Preschool teachers will always be in high demand. As our population continues to grow and age, preschool teachers will be needed to keep up with the rapid increase in the number of preschools each year. They will also be in high demand as a large number of positions become available each year as workers retire or leave the field for other reasons. Not only is preschool teacher ranked number 170 on the list of Best 500 Jobs Overall, it will enjoy a 27% increase in job growth by 2016. According to Collegedegreereport.com, there are 437,000 preschool teachers in the industry. This number is set to increase to 552,000 by 2016.
In addition to job growth and stability, degreed preschool teachers earn a competitive salary. Preschool teachers earn an average salary of ,000 annually on the high end and ,780 annually on the low end. It is important to note that preschool teachers that do not have a bachelor’s or a master’s degree typically earn entry-level wages. Preschool teachers in the mid-range on the salary scale earn around ,000 annually.
So, what does a preschool teacher do, exactly? Preschool teachers do much more that “look after” small children. Their job description is fairly varied. These professionals are responsible for instructing children 5 years of age and under.
Preschool teachers design both learning activities and other activities that require the imagination and the use creativity and imagination. These activities incorporate everything from shapes and numbers to music and storytelling to teach students basic skills. Preschool teachers also design activities that teach personal hygiene, good eating habits and social etiquette.
At the end of the day, preschool teachers go above and beyond “teaching.” They plan and manage educational field trips and other outings, they hold regular meetings with parents and faculty, and they are responsible for keeping track of student records. All records must be maintained in accordance with administration regulations and federal law.
Preschool teachers do have their work cut out for them, but they also enjoy several perks that most professionals do not. Preschool teachers work full-time, but they also enjoy two months off each year in the summer.
Interested in becoming a preschool teacher? First, you should seriously consider earning a bachelor’s degree at the minimum. You should also consider this: nearly 31% of preschool teachers hold a master’s degree and nearly 40% hold a bachelor’s degree. The remaining 29% hold an associate degree or a certificate. Associate degree holders and certificate holders earn considerably less than bachelor’s and master’s degree holders. It is possible, however, to work your way up to the high end of the pay scale with several years experience.
It is important to enroll in a program that has been accredited by the National Council for Accreditation of Teacher Education and the Teacher Education Accreditation Council. Most employers prefer it.
To learn more about this career path, visit the following websites:
Education programs in Ohio’s university system will be undergoing some new measures to gauge how well they are training their teachers of tomorrow. This will make Ohio the “first state in the nation to grade colleges on how well they train teachers to help students succeed.” There are 15 measures to be implemented, announced Chancellor Eric D. Fingerhut, which will test teachers in both public and private universities. Ohio was one of only 12 states to receive federal funding from President Obama’s “Race to the Top” plan, which boasted a .3 billion budget. About 0 million was given to Ohio, which was then split accordingly amongst all schools.
These testing measures are strikingly similar to “the state report cards of Ohio’s K-12 schools”, since they examine how much a student has learned in one year compared to the previous year. The determining factor is “teaching quality,” said Fingerhut. He continued by saying, “And so we have a moral, professional and institutional obligation to make sure the quality of teachers is as high as possible.”
The state teacher licensure exam will now have a “value-added” component, which will be reflected by the schools submitting annual data detailing how well students perform. The State Board of Education is developing this component as a function of Ohio’s “Race to the Top” plan. This data will allow administrators to track the academic growth of students individually through the years, no matter what school they attend. Another new evaluation method will “create a teacher-performance assessment that measures how well new teachers communicate with parents, structure lesson plans and manage classrooms.”
Money that was received from Obama’s education reform will be divided amongst various sectors: mentoring programs to close the gap between minority and white groups, teacher planning, and the redesign of teacher evaluations. New coalitions betweeneducation colleges and “academically struggling schools” will evolve, giving both institutions added advantages, such as extra recognition and more individual student attention and interaction.
While the first report won’t be available until the end of 2012, schools are already planning their courses for the next few years. Rob Evans, press secretary for the Ohio Board of Regents further emphasizes this fact, “We’re essentially starting from scratch, and a lot of this information isn’t even available yet.” Once benchmarks are created and distributed for each category, results can be compared and then compiled. The oft-heard complaint from many teachers is that they were not prepared well enough in college for what awaited them in the real classroom. With this, and the new evaluations, in place, it seems as if the road to reconciliation for these two disparate worlds might be just around the corner.
Emily writes about Online Education for University-bound.com – a resource site for those interested in earning a degree online.
A third of novice teachers quit within the first three years on the profession. This is mostly the result of new entrants undertaking the same amount of responsibilities as their expert colleagues, who have the experience to manage both their skills and time to do so. This leads to an extremely intricate endeavor that involves the management of multiple factors such as the behavior of students, the ability of the teacher to adapt to the classroom dynamics, the student interaction, and many others. Although many novice teachers have had an exceptional academic preparation, they fail in transforming their knowledge into effective classroom strategies and anticipating the challenges of the profession.
It is understandable that teachers today face a lot of new challenges on a daily basis, for the most part, because family values have deteriorated and this is reflected on the students’ behavior in the classroom. The global society seems to be in a crisis and this is reflected on a variety of challenges that the educational systems face in many areas around the world.
If things are tough for experienced teachers in regards to classroom management, there is, admittedly, a long learning curve for new teachers.
Clearly, each teacher brings its own strengths and competencies to her new role. As she begins working with her students in a classroom environment she will be applying her own teaching strategies, instructional materials, and communication techniques in the context of conventional educational system. This requires a familiarity with the school and curriculum, but also with the community and district that the school operates. In many cases, a teacher many understand a lot for her students’ behavior from the area the school is.
Orientation of new teachers is of high importance, as in any other profession. One week before school starts, novice teachers should receive a formal orientation to the community, district, curriculum, and school. Orientation is an opportunity for the new teachers to understand the school philosophy and how it is associated to the community and the neighborhoods the students live. It is also important so that they familiarize themselves with the curriculum demands and get informed about some important features of curriculum materials.
After orientation, a very important factor is the support of other teachers, especially the experienced colleagues. New teachers do not have the appropriate classroom teaching experience. They may be knowledgeable about the content they are teaching, but they do not have many teaching hours in their résumé.
Veteran’s support to new teachers is very important in their effort to deal with particular problems. With the support of experienced teachers, new teachers can expand their pool of strategies to improve the way they deliver knowledge, assess their students, and manage their classroom. Classroom management is very important because it means more than keeping students disciplined. It mostly means anticipating problems before they even occur. Veteran teachers know that effective classroom management encompasses all areas of teaching, involving classroom design, curriculum, and instructional strategies.
Lesson planning is another major consideration for new teachers. First, it guides students through their learning objectives. Although for some students it may seem like a waste of time, in reality, it is important both for students and teachers. Eve most importantly, through lesson planning new teachers gain direction and focus on what they need to do for each lesson, they decide what to teach, how to teach it and what material to use.
When a new teacher is able to create her own lesson plans, she has taken a huge step toward owning the content she teaches and the methods she uses. For many teachers, it takes a lot of time, practice and thinking until they are able to develop their own lesson plans, but in effect, this skill defines them as teachers. Effective lesson planning communicates the instructional activities of a teacher by containing student learning objectives, required material, and student evaluation requirements.
Without any doubt, teaching is hard. And good teaching requires hard work and experience. New teachers need to be able to adapt to the classroom dynamics. Every student is unique and every classroom is unique. There are no massive solutions in teaching. Instead, teachers should be able to use their own talents and teaching style to be effective in a variety of environments. Although this complicates things for new teachers, it is also a great opportunity to learn from the experience of veteran teachers and find ways to adapt to the demands of their own school and school system.
Written by Christina Pomoni Financial Adviser – Freelancer Writer
Ever wonder what happens when you fall asleep in class? A video by the Marist College HuMarists
Quality of education seems indispensable not only in the Philippines, but also in other countries around the world. Free education to all is a laudable act because students can enroll without cash involved. It is only applied to all public schools in the Philippines whose educational system caters only to the needs of the poor but deserving students.
With regard to quality of education, anything that propels to pan out and to become successful by degrees, the definition itself is called a benchmark of education. Anything that gives a standard by which something can be measured is also called a benchmark of education. In other words, a benchmark is a standard or a set of standards used as a point of reference for evaluating performance or level of quality.
