The Role of Teacher in Learning Processes - Essay Example

The teacher’s role in learning processes affiliation The teacher’s role in learning processes Introduction A teacher’s role in learning and academic processes has increased and expanded to make it more efficient. Tutors have a significant responsibility in ensuring students excel in both class and their social life. For this reason, the teaching practice has been developed to cater for needs of students in learninginstitutions. The teaching practice has experienced numerous changes that have made the professional more significant and success oriented. In an argument by Siegler & Alibali (2005) the teaching has become more efficient based on the success recorded by educational institutions. The authors further point out that educational institution have also put in place measures and policies that are aimed at developing the teaching practice effectively(Siegler & Alibali, 2005). In addition, a tutor’s success is measured by their ability to enhance learning of their student psychologically, socially and emotionally. The responsibility of tutors has developed to more than just academic duties. This has enhanced learning activities in institutions as students are exposed to more thanjust skillsin academics. This has increased the productivity of students produced in the society. As much as changes in learning processes have been implemented, there a lot of requirements from teachers that needs to be made. Educationalists have generated strategies and policies required for teachers to put in place. These strategies are aimed at improving teacher performance as well as increase their role in actively and fully involving students in learning processes. This requirement has been successful as tutors, institutions and stakeholders have generated more ways and means of making the teaching profession more effective. 1.1. Thesis This paper will analyze the role of tutors in fully and actively involving students in the learning processes. The paper will include requirements and recommendations that are required from teachers to make their role more productive. Apart from learning processes, the paper will highlight other requirements from teacher that makes their role more versatile. Generally, this paper will focus on effective teaching and learning styles, scaffold learning, assessment strategies and the importance of understanding child development in the teaching profession. 2. Strategies required towards achieving effective teaching 2.1. Learning styles Learning styles are defined as different ways that people learn and enabled to incorporate learning materials. Apart from learning programs, learning styles are the most appropriate ways that people are able to learn and incorporate information and learning situations and be able to implements the information acquired effectively. In an argument by Callister (2008) different people have different ways in which they find learning comfortable and appropriate. In addition, tutors and instructors should be able to develop curriculums that cater to the needs of the students in terms of learning styles they use while passing out information 2.2. Learning theories Learning theories are described as frameworks that explain modes and ways in which information is processed, absorbed and retained when tutoring or receiving information. Before generating a learning theory, Jackson (2008) argues that environmental cognitive and emotional influences should be effectively considered. The authors also point out that past experiences in a learner’s life should also be considered. All these factors are impactful when understanding the way in which views and understanding are changed or acquired as well enabling one to know the ways in which knowledge can be retained. When developing learning theories, Callister (2008) argues that it is more advantageous to study the fluctuating factors in the learner than studying the environment. Additionally, the author sensitizes on the need to study the complexities in the human memory to generate effective and appropriate learning theories. 2.3. Compare different learning styles Development of learning styles is based on the ability and preferences of different individuals. According to Keefe & Jenkins (2008) development of learning styles became a need since different learners displayed different forms in the way they understood and retained information. Keefe & Jenkins (2008) further argue that the mode and the way of teaching cannot be generalized to fit the preferences of all students. For this reason, educators and educational institutions have come up with learning curriculums that incorporate different learning styles. This makes it easier for learners to have a variety of preferences from which they can choose what makes their educational experiences interesting and fruitful. There are 7 learning styles. They comprise of: Visual This particular learning style incorporates tangible tools in its learning systems. Learners preferring this style understand information when using pictures, images and spatial information. For instance, when teaching on the formation of landscapes, a tutor is advised to use images to explain the phenomenon. Jackson (2008) also gives an example on the application of the learning style by arguing that calculating the size of shapes and objects a tutor must use images and objects for a learner to effectively relate to the information. Aural This learning style incorporates the use of music and sound as learning tools. Aural learning styles are mostly used in educational institutions for the visually challenged (Bjorklund, 2005). The tutor in this case makes a recording of a particular subjects or information. In some cases the tutor may use music to pass pieces of information to the learners. Verbal This style is also known as linguistics. In this case, the learner prefers the use of words either written or in speech. This is the most commonly used learning styles as many learners prefer the style due to its efficiency in understanding and record keeping abilities. Physical It is also known as kinesthetic. This particular learning system uses the sense of touch and the body to pass information. The style is most a preference to students who are visually and verbally impaired. Jackson (2008) points out that the learning system mostly incorporates the use of hands. Logical (Mathematical) The learning system is referred to as mathematical since it incorporates the use of established systems, reasoning and logic when passing information (Jackson, 2008). In an argument by Jackson (2008) before a tutor can pass information to the learner, they must be able to prove their argument using an existing formulae of logic. The author furthers point out that the information passed under this learning style must generate from calculated sources and can be proven beyond reasonable doubt (Jackson, 2008). Social In some cases, learners may prefer learning in groups or with the help of peers. The requirements of this preference lead to the generation of this particular style. It is also referred to as interpersonal because learners prefer the company of other people when learning. Solitary It also referred to as intrapersonal. Learners in this case prefer learning while in seclusion. They also prefer working alone and the use of self-study. 