The approach that is used in teaching plays a significant role in determining the success or failure of the students. The types of teaching methods range from a teacher’s strategies to those that are approved by the institution and the government. The field of teaching has experienced some changes over the years. New methodologies of teaching are being introduced to replace the old ones now and in future. The quality of these methodologies is also being established through the assessment of teachers and programs. This paper explores the current initiatives that the teachers can use to create quality such as working closely with parents,teachers and using appropriate mechanisms of teaching such as play and visual aids. Additionally, the paper focuses on the tools that teachers and directors can use to evaluate the quality of classroom content and programs.
Creating quality in a classroom involves ensuring that the teaching methods are effective in that they fit the needs of young children and involve parents and fellow teachers. Firstly, the teacher can design instructional objectives at the beginning of the course. These are brief statements that project what the student should have learned by the end of the course. They help the instructor to schedule his content appropriately. (Felder & Brent, 1999). Secondly, it is important for the teacher to form partnerships with parents and fellow teachers in the quest for quality in the classroom. The parent plays an important role in the life of a child during the early childhood education. The teacher must, therefore, involve the parents in school affairs. For instance, he/she can send letters or pictures of the children to the parents. This way, parents will be in a position to facilitate the wellbeing of the child. Furthermore, the interaction between the teacher and the parents ought to be frequent to provide a platform for parents and teachers to share ideas that can facilitate the development of quality education in the classroom. It is also important for a teacher to join with fellow teachers to form a community while teaching young children. This is an opportunity to share ideas with each other and resolve any difficulties collectively. Thirdly, creating quality in the classroom revolve around understanding the needs of the children. This calls for patience from the teacher and keen observation of the children. It is about understanding the challenges that each child faces at an individual level and addressing them with a lot of patience. Young children learn better through play, storytelling and visual materials rather than the oral approach (Why are teaching aids important, 2016). Therefore, the teacher has to transform the content into play and visual aids such as charts to facilitate the learning process. Additionally, the children between the ages of two and five years usually experience physical, emotional and psychological problems that hinder their learning process. The teachers, therefore, have to look for ways to mend these problems such as working with the school counselors and health professionals to offer therapy. Parents should also be involved in this process to contribute to the welfare of the child.
Delegate your assignment to our experts and they will do the rest.
Evaluation is necessary to assess the strengths and weaknesses of a particular teaching methodology. Some tools are available for teachers to evaluate classroom quality. For instance, they can use surveys at the end of the course. This involves collecting opinions from the students through the use of questionnaires and other methods (Angelo & Cross, 1993). This is a way of providing feedback which the teacher can use to determine the strengths and weaknesses of a particular teaching methodology. Additionally, a teacher can use peer evaluation. This method involves the assessment of the quality of the teacher’s teaching methodologies by his/her colleague. Teachers can also evaluate their quality in the classrooms through assessment of the teacher’s portfolios (Henard & Leprince-Ringuet, n.d). This method provides evidence from multiple sources making it a reliable tool for evaluation. Also, the progress of the students also sheds light on the effectiveness of the teaching methods that the teacher is using. For instance, good performance is an indication of quality teaching methodologies. There are various tools that a director can use to assess the quality of a particular program. For instance, he/she can listen to the opinions of students and other stakeholders. This openness will bring out the strengths and weaknesses of the program. This way, the director will identify the quality of the program and take appropriate measures to rectify or improve it.
Another tool for assessing program quality is the use of program audits. This involves collection and analysis of data to come up with specific findings. The outcome of these audits will reveal the quality of the program (Cottrell,Brownlee & Ferrari,2010). These audits ought to be regularly conducted. Additionally, the methods that are used to assess teachers such as questionnaires can also provide information about the quality of a program. Normally, the students will express the weaknesses and strengths of a particular program in their feedback. The director can use these strengths and weaknesses to determine the quality of the program. In some instances, the students also give suggestions that can be used to improve a particular course or program. The director can also implement these suggestions.
In conclusion, the creation of quality in the classroom involves various elements. The teacher has to adopt effective teaching tools that facilitate the process of learning. These tools have to get rid of negative elements that are common in conventional methods of teaching such as boredom and inefficiency. The teachers also have to assess the success of the learning methodologies through various methods such as peer evaluation. At an institutional level, the director has to assess the quality of the program. This assessment has to be frequently conducted.
References
Angelo, T. & Cross, K. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass Publishers.
Cottrell, S., Brownlee,L.& Ferrarri,N. (2010). An institutional approach to assist program directors and coordinators with meeting the challenge of graduate medical education. Journal of Graduate Medical Education , 2(2) , 170-174.
Felder, M. & Brent, R. (1999). How to improve teaching quality. Quality Management Journal , 6(2) , 9-21.
Henard, F. &Leprince-Ringuet,S.(n.d). The path to quality teaching in higher education . Retrieved April 18, 2018, from https://www.oecd.org
Why are teaching aids important?. (2016, August 8). Retrieved April 25, 2018, from https://www.education.gov.gy
