Teacher or Trainer Intervention - Essay Example

HOW DOES APPROPRIATE TEACHER/TRAINER INTERVENTION HELP THE PARTICIPANT TO BECOME COMPETENT Introduction The aim of this report is to identify the appropriate tactics used by teacher/trainers in order to achieve a better result from the students involved. It is generally argued that sometimes children are god gifted and thereby have the ability to dominate the session/class activities but to my understanding this is false as proper teacher/trainer intervention will make students more competent among their session/classmates therefore the result would be an overall increase in the session/class performance. For this reason we first need to understand the teacher/trainer student relationship and how effectively the teacher/trainer can bring out the results. The teacher/trainer roles are: a) Reinforcing endeavor and providing appreciation: By reinforcing effort and providing recognition, teacher/trainers highlight students' efforts that make a difference in their levels of achievement. b) Activating former familiarity: moving back in time or highlighting cues which enables the students to learn or experience and thus help activate students' prior knowledge. c) Homework and practice: this makes a student grasp more upon the material involved. d) Others include the session/classroom practices connected with the instructional category of identifying similarities and differences including comparison tasks. e) Nonlinguistic representations: this is special as students learn more successfully by viewing pictures and other stuff rather tan reading. Nonlinguistic representations can take a variety of forms including physical models, drawings, graphic, mental pictures, representations and kinesthetic session/classroom activities. f) Setting goals: this directs the student to a certain standpoint and feedback is the most important tool of appreciation and direction Goal setting establishes a direction for learning. The participation of students in the process of setting the goals process can enhance students' accountability for their respective learning. Competence and Assessments What is competence This is multidimensional question in the mind of almost every individual. In general terms Competence is the ability to compete or the self efficacy of an individual to perform and outclass a rival. But in educational terms it is not about outclassing instead it is about bringing together to the same standpoint so that no one gets left behind. Teacher/trainers have trying hard to increase the competence level of their students and for that reason they, at times, conduct rigorous tests based upon students' learning. What is regarded as intervention by the teacher/trainer is not for only ethical or other school related stuff instead it is an act that increases the students potential to compete and the teacher/trainer does not only intervene when the student gets outside the bounds set by the administration instead the teacher/trainer tries to maximize the self belief of the student to perform better and better. Teacher/trainers pour in the assessment techniques in order to keep up the mental level of the students at an aspiring level such that their grasping ability is exploited. Teacher/trainers have a very clear need to provide all students with the different levels of intervention although the same criteria must be applied, for example students with different language skills. Teacher/trainers also intervene in order stop the discrimination (ethnic) and make the students amicable to diversity. The intervention approach is also based upon the fact of learner cognition and for that many writers have considered the learners' cognitive styles as well as their experience in the subject matter in a study comparing the use of text-only instructional materials with text-plus graphics instructional materials. Much to the importance the students categorized as neophyte learners with verbal cognitive styles performed best with text plus graphics, while the novice imagery participants did better with the text only material; these findings were contrary to the expected outcomes. The enlightening fact is that overall learners showed more development in test scores when using the text-plus-graphic format. This not just it, teacher/trainers are more like a leader in the session/classroom and have the capability to manipulate ideas and bring out the best for the students. More to the concern is how effectively a teacher/trainer uses these strategies. As time has passed statements have been heard such that student activities have been more influenced by the media and other stuff. From school instances, for several years now, the learning of students has been kept equal to the students' expertise comparative to the understanding and ability confined in standards of the state. Almost all states and districts have urbanized educational principles that states exactly what the students should know and have the ability of doing before graduating from high school. In fact, the 'No Child Left Behind Act' now allows that states implement statewide accountability systems "based on challenging State standards." The discussion technique Teacher/trainers also increase competence through discussion as discussion is regarded a vital part in developing the verbal skills of students. The discussion technique enables the students to address the situation more emphatically. Discussion-guides are utilized for linking literature with the key content areas come in different forms. Provocative discussion questions created by teacher/trainers and students are the most vital for cognitive learning through literature. Teacher/trainer uses the discussion method most often to keep the environment of the session/classroom desirable to all. The discussion technique enables the students to address the situation more emphatically. These can be used to address issues that cut across fiction and nonfiction studies. As a fact fiction is more popular among young students. These can be used to address issues that cleave fiction and nonfiction studies. As a fact fiction is more popular among young students. The teacher/trainer needs to identify the likings of the students and as a fact Fiction is sought to be more popular among students. Students should be given something interesting for learning purposes that is novel selection is important and the fact that fiction is popular should also be kept in mind. Moving ahead it is also better to ask the students to prepare an outline of the involved text so that to make the discussion more effective and for ensuring that each aspect is covered within the session. This strategy needs a good novel or reading stuff that can be assimilated well by students and the requirements for the questionnaire development would be to identify the concepts to be stressed upon. Considering students' experiences and beliefs is an important factor while designing questions that may be challenged by the reading selection. The students can also be asked to portray the system involved within the literature. The discussion should not end with the literature that is it is better to make up question that will continue