Richard Ridley Gurr unit2 task 4 /11/2012
Barriers can be overcome by identifying the areas were there can be issues and try to plan this in your delivery If oral communication is not clear, then the speed or the cadence in which you are speaking in will need to be addressed in order for your learners to all have an understanding of what you are saying.
“Language and accents can easily be mistaken in the process of what it is that someone is speaking”1
Communication only occurs when the listener hears and understands your message in the way you meant for it to be received. Some problems in oral communications include using words with ambiguous meanings. The teacher must make sure the students clearly understand the meanings of words. Another problem in oral communications is using generalizations and stereotypes. Classroom communication should be specific to the topic and without bias. A teacher must also take caution not to make a premature conclusion before she has all the facts about a topic or situation.
Other issues may be that the information has not been received or received in the correct way due to the individuals processing abilities. Understanding and distortion like environmental factors or if someone is unwell they may be misperception. With many learners rather than excepting yes and no answers to questioning you can ask them how they feel about it and then you are able to assess their abilities. Prompting to open debate on the subject is a good way to break barriers in that you can ask the learners opinions.
“Do not use jargon unless the person you are talking to clearly understands it Cultural variations do not make assumptions; check you’re understanding; learn about the culture of the learners”2
Tutors can implement specific current issues that relate to backgrounds or cultures, understanding and respecting views and opinions may lesson the barriers.
Following my own reviews that I have had from my peers I can...
...these barriers and become successful technology adopters in the future. This paper provides a meta-analysis of the relevant literature that aims to present the perceived barriers to technology integration in science education. The findings indicate that teachers had a strong desire for to integrate ICT into education; but that, they encountered many barriers. The major barriers were lack of confidence, lack of competence, and lack of access to resources. Since confidence, competence and accessibility have been found to be the critical components of technology integration in schools, ICT resources including software and hardware, effective professional development, sufficient time, and technical support need to be provided to teachers. No one component in itself is sufficient to provide good teaching. However, the presence of all components increases the possibility of excellent integration of ICT in learning and teaching opportunities. Generally, this paper provides information and recommendation to those responsible for the integration of new technologies into science education.The use of ICT in the classroom is very important for providing opportunities for students to learn to operate in an information age. Studying the obstacles to the use of ICT in education may assist educators to overcome these barriers and become successful technology adopters in the future. This paper...
...Trying to listen to more than one conversation at a time, this includes having the television or radio on while attempting to listen to somebody talk; being on the phone to one person and talking to another person in the same room and also being distracted by some dominant noise in the immediate environment.
You find the communicator attractive/unattractive and you pay more attention to how you feel about the communicator and their physical appearance than to what they are saying. Perhaps you simply don't like the speaker - you may mentally argue with the speaker and be fast to criticise, either verbally or in your head.
You are not interested in the topic/issue being discussed and become bored.
Not focusing and being easily distracted, fiddling with your hair, fingers, a pen etc. or gazing out of the window or focusing on objects other than the speaker.
Feeling unwell or tired, hungry, thirsty or needing to use the toilet.
Identifying rather than empathising - understanding what you are hearing but not putting yourself in the shoes of the speaker. As most of us have a lot of internal self-dialogue we spend a lot of time listening to our own thoughts and feelings - it can be difficult to switch the focus from 'I' or 'me' to 'them' or 'you'. Effective listening involves opening your mind to the views of others and attempting to feel empathetic. (See our page: What is Empathy? for more information)
Sympathising rather than empathising - sympathy is not the same as empathy,...
...audience has understood your message. If you find that there has been a misunderstanding, at least you have the opportunity to send the message a second time.
The situation in which your message is delivered is the context. This may include the surrounding environment or broader culture (corporate culture, international cultures, and so on).
Barriers to effective communication
Barriers to effective communication can retard or distort the message and intention of the message being conveyed which may result in failure of the communication process or an effect that is undesirable. These include filtering, selective perception, information overload, emotions, language, silence, communication apprehension, gender differences and political correctness
This also includes a lack of expressing "knowledge-appropriate" communication, which occurs when a person uses ambiguous or complex legal words, medical jargon, or descriptions of a situation or environment that is not understood by the recipient.
Physical barriers are often due to the nature of the environment. An example of this is the natural barrier which exists if staff is located in different buildings or on different sites. Likewise, poor or outdated equipment, particularly the failure of management to introduce new technology, may also cause problems.
Staff shortages are another factor which frequently causes...
...as any other teachers, encounter various professional problems concerning lesson planning, class management, student motivation, coping with unpredicted issues, and numerous other problems. There are many specific problems that usually only foreign language teachers meet, e.g. the usage of the mother tongue during the lessons etc.
