Dilemmas in Teaching - Literature review Example

Student’s name Institution Course Lecturer Date Many at times teachers are confronted with myriad of dilemmas in their course of everyday teaching experiences. Classrooms comprise of learners from different backgrounds, learners with different learning capabilities and learners with special needs and it has always been a challenging task for many teachers. Teachers need to design lessons to accommodate all learners irrespective of their learning challenges. Earlier before 1960’s, it was believed that achievement in learners was dependent on factors such as heredity, family background and socioeconomic background but not schools or teachers (Business Council of Australia, 2008: 11).Research studies have emerged to disapprove this argument. According to Greenwald et al., (1996), there are significant grounds to prove that learner achievement is dependent on teacher quality. Overcoming challenges or dilemmas in the course of instruction is a major determinant factor of teacher quality. Shapira-Lishchinsky (2011: 648) highlights the fact that teachers face numerous ethical dilemmas in their day to day practice. Professional teachers are required to have some characteristics that are helpful in motivating the learners. Intrinsic motivation among the learners has been found to be a crucial factor dictating the kind of performance outcome at the end of a classroom instruction (Bolkan, Goodboy & Griffin, 2011: 339). Effective classroom management and teaching has always been attributed to good professional teaching characteristics. Many scholars have presented their arguments in line with these characteristics and notably, they are numerous. A research study conducted on a number of students where they were asked to give some of the characteristics of educators who had impacted their lives revealed several characteristics which were similar for all learners (Walker, 2008: Xi). Among these characteristics given by these learners include the educator having compassionate feelings, treating all learners fairly and with respect, accomplishing his or her tasks creatively and making the learners feel they were part of the class. Dilemmas in teaching can easily be subdued if a teacher is intellectually capable, culturally sensitive, compassionate and morally responsible. This essay will discuss on each of these characteristics and how they help in overcoming dilemmas in teaching. Arguments will be supported by various scholarly works. Perhaps the best way to begin this discussion is by trying to understand who an effective teacher and what quality teaching is. Many scholars have always argued that learning environment is a crucial factor necessary for effective learning. Teachers play a key role in creating this environment and it all depends on the activities and learning resources chosen. In addition to this, teachers play a key role in motivating the learners and developing investigative minds among the learners. Teachers who are capable of developing these qualities among the learners are regarded as effective teachers (McClelland & Varma, 2012: 59). In almost similar manner, Walker (2008) defines an effective teacher to be that teacher known to be successful in teaching. Research studies have emerged to disapprove the earlier proposition that effective teachers are born not made (Scott & Dinham, 2008). This will imply that being an effective teacher is not inborn ability but rather it can be developed. Designing a learning environment which comprises of all these characteristics requires an intellectually capable teacher. Teachers need to be adaptive to learner qualities and they should be able to design their lessons depending on the qualities of a learner. Another major intriguing concept is meeting the requirements of all learners at once. As earlier stated, classrooms comprise of learners with different learning capabilities. According to Business Council of Australia (2008) journal, intellectual capability of a teacher affects teacher’s representation of learning content, selection of learning activities and resources, sustenance of quality discussion, classroom management, capability of diagnosing learning challenges of different learners and student assessment. Generally, intellectual capability is crucial in the three stages of learning; planning stage, actual classroom instruction and assessment. Poor planning will result to poor instruction and subsequently the final assessment. Effective teachers are known to engage in quality teaching. Findings have also shown that there is a direct correlation between effective teachers and their intellectual capabilities (OECD, 2005: 99). Similarly, studies have also a direct correlation between academic qualifications of a teacher and learners’ achievement (OECD, 2005: 99). The research was conducted on teachers being administered with tests. Their results were compared to those of their learners. This research study indicated those teachers with good results had their learners performing well. Therefore, intellectual capability makes effective teachers. Effective teachers are capable of planning their ideas, use their cognition in the planning process and communicate their ideas consistently. Teacher’s intellectual capability affects many areas of pedagogy. People should therefore not perceive teaching as a career that any individual can do. Teaching should go hand in hand with their moral responsibility. It is therefore crucial for teachers to have moral responsibility in their day interaction with learners. A greater percentage of learning takes place through observation. It is a normal occurrence to encounter learners emulating their teachers. This type of learning is referred to as observational learning and it is a major element of social learning theory (Westwood, 2004: 10). Teachers are known to be respected models for the learners. Weaker models tend to emulate respected models (Westwood, 2004: 10). Through the reinforcement of right deeds, teachers will be helping the learners internalize good virtues such as respect, honesty and fairness. Being