3. Scaffold learning 3.1 Effective teaching in the classroom environment The classroom environment is a significant inclusion in the teaching practice. The environment increases the interaction between the tutor and the student. In an argument by Grant (2004) the classroom provides a compact environment that enables the tutor to close-interact with the students. The author further points out that this increases the level at which a teacher monitors their students (Grant, 2004). These provisions are, however, made practical and productive through effective teaching. Academically, effective teaching in the classroom enables a tutor to realize the education deficiency a student experiences. This could be done through creating tests and exercises to determine the area of weaknesses in a student. In addition, a tutor may tutor a student at a personal level to improve a student’s academic performance. Socially, a tutor may indulge their students to practices that develop their social interaction abilities. In addition, in the classroom a teacher is able to note any social upright behavior displayed by a student. For instance, a teacher may use personal experiences to enlighten their class on the negative of drinking. In addition, effective teaching in the classroom may notice and put effective measures to stop bullying. An emotional approach to effective teaching may be difficult to implement considering the nature of secrecy of students. However, this approach can be well handled by the tutor using personal experiences to motivate emotionally challenged students. In an argument Grant (2004) personal challenges can cause emotional distress, which may affect the academic performance of a child negatively. A teacher should be able to note these challenges and handle them in the classroom setting before coming up an emotional approach. 3.2. Teaching requirements 3.2.1 Teaching facts Teaching facts are prescriptions provided by tutors to learners based on logic that can be proven beyond reasonable doubts (Jackson, 2008). The author also points out teaching facts are mostly provided for in the teaching curriculum (Jackson, 2008). The provisions of teaching facts are given to guide teachers to provide reliable information and facts to students. In this particular case, teaching facts in a Middle school science project is crucial in providing reliable arguments to the students. At this stage, students tend to capture the basics provided to them by their tutors. For this reason, tutors at the middle school level are sensitized on the importance or providing facts when in sessions (Grant, 2004). Additionally, science is a subject based on facts and proven theories. When providing generative strategy for this prescription, teachers should stick to the curriculum when guiding students throughout the entire science project. 3.2.2. Teaching concepts Teaching concepts refer to a set of particular symbols, objects, and events that can be classified together in terms of shared characteristics and referred to a similar name or symbol (Jackson, 2008). For instance, computers and adhesion. In teaching, concepts are important in science project since it helps students in the classification of related objects or phenomena. According to Morrison et.al (2011) developing teaching concepts is an easy task that any other prescription since tutors can easily classify theories and matter depending on their relativity to each other. Science revolves around concepts. For this reason, tutors can develop concepts for this particular project depending on the materials and composition of the project (Grant, 2004). For a middle school science project, a tutor may use one concept to develop the project from to reduce the complexity of the project. 3.2.3 Teaching principle and rules Teaching principles are used to shape the behavior of tutor when in class or during sessions. This particular prescription acts as guide tool to personal behavior of tutors. Teaching principles revolve around creating a learning environment comfortable for all students. When developing a generative strategy for this prescription such guidelines should be provided (Keefe & Jenkins, 2008): Every pupil has a right to information Instructions should be clear and relevant Learning is a partnership between the tutor and the student Assessment should be purposeful and with no biasness Responsive environments help student engage in content and purpose of the project 3.2.4 Teaching procedures This particular prescription is related to the provisions of the prescription on teaching principles. However, teaching procedures are provided depending on the curriculum and teaching activity rather than a tutor’s personality. In a science project, a teaching procedure can be developed depending on the purpose of the project. For instance, the project may be based on developing a classification chart on insects depending on their characteristics. On this note, the procedure should be developed with regards to finding the set insects needed for the project. In an argument by Keefe & Jenkins (2008) teaching procedures can also be developed depending on the learning styles and concepts preferred by the learners. For instance, middle school students may prefer a learning style based on visual aids. This would help them understand the contents of the project and retain the information acquired. 