According to an “education dictionary,” a benchmark maybe drawn from a school’s own experience, from the experience of other schools in the teaching industry or from educational points of view and requirements such as implementing guidelines, rules and regulations of the learning institution. Education places emphasis on the importance of life, values, progress and stability.
“Without formal and informal education, in my point of view, life is futile, values will become crippled, progress impedes to uplift and stability stagnates whatever directions that may guide or point to. Setting a benchmark of quality education is just like a free public education worldwide for the masses, and let our poor parents from depressed areas welcome this laudable act when it was implemented a long time ago.”
It is a big help because students can enroll without cash involved. It is mandated that all tuition fees are free, and public schools cannot compel parents to pay any fee during enrollment–the school used to ask for certain amount upon enrollment to back up school expenses. These are voluntary contributions, although the government says it is free!
All of these meanings and functions really apply the whole educational set up of a school where there is a bulk of production which depends upon the success of manpower and management maneuvers. If all of them fail, everything will collapse in terms of investments and good company governance.
This scenario reflects also on the kind of teacher in a certain learning institution who had been singled out to teach as he is part already of the faculty family. A teacher who lacks the skills in teaching, most especially in strategies and techniques of teaching, is a teacher who needs to bolster up his savvy as well as in-service-training and who needs to uplift his standards of teaching.
Academic excellence is indispensable to a quality of education nowadays. Teacher in any public and private school around the world should equip with a caliber of intelligence and a vast repertoire of experiences. Thus, he is an agent for change, and education lies in his capability to develop things into perspectives. In general, the teacher should be a model of everything.
Quality of education is very important not only for the students, but also for the teachers. In order to upgrade the standard of the learning institution, see to it that the teacher-applicants must pass the criteria for teacher’s board eligibility, in support of Commission on Higher Education thru Department of Education for approval.
It is hard to find dedicated teachers at present with the utmost commitment and integrity of their professions. That is why the school must accept commentaries to whoever writers put them on a little bit ambiguity. The purpose is not to degrade or defame the school, but to put it on a high pedestal by checking irregularities through constructive criticisms.
Integrity of the professions, as well as disciplines that will provide quality of education for the nation is consequently the fundamental mileage geared towards deregulation and reorientation of programs for teaching competencies. Integrity sustains professional upgrading or development not only of the professionals but also of the teachers through revitalization of existing school-based and structured-learning action cells.
Entry to the teaching profession shall commence with a teacher profile program. A career progression scheme for teachers, administrators and specialists shall be developed. Relatively, this is the denouement of disciplines paving the way for academic excellence.
The most important factor in attaining quality of education is the teacher for he is the central figure in all teaching activities and the child is the heart of the matter. The teacher takes over the starring role of leading the young under his charge to become useful, upright and law-abiding member of the society. The teacher’s role and responsibility is to serve as value developer, model and advocate. He acts as adviser, facilitator, friend, parent or even architect. In other words, the teacher is to be called an agent of change.
The change that can forever help all the students and even the people within the community to bolster up in terms of financial and physical aids for the benefits of everybody.
The teacher’s role in our society is very wide enough and he is considered as the most significant factor in the benchmark of education. He possesses the virtues like love, patience, kindness and many more to the needs of students, parents and community. He works well with the local government unit officials and religious leaders. He actively joins with entire community projects, assemblies, trainings and seminars. He encourages the residents of the community to act as front-liners and “bridge” to come up with tangible projects for the benefits of the students, parents and teachers.
So, with many challenges that confront our country, let’s move forward in unity and strive for the improvement on the quality of education and for the realization of vision of the country which means that education will not have only achieved that quality long-sought for and desired by everyone but most importantly, education by then will be globally competitive. Teachers are the implementers of the system. We should be proud of our teachers. Our future lies in them.
As far as centers for excellence are concerned, the government has made a good start in building a lot of schools not only in the cities but also in the mountainous barangays to cater to the needs of our children as far as education is concerned. But assuring its quality is another thing. How can we be sure that education offered in these schools is really a “quality” of education?
With the concerted efforts of the school administrators and faculty, the standard of education should be carried out for complacency—it is a must and we have to strive harder in order to achieve academically.
To know its core of knowledge acquisition, and to have cognizance about “what is education” all about, it gauges its benchmark through quality of education that a school can offer to the students. It is also gauged in performing the internal and external affairs of the school, especially those students and teachers who are interested in theories, practices, policies and the overall control, management and improvement; besides, the school affairs not only intended for the internal aspects but also for the external aspects of the learning institution.
On the other hand, despite school lapses, the school administrator wishes to encourage performance of each mentor on: reported research results, especially when there are evaluation impacts on quality assurance systems, procedures and methodologies; theoretical analyses of quality and quantity initiatives in education; comparative evaluation, local and international practices and policies with a general view in identifying transportable methods, systems and good governance.
Having successfully come by the “centers for excellence” to the learning populace, it is one way of addressing this concern. These centers for excellence experiment and try out relevant and innovative pre-service teacher education and special training programs; organize and coordinate collaborative researches on identified areas for systematic investigation in teacher education as the basis for improving teacher education; serve as teacher resource center for instructional materials’ development; serve as the center mode for networking specific data; provide professional assistance; encourage mutual support in the region for upgrading their programs; and facilitate those want to put up learning institutions and help expedite school accreditation.
Having performed these following functions, quality education can be guaranteed! Republic Act 7784 Section 3 states that the importance of quality education is a must for everyone. Each school should have centers for excellence, and members should (a) be highly educated, professionally qualified and experienced teachers who are dedicated to the philosophy, mission, vision and goals; (b) have students who are well-equipped and financially settled; (c) have adequate library, research and study facilities; (d) have competent administrative and support staff; (e) have instructional programs that are well-planned and relevant; (f) have adequate student development programs; (g) have adequate student services; (h) have outreach programs that can provide for relevant extension services for all; (i) have percentage of graduates who will become future teachers; and (j) have such other criteria as may be established and functionally put up for the benefits of the teacher education council.
Having obtained the credits as centers for excellence, it is a must that such a learning institution deserves a prestigious name. Centers for excellence have full responsibility of improving the lives of the learners and generally enhancing the quality of education for the masses. The government must take precautionary measures to avoid untoward incident besetting the school with criticisms, altercations and so forth.
The government will make certain about having put up centers for excellence that are religiously extending full responsibilities over assigned centers, so that they can qualify the standard of education set and stipulated by law. The teachers must take advantage of the well-being; utilize the programs and services offered by the centers. They must grab the opportunity to improve their lives as teachers and students within the four-wall of the centers for academic excellence.
Written by ermetes School Paper Adviser, Local Daily Newspaper Correspondent, Columnist, University Pub Editor-in-Chief, Blog Author, Graduate School Professor
India is a developing country. We have thousand years of Tradition and Culture. Different types of people are living in India. In olden days the educational institutions were called as ‘Ashramam’ and teacher was called as ‘Guru’. Guru is a respectable person in the society after mother and father. According to our Vedas Guru is a third God. In olden days they were given importance for shravana, Dhyana and Asana. All types of information are there in Vedas. Yoga is a greatest gift of India to the world. Yoga has its origin in the Vedas, texts that were heard by ancient sages in their state of meditation, and hence are known as srutis. The great sage Vyasa organized the Vedas in a systematic manner. Hence he is known as Veda Vyasa.
Now we are living in the technological world. Vast changes are occurring in day to day life of human being. The effect of Television, Telephone, Radio, Computer, Internet and Mobile is very much in our daily life. Even today also teacher is a role model for the students in the society. Teaching profession is a respectable job in the society. But there are enormous changes were occurred in the system of education.
Western culture is increased. Because of globalization we see everything in the form of commercial. But it is not good. Teacher is a nation builder. The development of any country depends upon its educational system. Any type of development is possible through education.
The concept of curriculum can be perceived as a connective link between teacher and student, organized in such a way to achieve goals previously set by the teacher, the learning organization or by the curriculum specialists.
Curriculum is a means to the education. While education is learning, curriculum signifies situations for learning. While education deals with ‘how’ and ‘when’, Curriculum deals with ‘what’ education is a product, curriculum is the plan.
Teacher education is an integral component of the educational system. It is intimately connected with society and is conditioned by the ethos, culture and character of a nation. The constitutional goals, the directive principles of the state policy, the socio-economic problems and the growth of knowledge, the emerging expectations and the changes operating in education, etc. call for an appropriate response from a futuristic education system and provide the perspective within which teacher education programmes need to be viewed.
