This document outlines a study on the challenges faced by novice English teachers and primary school students' perceptions of them. The study aims to identify challenges novice teachers face, investigate students' perceptions, and describe how novices can help experienced teachers. It defines key terms and limits the study to primary school English teachers and students in Malaysia. The significance is that identifying challenges can help novices and improve teaching quality.
Strategies to Improve Behavior and Instruction in the ClassroomBrookes Publishing
In this webinar, Lee Kern, Ph.D., and Michael George, Ed.D., provided basic classroom management and instructional strategies that have a large impact on problem behavior and learning. They introduced three basic behavior management strategies and three powerful instructional strategies that will greatly improve student behavior and learning. Specific steps of each strategy were described in detail so that participants could readily implement the interventions in their own classrooms with little additional preparation.
Dr. Kern and Dr. George familiarized webinar attendees with assessments that allowed them to take a deeper look at their classroom environment in order to optimize behavior and learning over the long term. Attendees were introduced to assessments that will help them determine strengths in their classroom and identify areas needing improvement. The information links directly to classroom improvements.
Dr. Kern and Dr. George shared how to:
• Identify classroom features that contribute to optimal learning and appropriate behavior
• Assess the environment in your own classroom to determine variables contributing to behavior and learning problems
• Describe three strategies to improve student behavioral outcomes and three instructional approaches that will enhance student engagement and motivation
This webinar is designed for classroom teachers, staff, and administrators at all grade levels.
behavior management,in the current era, is not confined to students only but has become a necessity for every individual. teachers should also evaluate themselves whether they are able to manage their own behavior.
Adolescent problems and class room managment Management Concepts - Manu Melw...manumelwinjoy
Total interpersonal space devoted to mutual understanding and shared information.
Productivity and interpersonal effectiveness are directly related to the amount of mutually-held information
Strategies to Improve Behavior and Instruction in the ClassroomBrookes Publishing
In this webinar, Lee Kern, Ph.D., and Michael George, Ed.D., provided basic classroom management and instructional strategies that have a large impact on problem behavior and learning. They introduced three basic behavior management strategies and three powerful instructional strategies that will greatly improve student behavior and learning. Specific steps of each strategy were described in detail so that participants could readily implement the interventions in their own classrooms with little additional preparation.
Dr. Kern and Dr. George familiarized webinar attendees with assessments that allowed them to take a deeper look at their classroom environment in order to optimize behavior and learning over the long term. Attendees were introduced to assessments that will help them determine strengths in their classroom and identify areas needing improvement. The information links directly to classroom improvements.
Dr. Kern and Dr. George shared how to:
• Identify classroom features that contribute to optimal learning and appropriate behavior
• Assess the environment in your own classroom to determine variables contributing to behavior and learning problems
• Describe three strategies to improve student behavioral outcomes and three instructional approaches that will enhance student engagement and motivation
This webinar is designed for classroom teachers, staff, and administrators at all grade levels.
behavior management,in the current era, is not confined to students only but has become a necessity for every individual. teachers should also evaluate themselves whether they are able to manage their own behavior.
Adolescent problems and class room managment Management Concepts - Manu Melw...manumelwinjoy
Total interpersonal space devoted to mutual understanding and shared information.
Productivity and interpersonal effectiveness are directly related to the amount of mutually-held information
Managing student behaviour, especially excited or divisive students, can be a daunting task, but it is definitely rewarding. After all, student behaviour plays a big role in the overall learning experience. When students are disruptive, It is important for the teacher to act quickly and correctly. Without effective behaviour management strategies, the classroom setting wouldn't be the same at all.
Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...ETAI 2010
Ramon Lewis
Without effective behaviour management, a positive and productive classroom environment is impossible to achieve. Finding the most effective techniques for producing behaviour change and preventing the development of classroom discipline problems is a moderately stressful part of the professional lives of many teachers, and a major reason for job dissatisfaction. The need for confidence regarding the impact of particular strategies is important to teachers given that the ability to manage students effectively is a critical component of their sense of professional identity.
