Teacher as Reflective Practitioner and Researcher
CLASSROOM AND BEHAVIOUR MANAGEMENT : TEACHER AS REFLECTIVE PRACTITIONER AND RESEARCHER
INTRODUCTION
Teaching profession can be exciting and rewarding, but also very challenging. Teachers-to-be study hard and learn a lot about the ‘basics’ of teaching – curriculum, assessment and pedagogy. The courses include theories about and models of growth and development, teaching and learning, motivation, behavior and pedagogy. Those theories are important because the reality is that children grow up differently and learn in different ways. That is part of the wonder and challenge of teaching. To cope with the challenge, theories and models provide the basic ingredients for the development of a personal philosophy of learning and teaching. The development of a personal philosophy of learning and teaching and an accompanying model of classroom management will smoothen the teacher’s obligation and handling of students. Without a reasonably consistent and well-grounded theoretical approach to classroom management the teacher may face increasingly difficult student behaviors and unlikely to establish or maintain positive learning environment.
No topic terrifies beginning teachers, and some experienced teachers, more than classroom management. Still, teachers have an enormous responsibility and challenge to plan, implement and review effective teaching and learning programs, to create positive learning environments, and to promote positive behaviours.
Therefore, in developing the professionalism of teaching, the notion of teachers as reflective practitioners and researchers is central to the improvement of practice. When teachers reflect upon their practices, recognize their professional development needs, introduce and evaluate changes and assist others in this process, or participate in system-wide innovation and evaluation, they acknowledge the importance of lifelong learning and professional growth.
Questions start to bombard : How do teachers become competent quality
INTRODUCTION
Teaching profession can be exciting and rewarding, but also very challenging. Teachers-to-be study hard and learn a lot about the ‘basics’ of teaching – curriculum, assessment and pedagogy. The courses include theories about and models of growth and development, teaching and learning, motivation, behavior and pedagogy. Those theories are important because the reality is that children grow up differently and learn in different ways. That is part of the wonder and challenge of teaching. To cope with the challenge, theories and models provide the basic ingredients for the development of a personal philosophy of learning and teaching. The development of a personal philosophy of learning and teaching and an accompanying model of classroom management will smoothen the teacher’s obligation and handling of students. Without a reasonably consistent and well-grounded theoretical approach to classroom management the teacher may face increasingly difficult student behaviors and unlikely to establish or maintain positive learning environment.
No topic terrifies beginning teachers, and some experienced teachers, more than classroom management. Still, teachers have an enormous responsibility and challenge to plan, implement and review effective teaching and learning programs, to create positive learning environments, and to promote positive behaviours.
Therefore, in developing the professionalism of teaching, the notion of teachers as reflective practitioners and researchers is central to the improvement of practice. When teachers reflect upon their practices, recognize their professional development needs, introduce and evaluate changes and assist others in this process, or participate in system-wide innovation and evaluation, they acknowledge the importance of lifelong learning and professional growth.
Questions start to bombard : How do teachers become competent quality
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