When India attained freedom, the then existing educational system was accepted as such because it was thought that an abrupt departure from the same would be disturbing and destabilizing. Thus a predisposition to retain the system acquired preponderance and all that was envisaged by way of changes was its rearrangement. Consequently, education including teacher education largely remained isolated from the needs and aspirations of the people. During the last five decades certain efforts have been made to indigenize the system. The gaps, however, are still wide and visible. The imperatives for building the bridges may be as follows:
- To build a national system of teacher education based on India’s cultural ethos, its unity and diversity synchronizing with change and continuity.
- To facilitate the realization of the constitutional goals and emergence of the new social order.
- To prepare professionally competent teachers to perform their roles effectively as per needs of the society.
- To upgrade the standard of teacher education, enhance the professional and social status of teachers and develop amongst them a sense of commitment.
The need for improved levels of educational participation for overall progress is well recognised. The key role of educational institutions in realising it is reflected in a variety of initiatives taken to transform the nature and function of education — both formal as well as non-formal. Universal accessibility to quality education is considered essential for development. This has necessitated improvement in the system of teacher education so as to prepare quality teachers.
Various Commissions and Committees, Sarvepalli Radhakrishnan Commission (1948), Secondary Education Commission (1953), Kothari Commission (1964-66) etc., are appointed by the Central and the State Governments in recent decades have invariably emphasised the need for quality teacher education suited to the needs of the educational system. The Secondary Education Commission (1953) observed that a major factor responsible for the educational reconstruction at the secondary stage is teachers’ professional training. The Education Commission (1964-66) stressed that ‘in a world based on science and technology it is education that determines the level of prosperity, welfare and security of the people’ and that ‘a sound programme of professional education of teachers is essential for the qualitative improvement of education.’
India has a large system of education. There are nearly 5.98 lakh Primary Schools, 1.76 lakh Elementary Schools and 98 thousand High / Higher Secondary Schools in the country, about 1300 teacher education institutions for elementary teachers and nearly 700 colleges of education / university departments preparing teachers for secondary and higher secondary schools. Out of about 4.52 million teachers in the country nearly 3 million are teaching at the primary/ elementary level. A sizeable number of them are untrained or under-trained. In certain regions, like the North-East, there are even under- qualified teachers. As far as in-service education is concerned the situation is not very encouraging. It is estimated that on an average 40% of the teachers are provided in-service teacher education once over a period of five years. Regarding non-formal education, though a number of models are in vogue in various states in the country, much more needs to be done to prepare teachers and other functionaries for the system.
The National Council for Teacher Education (NCTE) as a non-statutory body (1973-1993) took several steps as regards quality improvement in teacher education. Its major contribution was to prepare Teacher Education Curriculum Framework in 1978. Consequently, teacher education curricula witnessed changes in teacher preparation programmes in various universities and boards in the country. A similar effort was made in 1988.
During the last decade, new thrusts have been posed due to rapid changes in the educational, political, social and economic contexts at the national and international levels. Curriculum reconstruction has also become imperative in the light of some perceptible gaps in teacher education. Teacher education by and large, is conventional in its nature and purpose. The integration of theory and practice and consequent curricular response to the requirements of the school system still remains inadequate. Teachers are prepared in competencies and skills which do not necessarily equip them for becoming professionally effective. Their familiarity with latest educational developments remains insufficient. Organised and stipulatory learning experiences whenever available, rarely contribute to enhancing teachers’ capacities for self-directed life long learning. The system still prepares teachers who do not necessarily become professionally competent and committed at the completion of initial teacher preparation programmes. A large number of teacher training institutions do not practice what they preach. Several of the skills acquired and methodologies learnt are seldom.
Curriculum is:
That which is taught in schools
A set of subjects.
Content
A program of studies.
A set of materials
A sequence of courses.
A set of performance objectives
A course of study
Is everything that goes on within the school, including extra-class activities, guidance, and interpersonal relationships.
Everything that is planned by school personnel.
A series of experiences undergone by learners in a school.
That which an individual learner experiences as a result of schooling.
In India there are large number of communities living in the hilly area, the plateau area, the dessert area, plain area and costal area all having their own peculiar individuality, environment customs and needs. There fore, the same curriculum can’t be forced upon all, irrespective of their needs and environment. It must differ from locality to locality and from society to society.
“The destiny of India now being shaped in her class rooms”. In the world based on science and technology it is education that determines the level of prosperity, security and welfare of the people (Education Commission 1964-66).
· Enabling student teachers to inculcate among children a desire to know their immediate natural environment, to love and respect it;
· Preparing student teachers to use local resources and local contexts.
Teacher education curriculum at this stage need to develop awareness about literacy programmes, community dynamics, national and local customs, fairs and festivals and community mode of social living. It may also develop awareness of forces affecting environment including pollution, appreciation of places of historical and cultural significance and special educational features and developmental tasks contained in policies and programmes.
Teacher Education at the Primary Stage
· Developing among student teachers skills for teaching integrated environmental studies, integrated social sciences and integrated science and technology;
· Enabling student teachers to inculcate among children a desire to know their immediate natural environment, to love and respect it;
It is necessary that student teachers be sensitised to the need for reducing curriculum load, organise appropriate learning experiences which are joyful in nature and related to immediate environment of the learner and help them develop and imbibe desirable values.
Teacher education programmes at this stage shall have to provide subject based orientation. Teaching and learning of mathematics would be woven around the environment of the learners so that environmental concerns are properly integrated. The activities would focus on local culture and environment using the local specific contexts and resources. Student teachers shall have to be provided with experiences to help children develop socio-emotional and cultural aspects. A realistic awareness and perspective of the phenomena occurring in the environment will have to be linked with social or scientific events. This may be accomplished by emphasizing observation, classification, comparison and drawing of inferences, conducted within and outside the classroom.
Teacher Education at the Secondary Stage& Higher Secondary Stage
· Developing among student teachers awareness and sensitivity towards environment concern and promoting skills for meeting environmental challenges;
In addition, concerns like ecological imbalances, environmental degradation also have to be studied in their socio-cultural-economic context.
Addressing Special Educational Needs of Learners
· Enabling student teachers to develop among the gifted and talented students social responsibility and commitment to the society and the environment;
· Enabling teachers to be sensitive to gender and environment-related issues.
India has thousand years of tradition and culture. Educational institutions were called as Ashramam and teacher was called as Guru. A tremendous change was occurred in our daily life. Due to globalization now the educational system is affected totally. Now the educational institutions give importance for technical education. Teacher is a national builder. He has a capacity to change the society. By knowing the importance of technology, communication skills, National Council of Teacher Education (NCTE) introduced a separate subject on technology known as ‘Educational Technology’ at both B.Ed and M.Ed levels. Computer Education, Communicative English, Personality Development are also introduced at B.Ed. level. Now we are facing so many problems like terrorism, poverty and high-population. We want such type of curriculum which improves peace, non-violence, positive attitude and values in the society. By inculcating these things in teacher education curriculum, we will get positive change in the society. Our National Education Policy (1986) and other Education Committees and Commissions were also given importance for quality teacher education. But it is our duty that to follow such type of curriculum. By conducting national seminars, workshops and conferences it is important to collect eminent scholars attitude towards importance of curricular change in the present scenario. There are many recommendations about curriculum change, but they are not in practice.
Ø The present curriculum format of teacher education at different levels, pre-primary, elementary and secondary education is generally based, apart from others on Foundation Courses, which includes philosophical, sociological and psychological perspectives of education. The intention is that the teacher must have a conceptual understanding of the field of education, its significant concerns which are relevant for political, social and cultural development of the nation so that the teacher is just not responsible only for performing “knick knacks” of the task of teaching but is also imbued with the perspectives of creating individuals who can apply their minds to the diverse situations that obtain in the field of education. It is the Foundation Courses which provide a lot of scope for being recast to lay focus on discussion on the issues listed in the preceding chapters. Apart from others, it can re-look at the existing curriculum and divide it into appropriate cluster of topics which include the core elements of the NPE and the Constitutional concerns related to non-discrimination. Other areas of equal relevance for development of the ideas are the internship in teaching and working with the community.
Ø The type of exercises for developing the values related to non-discrimination as given in the chapters on sex/gender, caste/tribe, disability, etc. could become the central themes of co-curricular and extra-curricular activities of the teacher education institutions. It is not the intention to repeat the listing of those activities here in this chapter; a reference can be made to these activities in the appropriate chapters in which they have been listed.
