in my lifetime. As a professional teacher I’ll need to be constantly learning and adapting. After: A professional teacher (Berliner‚ as cited in Eggen & Kauchak‚ 2010‚ p.4) will practice and understand the academic disciplines associated with educational psychology‚ which centralisers on human teaching and learning. As stated in Eggen & Kauchak (2010) the characteristics of what a professional teacher will possess are as follows; a commitment to students that follows a code of ethics; being
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has towards their discipline or line of work. Don Kauchak and Paul Eggen‚ authors of the textbook “Introduction to Teaching: Becoming a Professional‚” define philosophy as “The study of theories of knowledge‚ truth‚ existence‚ and morality” [ (Kauchak & Eggen‚ 2011) ]. The philosophy of education is a very important aspect of teaching. It is meant to guide teachers in the classroom and offer insight to the thinking of past experts [ (Kauchak & Eggen‚ 2011) ]. It often will answer the main questions
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disruption (Eggen & Kauchak‚ 2010). These factors lead to students having a negative impact on other students in the classroom‚ thus making teaching difficult for the teacher. In order for the teacher to motivate these students‚ different theories of motivation such as behaviourist and humanistic must be implemented. These theories focus on motivating students through rewards and encourage them to reach their total potential not only as students but also as human beings (Eggen & Kauchak‚ 2010). Although
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that provide systematic and sustained assistance to ease the transition into teaching (Kauchak & Eggen‚ 2005‚ p.500). For example‚ an induction program assists new teachers with teacher workshops that cater to first year teachers to help them to be better successful in their new classrooms. Mentoring programs are experienced teachers who provide guidance and support for beginning teachers (Kauchak & Eggen‚ 2005‚ p.500). The difference between mentoring and induction programs is mentoring programs
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challenges and rewards‚ in the following text I will discuss three of each. The first challenge that I will face as a teacher will be the diversity of a classroom. “This diversity exists in four different dimensions‚ which are outlined in figure 3.1” (Kauchak & Eggen p.71). These are culture‚ language‚ gender‚ and exceptionalities. It will be an amazing opportunity to get to know such a diverse group. The second challenge that I will face will be bullying. Even when I was in school bullying was a problem
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education with the skills essential to survive in the real world (Kauchak & Eggen‚ 2005). Considerable economic implications are a problem for students that drop out or leave school (Kauchak & Eggen‚ 2005). Being at-risk is a problem that both males and females face. Many females drop out of school because they are pregnant‚ which leaves them with the burden of raising a child on a less than poverty income (Kauchak & Eggen‚ 2005). The United States has the highest teenage pregnancy rate
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experience is inconsistent with their current understanding” (as cited in Eggen & Kauchak‚ 2010‚ p. 287). Cognitive theory suggests‚ each person is motivated by their need to understand their experiences like Piaget discussed in his theory of equilibrium. Students’ motivation to learn involves their “tendencies to find academic activities meaningful and worthwhile and try to get the intended learning benefits from them” (Eggen & Kauchak‚ 2010‚ p. 286). Teachers can motivate learners by promoting student
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the extent to which people validate their actions upon reflection and engage in them willingly. It assumes that every individual seeks personal development and undertakes challenges to build up their self-esteem (Rochester‚ 2008). According to Eggen and Kauchak‚ learners have three ‘innate psychological needs: competence‚ autonomy and relatedness’. The need for competence suggests that learners have to feel confident in their ability to match up with their peer’s performances‚ with determining factors
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outcomes (Eggen & Kauchak‚ 2010‚ Ch2‚ p49). However‚ they each differed in their concept of how constructivism occurs. Piaget believed that social interaction and experience with the physical environment creates situations for individuals to experience disequilibrium of existing understanding‚ (cognitive and sociocognitive conflict). Lack of equilibrium encourages the learner to assimilate and/or accommodate existing mental schemes which ultimately leads to a higher level of cognition (Eggen &
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– classroom organisation; student diversity; managing student behaviour; planning for instruction; and student motivation. The effective teacher A productive learning environment is a classroom that is orderly and is focused on learning (Eggen & Kauchak‚ 2010). According to Lyons‚ Ford‚ & Arthur-Kelly (2011)‚ students feel more motivated to learn when they feel accepted as part of the school community‚ feel physically and emotionally safe‚ and feel that their needs are being met by teachers
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