with the post reading session. Appropriate tasks involving visual learning and discussion Not to forget that it is important to have visual learning so placing the questions on a PowerPoint presentation is a good idea. The discussion should engage the students into a post-reading contest that is they should be propped to give in their view of the scenario and may also relate to other experiences if possible. The need for student understanding is of great importance when considering what to teach. Teacher/trainers in the more successful programs use a range of different teaching/training approaches based on student need. As a case, if student needs to learn a particular skill, the teacher/trainer might decide on a separated activity to highlight it. Students would learn the information as an independent lecture, without bearing in mind its larger meaning or use. Practice is considered important for effective student learning and to give students practice, teacher/trainers prepare or find simulated activities that ask students to apply concepts and rules within a targeted unit of reading, writing, or oral language. Students are then projected to read or write short units of text with the principal purpose of practicing the skill or concept. Frequently students are asked to find examples of that skill in use in their literature and writing books, as well as in out-of-school activities. For instance, a teacher/trainer may ask students to discover examples of literary devices within a particular selection, or to write their own examples of these devices. To assist students bring together their skills and knowledge within the context of a purposeful activity, teacher/trainers often use integrated activities. These necessitate students to use their skills or knowledge to complete a task or project that has meaning for them. Use of Rubrics Apart from simple teaching/training based activities one more effective way is to discuss rubrics for evaluating performance with students. The teacher/trainers may also integrate rubrics into their ongoing lessons as a way to help students develop an understanding of the components that add to a higher score. This scheme of discussion of the rubric expectations enables students to build up more complete, more elaborate, and more highly organized responses to an assignment. For a better understanding in higher schools, students learn and internalize ways to work through a task, and to comprehend and meet its demands. These experiences help students a lot as they not only become familiar with strategies they can use to approach other tasks, but they also develop ways to think and work within a definite field. Elite teacher/trainers scaffold students' thinking by devising complex activities and by asking questions that make the students look more deeply and more critically at the content of lessons thus true cognitions of the students are tested and this makes the student undergo thorough literature reading. For instance, a teacher/trainer may ask students to discover examples of literary devices within a particular selection, or to write their own examples of these devices. To assist students bring together their skills and knowledge within the context of a purposeful activity, teacher/trainers often use integrated activities. These necessitate students to use their skills or knowledge to complete a task or project that has meaning for them. The world for teaching/training has changed a lot as now teacher/trainers have been defined roles which are to be undertaken in order to get the maximum from the students. The present role of teacher/trainers signifies that for a better overall performance, teacher/trainers should segregate new or difficult tasks into segments and provide their students with guides for accomplishing them. However, the help the teacher/trainers should offer may not merely be procedural: the teacher/trainers should direct students through the process and clearly teach the steps necessary to do well. The leader (teacher/trainer) should provide strategies not only for how to do the task but also how to think about it. Teacher/trainers have been playing important roles in the development of the so called "our future society". Teacher/trainers' main task is not to simply maintain discipline but to supply the society with successful individuals. Teacher/trainers along with the WEB have been aspiring in removing the cultural biases and bringing the world closer. The Teacher/trainer can be session/classified as a facilitator, a coach and most of all a proactive Mentor who wants his followers to succeed in the most desirable fashion. Conclusion This report augmented the teacher/trainer intervention approach and strategies to be used for the betterment of the students. The problem left behind and not discussed was the fact that students indulge into immoral activities and at that time the teacher/trainer intervention is of prime importance. This report was subject to the intervention approaches within the constraints of improving student competence and the ideas discussed above reflect the case for appropriate teacher/trainer intervention. Researches have also shown that teacher/trainers have been actively session/classified as good motivators and motivation is the key behind progress of individuals. An important aspect regarding the approaches is the Validity instrument. The question is to what extent are these approaches valid Validity is confirmed as soon as the direction is set and the case is that these approaches are valid and robust in determining the level of understanding of the student and the nee for intervention as well. Conclusively, it can be stated that appropriate teacher/trainer intervention does, to the maximum extent, play an important role in improving or increasing the competence level of the students. Bibliography 1. Hammond-Darling, L. (2004). From "separate but equal" to "No Child Left Behind": The collision of new standards and old inequalities. In D. Meier & G. Wood (Eds.), Many children left behind: How the No Child Left Behind Act is damaging our children and our schools. Boston: Beacon Press. 2. Marlene Beierle (1993) Teaching basic skills through literature: A whole language appraoch for teaching reading skills, (Spiral-bound) Creative Teaching Press 3. Patricia Pavelka (1997) Making the Connection: Learning Skills Through Literature Crystal Springs Books 4. Reeves, D.B. (2002). The leader's guide to standards: A blueprint for educational equity and excellence. San Francisco: Jossey-Bass. 5. Schmoker, M. (1999). Results: The key to continuous improvement (2nd ed.). Alexandria, VA: ASCD. Stone, D., Patton, B., & Heen, S. (1999). Difficult conversations: How to discuss what matters most. New York: Penguin Books. 6. Shelley, J. O. Minneapolis and Brittany: (1996) Children bridge geographical and social differences through technology. Learning Languages, 2, 3-11. 7. Supovitz, J. & Christman, J.B. (2003). Developing communities of instructional practice: Lessons from Cincinnati and Philadelphia. (CPRE Policy Briefs, RB-39) 8. Yopp, R. H., & Yopp, H. K. (2006). Literature-based reading activities (4th ed.). Needham Heights, MA: Allyn & Bacon. Read More