Ø It could also be helpful to plan orientation programme on teacher education on this theme. The seminars could familiarize the teacher educators with strategies for operationalizing the teaching-learning dimensions relevant to the theme. An effective way to institutionalize the concept is to incorporate it in the elementary and secondary pre-service teacher education curriculum. This could be supplemented by a suitable co-curricular programme which should aim at offsetting some of the shortcomings in the curricular approach especially in terms of attitude and value development.
Ø What is needed is a vigorous advocacy with state educational agencies, teacher education institutions and university departments of education for conscious inclusion of such components in the curricula.
Ø In order to overcome the disadvantage of fragmented treatment of the theme, it is suggested that an independent comprehensive unit comprising familiarization with the Constitution of India and its concerns as impinge on education should be incorporated in the elementary and secondary teacher education courses.
Ø In India, evaluation system influences the educational process especially the quality of classroom teaching significantly, and as such a separate unit of educational imperatives of Constitution will ensure due importance and weightage to the theme in the classroom teaching.
Ø A great deal depends on the ingenuity and dedication of teachers and teacher educators in achieving anything substantial through education. If the concerns are handled with sincerity and purpose, they could definitely bring about the desired transformation in the educational system through teacher education.
Today we are in a technological world where things are happening fast. Parents and teachers would like to be getting results fast. India has kept pace in science and technology with forward nations but we have shown slower pace in our value system even when we have a strong heritage of human values.
An overview of the context and concerns as discussed earlier, teacher’s profile and general and specific objectives would define the boundaries of a curriculum framework. The perceived characteristics of the envisaged curriculum framework would include the following:
- Reflects the Indian heritage, acts as an instrument in the realization of national goals and fulfills aspirations of people.
- Responds to the latest developments in the field of education.
- Establishes integration of theory and practice of education.
- Provides multiple educational experiences to teachers.
- Enables teachers to experiment with new ideas.
- Ensures inseparability of pre-service and in-service education of teachers.
- Sets achievable goals for various stages of teacher education.
According to Swami Vivekananda Teacher gives knowledge and bright future to his students. He always trying to help students and encourages good habits not only in the students but also in the society. Teacher is a backbone for country’s development. The influence of teacher is more in the student life. Any type of social development depends upon its educational system. So it is very important to give prime priority for Teacher Education Curriculum. It is very important to give place to science and technology in Teacher Education Curriculum. Then surely India will become powerful and rich country in the world.
1. Saxena N.R., Mishra B.K., Mohanthy R.K. ‘Teacher Education’, Surya Publications, Near Govt. Inter College, Meerut, First Edition, 1998.
Name:Naraginti Amareswar reddy Father Name: N.M.Reddy Sex: Male Date of Birth: 10th Fed 1981 Ed Qua: M.Sc., M.Ed., research scholar in the dept. of education, sri venkateswara university, tirupati, india. e-mail ID: amareswaran@gmail.com
Teachers play an important role in guiding the growth and development of a child. Starting from learning the alphabets in nursery school, a child develops the skills in reading, writing and arithmetics. The child then progresses to study literature, science, mathematics, social studies, and foreign languages in high school. All this growth in intellect would not be possible without the guidance and constructive support of the teachers. As parents, it is appropriate to show our appreciation to our children’s teachers by sending them a small gift. While we can certainly let the teachers know how much we appreciate them at any time of the year, most parents send teacher gifts on National Teacher Day (the Tuesday on the first full week in May), at the end of the school year, or for Christmas holiday. This article provides some gift ideas for your children’s teachers.
In selecting gifts for teachers, you can think about what they may like and what may be useful to make their lives a little easier. There are many gifts designed specifically for teachers, while other gifts may be sent to anyone, but are especially useful for teachers.
1. Teacher Gift Basket: There are gift baskets designed with teachers in mind.
One such basket consists of a gift tote filled with an inspirational book for teachers, a coffee cup, a writing notebook, gourmet coffee, and a varieties of gourmet treats.
2. Personalized Coffee Mug: You can send an attractive white ceramic coffee mug that come in many different designs to choose from. The mug can be personalized with the teacher’s name, grade level and subject. The teacher can use the mug for their hot drinks.
3. Personalized Picture Frame: You can send your favorite teacher a picture frame personalized with the name of the teacher, school, grade level, or subject taught. There are many colorful designs to choose from.
4. Personalized Tote: A teacher has to carry teaching materials, students’ homework, papers, and books to school. You can make this task a little easier by sending them an attractive spacious tote bag personalized with their initials.
5. Personalized Pen: Every teacher can use a pen to take notes and grade papers. A pen personalized with their initials will make a useful gift.
6. Personalized Key Chain with Flash Drive: A teacher has to write lesson plans, and prepare notes on subject matters. It will be useful to have a flash drive to store all these written materials in one place. This personalized flash drive key chain is sterling silver-plated and can be engraved with the initials of the recipient. This gift can be fit in a pocket or purse.
7. Personalized Key Chain with Small Screw Drivers: Teachers often wear glasses that may become loose from time to time. This smart personalized keychain has two hidden small screwdrivers that can be used for fixing glasses or changing batteries for small electronics. The key chain can be engraved with three initials of the recipients.
8. Coffee Gift Basket: If your favorite teacher is a coffee connoisseur, you may consider sending him/her a coffee gift basket filled with gourmet coffee and savory snacks. Teachers deserve a coffee break from their busy teaching schedule.
9. Thank You Gift Basket: You can also express your gratitude by sending a thank you gift basket, which is a gourmet gift basket with thank you theme. The gift basket may come with Thanks a Million theme bags of gourmet treats, or Thanks a Million imprinted ribbon. The basket will sure deliver your message of gratitude loud and clear.
10. Spa Gift: A teacher’s job can be challenging and stressful at times. Thus, teachers deserve a little pampering to release stress. You can send a spa gift basket to your favorite teacher to relax and rejuvenate.
In summary, teachers hold the important job of shaping the life of your child. You can show your appreciation by sending them a small gift at the end of the school year, on National Teacher Day, or for Christmas holiday. Popular teacher gifts include teacher gift basket, personalized coffee mug, picture frame, pen, key chain with flash drive, coffee gift basket, spa gift, and thank you gift basket.
Kate S. is the CEO of Gift Basket For All, LLC. You can visit her site by clicking on the link below: Gift Basket Giftbasketforall.com offers gift baskets for all occasions, including anniversary, holidays, new baby, birthday.
To browse for teacher gift ideas, please click on Teacher Gifts.
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Taylor Mali (taylormali.com), one of the most well-known poets to have emerged from the poetry slam movement and one of the few people in the world to have no job other than that of poet., gives his mind on what teachers make. Mali is a vocal advocate of teachers and the nobility of teaching, having himself spent nine years in the classroom teaching everything from English and history to math and SAT test preparation. He has performed and lectured for teachers all over the world, and his New Teacher Project has a goal of creating 1000 new teachers through “poetry, persuasion, and perseverance.” Please visit http for more on Mali and his New Teacher Project. taylormali.com Video Rating: 4 / 5
These loans for teachers are also known as the unsecured loans because this scheme does not require collateral of any kind. But only UK teachers are eligible to apply for these loans. The instant advance is availed by anyone to tackle his/her monetary emergency cash need during some month. So, don’t wait for your next month salary and apply for this scheme. It not only helps you to save your time but also makes it great for you to get a loan within a single day.
There is no necessity to carry any file containing your documents for these loans for teachers scheme. You are just required to apply online for these loans and you will get the money soon. The loan money is made directly into your saving account upon approval. And if you are a genuine applicant, then you will not face any problem for the approval.
Any teacher can get these loans if he/she is 18 years of age or older, with a steady workplace for the past 90 days either in a govt.
school or college or in a private institute, a checking or savings account and must live anywhere in the UK. But you need to provide your experience certificate which will prove that you are a teacher. If you fulfill these requirements, then your loan will be approved in one day. These loans are offered so that you can have the money without giving any security and also without any paper work.
These loans are designed to help you meet all your short term needs and you can repay the money as you get your next month salary. Due to the involvement of almost negligible formalities, any one can apply for this scheme. Apply for this loan scheme and get the money as much and as soon as you require.
