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

Title: Education Name Course Tutor Date Table of Contents Table of Contents 2 Outline of inquiry 2 Findings 6 Photos Analysis 6 Results 16 Pupils 16 Teachers 16 The future classroom 16 Reflection 17 References 21 Outline of inquiry The placement included different schools and kindergartens. It is a point to note that there are many areas of teaching will affect the teaching career, for example, creating learning environment, classroom management, behavior management, effective communication. I would like to research on the classroom preparation. “In addition to 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 placements, the teachers did not require me to come early like them. Everyday 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 classroom with furniture’s, 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 row 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 computer center for researching, reading center for borrowing books, listening center for audio listening. It can work for different purposes depend on students’ learning levels and teaching requirement in this classroom. The classroom must be kept as clean as possible and therefore student’s 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. Occasionally bring objects that improve the appearance of the room or relate to the lesson. In other words, there should have everything ready before hand (chalk, eraser, visual aids as well as testing the electrical equipment to make sure it works properly. The class arrangement is also very crucial for pupils must seat where they can see each student and they can see you The school is one of the oldest schools of Victoria, and it is always at the top of the private schools. It is an Anglican traditional school but we also respect other beliefs. We have small classes, which each class is not over 30 students. Different curriculums for students to follow and students have elective lessons for their interests. The aims of the school are to provide a safe and stimulating learning environment, and give the students quality education. Out facilities are also has laboratories, libraries, swimming pools, tennis courts, theatre. The first a negotiation with the teachers who are working facing the students all the time; their information and support is a prerequisite. With their help, it is easier their positive aspects and some lacks. Then I need to talk to someone who has some power in the school, I can provide my proposed inquiry to see if that is a reasonable method. After that the school can hold a meeting, I can give a presentation to them, they can vote my inquiry. In addition, use the inquiry to help to set up the school classrooms see if it really works and fits into the school. The last step is voting, all the staff can vote to pass the inquiry. The fresh teachers are going to benefit from the outcomes of my inquiry. The inquiry will be both service and a product. It is a research classroom preparation and provides some examples and concepts of how to prepare a classroom and the benefits of an organized classroom for a group of teachers. Moreover, it is a creation of an online learning resource for students and teachers that meet their learning and teaching needs. Findings It was found that, there are teachers who only work while facing the students all the time. However, there is a need to have programs, which promote teachers learning about the values education and support teachers as they impart value within their areas of the school curriculum (Australian Academy of Science, 2005). This is because teachers are values educators in classroom practice and therefore they should have accurate practices in the classroom if at all these values has to be transferred to the pupils. Additionally, there is a need to assist teachers and schools integrate values teaching and learning values within learning areas of the school curriculum with an emphasis that values are essential components of a complete education (Gee, J. P. (2004).). This therefore calls for a professional learning program for teachers with supporting curriculum resources, if at all there has to be the realization of the desire goals and objectives in the schools. Photos Analysis fig 1. This picture shows a spacious and well lit learning area. The area should however be devoid of any obstruction. Any shelves should be placed in strategic places but way from windows and doors Fig 2. The storage of the play/learning materials in this picture is to an extent poor, probably due to a limited space. Stacking the materials pose a risk of possible breakages especially when the students store or remove the materials themselves. They should be classified to their type when storing them and adequate space is needed for this besides appropriate labeling Fig 3 The picture shows an improved pattern of storing learning/play materials compared to the picture above. Stacking has been done on the materials of the same type. However when the volume of the materials is high, more adequate space is needed for the storage to avoid accidents or even complete classroom disorganization. It will also help the teacher train the students on appropriate organization while avoiding possible breakages common when there is limited space Fig 4 in this picture, the organization of storage of the students’ bag is good. However, it would as well be good to label the spaces slated for each individual student to avoid confusion and train them on self-organization Fig 5. The picture above shows lack of organization skill in storage of learning materials may be due to limited space. This notwithstanding, the learning materials should be well arranged to avoid damage or even getting misplaced Fig 6. This picture shows an excellent visual aid within the learning