How Teaching Strategies and Techniques Contribute to Educational Levels - Assignment Example

Education EDUCATION GRACE SARKAR Order No. 423294 24 March Table of Contents Influence teachers to develop educational objectives 3 Initiates procedures and influences teachers 5 Counsels teachers in the selection and use 7 Sources 10 EDUCATION Influence teachers to develop educational objectives and to work toward concrete goals Developing educational objectives can be challenging to teachers who are comfortable with traditional teaching styles and have experienced some success with them. Such teachers are prone to the impression that latest teaching techniques are more suited for the new generation teachers who have recently graduated as teachers. Involving data techniques for teaching purposes is the latest trend in teaching with rewarding returns both for the teacher and students. However, as is customary with all new techniques, it becomes difficult to inculcate these among experienced teachers who believe in the traditional teaching style and may be agreeable only in a limited sense in changing over to the new digital system involving data (McLeod, Dr Scott). However, the data system is not a threat to traditional teaching styles. Traditional teachers have to be won over by impressing upon them the need to change over to the new system involving data which complements the traditional style by taking care of the important aspects of teaching that may not have been addressed by the traditional teacher. Involving digital data system enables getting hold of vast information on students in very short time without undue stress to the teacher and helps her arrange her teaching techniques in such a way that the less intelligent student is able to grasp the contents of what is being taught (McLeod, Dr Scott). Over a period of time, which may be quite short, the teaching community begins to settle down with the feelings that they are all right with their students. The good performance of the majority of the students in the periodical tests lull the teachers with the feelings that things are normal and they can continue teaching in their usual styles the students have become accustomed to. The current No Child Left Behind (NCLB) policy, however, demands stringent changes in the teaching standards to ensure no child gets left behind. The teachers have no option to update their skills with the latest standards and get whatever help available to ensure they get all the necessary assistance whenever needed to keep abreast the latest techniques. There are chances that teachers may not be able to keep in mind all the features of the latest techniques. Hence, it is essential that they have access to the digital data system for which they have to be initially trained (McLeod, Dr Scott). The data system demands a change in the entire method of teaching. It is result-oriented. "Schools and districts across the country are seeing substantial improvements in student learning and achievement as they incorporate data-driven practices. Teachers in these schools are finding that intelligent and pervasive use of data can improve their instructional interventions for students, re-energize their enthusiasm for teaching, and increase their feelings of professional fulfillment and job satisfaction" (McLeod, Dr Scott). Data-driven system of teaching is not optional. It is becoming mandatory quite fast. Therefore, it is necessary for teachers seriously contemplating to continue as teachers to get accustomed to this system of teaching. Actually, data-driven style of teaching is quite simple if teachers get accustomed to it. The problem is in the mind that anything other than teaching in the traditional way is cumbersome and difficult to comprehend. Initiates procedures and influences teachers to improve instruction inter-visitation and self-analysis techniques Educational institutions now initiate procedures to improve instructions, inter-visitations and self-analysis techniques. These are overseen by the district educational department. It is necessary for every school to have in place a system whereby the standard of instructions, inter-visitation with other teachers in the same school, and self-analysis are made in order to gauge the current status and achievements made. It is not realistic to expect cent percent compliance or achievement. However, significant improvement is possible with sincere and steady approach. Much depends on the school principal who must maintain constant vigil to ensure daily compliance. It is the principal who organizes meetings at regular intervals, say 3-4 times every week to check on the teachers' progress with the new system (Quality Review Report, 2008). The new procedure entails better instructional thrusts, inter-visitation programs where teachers meet together regularly to exchange ideas on teaching, and time for self-analysis involving each teacher. The procedure is made intensive in the early stages so that the teaching faculty gets thoroughly familiarized with it. The procedure for better instructional techniques ensures that every child has understood the instructions provided by the teacher. In case a child has not followed the instructions, it becomes necessary for the teacher to repeat the instructions in a way in which the child understands. By this method, it becomes possible for each and every student to understand what is taught before the teacher goes to the next chapter. The procedure for inter-visitation to be followed by teachers is the weekly meeting together at regular intervals of teachers to enable them share ideas on teaching. This meeting can be set for one to two hours each. This procedure ensures that teachers are