Create An Environment Of Mutual Respect In School
- Sub Theme
- The overall background of the participants of the project
- Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
- What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
- What did you find about the problem in the existing literature (books/articles/websites)?
- What were the major variables/construct of your project? Give definitions/descriptions from the literature.
- What did you want to achieve in this research project?
- Who were the participants in your project?
- How did you try to solve the problem?
- What kind of instrument was used to collect the data? How was the instrument developed?
- What were the findings and conclusion?
- Summary of the Project
- How do you feel about this practice? What have you learned?
- What has it added to your professional skills as a teacher?
- List the works you cited in your project.
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Create An Environment Of Mutual Respect In School
Promoting Children’s Well-being
The overall background of the participants of the project
The overall background of the participants of the project; area/school: (socio-economic status, occupation/profession – earning trends of majority of the Teachers, literacy rate, academic quality, and any other special trait of the community where the school is situated).
Action research encompasses small scale systematic inquiry and contains of a number of stages which frequently persist in cycles. Like planning, action, observation and reflection. This type of research has become gradually widespread all over the world as a method of professional learning. It has been especially well developed in education, specifically in teaching, and is now used broadly across the professions. This Action research was conducted in Govt. High School. It’s conducted in district Muzaffarabad.
The school is such a sweet heaven on earth that prepares the small minds for great tasks. The school provides education to live better and make progress for tomorrow. Not only it provides education but it is a tool of character building of a nation. The good schools are true assets of a nation. I am blessed to study in such a great school. My school is the best school in our entire city. The school is divided into 2 blocks – Nursery which has 1 classrooms and a large Outdoor Play area. Class one which has 2 classrooms. Key Stage 3 which has 2 classrooms. A central block houses the Offices, Staffroom, Assembly Hall, Dinner Hall and Kitchen. There is a Library and a Computer lab in school.
The participants of study were class 6th students who were enrolled in Govt. High School, Muzaffarabad. I selected class 6th students which are considered in total 60 in members.
Most of students from this area are Govt. employee but some of them are shopkeeper or work in a private offices. Most of parents do not afford children education due to their family expenses and their low income but some parents support their children at higher level in well reputed universities. But due to the lack of higher educational institute and low income of their parents, more than 60% children stop their education after matriculation. Overall the financial status of this area is good.
Occupation & Earning Trend:
Parents with Govt. jobs and small businessman are in a better condition to help and support their children educationally, mentally and profoundly. However, Parents with low income because of expenses and low salaries issues can’t give satisfactory to up level their children education. The control of the Parents in this research from this area is normal. A part of the Parents are not monetarily so good. The children with government jobs are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in private association. They are consistently in dissatisfaction. Due to low earning trend of this area, the children face a great deal of difficulties both at home and school, which block them from taking an interest completely in classroom exercises. In present some parents drop their children at different shop for learning work and for earning but today due to free education in Pakistan more than 80% children go to school till then matriculation.
In 2019, Muzaffarabad literacy rate of 56% for females was noticeably lower than the 64% for males. District Muzaffarabad has several religious and educational institutions, both public and private. Overall literacy rate of Muzaffarabad is 60%.
Although there is less and no university present in this area, whatever is taught in schools and colleges is quality. All parents are talented, hard work and well educated and they work very hard to get their children high result and best performance. Moreover the children are also very talented.
Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
I am student of B.Ed. from Muzaffarabad and I choose my research topic “Create an environment of mutual respect in school”. I choose this topic Mutual respect in the classroom encompasses more than the interaction between students and the teacher. An atmosphere of mutual respect means that students also treat each other properly. The result is a classroom where more learning takes place as students feel safe, motivated and, of course, respected. Achieving this atmosphere takes considerable effort on the part of the teacher as well as the students. Once established, however, students will usually work to maintain the positive classroom environment.
- Establish clear classroom expectations from the first day of school. Post your classroom rules and procedures on the wall where they are clearly visible. Consider having only one rule in your classroom respect. Students will be expected to respect you, each other, themselves, their work and property. Let students know what to expect from you, as well.
- Have a discussion with your class about respect and why it is important. Talk about what it looks like. Discuss the language that makes them feel respected and disrespected. Establish the idea that respect is something that everyone wants and is capable of giving to others.
- Model respectful behavior at all times. Show respect to students by addressing them by name in a calm voice. Speak to students in the same way you expect to be spoken to by them. Speak to administrators, support staff and other teachers with respect. When you are a teacher, you teach all of the time even when you are in the hall having a discussion with another teacher.
- Role play situations in which students need help showing respect.