environment. With strategic placement as well as instructional presentation, this is very effective in teaching Fig 7. The picture above shows a learning environment with a clear and appealing display of the students’ work. This makes the students feel a part of the process. The sitting arrangement shows individual students working alone with instruction from the teacher Fig 8. The display of the students work in this picture is not well arranged and seems the students themselves have no proper training on organizational aspects. The teacher should ensure appropriate and organized display of his/her students’ work Fig 9. The arrangement of the students’ work here is almost the same as in the previous picture but it shows that the students have reached a certain level of organization. However, the teacher needs to take the centre stage in instructing them exactly how to organize the displa Fig 10. The display above shows superior organizational skills. The learning facility in the picture too is spacious and well organized. However, the teacher can also change the arrangement depending on the learning activity to be carried ou. Fig 11 The organization of the display of the students’ work here is good and seems to motivate even the students’ social aspect of life. It is good Fig 12. The organization of the display of the students’ work here is good and seems to motivate even the students’ social aspect of life. It is good Fig 13  A good display which enhances the social life of a student. For instance, such a student would have a sense of belonging with such appreciation. The display speaks volumes about this and undoubtedly, it is well done.  This is a good and organised display which shows an advanced level of the students’ learning on organisation aspect. Fig 14 Good for enhancing good coexistence Fig 15 The organization of the display of the students’ work here is good and seems to motivate even the students’ social aspect of life Results Pupils Pupil’s desire and classroom environment which is not endangering, noisy or free from any disturbing behjaviour which could be a stabling block to their learning; Additionally, they desire and classroom which is organized and where they are engaged in everything that they do especially by the teacher. In other words, all what pupils’ desire is a well-managed classroom, accurate use of space, class arrangement, good access to equipment and materials, display materials, comforting and conducive environment and external factors that have been mention above like notice (Lawrance & Palmer, 2003). Teachers Teachers desire a classroom where they can actively interact with the students as they impact them positively and add value to their lives. Additionally, throughout the research, it was very clear that it is the desire of every teacher to have a well organized classroom which they can access all the resources which will act as the guide to helping pupils achieve their desire goals. Moreover, what one can achieve individually is much less than what can be achieved when teachers work as a team (Unsworth, 2001). The future classroom From the research and all the data collected, there is a need to have a well-formulated protocol to govern the atmosphere of a classroom, which in the end will affect the pupils as well as the teachers. It is however, worth noting that, the most important aspect is to have both affected positively in order to have them satisfied as well as reach the desired goals. Having that the pupils differs on how they learn and that the teacher is responsible of ensuring that all students are satisfied, monitoring is a prerequisite. In the future class therefore, teachers will be required to set very clear learning goals, pre-assess the students as units of study must begin with which student lacks the precursor skills, who knows about the more or anything about the topic converted, how the students learn best. This therefore mean that, the teacher must have differentiated classes which must include both whole class and small groups institutional timeline so as they can easily target certain students particular interests and needs in the context of helping them to achieve their goals. Reflection Teachers undertake leadership and management roles in the classes and therefore their main objective is to have skills and knowledge and performance of the teaching force and therefore must work hard towards improving the curriculum program of schools. They should therefore explicit outstanding level of teaching and make substantial contribution to policy development relating to the teaching practice and learning in schools. Additionally they are to be held responsible of managing major curriculum or even pupils activities across the school and therefore they are the most sought individuals in school if at all the achievement of goals and objectives has to be realized. It is a point to note that, a classroom is mostly the place where pupils come into contact with the teachers and therefore it is the place which should be emphasized if at all goals has to be achieved. The classroom teachers therefore are responsible for planning, preparing and teaching programs to achieve specific student’s outcome. It is a matter of fact that they engage in critical reflection in order to improve knowledge and skills to better engage pupils and improves their learning. In the classroom setting, it is of great importance for the teachers to be able to be reflective, active and enthusiastic in proving a setting that is cognitively challenging, engage and appropriate. In other words, a classroom should be a well organized and structured prepared by teachers in which they are in control. This is due to the fact that, it them who do teach pupils environments (Goodrum, Hackling & Rennie, 2001). They are therefore required to