3.2.5 Teaching interpersonal skills This prescription refers to an involuntary characteristic of a tutor (Morris et.al, 2011). For instance, a tutor may have exceptional skills in the field of science but lack the same in the field of Math. Developing a generative strategy to support this prescription should be in regards to the abilities and weaknesses of a tutor. In relating this prescription to a middle school science project, the tutor in charge of the project should have exceptional qualities in the field of science. Additionally, the tutor should have skills to handle this particular level of class. The tutor should also have an experience in undertaking science projects to completion (Grant, 2004). Conclusively, the tutor in this particular case should have interpersonal skills that relate greatly to both the field of science and handling students at the middle school level. 3.2.6 Teaching attitudes Jackson (2008) defines attitude as a person’s ability to have prevailing tendencies and favorable response to unfavorable events or towards a person. Teaching attitudes on the other hand refer to the ability of a tutor to provide education to all students regardless of their relationship or classroom position. For instance, handling a science project means spending a lot of time with students. In this particular case, the tutor should have the required patience and an attitude friendly to all the students. Grant (2004) points out teaching attitudes are greatly influenced by the relationship between a tutor and their institution of service. For this reason, institution should generate favorable working environments to bring out the best attitude in their tutors. 3.2.7 Teacher collaboration It is an obvious assumption that problem solving as a group is more effective than problem solving as an individual. This is because a group of people has the ability to come up with many ideas and more effective. With collaboration, one is able to understand other means and ways to approach a situation in another way of thinking (Claxton & Carr, 2004). This increases ones perspective in regard to generation of solutions or ideas. 3.3. Effective Learning environments It is an obvious assumption that the early years of childhood education are fundamentally formative and governments across the globe have invested resources and funds to ensure this part of their education system is effectively provided for. In many nations across the globe, early childhood education has been prioritized in terms of provision of recommendations and allocation of resources. Educational bodies across the globe have also played an important role in ensuring early childhood education is effectively delivered. According to Watson (2000) the significance of childhood education cannot be underestimated since it may shape most character traits and behavior a child adopts. In childhood education two factors are usually considered. One is the gender difference between children and the different adaptation skills of both genders (CCEA, 2003). Second is the involvement of outdoor activities in the early childhood education curriculum. It is a common thought that boys adapt faster to outdoor activities than girls. At an early age boys tend to have an adventurous trait which is absent in most girls (Tymms, Merrell & Henderson, 2000). In words by Costello (2000) boys have a dire need for acquiring education than girls. The author further argues that boys tend to react well to the introduction to the education system well than girls (Costello, 2000). However, this depends on the activities involved in the curriculum implemented. In an argument by Leavers (2000) girls acquire more skills in indoor activities than boys. Girls at this early age tend to avoid physical activities due to their sexuality. Sylva, Siraj-Blatchford & Taggart (2003) argue that the modern day girl child is more connected to their sexuality at an early and this hinders their participation in physical outdoor. As much there is so much opposition on the outdoor activities being involved in the curriculum, there are numerous advantages of the system. In words by Sproule et.al (2003) outdoor learning stretches the imaginative range of a child. This is because outdoor activities and learning involve a lot of imaginative and creative thinking activities. A child is exposed to a world where they can relate to the natural environment. This according to Sproule et.al (2002) makes their spirit become more jovial and free. Additionally, the physical activities aid in the development of a child’s cognitive abilities. Their psychology is given a boost in terms of strength and length of their thinking capacity. Another advantage of the outdoor education system is that it gives a child the best opportunity to discover their gifts at an early age (Sheehy e.al, 2000). This is because outdoor activities allow a child to explore more and apply their abilities at different angles (Leavers, 2000). Disadvantages of outdoor education system revolve around denying a child the opportunity to grow their formal education knowledge faster and at an early age. In words by Moyles, Adams & Musgrove (2002) it is mandatory to provide a child with an early and effective formal education system since the system will be used all through their lives. The author further argues that this makes it important for them to adapt to the system earlier before they develop their complete mental and psychological abilities. In early childhood education system children have poor mental and cognitive abilities. This is between the ages of 1 to 5. At this age they need less formal means of acquiring knowledge. Their mental ability allows them to learn through attachment of interesting activities they encounter. This psychological stage only makes it simpler for them to have an outdoor learning environment with less formal education. In creating learning environments for children, the recommendations should consider that children: Should be actively engaged and interested in what they are learning. Must learn through a holistic system with inclusions of numerous skills and knowledge. Should be allowed to measure the depth of their own learning and be independent Should feel secure in their learning environment. Should acquire knowledge in the company of others It is clear that learning in the outdoor environment gives children an opportunity to acquire more from what they are exposed to. In words by Leavitt, Tonniges & Rogers (2003) children learning in the outdoor environment prepares them for the life after school. This also helps them develop characteristics to interact with people in the outside world (Watson, 2000). 