morally responsible for their acts and accomplishing their duties are also the best ways teachers can demonstrate their moral responsibility. Teachers are influential in their roles thus; they should be morally responsible when they are accomplishing their day to day tasks. Besides acting ethically, they should also perform their duties with minimum supervision. Lumpkin (2008: 48) argues that teachers will be acting responsibly by creating and sustaining a positive learning environment for learning and focusing on providing teaching services to the learners. Teachers need not to work under surveillance in order to accomplish his or her tasks. Teaching is greatly dependent on the cognitive preparedness of the teacher. A morally responsible teacher prepares well before an instruction basically because he or she is mentally prepared. Generally, moral responsibility is a crucial factor in teaching and it has tremendous effects on the entire instruction process. Learners have sensitive issues that need to be addressed compassionately. Compassionate teachers seek to comprehend the needs of the learners fully. As mentioned earlier, learners come from different backgrounds both culturally and socioeconomically. It is therefore critical for teachers each individual learner both in class and outside. Stronge (2007: 32) highlights the fact it is crucial for educators to demonstrate concern for both the individual well-being and educational needs of learners on an individual basis. Learners who have that feeling of being valued by their educators are more likely to work hard in class and follow school rules (Pigford, 2001: 338). Care has also been identified by a number of research studies to be a crucial factor in building good teacher-learner relationships. The effectiveness of learning is dependent on learners’ relationship with teachers and other peers, and also intrinsic motivation he or she has towards learning. Good relationships create a good learning environment where learners feel being in every day. Needless to say, teachers who have good relationships with learners are more likely to succeed in classroom management and control. Compassion is therefore a crucial factor in teaching. Globalization is known to affect many sectors including education. Unlike in the past, schools are becoming more diverse with learners from different cultural backgrounds. Being culturally sensitive involves being aware of learners’ ethnic demands. In some cases, learners have communication problems which give them a hard time communicating and socializing with the rest. Oftentimes, such learners feel isolated especially if they have a problem with communication. Ethnic needs of learners may affect their social life with others. The problem of ethnic diversity is common in urban schools. Gibbs & Huang (1998: 17) posits that the fear of attending school can be a representative of violent school environment as a result of cultural differences from other students who form the majority group. Most of the cultural issues affecting the learners are caused by teachers who fail to understand their individual needs. Many teachers who are not competent in the aspect of culture face many challenges or dilemmas in classroom management. Being knowledgeable about learners’ cultural background help educators to understand pertinent issues on learning such as learners’ behaviors, etiquette, and communication and how they learn. Teachers need to be very careful when gaining knowledge about learners and their cultural background so as to avert the formation of stereotypes (MCUE, 2008: 3). Teachers need to design lessons which are culturally responsive and the activities used ought to manifest learners’ cultural values. In conclusion, teachers need to observe these characteristics in order to succeed. Effective learning is possible in occurrences where teacher-learner relationship is good. At the same time, teachers need to understand their learners well in order to choose the right instructional strategy. Failure for an educator to create good relationship with learners, understand their individual characteristics and be intellectually capable will lead to poor classroom instruction. References Bolkan, S., Goodboy, A. K. & Griffin, D. J. (2011). Teacher Leadership and Intellectual Stimulation: Improving Students’ Approaches to Studying through Intrinsic Motivation. Communication Research Reports, 28(4): 337-346. Business Council of Australia. (2008). Teaching Talent: The Best Teachers for Australia’s Classrooms. Melbourne: Business Council of Australia. Gibbs, J. T., & Huang, L. N. (1998). Children of Color: Psychological interventions with culturally diverse youth. San Francisco: Jossey-Bass. Greenwald, R., Hedges, L. V. & Laine, R. D. (1996). The Effect of School Resources on Student Achievement. Review of Educational Research, 66: 361-396. Lumpkin, A. (2008). Teachers as Role Models Teaching Character and Moral Values. Journal of Physical Education Recreation and Dance, 79(2): 45-49. McClelland, V. A. & Varma, V. P. (2012). Advances in Teacher Education, (Vol 227). New York: Routledge. Metropolitan Center for Urban Education (MCUE). (2008). Culturally Responsive Classroom Management Strategies. New York: NYU Steinhardt. Organization for Economic Co-operation and Development (OECD). (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers. Paris: OECD. Pigford, T. (2001). Improving teacher-student relationships: What’s up with that? Clearing House, 74(6): 337-339. Scott, C. & Dinham, S. (2008). Born not Made: The nativist Myth and Teachers’ Thinking. Teacher Development: An International Journal of Teachers’ professional Development, 12(2): 115-224. Shapira-Lishchinsky, O. (2011). Teachers’ Critical Incidents: Ethical Dilemmas in Teaching Practice. Teaching and Teacher Education, 27: 648-656. Stronge, J. H. (2007). Qualities of Effective Teachers. Alexandria: ASCD. Walker, R. J. (2008). 12 Characteristics of an Effective Teacher. Raleigh: Lulu.com. Westwood, P. (2004). Learning and Learning Difficulties: A Handbook for Teachers. Victoria: ACER Press.             Read More