One of the most important problems the English language teacher faces is student motivation. For learning of any new language motivation is crucial and the teacher must understand its importance. It is especially essential when teaching young students and adolescents. There are two types of motivation: extrinsic (stimulus forms outside the classroom and individual, forced by external influence, e.g. different rewards, social approval etc.) and intrinsic (motivation comes from inside the classroom or personal interests of the student, e.g. method of teaching, activities presented in the classroom). The key problem connected with motivation is its sustaining. The teacher’s main task is to help students to sustain their motivation. (Harmer, 21)
The teacher’s professionalism is very important factor for motivation. Teacher’s support and help are also vital for student motivation for learning foreign languages. The encouragement of students and good teacher-student relations are highly important for students’ self-esteem and confidence. Students with normal self-esteem enjoy the learning process and...
STEPHEN OBENG (4121190019)
OBUASI METHODIST JUNIOR HIGH SCHOOL
‘Skill acquisition is the foundation of learning and an indispensable component of universal education’
It is my desire as a teacher to help my students acquire technical and vocation skills at the early stages of life if he or she is to be useful in their societies. I believe this will be the surest way to achieve universal education considering the different physical and mental abilities of the pupils.
Again, in a country where a greater percentage of pupils fail to progress to secondary and technical levels, technical and vocational skills acquisition is only but a useful investment. This theme has always my guiding principle. I always take considerable amount of time to understand my pupil’s interest, their social and mental background. An understanding of these has helped me to be able to actively involve all my students in practical activities.
Fundamentally, I believe learning the names of almost all my students has helped to make the students feel acknowledged and part of the teaching and learning process in the classroom. Also, I believe making pupils work in groups eliminates individuality and encourages teamwork, an important value in the skills acquisition process.
In espousing the principle of teaching through skill acquisition, I believe that the provision of the requisite materials, tools and equipment to pupils as well as...
Teaching is a demanding job that requires in-depth knowledge of subject content, age-specific pedagogy, and many varied skills such as patience, leadership, and creativity, just to name a few. If you are considering a career as a teacher, paraprofessional (teacher's aide), administrator, counselor, school nurse, or school Library Media Specialist, you may want to learn more about what the profession is all about. Click on any of the following links to learn more about each profession.
Classroom Teacher - Information on the different types of classroom teachers, including K-12, Special Education, and English as a Second Language
School Leadership and Support - Information on non-classroom professions, including school administration and support services
Education Paraprofessionals - General Information about the profession as well as state certification, NCLB requirements, and how to move into a full-fledged teaching career
Prayer of a Student Teacher
Dear God, Almighty, the best teacher ever,
I love you.
Thank you very much for this wonderful opportunity to fulfill what I believe is my purpose in life; to reach out to the youth, lead them to the threshold of learning, to touch lives and be an instrument for the development of others.
Thank you for everything that opening my eyes to see the wonders of this profession; it is indeed, noble.
Thank you very much for you has provided me strength...
...teacher and good teaching has resulted in an endless steam of ideas, opinions, and theories. This research work in The good teachers and good teaching will bring light to what is and when can we have good teaching as well as being good teacher. Also it will provide methodologies that can be used to have a good teaching environment in the classroom. In addiction, there will be mentioned qualities of a good teacher as well as methods orteaching techniques in the class.
Besides the aspects mentioned above, also will be discussed aspects related to the description of a good teacher. Finally, it will high light in the methods of good teaching.
The main aim of this research is to bring to the reader, discussions and views that undergo good teaching so that through these, teachers may pick and combine different methods, techniques and behaviors in the class that can somehow create good teaching and learning environment in the class.
2. What is teaching?
In the light of GIBBS and HABESHAW (2003:222), Teaching is understood as an ongoing engagement with the scholarship of learning, an understanding of how students learn a promotion of interactivity and an all-round enhancement of students learning.
Good teaching doesn’t happen by chance, it is planned that way.
2.1 When do we...
Introduction to Teaching
Bachelor of Education – Primary
Tutor: Louise Harper-Penman
Stacey Dewey (Hill)
Assessment: Assignment 1 Part A
Edith Cowan University Joondalup
Building Positive Teacher-Student Relationships is an Important Component to being an Effective Teacher
If you think back to your schooling there will always be that one teacher who stood out, for good or bad reasons. This is largely due to whether or not that teacher built a secure relationship with you. Students who have a good relationship with their teachers are less likely to be bullied or engage in anti-social behaviour, as they in turn have better connections with their peers. An effective teacher is one who continually builds positive connections with their students, as this not only aids in students social and emotional wellbeing, but also their overall academic achievement. Building positive relationships with students is an integral part to managing the classroom and meeting the needs of students and it is an essential part to being an effective teacher.