Preparing Teachers for the Challenge of Teaching Science – Speech or Presentation Example

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The paper “ Preparing Teachers for the      Challenge of Teaching Science” is an inspiring variant of a presentation on education. The placement included different schools and kindergartens. It is a point to note that there are many areas of teaching that will affect the teaching career, for example, creating a learning environment, classroom management, behavior management, effective communication. I would like to research on the classroom preparation. “ In addition to the inappropriate assignment, inadequate preparation and inadequate professional development are other major contributing factors to the classroom management problems faced by new teachers.

Although the importance of effective classroom organization and behavior management is widely acknowledged by educators, many new teachers report inadequate training and little assistance from colleagues and productive classroom environments. ( Baker & Siebert, 2005) When I did my first couple of placements, the teachers did not require me to come early like them. Every day I was like 5 or 10 minutes earlier than the students, but the teachers already done the preparations. When the students came to the classroom, they handed in homework, put away bags, brought out textbooks, then the teacher started to mark the rolls.

Everything looks fluent and perfect, which I supervised.     “ There are some of the most meaningful benefits of an organized classroom: 1, gain peace of mind; 2, achieve a sense of control; 3, increase energy levels; 4, save time; 5, reduce distractions. ” (Unger, Melanie S, 2011) I believe that the environment will influence students’ learning passion and results, a good learning environment will make teaching effectively. Once the students like the classroom, they would like to come to school and enjoy their learning journey with teachers.

“ Which layout one opts for will depend on factors such as the size, shape, and design of the room, the type of furniture and the number of pupils; one crucial consideration id the type of teaching and learning you plan for your lessons. So far as possible, you want to choose the layout most conducive to your style of work. ” (Haynes, Anthony, 2010) I can set up a classroom with furniture, learning centers, and boards. “ Another great instructional space is a large classroom meeting area, where you and your students can sit on the carpet or gather in chairs and resolves problems or discuss topics of interest when necessary. ” In China, students do not have any choices. The desks and chairs are rows by rows, you sit the same place from morning to night, I found it much better here (Groves, E, 2010).

Students have more space, and they can sit in coaches, on the floor, with friends. In addition, for the learning center, it contains different areas of learning. It could be a computer center for researching, reading center for borrowing books, listening center for audio listening.

It can work for different purposes depending on students’ learning levels and teaching requirements in this classroom. The classroom must be kept as clean as possible and therefore students sh0uls pick up papers and erase the chalkboard. Additionally, the classroom should not be too hot or too cold so that the learning atmosphere can be very conducive. On the other hand, the lighting should be appropriate so that pupils can read and write without straining.

References

Australian Academy of Science. (2005). Primary Connections: Plants in action. Canberra: Australian Academy of Science.

Baker, P.H (2005). Managing student behavior:How ready are teachers to meet the challenge? American Secondary Education, 33(3), 51-64

Haynes, Anthony, (2012). Complete Guide to Lesson Planning and Preparation. Retrieved from :

http://reader.eblib.com.au.ezproxy.lib.rmit.edu.au/(S(1yqqsftyy4qqdi0oocovycdq))/Reader.aspx?p=592444&o=116&u=NMsW0U0vQnjTVNkmD4pJuw%3d%3d&t=1332260426&h=91B0DE5A41FBDBCC4B2561D612D5AFCBD5F14831&s=5451504&ut=337&pg=1&r=img&c=-1&pat=n

Gee, J. P. (2004). Language in the science classroom: Academic social languages as the heart of school based literacy. In E. W. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives in theory and practice (pp. 13–32).

Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training, and Youth Affairs.

Goodrum, D., Hackling, M. & Trotter, H. (2003). Collaborative Australian Secondary Science Program: Pilot study. Perth: Edith Cowan University.

Groves, E, (2010). The Everything Classroom Mangerment Book: A teacher’s guide to an organized producative, and calm classroom. Retrieved from:

http://reader.eblib.com.au.ezproxy.lib.rmit.edu.au/(S(v0wunklrigbdfhyxdwzmvvpk))/Reader.aspx?p=789580&o=116&u=NMsW0U0vQnjTVNkmD4pJuw%3d%3d&t=1332260706&h=2C798A1ECBDC0433B0EC6829C2397BE2AC40888F&s=5451504&ut=337&pg=1&r=img&c=-1&pat=n

Lawrance, G. A. & Palmer, D. H. (2003). Clever teacher, clever sciences: Preparing teachers for the challenge of teaching science, mathematics and technology in 21st century Australia. Canberra: DEST.

Unsworth, L. (2001). Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practice. Buckingham, UK: Open University Press.

Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87, 224–240.

Palmer, D. H. (2001). Factors contributing to attitude exchange amongst preservice elementary teachers. Science Education, 86, 122– 138.

Steinberg, L. W. 2000 “Teacher, He Hit Me! She Pushed Me!: Where Does It Start? How Can It Stop.” In Young Children, pgs. 38-42.

Unger, Melanie S, (2011). Organized Teacher, Happy Classroom: A Lesson Plan for Managing Your Time Space and Materials. Retrieved from:

http://reader.eblib.com.au.ezproxy.lib.rmit.edu.au/(S(pxckdri3zwrwx2dryjlq4ut4))/Reader.aspx?p=790433&o=116&u=NMsW0U0vQnjTVNkmD4pJuw%3d%3d&t=1332260853&h=589140C6229FB9CB85D1E532104E1AFC67B1B01D&s=5451504&ut=337&pg=1&r=img&c=-1&pat=n

Wortham, S. 2002 Early Childhood Curriculum. Upper Saddle River, N.J.: Merrill/Prentice Hall.

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