Perhaps, it shouldn't be too surprising that kids today in school know less of their history then they have at anytime the prior. One of the major problems of course is the ESL (English as a Second Language) challenges, because kids who don't speaking English have a tough time learning anything, including history.
When we think about schooling, we often wonder exactly what it is that students require from their teacher. However, it is important to understand that teachers need a few things from their students too.
Change is constant. Challenges are continuous. Reflections on both needs and results yield positive changes and consequences on the way one faces the future challenges. One of the predominant challenges experienced by many educational societies, institutions and organizations across the world is the need for evaluating and analyzing the impacts of temporal changes apropos in teaching methods and methodologies on teachers and students.
During a teacher interview, you will more than likely be asked the question: How do you motivate your students? Of course, we know that motivating students and piquing their interest in learning is a key factor in their success in the classroom, so what methods have proven successful in capturing their attention and driving successful mastery of the material?
In the strict "teacher-tell" model of traditional educational approaches, teachers who sought to become friends with their students were outside the norm. In some cases, this kind of behavior was actually seen as a breach of ethics. Teachers were the experts and students were the novices and the gap between them was to be maintained to preserve both order in the class and the respect for authority needed for learning to occur.
John Dewey, the father of progressive education, promoted the revolutionary notion for his time that formal education should be about more than the acquisition of bodies of content knowledge. He strongly believed education should go beyond the mastery of knowledge and skill to include learning to use classroom content in daily living. Not only that, the practical application should be towards promoting the "greater good."
by Prof. Bhushan Manchanda, MCMI
We know the books are important, the pencil, the computer, the white and blackboard and so are the chairs to sit on, but if there is no motivated and inspiring teacher in front of the chairs, if there is no such teacher to write with chalk on the blackboard and to teach ... then there is no learning, no reading, no maths, no passing on of knowledge,ethics and values, no instilling of a "love to learn ethos" in the student.
Here are several ideas that you may want to try using in your own classroom. They have made my life easier, and I am sure they will do the same for you as well! One of the best things you can do as a teacher is "arm" yourself with knowledge that will help improve your classroom management skills, teach you how to prevent and deal with behavior problems, and help you plan lessons more effectively.
Preamble: To begin, it is important to define what I mean by the term 'non-traditional assessment'. By non-traditional, I mean assessment items other than the formal pen on paper examinations and essay type assignments. They include; research assignments; practical tests; assessment instruments using technology or the student's personally collected data.
Preamble: Marking traditional pen on paper examinations and written assignments can be first and foremost, time consuming. Secondly, they require you to create consistency so that each student gains a fair mark. Thirdly, since much of the marking of assessment is done after school hours, teachers enter a period of time where tiredness can lead accidentally to errors in the marking of students' work.