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Teaching

Role of Teachers in Education

Role of Teacher in Education

Education encompasses both the teaching and learning of knowledge, proper conduct, and technical competency. It thus focuses on the cultivation of skills, trades or professions, as well as mental, moral and aesthetic development. Education is a two way process there is some giving person and taking person. So, a teacher plays a pivotal role in a system of education and its roles in education are facilitator, interpreter, translator, a guide etc. Education systems are established to provide education and training, in most of the cases for children and young. A curriculum defines what students should know and have to know, understand and be able to do as the result of education. Teaching also refers to learning facilitated by a real live teacher. Training refers to learning toward preparing learners with specific knowledge, skills, or abilities that can be applied immediately in practical life. Instruction refers to the intentional facilitating of learning toward identified goals, delivered either by an instructor or other forms. So, a teacher’s role is multifunctional. Teachers are knowledge facilitators but only for some, and for whom they were the creator of opportunity and potential. Schools provide the role of engineering for the society. According to U.S. Department of Labour Bureau of Labour Statistics (2001) teachers play an important role in fostering the intellectual and social development of children during their formative years. Teachers act as facilitators or coaches, using classroom presentations or individual instruction to help students learn and apply concepts in subjects such as science, mathematics, English etc.

How Role of Teacher is Important?

According to Rahman, et al; (2005) teachers play an important role in delivering new knowledge and skills to students. They are regarded as excellent and competent teachers by parents’ on the bases of excellent academic achievement of the students. Schools play a variety of important social, custodial and organisational roles in communities and with schools come teachers who have primary obligation to help students to learn how to recognize and solve problems, comprehend new phenomenon, construct mental models of those phenomena , and, given a new situation, set goals and regulate their own learning.

Learning and teaching always remain ‘the main game’ of education. To this end, teachers’ educational expertise needs to be strengthened, together with their professional knowledge, skills and dispositions. Teachers can then bring their wisdom to bear on the challenge new technologies pose for literacy education as well as for teaching more generally (Lankshear, 2000).

 

Teachers have a primary role in determining what is needed or what would work best with their students. Findings from research (Eslami & Fatahi, 2004) on teachers’ perceptions and beliefs indicate that these perceptions and beliefs not only have considerable influence on their instructional practices and classroom behaviour but also are related to their students’ achievement. Thus, knowing, the perceptions and beliefs of teachers enable one to make predictions about teaching and assessment practices in classrooms. Teachers clearly play a key role in the process of learning and education. Teachers, students, the educational atmosphere, the syllabi, and educational aids are the main components of the whole process without which it can neither start nor accomplish anything. The student is dependent on the teacher for the acquisition of knowledge. The existence or absence of an ideal educational atmosphere, a good syllabus, and effective aids does affect the objectives and quality of education, but only to an extent. These are neither absolutely necessary, nor does their absence halt the process. But the availability of an able and motivational teacher could end the students’ dependence on all other factors. It would take well-educated, caring and compassionate teachers-teachers trained in their subjects as per the needs of the students with respect to their gender, age, psyche and level of comprehension (Khalid &Khan 2006).

 Role of Teacher as Facilitator

The learners adopt a relativistic view in which one can see that knowledge is relative to the frame of reference that is applied to it by the learner, and that this needs to be taken into account when working with knowledge. Correspondingly now, the learner sees the role of a teacher as one of partner and facilitator in the development of knowledge. Knowledge is seen as certain or absolute and formal learning is a matter of absorption of the knowledge of the experts (e.g. teachers). It is described as ‘transitional knowledge’, a second stage in which learner begins to have doubts about the certainly of knowledge and gains a position where one acknowledges that there is both partial certainly and partial uncertainly. The third stage is ‘independent knowledge’ when learners recognize the uncertainly of the knowledge, and cope with this by taking the position that everyone has a right to her own opinion or beliefs. This seems to be the most sophisticated domain, that of ‘contextual knowledge’. In this knowledge is seen as constructed, and is understood in relation to effective deployment of evidence that best fits a given context. Teachers are, at this stage, seen as facilitators and partners in the process of the development of knowledge. The link between epistemological beliefs and learning is, of course, crucial (Moon, 2008).But with the passage of time and changes in ages also change the role and responsibility of a teacher.