This presentation focuses on the results of attempts to introduce the Developmental Management approach into all schools in the Northern Metropolitan Region of Victoria, Australia, as part of the 'train the trainer', AiZ project. The rationale underlying the 15 recommendations for teacher behaviour implicit in the DMA are highlighted and examples of schools' attempts to introduce elements of the DMA into primary and secondary classrooms are discussed.
CLASS ROOM MANAGEMENT :
It’s effective discipline
It’s being prepared for class
It’s motivating your students
It’s providing a safe, comfortable learning environment
It’s building your students’ self esteem
It’s being creative and imaginative in daily lessons
Managing student behaviour, especially excited or divisive students, can be a daunting task, but it is definitely rewarding. After all, student behaviour plays a big role in the overall learning experience. When students are disruptive, It is important for the teacher to act quickly and correctly. Without effective behaviour management strategies, the classroom setting wouldn't be the same at all.
Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...ETAI 2010
Ramon Lewis
Without effective behaviour management, a positive and productive classroom environment is impossible to achieve. Finding the most effective techniques for producing behaviour change and preventing the development of classroom discipline problems is a moderately stressful part of the professional lives of many teachers, and a major reason for job dissatisfaction. The need for confidence regarding the impact of particular strategies is important to teachers given that the ability to manage students effectively is a critical component of their sense of professional identity.
This presentation focuses on the results of attempts to introduce the Developmental Management approach into all schools in the Northern Metropolitan Region of Victoria, Australia, as part of the 'train the trainer', AiZ project. The rationale underlying the 15 recommendations for teacher behaviour implicit in the DMA are highlighted and examples of schools' attempts to introduce elements of the DMA into primary and secondary classrooms are discussed.
CLASS ROOM MANAGEMENT :
It’s effective discipline
It’s being prepared for class
It’s motivating your students
It’s providing a safe, comfortable learning environment
It’s building your students’ self esteem
It’s being creative and imaginative in daily lessons
Reaching Beyond the Classroom: Creating Sustainable Learning Opportunities th...Cynthia James
The community outreach in SK Kunak 2, Kunak, Sabah started in 2011 through several meetings and workshops with the parents under the British Council’s English Language Teachers Development Project (ELTDP). Today, it has expanded beyond the project and has transformed into a home-school partnership. The main aim is to create better learning opportunities for the students. This partnership is built through parent-teacher conferences, collaborative projects, home visits and other outreach activities. In this session, we will share our journey – how the partnership started and developed, the challenges that we faced, how it finally transformed into a long-term collaboration and how we plan to keep it going. We will also show how we inspire others with our story by sharing it in conferences, blog and publications. The impact of the partnership on teachers, parents and students is reflected through feedback from the community members, the students’ attitudes towards learning and the school’s academic performance. Throughout this session, we will share our story by showing pictures and videos that would prompt interactive discussions with the participants. Participants will be invited to reflect on the question: “Is going beyond the classroom worth it?”
Visit http://cindyjbj79.blogspot.com/ for more information.
Research proposalStudent Name Institutional.docxgholly1
Research proposal
Student Name
Institutional Affiliation
Introduction
Adult English Language Learners (ELLs) with Limited Literacy: challenges and solutions.
This proposal researches on the challenges and their solutions to students with limited literacy and teachers of the Adult English Language Learners (ELLs). The ELLs passes a lot of challenges as most of them are the newcomers, still, their teachers face challenges on which they need solutions. There has been a lot of challenges which faces this program, one of the challenges is if there are adequate resources, which may help improve this program (Abrar, 2016). Still, there has been an issue cornering many languages or bilingual spoke in the class which may affect the achievements of these students. Still, there have been some students who may have previous trauma or psychological problems which may affect their current learning. Furthermore, there is a proposal of which the teachers should come up with a way of ensuring enough resources in the classes to help to improve their achievements. And lastly, the teachers should start controlling the students in a positive manner, may help boost their achievements.
