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Across the nation it is becoming more and more difficult to recruit classroom teachers. It is not that we are lacking in young folks with special ideology for making a difference in the lives of children and adolescents, it is just that the job is exceeding tough with ever-increasing expectations plus the salary is generally quite low when compared with other professional opportunities with equal education. In addition, no matter how hard a teacher works and applies him/herself, kids are the variables - some get it; some don't; sadly, some won't. But having taught students, future teachers, an
I always looked forward to being asked to supervise trainee teachers during my teaching career. This was because it forced me to look at my teaching. With the constant pressure of the job, I, like many others in the profession, sometimes went back to the old chalk and talk types lessons far too often. The arrival of the trainee teacher reminded me of all the different pedagogue/teaching strategies I could use to stimulate my students' learning. So I would look at ways
When attempting to determine the effectiveness of any training program or training course, it is customary to embark on an evaluation process. This evaluation process often starts during the event or program itself, where delegates or students themselves are forming opinions on the effectiveness of the training facilitator, instructor and the general surroundings. At the end of the training course, delegates are often asked to fill in an evaluation sheet, that we often term the 'happy sheet'. Are happy sheets effective?
Many administrators are also master teachers. Still, instructing others to be effective educators requires a different set of skills from teaching classes yourself. And yet, as another session approaches, administrators face the task of training a new group of teachers. Below are six tips you can use to effectively train your staff.
There seems no shortage of ideas regarding what defines a “good” teacher in the context of IELTS instruction. Teachers and teaching have become subjects of conversation by a wide range of interested specialists. The literature contains a vast range of ideas, preconceptions and vested interests, each with a point of view to expound. One difficulty encountered in reviewing the literature is the way in which “good teacher,” “good teaching,” and “
Training is not about us as trainers or even the content we have to deliver. Instead it is about creating the environment and guiding the process that facilitates gaining a skill, changing an attitude, or enhancing a professional or personal sense of efficacy around our trainee's self-identified challenges under the umbrella of the larger outcome.