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Teaching

Teaching Addition Skills Constructive Ideas

Mixing Categories of Physical Objects Teaching Skills:

For many learners, this is their most primary practical understanding of including up. This procedure normally in teaching skills requires gathering two places of physical objects, then keeping track of how many physical objects there are in complete. (For example, by building two systems of ice, and then keeping track of up every single avoid.) In teaching skills, For many, this strategy can be too included, particularly for those learners who existing add. If the kid cannot hold their awareness for the whole of the action, hinders will be put completely wrong, systems will end up with additional hinders, hinders will get confusing, and at the end, the completely wrong reply is arrive at. The time the procedure means that if your kid does not expert the idea quickly, they are not likely to make development at all. Moreover, it is challenging to give this procedure into a working out that can be contacted mentally: for example, try to think about two large places of physical objects in your head, and then matter them all up. Even for people, this is nearly extremely hard. Need more teaching skills.

Simple Drawings Teaching Skills:

At other hand in teaching skills, Jottings are a more useful substitute to the procedure described above. Create out the inclusion issue on a piece of document, and next to the first amount, jot down the appropriate amount of tallies (for example, for the amount 4, attract 4 tallies). Ask your college scholar to anticipate how many tallies you will need to attract by the other amount in the issue. When they come to the appropriate reply, ask them to attract the tallies. To complete with, ask how many tallies they have utilized permanently. In Teaching Skills this strategy is a much easier way of providing together 2 categories, is less likely to be topic to technical problem, and is better suitable for learners with inadequate concentrate. It also motivates the kid to affiliate between what the published sum actually says, and why they are sketching a certain amount of tallies.

Counting on Teaching Skills:

In addition in Teaching Skills, This is an approach based around your past or existing student’s potential to say amount titles. When your kid has attained a level where they know how to matter to five, start asking them concerns like, “what amount is 1 more than…” (E.g. what comes after 2 when we count?) This is actually equal to responding to an inclusion issue of the type 2+1, but helps to be connected the thoughts of keeping track of and inclusion, which is very highly effective. This approach gets your college scholar ready to use amount pieces and gives them the assurance to reply issues in their mind. The strategy can also be made more challenging, by asking, “what amount are 2 more than…” When your kid can with answer such issues out noisy, show them the concern published down, and describe that this is the same as the issue you had been doing before. For teachers in teaching skills this will help the kid to see inclusion and keeping track of as generally relevant, and that this new issue is actually something they have met before.

Playing Panel Games:

In gaming teaching skills, this action can be both a precise chance to learn as well as a pleasurable leisure activity. Activities that require a kitchen counter to be transferred around a panel do a lot to motivate kids to trust. If the panel has statistics on it, the kid is able to see that the action is similar to keeping track of out statistics out noisy, or using an amount line. Make sure that of knowing how to highlight the partnership between using games and inclusion.

Learning Amount Facts:

Through teaching skills, usually, we depend on amount information discovered by center to help us reply inclusion issues. Simply speaking, we do not have to decide the answer 7 and 10, we simply remember it. Having the capability to remember inclusion information allows us to deal with easy mathematics duties with. Develop your past or existing student’s understanding of known amount ties by performing room music that tell testimonies of amount. Take part in the sport of corresponding sets with the college scholar, where the level of the sport is recognize the area of the concern (for example, 7+8) and the corresponding reply from a set of credit charge cards all flipped face down. Develop a set of flashcards with easy inclusion information published on them, look at the credit charge cards one at a time, and ask the college scholar for the reply, providing a lot of applause when they provide the right reply. When they are assured, develop the amount of information. In teaching skills, activities will avoid your kid perceiving inclusion as unexciting, and will build assurance.

Addition Printable and Worksheets:

Procedure makes perfect – and the right style of exercise also gives more assurance. By making use of easy worksheets, targeted towards your past or existing student’s capability and awareness period, you are able to considerably strengthen your kid’s capability with inclusion, both by mouth and published down. There are a lot of services that offer worksheets that help with the helping of including up, but it does matter what including up worksheets you use. Make sure that the worksheets are targeted at the right level, being neither too challenging nor too easy, and are of the appropriate duration to sustain the past or existing student’s interest. You should be trying to existing concerns that nurture their memory of amount information, along with a dropping of amounts including some working out. On the instances that the college scholar is profitable, use to be able to provide them a lot of praise; when they go completely wrong, do not appear discouraged, but temporarily describe their blunder. Using including up worksheets in a regarded way can really increase your past or existing student’s capability with teaching skills.