employ a variety of teaching techniques, modify and adjusting tasks, set expectation, assist and facilitate as well as demonstrate whatever they are teaching, inform or diagrams or even symbols. Teachers should concentrate on the strengths and capabilities of the students of which there has been a suggestion of that all pupils should be educated in a group setting. In any learning environment, social interactions and discourse with the peers are of great importance for the enable pupils develop, while mixed age groups provide them with additional resources rather than the teacher and the environment. This therefore means that, there is a dire need to have well balanced classrooms as well as have an environment that will enable a good coexistence between the pupils. Classrooms should have all the teaching materials that aid the learning experience of the students. It is believed that a pupil constructs knowledge through interactions with the physical and social environments. These interactions are said to have a solid framework for decisions about teaching strategies, content, and performance standards. Teachers should therefore use play based settings were the play based setting is viewed as a good experience for teachers. It is very important to have individual characteristics and development of students considered it is equally important to know that, pupils are more capable of cognitively challenging and stimulating experiences than previously believed. In fact, children who develop cognitive and social skills are more likely to succeed in later school experiences. Curriculum should be designed to have all developmental domains taken care of. They include, cognitive, physical and social and emotional and finally creative aesthetic expression. They should be integrated so that learning experience can have many areas. Pupils need to interact with the curriculum, explore it and therefore they should be actively involved so that there can be purposeful and sustainable learning (Norris & Phillips, 2003). This therefore means that, the curriculum must provide opportunities for children to explore who they are and within the family and cultural context. Family involvement however is very paramount for it encourages respect and appreciation for the value of the home culture, which in the long run enhances self esteem. Although there are very many other contexts that can be used in learning, it is of great importance to have play based learning center environments and the thematic approach. Play defines the behavior of a child and research shows that, it cannot be replaced by any other activity. It even contributes to all areas of the development of the pupils and therefore it is of great important. Through play, children contract their understanding of the world, create their knowledge, employ rules. In this same context, they learn cooperation, language, problem solving and emotional control. They therefore need an interrupted moment of play, both indoor and outdoor where the environment has been intentionally prepared by the teacher who is able to guide the students all through. It is a point to note that, there is a dire need to have a curriculum that covers everything which is essential for the development of the pupil. For instance it has been noted that, play is important for it enhances pupils thinking, creativity and imaginative. The symbolic play of children lays the foundation for their understanding of written symbols of language and mathematics. Additionally it develops the power to analyze, make judgments and formulate ideas and in the long run result to relationships which are very important in the development of a pupil. The teachers must employ all the required behaviors in order to instill value in the lives of the pupils. First they must show the pupils what they need to do to have a neat class and how to carry themselves in class. Additionally, the teacher must recognize the child’s efforts and work and must assist them in their tasks. Secondly, the teacher is the example for the child to view (Goodrum, Hackling & Trotter, 2003). This therefore means that, a teacher can model the way the pupils locate things and how they can be responsible. They should also facilitate in every requirement of a pupil. This is exhibited in the fact that, they should assist them in a task by making it easier to complete. Appropriate materials and equipments are important in any classroom setting. Aesthetic elements of light, texture and color are to be considered in order to have the appropriate climate in the classroom. First, natural lighting should be given the first priority. Addition, there should be a provision of inviting spaces with pillows, rocking chairs and rugs for quiet for rest and reading. . The environment should be safe, healthy and sanitary compliant to all standards. Additionally, the equipments should not be heavy and dangerous but should be flexible for the pupils to transform them to support new ideas. Floor covering should also provide warmth and softness and emergency contacts should be accessible to all just in case there is an emergency (Palmer, 2001). The space should be adaptable and organized so as the pupils can feel and create areas that can serve more than one purpose at different times of the day. It is also noteworthy that, the storage containers should be clear so that all items are visible and easily organized. Each pupils need to be given a defined and labeled place for personal belongings. The outdoor experience also needs to be considered for it contributes to the physical, social and emotional and cognitive development. As for physical, the pupils are exposed to dig and explore many areas. 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 schoolbased 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. Read More