Every nation is now increasing its focus on this development of education, the main stakeholders, however, are the one supposed to come up with some reforms which will help to improve the schools and the courses. One of the most important strategies is getting fulcrum teachers who will help in recognizing and helping in coming up with a tip in order to progress in their success. This types of strategies will help improve the production of students such as those who have limited literacy when leaning he Adult ELLs. Adult ELL s with limited literacy have suffered a lot when it comes to learning formal education, more so when it comes to learning the English language. Still the other stakeholder, who are the educators and the policymakers, still have been affected with this challenges, in which they struggle a lot to having strategies which will help the adults in learning English. This research paper will mostly focus on, literacy development in adults, language acquisition, cognition, and brain functioning, adult education, and professional development. There is limited research base which covers ore about the Adults ELL s who have limited literacy. However, these researches have not expounded much on what can be done to improve this sector of education.
These special group of learners have been advocated in the use of programs and having of the special class apart from the general classes. The educators still need learners culture influences and the experience these people have when it comes to formal education. Most cases the best program to include is the use of PD which will help to get attention on their backgrounds, needs, and strength.
The best thing which may come up with the conditions is more engagement of the teachers and the students. The teacher n.
Creating a Unit PlanCreating a Unit PlanChastity.docxfaithxdunce63732
Creating a Unit Plan
Creating a Unit Plan
Chastity Jones
Laura Wilde
07/07/2014
EDU673: Instruct. Strat. for Differentiated Teach & Learn
Introduction
Classroom unit plans are documents used by teachers to map long-term plan throughout the school term or a year. Teachers should have a long-term unit plan that sets their goals and objectives throughout the term in a bid to enhance student performance. Teachers should be able to understand their students as different students come from different backgrounds and environment; exhibiting different personalities, traits, and intellectual capabilities. Students behave differently whenever they are in school and at home and this defines their ultimate achievement.
Some students come from very poor background while others come from rich families and this could contribute to the variations in academic performances; which is the ultimate goal behind learning institutions. Lack of enough learning materials such as stationeries and classrooms could reduce leaning efficiency. Some of the students are drug addicts and lack proper parental guidelines leading them to mischievous behaviors’ thus creating an environment not conducive for studying. A well designed unit plan will enable teachers to plan their work well and this l also favors the weak students who cannot perform very well in class.
First Step: Identification of the objective
The first thing that a teacher should do is to identify the content, unit title and the unit subject. The teacher should identify the area of study and the specific topics to be studied over that specific period. A mathematics teacher for example may decide on the topics to study such as algebra, subtraction, multiplication and division. However, teachers should be able to understand their learning objectives in creating a big goal and a long-term plan. The teacher should also be able to create two measurable unit objectives that will enable students to think critically as like align with the CCSS. A Physics teacher for example should make students to think critically in their practical work.
Teachers should be able to create a description of what they want their students to master and understand. Taking students out in the field will really make them understand what they are studying. An Environmental teacher for example should take students out for field studies to make them think critically through exposure.
Second step: Evidence of learning, pre-assessments, formative assessments and summative assessments.
· Pre-assessment: In this step, teacher should be able to detect the preparedness of the students. They should test the thinking of the students if indeed their thoughts are in the content of the subject that is about to be studied. In this case, teachers should be able to understand the interest and capability of the students before the learning process begin. Besides that, teachers should be to identify the learning materials.
· Formative assessme.