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Articles

How to Advertise to Be a Tutor

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Before You Posting a Tutor

  1. Be ready to take customers and tutor them before you post your first ad. Your advertising will be most effective if you can create a good first impression with those who call. Good preparation should also show through in your ads.
    • Choose the subject(s) you will tutor. If possible, select subjects relating to your own expertise, subject of study, or professional experience.
    • Consider the age range with which you’d like to work. Second graders and high school juniors will have widely varying levels and needs.
    • Get some experience tutoring, formally if possible. See if your local library has an adult literacy program. Look for volunteer tutoring opportunities in your area and find out whether any offer tutor training. Or, tutor somebody you know, such as a neighbor or family member.
    • Write a resumé of your tutoring experience and related education. Don’t forget volunteer experience, such as helping a classmate, sibling, or child. You can show this list of qualifications to prospective customers or their parents. Even if you don’t show it to them, it will help to prepare you to promote your services and answer calls.
    • Consider taking classes or training in how to teach. There is more to it than knowing the subject you’ll teach. You also have to know about how to motivate students and explain things.
    • Decide how much you will charge. Evaluate your credentials and experience, and find out what others in your area charge.
  2. Decide where you will tutor.If you will go to the students, don’t forget to factor in travel time. If the students will come to you, make sure you are comfortable having them at your home.
  3. Make Business Cards and Brochures that state that you offer tutoring services and hand them out to people you know. Besides being a simple and inexpensive way to spread the word, personal contacts and word of mouth are very powerful and persuasive advertising tools. People tend to trust people they know. Also send these cards and brochures to school counseling offices to let them know about your service. Often they will mention your service to teachers, especially if you mention recommendations from parents and students.
  4. Sign up with a local tutoring agency and let them do the advertising for you. Depending on the agency, be prepared that you may have to demonstrate at least basic academic credentials, such as having a college degree. Also be aware that these agencies take a cut, so you will make less per session than you might freelancing. Also find out what they have in their contracts for non-competition clauses. That said, they can be a good way to build your tutoring experience. But you must also keep in mind that many of these agencies take a very large percentage. You might be much better striking off on your own.
  5. Sign up with an on-line tutoring agency. This and various other on-line services match up tutors and students. If you go with such a service, read the fine print and find out what the fees and restrictions may be. Keep in mind that you may not meet your students personally this way, nor necessarily have long-term contact with them.
  6. Compose your advertisement. Aim to catch attention, then demonstrate value. Mention your credentials and focus on results. Don’t forget to include some information about what subjects and ages you can teach. One approach might begin: “‘Jessica’ raised her math grade from C to A; you(r child) can, too. Ask me how!”
  7. Create different versions of your ad with varying lengths and headlines. A classified ad will read differently than a flyer, for instance. Have somebody proofread your ads. Even if English is your strong point, you can still miss things in your own writing, and you want to come across as professionally as possible.
  8. Advertise locally. Try these options:
    • The local classified ad pamphlet that comes around in the mail once a week
    • The classified section in the newspaper
    • Flyers at local supermarkets, libraries, campuses, etc.
    • You can advertise your services FREE on SeekaTutor, craigslist.org, Find A Tutor, TutorMatch Tutoring, local.yahoo.com, etc.

Tips as Tutor Posting

  • Be prepared to give references. This is where volunteer experience can come in handy, if you don’t yet have some established, satisfied customers.
  • Encourage your customers to tell others. Moms of students, especially, talk to other moms.
  • Ask your customers how they heard of you so that you know which advertising approaches work.
  • When advertising, put yourself in the shoes of your customers. If you were a student or a parent, where would you go? What would you read? What would concern you? What would attract you?
  • Be honest, but don’t be overly modest. Present your work in a good light. Don’t put your prices in your ads unless you intend to use them as a selling point. Otherwise, discuss that after your first impressions are made. Keep in mind, though, that some people believe that lower prices indicate lower quality.
  • Consider offering a first session for free or a reduced rate. It’s a good incentive for people to try you, and it’s a good opportunity for you and your customers to get to know each other under a little less pressure.
  • Call your local schools and ask if they have a tutor list, have them put your name on it. If they don’t have one, ask if they would consider starting one. They may require you to come in or to send a resume.
  • Consider listing in free tutor directories.

Warnings to a Tutor

  • There are restrictions on certain kinds of advertising. Make sure that you follow guidelines of campuses, libraries, cities, and other establishments where you post flyers or spread handbills, and otherwise obey laws.
  • Find out whether you need a business license or other credential to work as a tutor.
  • Be the best tutor you can be. The best advertising is word of mouth from satisfied customers.
  • Remember, tutoring is considered self-employment, so you will have to pay the appropriate taxes on your income.

Source: www.wikihow.com

Tutor Appreciation 2009
Tutor Appreciation 2009 (Photo credit: farrellink)