect, many students would become more interested in listening to the discussion and become more participative. Another way is to make the discussion more interactive.   Active Learning – It has been reported that it is defined as learning environments that allow students to talk, listen, read, write, and reflect as they approach course content through problem solving exercises, informal small groups, simulations, case studies, role playing, and other activities (2006). As an effect, the students can be more involved with their lessons, for hands on activities are helpful in the retention of lessons in the memory. With the help of small group discussions, the students can also interact with their peers, which foster a good learning environment.   Critical Thinking – This skillful, responsible thinking facilitates good judgment because it relies upon criteria, is self-correcting, and is sensitive to context ( 2006). When implemented, the students would develop their focusing skills, information gathering, referencing, organizing, analyzing, integrating and evaluation (2006).     Discussion – It is good to create a non-threatening, interactive learning environment that allows for the free exchange of ideas (2006). An important factor is raising stimulating questions, such as higher cognitive ones (2001). They are defined as those which the student to mentally manipulate bits of information previously learned to create an answer or to support an answer with logically reasoned evidence (2001). Asking cognitive types of questions stimulate the thinking abilities of the students, and make the discussion livelier. The students become exposed and open to new ideas from the instructor and their peers, and even gather information regarding the topic to be discussed. This does not only motivate the students to participate in class, but also fosters a creative and innovative learning experience.   Cooperative Learning – This is a systematic pedagogical strategy that encourages small groups of students to work together for the achievement of a common goal, stressing the importance of faculty and student involvement in the learning process (2006). Working together involves differences in many aspects. From these differences, the idea of differentiated instruction applies. Differentiated instruction is an approach to teaching and learning so that students have multiple options for taking in information and making sense of ideas (Hall 1999). With this strategy, the students can be more receptive to ideas, despite their differences with one another, such as their diversity in culture, race, religion, age and gender.   Writing – This strategy includes writing across the curriculum, critical thinking, technology and computers, note taking, and personal expression (2006). Through writing, the students can express themselves, express their ideas regarding certain topics and improve their vocabulary and grammar skills. With the use of this technique, the students and the instructor can be open to one another through paper, which is helpful for the institution itself in developing their writing capabilities. This would not only enhance the students, but also give them the chance to display their talents. The effect of writing to classroom behavior is varied, however, through writing, the instructor can assess the skill of his or her students and with this assessment, the instructor can make necessary actions to contribute to their improvement.   Conclusion             Effective teaching strategies are the foundation of effective learning in a classroom environment. However, one teaching strategy is not enough to achieve great learning. In addition, differences in learning must also be taken into consideration to make sure that all of the students get the equal opportunity for obtaining knowledge. (1996) emphasizes that a method appropriate for most students may be ineffective for other students who could learn more easily with a different approach. This makes methods of teaching, ways of representing information, and personality characteristics of teachers affecting learning and affect different learners differently (1996). Learning goes hand in hand with teaching, so strategies are important in the learning process.

The effect of Effective teaching strategies of Behaviour in the classroom

The Effect of Effective Teaching Strategies to Classroom Behavior Introduction Education plays a very important role ...

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