1. A study of challenges faced by ESL Novice Teachers and Primary School
students’ Perception towards Them
Contents
A study of challenges faced by ESL Novice Teachers and Primary School students’ Perception towards
Them............................................................................................................................................................1
Contents.......................................................................................................................................................1
1.0Introduction............................................................................................................................................2
1.1 Background of the Research..................................................................................................................2
1.2 Statement of the Research Problem.......................................................................................................2
1.3 Research Objectives..............................................................................................................................3
1.3.1 To find out the challenges and obstacles faced by novice teachers teaching English in primary
schools.....................................................................................................................................................3
1.3.2 To investigate the perceptions of primary school students towards novice teachers teaching
English in their school.............................................................................................................................3
1.3.3 To describe ways that novice teachers can help experienced teachers in improving the quality and
achievement of English language among primary school students..........................................................3
1.4 Research Questions................................................................................................................................3
1.4.1 What are the challenges and obstacles faced by novice teachers teaching English in primary
schools?...................................................................................................................................................3
1.4.2 What are the perceptions of primary schools students towards novice teachers teaching English in
their school?.............................................................................................................................................3
1.4.3 How can novice teachers help experienced teachers in improving the quality and achievement of
English language among primary school students?..................................................................................3
1.5 Operational Definitions..........................................................................................................................4
1.5.1 Novice teacher................................................................................................................................4
1.5.2 Experienced teacher........................................................................................................................4
1.5.3 Primary school student....................................................................................................................4
1.5.4 Challenges......................................................................................................................................4
1.6 Limitations.............................................................................................................................................4
1.7 Significance of the Research..................................................................................................................5
Bibliography................................................................................................................................................5
2. 1.0 Introduction
It is a common way of practices in education where all teachers and educators need to attend some period
of trainings in schools before they step into the real education life. These sorts of trainings allow them to
practice the strategies and concepts they have been learning in their university and college education
courses. Apart from that, coursework with field experience and internship provided opportunities to
rehearse practices (Wenner, 2011). Moreover, pre-service or sometimes referred as novice teachers may
be working through observing experienced teachers in the classroom as well as learning in preparing and
giving lessons and measuring student’s progress in classroom.
However, there have been many perceptions towards novice teachers who need to undergo some trainings
and practices in school. Many beliefs that they lack of confidence to deliver or practice what have been
taught or even they are clueless to try out any alternative teaching methods (Tsui, 2003). He further
agreed that novice teachers tend to strictly following the rules and guidelines prescribed to them
compared to expert teachers who highly rely on their own judgment and exercise in their lesson planning.
1.1 Background of the Research
This paper aims at identifying challenges and obstacles faced by novice teachers who teach English
language to primary school students. It focuses on examining the difficulties that novice teachers in
Malaysia faced in their early experience of teaching English language. This is due to the reason that
novice teachers experience complicated transition from their college or university life into a real
classroom life (Fatiha, Abd, & Shanina, 2013). They further stated that the lack of emphasis given to
novice teachers’ transition in more likely because of very minimal understanding on challenges that they
need to face.
Not only that, this paper also focuses on describing student’s perceptions towards novice teachers in their
school. This is based on the belief that among one reason teachers are able to learn to teach effectively
through their own teaching experience is that they can expect and predict what is supposed to happen in
their classroom (Kennedy, 1999). This strengthen the argument that novice teachers will suffer many
difficulties compared to experienced teacher.
1.2 Statement of the Research Problem
3. There are many challenges and obstacles that we have to face every day, regardless of whether we are
skillful and experienced enough to that particular field. However, the more experiences you have, the
more advantages you have in dealing those challenges and less experience you have tend to make you
have bigger challenges and obstacles. That is why this research is important in order to identify the
challenges faced by new teacher or novice teacher so that they will get benefit from this and know how to
overcome this problem.
According to (Fatiha, Abd, & Shanina, 2013), they argue that new teachers always struggle with problems
pertaining to dealing with problems of individual students, heavy teaching load with little preparation
time, relation with colleagues, planning of lessons and schooldays, effective use of different teaching
methods, awareness of school policies and rules, determining learning level of students, and knowledge of
subject matter. This research is important in helping the teachers to identify the challenges that they need
to face as well as finding a way improve their teaching quality.
1.3 Research Objectives
The research objectives of this study are as follows:
1.3.1 To find out the challenges and obstacles faced by novice teachers teaching English in
primary schools.
1.3.2 To investigate the perceptions of primary school students towards novice teachers
teaching English in their school.
1.3.3 To describe ways that novice teachers can help experienced teachers in improving the
quality and achievement of English language among primary school students.
1.4 Research Questions
The research questions of this study are as follows:
1.4.1 What are the challenges and obstacles faced by novice teachers teaching English in
primary schools?
1.4.2 What are the perceptions of primary schools students towards novice teachers
teaching English in their school?
1.4.3 How can novice teachers help experienced teachers in improving the quality and
achievement of English language among primary school students?
4. 1.5 Operational Definitions
The definitions used in this study are as follows:
1.5.1 Novice teacher
The term novice refers to a new person who is new to a field or a beginner. According to Collins
English Dictionary, novice means a person who is new to or inexperienced in a certain task and
situation. Novice teacher refers to a teacher education program graduate entering teaching.