Elvin Jon is trying to make it easy for you to find a suitable loan. He will help you to locate your lender easily. To get more information about loans for retired people, bad credit loans , loans for doctors visit http://www.loansforteachersdoctorsnurses.co.uk/
www.uscampaignforburma.org 30 Days for a Million Voices Principal Talent Tila Tequila, Ryanne Haake, Carlin James, Shayla Beesley, Jade Ramsey, Nikita Ramsey Featured Talent: Leslie Wong, Joanne Lacap, Desiree McKinney, Dianna Bostic, Karen Escobar, Jamie Struyck, Andrew Ngo, Jai Maddox, Michael Allen, Angelo Aquiler, Hanlinh Tran, Tim Dooney, Tony Jakstis, Laura Cole Producer: Michael Abbott Production Entity: United Front Director: Timothy Linh Bui Writer: Timothy Linh Bui & Michael Abbott DP: Robert Polgar Stylist: Tracie Leaphart 1st AD: Daniel Carrey Sound Recordist: Bradford Craig Editor: Ricardo Javier Music: “Farmkat” by WAXAPPLES (www.waxapples.com) Music Sound: Brian Coakley Executive Producer: Jack Healey, Jeremy Woodrum, Dan Adler, Prudence Fenton, John Solomon Special Thanks: Ron Reeves and staff at Columbia College, Jamie & Cindy at CPK, Tarzana CA, Bryan Mitchell at Alchemy 7 Media, Inc., Jamie Coakley Video Rating: 4 / 5
All teachers know that teaching can be a stressful job. The key is to get organized and make time for yourself.
Teacher burnout is a problem for many new teachers. Lower your stress level, and you will improve as a teacher as well. Below are a few tips to make your teaching job less stressful.
First things first.
You will have a very stressful career if your classroom discipline and management system is a shambles. Conquering these is the first step to being a stress-free teacher. Read those articles.
Classroom Discipline
Classroom Management
Get Organized.
You cannot teach effectively unless you are organized anyway. Your daily lessons plans should be done and all materials gathered before the school day. Preferably the night before. Yes this is a lot of work. But having a smooth teaching day is worth it.
Grade ASAP!
Teachers who let papers to grade pile up are asking for trouble.
Grading a pile of papers will look like an arduous task that will take it’s toll on your body. And it will. When teachers give a quiz or exam, they should start grading them as soon as one student turns it in. Even if you only grade the first page of each paper. This will give you a good head start. Here’s a no-brainer but often over looked teaching tip: Make your quizzes, exams, and projects as easy to grade as possible. This could include more multiple choice.
Teachers should collect longer assignments when longer breaks occur. That is, do not collect a 10 page report on Monday. Try not to give assessments on Fridays. Teachers who grade only on school days will be much better rested. If your grading is taking its toll on you, you seriously need to change the way you assess. Teachers should over-work the students. Students should never over-work the teacher. Your job is to make this happen.
Teachers need school-free days!
In conjunction with the above, you need to keep your weekends as school-free as possible. You need at least one of those days to do absolutely nothing as far as school work. Your brain needs a rest. You need to recharge. Avoid leaving your grading for the weekend. Teachers who do grading over the weekend are really working 7 days a week. You will burn out. Teachers should never bring home enough work to last the weekend.
Make every school day break count!
Secondary teachers have nutrition breaks, lunch breaks, and normally planning periods. Elementary teachers have recess and lunch. There is even the short time after school that you are required to be on campus. Make these precious minutes count. Plan. Organize. Grade. Make phone calls. Yes, you will have the urge to relax and do nothing. The problem is, school is the best place to work. Teachers who get stuff done at school are freer at home. If you don’t feel like grading at school, how do you feel when you see all the things you need to do and you are home? DO NOT use these breaks to prepare for the next class. That should have already been done. Scrambling around at the last minute to figure out what you are teaching brings on a bundle of stress. Running to the copy machine is not good exercise. And it may not be working when you get there!
Teachers need sleep.
And you are probably not getting enough. This is why you need to be organized and grade ASAP. The later it is, the worse your brain functions.
If you are planning or grading at midnight, how long do you think you will last?
Get to school early.
You need to be fully prepared as soon as the bell rings. I have seen teachers standing in line at the copier when the bell rings. And continue to copy. I have seen teachers drive up to campus as the bell rings. How effective of a teacher can you be? Not only is this bad teaching, it is bad for your nerves as well. Unless you are a do-nothing teacher. I urge you to read the articles here on engaging students and being a great teacher.
Every day is a new day!
Teachers should try and forget the small things that happen each day. Start each day renewed. Your classroom discipline should be a system that is as stress-free for you as possible.
Teachers, not all is possible.
No matter how organized you are there just things about teaching that are stressful. The key is to have as much time away from school to do other things. Make your time away from school count as much as your days in school. Your job as a teacher needs to be left outside your front door as much as possible.
Written by Shivashankar.V. Jirli. Working as a Head of the Department of Mathematics since 15 years.
The purpose of general education is to provide rich and significant experiences in the major aspects of living. This is directed so as to promote the fullest possible realization of personal potentialities and the most effective participation in a democratic society. The contributory role of basic mathematics curriculum in achieving these laudable goals cannot be over emphasized especially in the primary school. This is why there is much emphasis on mathematics as a core subject in the primary and secondary school levels of education in Nigeria (FGN 2004). Mathematics as a bedrock of science and technology and as a school subject is recognized as the foundation without which a nation cannot become prosperous and economically dependent (Umonyang, 1997).This underscores the significance of the mathematical competence of all the learners at basic level of education, at the same time the need for teachers to make learning of mathematics more interesting to the learner is imperative. In order words, good teaching should begin with the teacher having a clear, mental way of the exact changes he has to bring about in the learner.
Mathematics is a tool used in the daily lives of the individual. Every daily activity of man requires the knowledge and use of mathematics inquiry needed for action learning to take place which will help learners to develop essential 21st century skills through relevant and authentic content and contexts in the MDG. Agwagah, (1996) stressed the important role of mathematics and mathematics teachers in national development in actualising the needs of the learner and society in MDG programmes. Teachers’ method of instruction has not been effective in meeting the needs of this national development in Nigeria. Teacher instructional strategies especially at the foundation level of teaching and learning is a vital aspect of the nation’s productively independent (Okolo, 2000).
Research reports (Bruner, 1996, Darling-Hammond & Snyder, 1992) have indicated that changes are necessary in the way mathematics is been handled. The traditional method of instruction does not relate mathematical problems to the real world, help students think about realistic situations, or help students to generate and pose their own solutions. As a result, students may become unmotivated to learn and unconnected with what the teacher is doing in the classroom, developing an overall negative attitude towards mathematics.
At the primary school level, there is need for teachers to make learning of mathematics more interesting to the learner (pupils) by using good and varied instructional strategies which the teacher adopt and use to facilitate learning of abstract concepts, by helping to conceptualize ideas and stimulate the learners’ imagination; they are known to increase the learners’ active participation in the learning of mathematics. The use of varying instruction strategies in mathematics helps both the teacher and students in understanding each other. Since instructional strategies are so important, it becomes necessary that teachers learn to make use of effective and appropriate instructional method for the success of the Millennium Development Goal (MDG) programme. Some MDG scope and objective are extension of Universal Basic Education (UBE) to respond to World global reforms. Nigeria adopted a National Economic Empowerment and Development Strategy (NEEDs) in 2004, seeking to implement the UBE law in order to provide better schools and trained teachers and trainers (Okebukola, 2005). MDG was initiated by Federal Government of Nigeria, to achieve its laudable goals as follows:
Eradicate extreme poverty and hunger,
Achieve universal primary education,
Promote gender equality and empower women
Reduce child mortality
Improve maternal health
Combat HIV and AIDS, malaria, and other diseases
Ensure environmental sustainability
Develop a global partnership for development
Hence good instructional method of teachers is needed in our basic mathematics. The country need to make this a priority to make MDG goals come to reality. The purpose of this paper is to evaluate instructional strategies used by primary school teachers for the attainment of MDG in basic mathematics
The results of findings are as stated in tables:
The demographic variables of teachers in Ekiti State public and private primary schools are as stated in table 1.