following similar and better methods of teaching. This procedure also enables teachers with difficulties in communicating with certain students gain insights for better approach and successful communication with all students (Quality Review Report, 2008). The procedure for self-analysis is the time given to the teachers to carry out some self-examination. Once or twice every week, the teachers have to carry out self-evaluation and note their results. These results may be written down on a paper form or entered into a computer program. This self-analysis is necessary to check the progress achieved in areas of weakness in the teacher (Quality Review Report, 2008). Self-analysis is also necessary for students. The teacher may assist students with self-analysis periodically. Self-analysis by students helps them understand their areas of weakness and find out ways in which they can improve. Parents are also required in the exercise of self-analysis of their wards. The involvement of parents help their children carry out self-analysis in a deeper and more meaningful way. "Teachers constantly communicate goals and progress to parents through frequent informal interactions and formal parent-teacher meetings, as well as in extensive narrative reports" (Quality Review Report, 2008, p6). The procedures for improvement in instructions, inter-visitations and self-analysis must become routine. The NCLB policy can be implemented by targeting teachers as they are responsible for the students' progress and also because they are involved with students most of the time. Initially, teachers may find these procedures stressful. However, they are rewarding in the long run. Counsels teachers in the selection and use teaching strategies, media and materials appropriate to the educational levels and needs of children The selection and use of teaching strategies depends on various factors such as whether the students are attending regular classes or dependent on distance education. It also depends on the child's age and grade. The strategies are simple if it is regular education in the classroom. But it gets complex if it is distance education and education is dependant on media and online sources along with textbooks (The Use of Multi Media in Distance Education). Teachers who are involved in classroom education do not face much challenge involving strategies and media. Classroom education invariably involves plain communication and textbooks. For smaller children aged below 6 years, textbooks containing large prints with plenty of pictures serve the purpose of education. However, as the child grows, education becomes more complex and demanding. The choice of textbooks must be based on what the school recommends. Normally, schools recommend textbooks that are popular for their contents and style. Textbooks written by well-known educationalists and authors are preferred if their presentation style is easily understood. For higher classes, the uses of media such as CD-ROM and internet sources also become important. Care must be exercised so that there is no deviation while learning from internet sources. For students involved in distance learning, teaching materials involving CD-ROMS and internet sources assume more importance. For children below 6 years, it is necessary for parents to help with CD-ROMS and even printed materials. These children need the presence of some elder ideally an experienced teacher or parent to address educational needs also involving CD-ROMS and printed materials. For children above 6 years, the need of a visiting teacher or parent continues to remain necessary albeit not to the extent of a child below 6 years of age. Media and online sources for distance education must be properly tested with dry runs involving students so that the strong points and weaknesses of these material and their solutions become known and appropriately addressed wherever necessary in the educational material (The Use of Multi Media in Distance Education). Education materials consisting of printed materials as well as media and online sources are crafted by educationalist and graphic designers and appropriately tested to check their efficacy and end results. However, education materials in whatever form must be used judiciously keeping in view the needs of the students and the teacher's ability to put across the lessons needed to be learnt by the student at every level (The Use of Multi Media in Distance Education). Ultimately, it is the student who comes forward to learn and this need can be met with proper planning and teaching methodologies. The advent of the information technology has opened more avenues for learning. For students in the regular classroom, the challenges are in learning through proper use of the prescribed syllabus. For the small but growing number of students in distance learning, there is adequate resource consisting of media, online and printed materials. However, proper research must be done about institutions offering distance education. Ideally, it is desirable to take admissions with well-known educational institutions who also offer to teach students with their distance education courses. They have the resources and the experience to handle regular as well as distant students. Sources: McLeod, Dr Scott; Data-Driven Teachers, School Technology Leadership Initiative, University of Minnesota, download.microsoft.com/.../ThoughtLeaders_DDDM_May05.doc Quality Review Report, 7-8 May 2008, The New York City Department of Education, http://schools.nyc.gov/OA/SchoolReports/2007-08/Quality_Review_2008_M364.pdf The Use of Multi Media in Distance Education, http://www.col.org/resources/publications/trainingresources/knowledge/Pages/multiMedia.aspx Read More