1.5.2 Experienced teacher
The term experience refers to knowledge or practical wisdom gained from what someone has
observed, encountered or undergone (Kernerman, 2010). Experienced teacher refers to a teacher
education program who has been entering teaching for many years.
1.5.3 Primary school student
A student, by the definition in Webster’s dictionary, is a person formally engages in learning.
Primary school student refers to students who enroll in primary school aged between 7 to 12
years old.
1.5.4 Challenges
According to (Cambridge International Dictionary of English, 1995), challenge refers to the
situation of being faced with something needing great mental or physical effort in order to be
done successfully and which therefore tests a person’s ability.
1.6 Limitations
The first limitation is the respondents of this study. The respondents are only limited to teachers who are
teaching English language subjects to primary schools students only. Both male and female teachers may
be affected differently in a way that they might have different personality and motivation in their teaching
field. As an example, different teacher may have higher motivation in delivering lesson even though they
have low proficiency level in communicating using English language.
5. The second limitation is sample size. The sample size for this study is quite small to conduct the research
since it is limited to only primary school students around Kuala Lumpur and Selangor only. This is due to
limited access to the school authority to conduct this research. By conducting research to schools outside
this area might probably show different result and conclusion.
The third limitation is the effectiveness of the answers given by the primary school students. This is due
to the reason that primary school students may get affected both mentally and emotionally in giving
response to the questions asked.
1.7 Significance of the Research
The significance of this study will help novice teachers in dealing with all challenges that they might
faced along their early years of teaching as they are able to list all the obstacles and get the perceptions
from their students pertaining to their teaching skill. In addition, the outcome of this study will give
advantages for both novice and experienced teachers towards the improvements needed to give good
impact and quality of their teaching career.
Bibliography
Cambridge International Dictionary of English. (1995). Australia: Press Syndicate of the University of
Cambridge.
F. S., A. R., & S. S. (2013). Novice Teachers' Challenges and Survival: Where do Malaysian ESL
Teachers Stand? American Journal of Educational Research 1.4 , 119-125.
Kernerman, R. H. (2010). Retrieved March 11, 2015, from http://www.thefreedictionary.com/experience
Tsui, A. B. (2003). Understanding Expertise in Teaching: Case Studies in ESL Teaching. Cambridge
University Press.
Wenner, E. J. (2011). Exploring the Relationship Between Teacher Education Experience and Child-
Focused Practices Implemented in Quality Early Childhood Inclusive Environments. Greensboro:
ProQuest LLC.
6. The second limitation is sample size. The sample size for this study is quite small to conduct the research
since it is limited to only primary school students around Kuala Lumpur and Selangor only. This is due to
limited access to the school authority to conduct this research. By conducting research to schools outside
this area might probably show different result and conclusion.
The third limitation is the effectiveness of the answers given by the primary school students. This is due
to the reason that primary school students may get affected both mentally and emotionally in giving
response to the questions asked.
1.7 Significance of the Research
The significance of this study will help novice teachers in dealing with all challenges that they might
faced along their early years of teaching as they are able to list all the obstacles and get the perceptions
from their students pertaining to their teaching skill. In addition, the outcome of this study will give
advantages for both novice and experienced teachers towards the improvements needed to give good
impact and quality of their teaching career.
Bibliography
Cambridge International Dictionary of English. (1995). Australia: Press Syndicate of the University of
Cambridge.
F. S., A. R., & S. S. (2013). Novice Teachers' Challenges and Survival: Where do Malaysian ESL
Teachers Stand? American Journal of Educational Research 1.4 , 119-125.
Kernerman, R. H. (2010). Retrieved March 11, 2015, from http://www.thefreedictionary.com/experience
Tsui, A. B. (2003). Understanding Expertise in Teaching: Case Studies in ESL Teaching. Cambridge
University Press.
Wenner, E. J. (2011). Exploring the Relationship Between Teacher Education Experience and Child-
Focused Practices Implemented in Quality Early Childhood Inclusive Environments. Greensboro:
ProQuest LLC.