Characteristics
Male
Female
Public: (n=300)
50(30)
250(150)
% attendance
60
60
Private:(n=100)
14(6)
86(28)
% attendance
42.86
32.56
Total:(N=400)
64(36)
336(178)
% attendance
56.25
52.98
Total
300(180)
60
100(34)
34%
400(214)
52.5
0-5
6-10
>10
90(40)
80(30)
130(70)
80(20)
20(12)
-
170(60)
100(42)
130(70)
35.29
42
53.85
Total
300(140)
46.67
100(32)
32
400(172)
43.00
TC11
NCE
BSc Ed/BEd
Others
40(15)
70(40)
120(60)
70(32)
20(6)
50(20)
25(5)
5(0)
60(21)
120(60)
145(65)
75(32)
35
50
44.83
42.67
Total
300(147)
49.00
100(31)
31.00
400(178)
44.50
Single
Married
65(32)
235(76)
49.23
32.34
69(24)
31(7)
34.78
22.58
134(56)
266(83)
41.79
31.20
Total
300(108)
36
100(31)
31.00
400(139)
34.95
Table 1 shows the number of teachers who had attended the MDG programme in Ekiti State public and private schools. Male and female teachers in public schools have the same chance of attendance of 60% each. In the private primary schools, only 42.86% of male have attended with 32.56% female teachers in attendance. The overall attendance of teachers in public schools was found to be 60%, while that of private schools was 34%. On the whole, 56.25% of male teachers have attended so far with 52.98% of female teachers in both public and private primary schools.
The highest percentage of the experience of teachers who have been on service for more than 10 years was found to be 53.85% in public schools. This is closely followed by those who have been on service between the last 5 years of 44.44%. While the list of teachers who have their experience between 6-10 years was found to be 37.50% in private schools, teachers who have been on service between 6-10% had the highest percentage. This is closely followed by teachers have the experience between 0-5 years of 44.44%. It was found that there was no teacher of 10 years and above teaching experience. In overall, teachers who have been on service for more than 10 years had the majority of attendance with 53.85%. This is closely followed by those between 6-10 years of teaching service. Teachers with 5 years teaching experience had the least percentage of attendance of 35.29%.In all, public teachers had the majority of attendance in the MDG programme of 46.67%,while private school teachers had 32%
Majority of teachers who hold National Certificate in Education (NCE) (57.14%) in public primary schools have attended the MDG programme, followed closely by those with bachelors in education degree (45.71%). Teacher grade11 had the least percentage of attendance of 37.50%. This shows that majority of teachers in private schools who have attended the programme had NCE of 40%. Follow by grade 11 teachers of 30%. Teachers who have bachelors in education had the least percentage of attendance of 20%. In overall, NCE teachers of both public and private schools have the highest attendance of 50%, this is followed by those with bachelors of education degree 44.83% This is followed closely by those who have other qualifications (42.67%). Teacher grade11 had the least percentage of attendance of 35%. In all, public school teachers had the highest percentage of attendance of 49% and only 31% of the teachers in public schools have attended the programme with 49.23%.
Only 32.34% of married teachers have attended the programme with 34.78% of single teachers in private schools. This is closely followed by married teachers of 22.58%. Overall, single teachers had the highest percentage of attendance of 41.79%, while only 31.20% married teachers have attended so far. The overall teachers who have attended was found to be 36% in public schools. The study also shows that only 31% of teachers in private schools have attended the MDG programme. Table 2 shows teachers’ awareness, understanding and usage of basic mathematics curriculum in primary schools.
Categories %
Public(n=300)
%
Private(n=100)
%
Have the MDG curriculum in mathematics
300(185)
61.67
100(31)
31
Understand curriculum
300(144)
48
100(51)
55
Use the curriculum
300(109)
36.33
100(64)
64
Understand the purpose of MDG
300(123)
41
100(47)
47
Table 2 shows that more than half (185) 61.67% of the teachers in public schools have the MDG curriculum in mathematics, while only 31% of teachers in private schools used the basic mathematics curriculum in primary schools. Private school teachers understand the purpose of using the curriculum better (54.6%) than public schools (47%). Both public (41%) and private (47%) schools teachers could understand the purpose of MDG curriculum as shown in table 2.Table 3 shows the structure of instructional strategies used by teachers
A
B
C
D
E
TOTAL
%
Group work
20
25
21
19
23
108
27
Drill
24
18
20
23
20
105
26.2
Participatory
6
9
10
9
6
40
10
Demonstration
6
7
5
8
8
34
8.5
Conversation
3
4
3
7
6
23
5.8
Inquiry modelling
4
5
7
5
7
28
7.0
Class audience
7
4
5
6
6
28
7
Independent study
10
8
9
3
4
34
8.5
Table 3 shows the structure of instructional strategies used by teachers in teaching the students in the basic mathematics curriculum of MDG programme. The frequencies of each of the instruction as used by teachers in teaching the pupils are as shown according to LGAs (zones). The total frequencies of occurrence of each instruction are as shown in the last column. These frequencies show that group work and drill methods had the highest number of occurrence for teaching the students with 108(27%) and 105(26.2%) respectively. This is followed by participatory approach with a total frequency of 40(10%). The next is the demonstration and independent study strategies with the frequency of 34(8.5%) each. Inquiry and class audience strategies have the least frequencies of occurrence of 28(7%) each. Table 4 shows the analysis of instructional strategies used for teaching basic mathematics in primary schools.
Methods
Public
Private
Total
df
cal
tab
Rmk
Group work
168(56)
81
137
7
138.7
14.01
Significant
Drill
165(55)
73
128
Participatory
120(40)
64
104
Demonstration
114(38)
53
91
Conversation
76(25)
39
64
Inquiry
96(32)
47
79
Class audience
99(33)
49
82
Independent study
105(35)
55
90
Total
314
461
775
Table 4 shows the chi-square c (138.7) > table (14.07). Hence the hypothesis is rejected. Therefore, there is significant difference between the instructional strategies used by teachers in public and private primary schools in the MDG programme.
Table 5 shows the difference in the awareness, understanding and the usage of MDG curriculum.
Categories %
Public(n=300)
Private(n=100)
Df
Rmk
Have the MDG curriculum in mathematics
61.5
31.3
3
18.32
7.82
Sig
Understand curriculum
48.4
54.6
Use the curriculum
35.36
63.67
Understand the purpose of MDG
41.16
46.74
Table 5 shows the chi-square X2c (18.32) > X2t(7.82). Hence the hypothesis is rejected. Therefore there is significant difference between the public and private school teachers in the awareness, understanding and usage of the basic mathematics curriculum. By implication the private schools teachers has more understanding and use the curriculum of the MDG better than the public schools, though the public teachers have more copies of the curriculum more than the private schools teachers.
Categories
Public n=300
Private n=100
Total
25.7
3.84
Influenced
195
63
258
Do not influence
105
37
142
Total
300
100
400
Table 6 shows that cal 25.7 was greater than table3.84 at α=0.05 level of significance. Therefore the hypothesis is rejected. This implies that there is significant difference in the influence of teacher’s instructional strategies and the achievement of basic mathematics curriculum for MDG programme
The study revealed some differences in the characteristics of teachers of public and private schools in terms of experience, qualification and marital status. High proportion of teachers in private schools had lower educational qualification. This calls for proper monitoring of standard in the employment of teachers in the private schools since most of the Nigerian children will spend there basic years in these schools. This finding was corroborated by Meremikwu& Enukoha (2006) &NCTM (2000) who reiterated a good standard for school maths at basic level.
Further findings of this study showed that MDG curriculum is not well wildly used in public schools, but are used in private schools. Since, they do not understand the purpose of MDG programme. The MDG programme stressed the need to develop national curriculum modules for primary and junior secondary education in line with MDG programme. The reason why during the long vacation, teachers are organised and trained in the use and adaptation of the modules from the national curriculum through workshop, seminars and meeting on curriculum delivery. This in effect will improve student’s achievement with a functional basic educational curriculum. The study also showed that many teachers of both public and private schools do not use some of instructional methods needed for the basic needs of the learners in mathematics. It was also found that only few methods were used for the teaching of basic mathematics. The findings of the study also revealed significant influence of instructional strategies in the advancement of basic mathematics. Hence, researchers (Kolawole, 2004; Darling-Hammond, 1996; UNESCO&ISESCO, 2001) have discovered major problems facing mathematics teaching in terms of teachers methods and called for teachers training and re-training as a way of consolidate and enlarge concepts and skills of teachers in the teaching process. When teachers do not use appropriate instructional strategies, they are less likely to achieve the desire learning outcomes. Hence, instructional strategies are an important of achieving the basic mathematics curriculum meant for MDG programmes.
