Asa strength, it was identified the fundamental value for a teacher toportray confidence and consistency. This is key in making studentsaccept and believe in what they are being taught. One way of ensuringthis is having a standard that has to be met by everyone in theclass. The most effective way of doing this is discussing standardsand expectation during the beginning of the course. Every student isgiven the opportunity to share what they expect of the teacher, andthe course being done. Once all the views of students have beencombined, they form what is mandated and expected of the teacher.
Asthe teacher, setting standards is vital in ensuring satisfaction andobjectivity is attained. As such, I mandate to set and agree uponstandards and expectation of my students at the beginning of thecourse. These are shared as mandates expected to be met to the letterthroughout the course period. Furthermore, there are specificconditions and punishments set for any student who fails to attainthe standards set. In order to ensure the sustainability of thissystem, I hold it through with impartiality administering it to thelater. In so doing, students identify the course and teacher as oneaccepting nothing else apart from the best from them. In this, theyare forced to work hard to give their best.
OfferingExamples Stories and Encouragement
Inmaking students responsible for the high standards and expectationsset for them on the course, there is a high need for encouragement.Like any other course, it is indeed a course that gets quitedifficult at some point. This combined with other stress factors thatstudents face from other lines of courses and student life can becomestressful, and quite depressing when a failure is recorded. To checkagainst this, students need to be encouraged to keep trying untilthey get it right. As a teacher, I tend to give them examples ofstories of other students who were doing worse off than them and hadmade it. Once they hear this, they start viewing the task at hand asa manageable one when approached the right way. With the assurance ofassistance to be offered by the teacher at any time should they needany, students feel encouraged to try until they get it right.Encouragement comes from knowing it has been done before, and thatthey have the full backing and support of their teacher to ensurethey succeed as far as they envision to.
Turningto more practical explanations as opposed to the present theoreticalones is one vital area to improve on. When teaching a new concept, itis vital to offer students different variations of the sameexplanation to ensure they all get to understand it fully. This alsoconsiders that different students will have different levels ofunderstanding, and attrition of information. Currently, most teachingis done theoretically in a class where the teacher is expected togive different verbal explanations that will make students understandthe concepts. However, there are some concepts that require more thanjust verbal explanations. Some teaching requires students to be shownexactly how the concept applies in reality through practicalsessions.
Accordingto Guerriero (4), students’ level of understanding and attritionare high on practical experiences as opposed to classroomexplanations. As a result, you find a teacher has to offer veryextensive explanations to explain concepts that require practicalexperience. This proved to be detrimental to the overall attritionrates of students as their minds get tired understanding that oneconcept. At the same time, there is the consideration that somestudents’ understanding tends to be slower than those of others andhence need more time to be able to be at par with the other student.Rushing and failing to acknowledge this will affect the performanceof specific students, and that of the overall class creating riftsthat could prove detrimental to the overall psychological state ofthe class. At the same time, it also proves disadvantageous to thecompletion of course objectives and targets set by the teacher. Thisform of teaching and rules of the class can thus prove to be veryunfair not only to the students but also to the teacher.
Inaddressing the issues affecting the class, there is a need to devisea class students’ profile. This profile will contain the differentpsychological and mental states of each student. It will have aprogress report of each student from the beginning of the course tothe end which will enable for easy monitoring and evaluation of theirprogress. Through the profiles, students’ strengths and weaknesseswill also be well articulated working as a close assist to theteacher on how much attention and handling each of them need at theindividual level. These are strategies that are short term inimplementation and can be implemented at the teacher level. It isthrough the use of the class students’ profile that the teacherwill be able to present a proposal to the administration, in requestfor the improvement of practical sessions on specific conceptsidentified as needy. With this support and proof, the administrationwill be able to plan for the recommended practical sessions in thecurriculum as per the class students’ profile. The management ofthe class student profile is an interactive process requiring theinputs of both the teacher and the students individually and as aclass. As such, it will also provide a platform for therecommendation of different rules and regulations governing theconduct of the course and the class. This will enable to create anoverall understanding and agreement of the responsibilities andexpectation of each individual, in their capacity as a student or ateacher. According to Guerriero (7), students are more likely toembrace and follow the rules when they were involved in theirformation. This is because they tend to feel more responsible towardsthe formation of the rules as their inputs were considered in theirformation. It also forms as a way of offering clarity on the realbounds and extents of responsibilities and expectations.
Efficiencyin governing student affairs can only be achieved through theapplication of streamlined educational and administration strategies.These strategies assure that attention is given to students’ needsindividually and as a whole class, and that there is assuredunderstanding. This is achieved through variations of explanations,and offering of practical sessions on the concepts identified asneedy of further practical clarifications. Students’ involvement inasserting rules, responsibilities, and expectations ensures the feelthey are fairly accommodated thus influencing their acceptability toadherence. The development of class students’ profiles is vital inthat it ensures the specific needs of each individual and that of theclass as a whole are identified and accommodated. At the same time,these strategies offer very clear and definite guidelines for thebaseline and progress reports through which monitoring and evaluationto be done.
Guerriero,S. Teachers`Pedagogical Knowledge and the Teaching Profession.OECD 2013.