- Provide students with consistency. Enforce rules fairly, without favoritism, and enforce consequences as warranted. Whenever you must give a student a penalty, do so privately, with respect for her dignity. Calmly explain the reason and end on a positive note. For example, “When you chose to interrupt the class, you knew the consequence. I’m looking forward to seeing you tomorrow in class.”
Teachers show respect for students and learning. Teachers:
- Are knowledgeable about the subject matter.
- Are prepared for class with materials and visuals designed with all students in mind, including those with disabilities.
- Approach each class with enthusiasm for the learning process and academic inquiry.
- Foster an environment of collaborative learning, encouraging active participation rather than passive attendance.
- Respect students as individuals, taking into account a student’s learning style, background, and demands on time.
- Set high-performance standards and communicate how to achieve them successfully.
- Clearly state standards for evaluating student work when assignments are given.
- Return student work or respond to student inquiries in a timely fashion.
- Honor office hours and be reasonably available at other times.
Refrain from using language, humor, or course examples that may be insulting or insensitive.
What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
The researcher talked about his problem with his colleague, friends, and senior teachers. The time spent on each of these tasks may not be great, but together they are significant. Mutual respect can’t be eliminated, nor should it be: after all, coordinating the efforts of mutual respect is an important skill.
Discussion with supervisor:
My supervisor told me that Students show respect for teachers and learning. Students:
- Prepare for each class and laboratory session.
- Approach each class with enthusiasm for the learning process and academic inquiry.
- Are willing to be an active learner in the classroom.
- Value diversity in the classroom, refraining from using language that may be insulting or insensitive.
- Commit the necessary time and effort required in each course.
- Finish assignments in a timely fashion.
- Communicate with the teacher to prevent an issue from becoming an insurmountable problem.
- Respect the learning environment by minimizing distractions such as arriving late or reading other materials in class.
- Provide candid evaluations and recommendations for teachers.
Discussion with Friends:
My friend told me that these benefits include increased student ownership of subject matter and the opportunity for struggling students to get help from stronger students without having to ask. In classroom settings, students can reinforce skills like planning and communication. They can also learn accountability, problem-solving and project management. For the teacher, projects and classrooms allow for complex subject matter to be broken up into smaller parts. Project-based learning also creates the opportunity for students of different learning styles to collaborate while still interacting with the material in the way that is most beneficial to them.
Discussion with Teachers:
My teacher told me that there are many disadvantages of classroom in the classroom, but they’re probably not what you think. One of the major disadvantages of mutual respect in school is that it makes planning activities more difficult for the teacher. Teachers must be careful to design classroom so that all participants will be engaged. Teachers also have to carefully align classroom to learning objectives and standards. Some learning objectives pair better with classroom than others, so teachers should be cognizant of forging project-based learning when it’s not the most effective learning strategy for the course objective.
Discussion with Parents:
One of student’s parents told me that another aspect of project design in need of careful planning is assessment and feedback. Grading projects and active classroom can prove challenging, especially when it comes to fairness in assessing student performance. One way teachers can address this challenge is to create rubrics for their projects and go over the rubric with the class so that expectations are clear. For students, one of the disadvantages of mutual respect work in school is its increased emphasis on classroom decision-making.
I concluded that talk about the language that makes them feel respected and disrespected. Establish the idea that respect is something that everyone wants and is capable of giving to others. Model respectful behavior at all times. Show respect to students by addressing them by name in a calm voice. Speak to students in the same way you expect to be spoken to by them. Speak to administrators, support staff and other teachers with respect. When you are a teacher, you teach all of the time even when you are in the hall having a discussion with another teacher. Role play situations in which students need help showing respect.
What did you find about the problem in the existing literature (books/articles/websites)?
The Encyclopedia defines respect as a responsive relation that is expressed in various ways including attention, deference, acknowledgment, valuing, and behavior. The English word respect is derived from the respite, which means “to look back at” or “to look again”. The Stanford Encyclopedia further notes that respect is a particular mode of apprehending the object, and explains that the person who respects something pays attention to it and perceives it differently from someone who does not (Covey, 2000). It is therefore instructive that the synonyms for respect are words such regard, which means to “to watch out for” and consideration, which means “to examine carefully” or “paying close attention to”.
Respect requires paying close attention and involves other behaviors such as deference and acknowledgement, as well as a philosophical orientation of valuing another’s point of view. Relying on the ethical theory of Immanuel Kant, Wood (1999) suggests that when one respects another, one is not prone to be oblivious or indifferent to that person, or to ignore or quickly dismiss that person, neglecting or disregarding that person, and argues that it is morally wrong to express disrespect or contempt for persons by not valuing them as ends in themselves.