There is need to widely spread the use of MDG curriculum through proper monitoring in both public and private primary schools to build capacity for the MDG at the foundation and basic level in core subjects such as mathematics and science. Modules for teaching mathematics are not always readily available for primary schools despite the emphasis of the MDG plan. Availability of these in both public and private schools will help to build good foundation for Nigerian pupils in the important subjects like mathematics.
Agwagah, U.N.V. (1996). challenge of maths educators for future maths education. A paper presented at the 33rd annual conference of mathematical association of Nigeria.(MAN).
Burner, J(1966 New York; Norton
Darling – Hammond, L & Snyder, J (1992) Conclusion study and the traditions of inquiry; the scientific tradition. In P.W Jackson (Ed), H P. 41-78. New York; Macmillan
Darling-Hammond,I(1996) what matters most; a competent teacher for every child ; Kappan Phi Dilta 78(3); 173-200.
Dugdale ,S(1990). Beyond the evident contnt goals pant111. An undercurrent- enhanced approach to trigonometric identities. . 9; 233-287
Federal Republic of Nigeria (2004)
Jaworski, B (1994). . London; Falmer
Meremikwu, A,N& Enukoha, I.O(2006). Primary mathematics instructional aids and universal basic education in Nigeria.
Mousley, J, Lambdin, D & Koc,Y(2003). Mathematics teachers education and technology; Dordrecht; Kluwer.
National Council of Teachers of Mathematics (2000) (NCTM).Reston.V.A
Okebukola, P (2005). Enhancing the relevance of STAN to national development.
Okolo, U.P (2006). The challenges of Universal Basic Education (UBE). The role of secondary mathematics P1-13
Okoye F.N (2000). in E.C Iloputaife (ed) effective science and computer education in the new millennium. Enugu; science and computer education department, Enugu state university of technology
Thompson, A (1984). The relationship of teachers conception of mathematics and mathematics teaching instructional practice. .15 (2); 105-127 Dordrecht: Reidel.
Umonyang, IE (1997) Maximizing student’s achievement in mathematics thought multi- grade classroom teaching approach; p.25
Western history of teacher training, education history, teaching theories, education of teachers, modern history od education, began in early 18th century Germany: teaching seminaries educating teachers were the first formal teacher training in Western history of education and teaching.
(History of education had 2nd century-BC Greek Spartan free public education, Athenian Academy until age 18 and higher Academy and Lyceum; Roman private formal schooling in tiers; China’s 1st century-BC administrator examinations; 1st century Jewish informal Cul’ Tura general education; Islam’s 9th century universities [madrasahs]; 16th century Aztec mandatory teen education; 18th century Russian nation-wide education, Poland’s Education Ministry, Chez ‘teacher of nations’ Comenius’s ‘Didactica Magna’ on universal education [compulsory, certified teachers, tests]; leading later Western history of education –17th century Scotland’s free education, 18th’s Norway’s mandatory literacy and New Zealand’s standard education, 21st’s Europe’s Bologna process equalising educational qualifications.)
Teacher education and training, first teacher training college in French history of education and history of teaching, Jean Babtiste de la Salle’s 18th century Brothers of the Christian schools, had non-clerical male teachers teaching poor and middle class children. Based on Greek philosophers’ philosophy of education and teaching, re-introduced by Islam, spirituality was not its only reason, basis of education. Teacher education and training had been clerical –this was Western history of education’s first secular teacher training college.
This philosophy of education changed educational history’s attitude to education. It reformed education, educational theory, learning, enabled further education reforms and educational theories of teaching in history of education. With education reforms in education history, educational theory of teacher education required of teachers an understanding of the human mind and the theory of education, knowledge of sciences and arts, principles and educational methods of teaching. This need in educational history for a teaching method, method of education, necessitated theories of education -in Western history of education educational theories on teacher education interested educators.
These educational philosophies and theories of education on teacher education became the norm in Western history of education, teacher training establishments first Normal Schools in the history of education and training of teachers.
Teacher education progressed educational history: in history of education and history of teaching the system of education required and enabled knowledge, in-service experience, certification for teachers, continuing professional development for teachers in teaching. This non-uniform system of teacher education and training enabled teachers, while teaching, at teacher seminars to refresh and increase their knowledge of theory of education and method of teaching -exchanging ideas among teachers.
Napoleon, in history of education and teacher training, uniformed professional teaching. Adopting Germany’s teacher seminars, in French history of education and in Western history of education and training of teachers, established the first uniform teacher education system.
Neither the USA’s educational history nor British history of education did in educational philosophies, systems of education, include formal teacher education and training, although Elizabeth-I had introduced teachers’ moral teaching fitness certification in teacher education .
In England’s history of education and teaching, in early 19th century Joseph Lancaster and Andrew Bell founded the Lancastarian teaching method of teacher training: in a monitorial system of teacher education and training senior students (‘monitors’) receiving teaching from tutors were teaching junior students, acting as teachers.
In Scotland’s history of education and teaching, 17th century free education compulsory in late 19th, Germany’s teacher education and training influenced David Stowe’s founding the Glasgow Normal Seminary for teachers.
Progress in teaching and teacher training began with Horace Mann’s Massachusetts Normal Schools in the USA’s educational history, and in Britain’s history of education by the churches’ and voluntary organisations’ teacher training colleges and teaching the colonials.
In philosophies of education arguments followed on teacher education in educational history: should persons of lower English social class attend teacher training colleges and give teaching to children of higher social class!? Might teachers’ teaching not influence young French minds with liberal ideas?!
(Japan’s educational philosophy [perhaps influencing the USA's educational philosophy, history of education and teaching] emphasised patriotic teacher education and teaching.)
In Europe’s history of teacher education and training, Rosencrantz’s 19th century ‘Philosophy of Education’ emphasised ‘philosophical and psychological data’; this, resembling Islam’s university faculties, developed into separate teaching disciplines.
In Sweden’s history of education and teaching, Pestalozzi furthered the progress of systems of education, advocating formal teacher training colleges.
(Pestalozzi, except theologically, was self-educated, did not leave a written account of teaching and of teacher training colleges; his place in the history of education and teaching is deducible in outline from his various writings, loving sincere deeds, the example he set.)
Germany’s Froebel, and Alexander Bain’s ‘Education as a Science’, favoured education of teachers through teacher training colleges; teacher education adopted what philosophies of education in Western educational history and teaching had lacked -Herbart’s pedagogical emphasis in teaching on five formal steps: preparation, presentation, comparison, generalisation, application.
Germany’s teacher education and training became the basis of developments in the history of education and teacher training; Derwent Coleridge and James Kay Shuttleworth in Britain, Mann in the USA broadly agreed: teacher education and training should emphasise techniques of teaching -”not only the subjects of instructions, but also the method of teaching”.
Jules Ferry laws’ compulsory education established teacher education and training in late 19th century French history of education: teacher education and training, by law, should be through formal teacher training colleges.
English speaking countries’ history of education and teaching, formal teacher education and training, began with the University of Edinburgh’s creating a chair in education, with St. Andrews; in the USA’s history of education, e.g., Henry Bernard, Nicholas Murray Butler, followed.
In Western history of education, England’s progress involved pedagogy and Herbart Sepencer’s teaching techniques in teacher education and training, the USA’s e.g., Francis W. Parker’s, studying Germany’s pedagogical teacher education developments.
In the USA’s history of education and teaching the Darwinian hypothesis (as before later scientific evaluation) influenced John Dewey at the University of Chicago Laboratory Schools; taking into account from other disciplines what were considered relevant in teaching to child development, Brown University founded an education department.
(The La Salle College in Philadelphia, had been teaching education.)
New York’s Teachers College, founded 1888, was incorporated into the Columbia University, 1893, establishing its teacher training college, announcing: “The purpose of the Teacher Training College is to afford opportunity, both theoretical and practical, for the training of teachers, of both sexes, for kindergartens and elementary schools and secondary schools, of principals, supervisors, and superintendents of schools, and of specialists in various branches of school work, involving normal schools and colleges” -it became the basis, in Western history of education and teaching, of teacher education and training and Teacher Colleges.
(The USA’s educational history experts’ versions vary on it history of education.)
In most of British Commonwealth’s history of education and system of teacher training, entry into teacher training came to require senior secondary education at High School level or British Grammar School education with national Matriculation or Ordinary and Advanced General Certificate of Education (GCE) examinations –or equivalent.
