Teachers play a significant role to students when acquiring knowledge. According to Lucireno-Paquet, Bocala & Bailey (2016), starting from class to field work, teachers attribute to the students’ mentality growth. Depending on the subject taught by the teacher, the knowledge and interaction between the teachers and the student will vary this is according toHussein and Khan (2016).According to the observation I made during the period, I noted that a behavior in a class or field will be determined by the subject taught and the interaction bond between the teachers and students. I collected some information related to the standards of five teachers when carrying out their class duties:
Culture Domain and Learning Environment- the customs, ideas and the social behavior among the teachers was my major emphasis in my observations. This domain worked well with the cooperation between the students and teachers. At 2:00 PM on daily basis, every class would engage in mathematics discussions which were supervised by the subject`s class teacher. The discussions specialized the student’s skills on the subject and they would perform well in both exams and also contests which were organized once in a while. The sciences teachers would meet up in the laboratory with students in order to carry out several science practicals. Availability of resources in the laboratory perfected their practical skills and the practical results would boost their final science mean grades. The teacher of literature would then organize debates every Friday, according to Lucireno et al (2016), this debates helps students to test and perfect their oral skills and the power of urging. The culture domain of the school fostered the interaction between the teachers and the students which indeed brought about a conducive learning environment.
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Professional Responsibilities- Every teacher wants to prove his professionalism in order to deliver the best to the students this is according to Rajput, Haider &Ghani, (2016). The social studies and EML teachers would share their stories with the students when teaching for them to understand the concept well. The teachers would then engage the student in field work where they would meet up with the neighboring community and help them in one way or another which was part of their lessons. The social studies teacher acted as an important link between the students’ progress in school with the parents. He would at least communicate to two parents on daily basis which was rare among other teachers. The teachers used to collect views from the students to determine whether to change their way of teaching or not. The teachers would also concentrate more on the weak parts of the students in learning and they would help them catch up with what they are not understanding. Experience of the teachers within the school really mattered a lot, the more experienced teacher had no much challenges when it came to their daily duties compared to the less experienced who had just moved out of college.
Can a kindergarten teacher be able to teach a high school without such challenges? This was a question that I asked myself and to my conclusion, teaching is all about perceiving a certain knowledge that can be passed to another personaccording also to Rajput et al (2016) A kindergarten teacher can specialize in literature for a short period of time and as the experience grows he will be able to teach a high school without much setbacks.
Reference
Husain, M., & Khan, S. (2016). Students' f eedback: An effective tool in teachers`
evaluation system. International Journal of Applied and Basic Medical Research ,
6(3178.
Lacireno-Paquet, N., Bocala, C., & Bailey, J. (2016). Relationship between school professional climate and teachers’ satisfaction with the evaluation process.
Rajput, Q., Haider, S., &Ghani, S. (2016 ). Lexicon-based sentiment analysis of teachers’
evaluation . Applied Computational Intelligence and Soft Computing, 2016, 1.