3.5. Forms of effective teaching 3.5.1 Edutainment This is a technology where educational information or informative messages are incorporated in entertainment tools and sources. With the need of education across the globe educationalist have ventured into making it as interesting a possible. The technology aims to target the most accessed entertainment. For instance, many edutainment projects have been launched in the television. This is because television is the most used entertainment tool. According to Rheingold (2000) edutainment aims at reaching the largest population as possible and television provides the most effective platform. Different players in this technology are educationalist and learners. Rheingold (2000) argues that both learners and educational and information providers are keen to monitor the changes happening in this technological front. These two parties also play a significant role in the establishment of edutainment tools. Manufacturers and consumers create the other pair of stakeholders which are part of the edutainment technology. With technology on the rise across the globe, entertainment sources have been crucial for an organization to promote their products. Consumers also depend greatly for these tools to acquire the best deals on products. In an analysis by Rheingold (2000) 8 out of 10 random people selected for the analysis said that they depend greatly on the information they get from entertainment sources. This is evidence on how much impact this technology has on the modern generation. The main negative aspect of this technology is the fact that many important issues such as education do not get the required sensitivity. Rheingold (2000) argues that many edutainment sources only base their concern on how to market their produce but not how much to educate the recipients on the product. Additionally, the technology is used as a showbiz business. In future this technology will continue to gain more popularity in society. With the current generation being a digital generation, all stakeholders in this technology aim to maximize on this exposure to reach out to their target recipients. An advancement that may be of positive impact to this technology is the utilization of the social media. An educative social media would go a long way in creating the most significant force in the edutainment technology. 3.5.2 Collaborative learning Callister (2008) introduces learning in a collaborative way. Collaborative learning refers to learning skills that are acquired through student group participation. This academic learning skill increases the learning abilities of students. Tutors equip students with this learning skill to enable them learning from their peers. In an argument by Callister (2008) collaborative learning promotes innovation. Students are able to come up with learning strategies they feel comfortable using. In addition, students feel more comfortable learning from their peers since the interaction is friendly and more interactive language is used. Considering the amount of work and projects requiring completion by students at this level of education, collaborative learning makes it easier for students to complete tasks. In addition, tutors have realized this requirement. They tend to allocate a group of students to complete a particular project or work. It allows students to take part in large projects and also allow them to understand the content of the project. In an argument by Callister (2008) collaborative learning enables students to complete tasks as well as learn in different perspectives. This is a mandatory requirement for the success of a student at the university level. 4. Assessment Learning assessment is documenting in measurable forms the skills, beliefs, knowledge and practices in an educational institution. Assessment can be done in an individual basis, a particular level or an entire institution. According to Bjorklund (2005) educational assessment greatly depends on the theoretical frameworks of practitioners and those applied in specific academic institutions. 4.1 Types of assessment Formative assessment It is carried out in the course till completion of project. According to Bjorklund (2005) it is mostly referred to as educative assessment due to the timely specifications in the assessment. In educative assessment, a tutor or a leaner provides feedback regarding the work by the leaner. It can be done on form of grading purposes of diagnostic tests. Summative assessment It is done at the completion of project. The assessment evaluates the performance and records recommendation and an analysis of an entire project. In education, summative assessment is used to provide grades for students as per course or project (Jackson, 2008). Formal assessment Formal assessment is carried out throughout a project and in involves the use of written documents such as quizzes and tests. Informal assessment Unlike formal assessment informal assessment uses oral tools to assess the progress of students. They include observations, rubrics, rating skills, self evaluation, discussions and portfolio assessments (Siegler & Alibali, 2005). In education, informal assessment does not reflect on the final score of a student. Continuous assessment Continuous assessment is done throughout till the completion of a project or course (Jackson, 2008). In involves both informal and formal assessment. In this assessment the results are recorded and reflect at the end results of a project or course. In education, informal tests are usually done through mid-terms tests and oral programs. Criterion referenced This is an assessment done to measure the competency of a student. The assessment is done as a comparison to an already set criterion that a student should match or do under the provided requirements. According to Bjorklund (2005) this assessment a leaner is evaluated against already developed criteria. Norm referenced Norm referenced assessment is not based on a specific criteria but against a specific group of learners under the same project or course (Bjorklund, 2005). The evaluation and assessment depends on the general performance of the group. This means that the standards mat vary from year to years depending on the performance and quality of a group of students. 