In Europe’s history of education and teacher training, education with similar Gymnasium(/Abitur) or General Lycè e Diploma, or equivalent education, became professional teacher education and training entry qualification.
(In British history of education, until early 20th century, holders of those qualifications, by selection examination, could become temporary teachers. Oxbridge graduates could register ‘master’ and be syndicated teachers. Other universities’ graduates, to become teachers, attended teacher training colleges [if Bachelor of Education, second year teacher training of a teacher training college].)
In British Commonwealth’s history of education greater importance was attached to professionalism in teacher education and training: academic qualifications did not suffice for teaching; teacher examinations required specific periods of specifically professional study in teaching. Professional teaching involved two years’ professional study in teaching and additional in-house teacher training before professional teacher status. Professional teachers could, with another educational year at the teacher training college, specialise in a subject, e.g., geography or history (in farming colonies, e.g., Cyprus where Agriculture became a secondary school examination subject, with one or two more educational years’ through the Teacher Training College’s Rural Agricultural School). Science graduates without professional teaching training and education qualified for permanent teaching after a year’s classroom teaching experience approved by professionally qualified headmasters, as teachers of their subjects. Teachers were expected to attend teachers’ seminars as continuing professional development.
While professional qualifications are regarded for professional reasons equivalent to doctorates in their counterparts and what qualify for teaching, teacher education and training (school age becoming lower and years less, to enable maturer teachers and teaching), for professional teaching knowledge and skills acquired at teacher training colleges, favoured bachelor degrees with teaching content emphasising skills over theory and, e.g., the USA’s academic ‘first professional degree’ –more for research than professional practice.
(British history of education desired teaching with Post-graduate Certificate in Education [PGCE] -for English state school teaching Qualified Teacher Status [QTS] skills test, and [also if Bachelor of Education] successfully completing an induction year [in Scotland two] in school teaching as Newly Qualified Teacher [NQT], with continuing professional development; alternatively a specific teaching degree or on-the-job teacher training. Teachers trained at Teacher Training Colleges in [former] colonies –and similarly trained teachers with GCSE [grade C] or equivalent in English and Mathematics [for primary school teaching, also Physics] enjoy Qualified Teacher Status.)
(Canada’s provinces or schools certify teachers; Australia requires none for federally funded private schools; France’s is college/bachelor and Teacher Institute [master’s -2010].)
{In the USA’s history of education, until 1960s, one year’s teacher training college education was required for teacher certification. In 1984 an alternate teaching route was introduced: bachelor’s with teaching preparation and within a specified number of years completing a teaching or content based master’s. (Some universities award [with summer study] bachelor degrees in two years, some two bachelor degrees simultaneously [e.g., with two arts and two science majors both BA Philosophy and BS ChE Chemical Engineering]; the doctoral JD is pre-requisite to master’s LL.M which not all tenured professors need posses.) The ‘Master of Professional Studies’ (MPS) First Professional Degree is academic, not professional. Many states require of teachers, for permanent teaching, examinations in pedagogy and a content area or general knowledge accredited by many private associations’ varying standards; in early 21st century Marlboro-Carolina 20% of teachers had no certification.}
In educational history post general education having been academic for career advancement and scholarly activity or research, or professional for actual practice in the filed, the professional qualification is normally the terminating qualification; in professional teaching, advanced professional degrees enabling specialised teaching, e.g., at universities, are not regarded as part of professional teacher education and training for general education teaching; the USA’s main master’s area is for Ed.D or Ph.D. –research.)
In European history of education, teaching related educational leadership gained importance at the end of 20th century. Desiring the benefits of learnable leadership skills and inherent personal leadership qualities, teachers’ educational leadership skills in teaching leadership are remunerated according to national teacher pay scales.
The USA’s educational leadership teachers’ pay is non-uniform; educational leadership skills standards vary. Graduate educational leadership programs are in, e.g., community issues and educational law. Private Teacher Advancement Programmes (TAP) subscribed by some schools encourage teachers in administrative or teaching development: a teacher prepares an individual growth plan (IGP) with an educational goal or teaching activity, or a cluster group of teachers identify a student learning need, becoming ‘mentor’ or ‘master teacher’/‘teacher of teachers’.
As others’, USA’s teacher training colleges’ comparable teaching qualifications enjoy international regard.
In their history of education, having less aspired to ‘practical’ general education as in the USA and 21st century Britain, most British Commonwealth and European teaching institutions almost uniformly value widely academic general education as culture not acquirable in post general education (e.g., an opposition leader to a Prime Minister [both lawyers] “I as a Grammar School boy” [would not take ‘that’ from him who was not]) and Britain’s suggestion to equate practical skills certificates with general academic qualifications was criticised.
(Early 21st century British educational history saw [university or equivalent mandatory student grants becoming loans, unemployment necessitating longer and more courses, foreigners scoring higher in English] no increase since late 20th in literacy.)
(In the USA’s history of education, with 20% adult functional illiteracy, as the educationists’ concerns grew, the educationalists considered Europe’s baccalaureate system of education; with growing public interest in education, at the end of 20th century a state appointed three generals to improve the standards of teaching and education and at the beginning of 21st century a general was appointed to federally improve teaching and educational standards.)
In educational history interest in the teaching profession has been based on the status of teachers. Regard for teachers in late 20th century was highest in Russia where teachers enjoyed better employment terms than elsewhere.
(In Britain’s history of education, 1980s’ miss-projection of numbers of teachers needed necessitated engaging science graduates without teaching qualifications as teachers; but a status was enjoyed by teachers of regard as in Europe, and, about the end of 20th century, knighthood for long serving teachers was suggested –due to controversy over peerages it did not materialise. At the beginning of 21st century reducing undergraduate degrees to two years with vocational content was considered, with master’s for teachers -also non-major professional qualifications being above undergraduate degrees in National Vocational Qualifications; but Teachers’ status was regarded to have been equated for economical reasons to classroom assistants’ socially criticised for taking classes without professional teacher education and training.])
In the USA’s history of education, teaching has hailed a form of essentialism in education, with a culture of practicality and model citizenry, emphasising respect for authority (advocated also for 21st century British education); with no general minimum standard in teacher training and education, some states not recognising the teaching qualifications of some others, teachers and teaching appear officially to enjoy no higher regard then Bernard Shaw’s remark (about writers) “Those who can, do; those who can not, teach”.
(In the USA, e.g., some teachers paid only term time having to seek vacation work, teaching and teachers generally are regarded to have enjoyed less good terms and conditions than elsewhere in proportion to social regard and public resources.)
The growth of interest in culture and education in Western history of teaching has been seen in the European Union, e.g., in Cyprus with the popularisation of education in mid. 20th century -reportedly with highest percentage of university graduates by 21st.
In Western educational reforms spiritual values in education are protected by teaching religious studies in schools in American secularism (protection of religion from political influence) and by the religious affiliations of many universities; in European secularism (protecting against one’s formal dominance of the other), often with a state religion enshrined in the constitution, this is ensured by, e.g., Britain’s Education Acts’ requirement in compulsory education of religious worship by pupils at least once a month and, while British universities are not formally religiously affiliated, the availability of chapels and chaplains to students at universities.
While preferences in education (e.g., the pedagogy based Steiner-Waldorf education for creating free moral and integrated individuals -its teachers’ and schools’ say on defining the curricula by some disagreed with, or Montessori’s pre-school and elementary school child’s self directed activities with auto-didactic equipment -regarded by some as risking raising obedient automatons), and emphasis (be it practical skills or Emerson’s ‘thinking man’), have all had praise and criticism in the history of education and teaching and arguments continue on pragmatism and creation -v- evolution, generally Socrates’s argument that the rightly trained mind turns toward virtue carries weight in most educational systems. Basically, in every history of education, an important aim of education and the societies’ all time expectations have been on the lines of these verses (by the Cypriot teacher, the late Orhan Seyfi Ari):
” ‘I was an ape’ you say -or amphibian? And now?! Are you not now.. ‘man’!? “
The cultural values balance have been more reflected in the education and training of teachers in Western history of education and teaching and the status of teachers in Europe mostly in Spain, Italy and France where, without much disregard to spiritual values, school teachers’ political and ideological affiliations have been the norm in professional teaching.
The web site may interest on teacher the late Orhan Seyfi Ari at
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