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It takes a special kind of person to be a good teacher. It requires patience, creativity, ingenuity, curiosity, and love of learning. A teacher goes into a classroom never knowing whether he or she will need to become a police officer, a judge, a confidant, or an acting parent. They do all this while teaching their classes what it takes to become successful in an increasingly complicated world. Most are happy to take advantage of any professional development for teachers training that becomes available.
Educator feedback is important to the leaders of these training sessions, and one thing they often hear is a complaint about speakers who have never actually spent time in the classroom. They may have advanced degrees and be published authors, but they have never faced a room full of children who would rather be somewhere else. Years of classroom teaching experience is preferable in someone instructing other experienced educators about the job they are already trained to do.
Some individuals in the teaching profession are dismissive of education theory and insist they need practical solutions in the classroom. They are right to a certain extend, but others argue that understanding the science behind the methods used is critical. This seems to be a matter of balance. Impractical theories, that come and go through the years, often threaten to weaken the foundation of education. It can make it harder to convince seasoned teaching professionals that proven theories have their place in a classroom.
Nobody goes into teaching for the money and recognition. Most enter the profession because they love children and want to teach them the joy and excitement that comes with learning new things. These educators attend seminars and training sessions hoping to learn skills that will make them better in a classroom and more effective at communicating ideas.
Another problem these individuals have with some training seminars is the temptation some leaders give in to when it comes to ideas that need years to develop before they are effective. An educator has limited time with an age group before it moves into the next grade. They need practices they can put in place immediately.
When they spend their own time going to seminars or teaching sessions, educators need to feel that the subjects discussed are relevant to their situation. If they are not, the time has been wasted. Seminars and classes should be targeted to specific groups and the subjects should be meaningful.
Professionals who spend their time in a classroom are often frustrated by an administration that they feel does not have the best interest of their children at heart. Classroom educators invariably suggest administration officials be required to attend teaching seminars to hear and get firsthand information about how the decisions they make in their offices affect the classroom.
Teaching is a challenging profession, and it can be both rewarding and frustrating. Good classroom educators are always looking for ways to be more effective. Training can be very helpful if it is tailored to the needs of these dedicated individuals.
Educator feedback is important to the leaders of these training sessions, and one thing they often hear is a complaint about speakers who have never actually spent time in the classroom. They may have advanced degrees and be published authors, but they have never faced a room full of children who would rather be somewhere else. Years of classroom teaching experience is preferable in someone instructing other experienced educators about the job they are already trained to do.
Some individuals in the teaching profession are dismissive of education theory and insist they need practical solutions in the classroom. They are right to a certain extend, but others argue that understanding the science behind the methods used is critical. This seems to be a matter of balance. Impractical theories, that come and go through the years, often threaten to weaken the foundation of education. It can make it harder to convince seasoned teaching professionals that proven theories have their place in a classroom.
Nobody goes into teaching for the money and recognition. Most enter the profession because they love children and want to teach them the joy and excitement that comes with learning new things. These educators attend seminars and training sessions hoping to learn skills that will make them better in a classroom and more effective at communicating ideas.
Another problem these individuals have with some training seminars is the temptation some leaders give in to when it comes to ideas that need years to develop before they are effective. An educator has limited time with an age group before it moves into the next grade. They need practices they can put in place immediately.
When they spend their own time going to seminars or teaching sessions, educators need to feel that the subjects discussed are relevant to their situation. If they are not, the time has been wasted. Seminars and classes should be targeted to specific groups and the subjects should be meaningful.
Professionals who spend their time in a classroom are often frustrated by an administration that they feel does not have the best interest of their children at heart. Classroom educators invariably suggest administration officials be required to attend teaching seminars to hear and get firsthand information about how the decisions they make in their offices affect the classroom.
Teaching is a challenging profession, and it can be both rewarding and frustrating. Good classroom educators are always looking for ways to be more effective. Training can be very helpful if it is tailored to the needs of these dedicated individuals.
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