4.2. Assessment methods Depending on the type of assessments tutors implement different methods of carrying out their assessments. When implementing assessment that occur throughout a course, tests, observations, project portfolios, continuous assessment tests and practical exams are used (Siegler & Alibali, 2005). These methods gauge the progress of a student throughout the entire term. They also form cumulative results that reflect on the final score of a student apart from the informal assessment tools used. Other methods of assessment are based on the end and final results of course or project. They have inclusions of an average score of a student in a whole term or after an entire project (Callister, 2008). These methods are mostly formal and have long term reflective forms on the performance of a student. For instance projects, main exams, assignments, research paper and research presentation assessments. Using portfolios in assessment is the most preferably mode of measuring the performance in education. With its proximity to perfection the method of assessment is applied by many educational institutions. The results from this mode are accurate and provide the most effective analysis to educationalists when they develop recommendations and results. However, challenges that hinder validity of results obtained from assessing portfolios are numerous. One challenge is the risk of bias depending on the performance of a specific student. When creating student portfolios tutors may create the portfolios depending on the previous performance of a child (Siegler & Alibali, 2005). The other challenge is that the portfolios created for the students may not reflect the overall performance of a student. However, the portfolios are used to generate results on the overall performance of a child. The other challenge is the fact that the portfolios created may not be based on the strong fields of the student. This error is based on the evaluation error by tutors. There are also numerous advantages of using portfolios in assessment. The portfolio is a subjective mode of assessment. This makes the evaluation preferred by individuals who are not satisfied with answer sheets and grading keys (Leavitt, Tonniges & Rogers, 2003). This form is also easy to use by tutors who in most occasions are unsure of the results and validity of assessment tools. Additionally, portfolios provide the opportunity to tutors not only to provide results on the learning progress of a student but also provide means and ways of assessing the student’s learning. The impact of using portfolios in a classroom is that they mode if proper implemented may be used to realize the strong fields is good at. When using portfolios students should be given the opportunity to pick out the strong subjects and activities to be included in the portfolio. This strategy also increases the relation of the students to the portfolios (Grant, 2004). Teachers may create student’s portfolios in regards to the performance of the student in different evaluation tests. According Leavitt, Tonniges& Rogers (2003) the complexity in creating portfolios may be preferred by tutors and this can be done by generalizing the performance of a student by their previous performances. The benefits of portfolios assessment is that a student educational performance is measured in more than one evaluation (Leavitt, Tonniges& Rogers, 2003). Additionally, when creating portfolios students are given the opportunity to participate in the process. Students are well positioned to create portfolios based on their strong performances and fields. Through portfolios the performance of students in single units can be effectively evaluated. This is different from other assessment tools where evaluation is based on complete projects. In words by Jackson (2008) portfolios the learning experience is enhanced and made easier for tutors and educationalists to create suggestions and rectifications. 5. Understanding the Piaget and Vygotsky theories The Piaget theory also referred as the development stage theory was the first cognitive theory. This theory was developed by Jean Piaget in 1920. The theory argues effectively learn when they do it at their own pace and capabilities. The theory also argues that children are self-motivated and do not require help or rewards from adults to continue learning. In addition, the theory highlights states that are required to be considered in child tutoring and learning. Immediately after enrolling in school, a tutor should be considerate of the age of the child in order to understand the development stage they are positioned. This would increase the effectiveness at whichstudents incorporate new knowledge they are exposed to. Through the Piaget theory, a tutor is enabled to understand the requirements of students at different ages. In an argument by Siegler & Alibali (2005) by understanding the Piaget theory a tutor is able to create an effective teaching framework that is student friendly. The same knowledge can be obtained by understanding Vygotsky theory. Similar to Piaget, Vygotsky also places children in different development stages in regard to their age and psychological ability. If a tutor effectively understands both theories, they would be in a perfect position to educate students at different ages. 6. Conclusion From the paper, one may points out that the role of a tutor is extensive and hectic. Considering all the requirements presented, the role of tutor requires more than just knowledge on the teaching practice. A tutor is required to possess personal attributes that may increase their connectivity to their role. It is also evident that institutions require more responsibility than tutors. The paper also creates an assumption that an exception teacher is one that embraces requirements from the curriculum, institution andstudents. This can be easily achieved through scaffold teaching, using proper learning styles, appropriate assessment techniques and understanding the stages of child development. The adherence to these requirements enables one to fully understand the role and responsibility of teachers in indulging in active learning. In addition, one is able to understand what is fully required from a person to make them successful teachers or instructors. Conclusively, the paper puts into perspective the requirement towards becoming a perfect teacher. This requirement is extended to educational institutions and all the involved stakeholders. It the provisions highlighted in the paper are adhered to, the teaching profession will expand to an exceptional level. References Bjorklund, F. (2005) .Childrens thinking: cognitive development and individual differences. 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