The importance of respect, as part of the process of leadership, is not confined to the world of business and to adults. It is equally important when leading schools and relating to students. Kohn (1996) contends that children are more likely to be respectful when important adults in their lives respect them; a view later echoed by Boynton and Boynton (2005) who note that people are more apt to go out of their way to please a boss who they believe values them as individuals and treats them with dignity and respect. According the Boynton and Boynton, students have the same feelings as adults do. They thus conclude that in order to foster positive teacher-student relations and improve student discipline teachers should seek to show respect to students (Mendler, 2001). Thus if respect has positive effects on teacher-student behavior then the absence of respect may be deemed to be a contributor to negative student-teacher relationships and negative attitudes of students towards school and school authorities, although the negative attitudes of students towards school and school authorities result from a variety of factors (Macaulay, 2010).
Ethics of Care. Burton and Dunn (1996) assert that ‘ethics of care’ refer to ideas concerning both nature and morality. They suggest that the construct stands in contrast to ethical theories such as Kantian deontology and utilitarianism which are principles to designed to highlight morality. The contrast cited by Burton and Dunn is sharpened by Held (2006), who characterizes the ethic of care as containing features such as: (a) a commitment to meeting the needs of particular others; (b) an epistemological perspective that places value on others’ emotions and relational capabilities which enable morally concerned persons in actual interpersonal contexts to understand what would be best; (c) a rejection of the notion that abstract theories provide a more effective starting point for reasoning about moral problems because they more likely avoid bias and arbitrariness (d) the adoption of a relational conception of persons, which is in stark contrast to Liberal individualism (Zehm et al., 1993).
Burton and Dunn (1996) highlight the pioneering work of the American philosopher Nel Nodding’s whom they contend provided one of the first comprehensive theories of care. Nodding’s, they argue, saw relationships as ontologically basic to humanity. In this construction identity is defined by the set of relationships that individuals have with other humans. The most fundamental element of these relationships is the display of care, thus a caring relation is ethically basic to humans.
The notion that caring is basic to humans suggests that in the absence of care, humans are likely to function at a level below, or outside of, their better selves. To the extent that academic underperformance among students suggests that they are operating at a level below, or outside of, their better selves, one of the question that arises, which this paper seeks to examine, is whether the demonstration of care possesses the efficacy that could lead to improved academic performance. The related issue is whether in the absence of care, human behavior veers off its ideal or desired path and, in the case of students, towards indiscipline, that undermines performance (Thompson, 2009).
Sustainable Development. The World Commission on Environment and Development (WCED) in its 1987 publication, in relying on the seminal definition of sustainable development as articulated by the Brundtland Commission, restates that sustainable development is the ability to make development capable of meeting the needs of the present without compromising the ability of future generations to meet their own needs. The WCED notes that while the popular notions of sustainable development tended to focus on the environment, the application of the construct related to the equitable sharing of resources with the poor and other marginalized and vulnerable groups as well as ensuring stakeholder participation in decision-making. The WCED posits that while the concept of sustainable development has wide-ranging application, at its core is an approach to development that looks to balance different, and often competing, needs against an awareness of the environmental, social and economic limitations we face as a society.
According to the Organization for Economic Cooperation and Development (OECD) in a 2013 publication, reiterates the position of the WCED when it asserts that sustainable development requires:
- building strong coalitions to address issues of common concern and thus there is the need for more inclusive decision-making at all levels of society;
- establishing institutional mechanisms for interrogation of ideas and decisions at national and institutional levels which have economic, environmental, and social implications; and
- Creating frameworks for stakeholder participation in policy making and implementation.
The field of sustainable development is a wide one covering dimensions, which may be broadly categorized into social and economic arrangements, conservation and management of resources, and relationships among various groups in communities and the wider society. The dimension which is the focus of this paper concerns relationships among groups in communities and the wider society. This dimension I wish to refer to as the ‘third dimension’ for ease of reference. Under this third dimension, the exploration is directed at relationships between teachers and students in the school community. Notwithstanding the focus on the third dimension, however, the other elements of sustainable development are considered in the discourse.
What were the major variables/construct of your project? Give definitions/descriptions from literature.
Respect, also called esteem, is a positive feeling or action shown towards someone or something considered important or held in high esteem or regard. It conveys a sense of admiration for good or valuable qualities.
Elementary school is defined as a period of formal education following pre-school but before high school. It usually encompasses grades 1-8 and students learn basic skills in areas such as reading, writing, and math. A school for the first four to eight years of a child’s formal education, often including kindergarten.
Mutual respect in the classroom encompasses more than the interaction between students and the teacher. An atmosphere of mutual respect means that students also treat each other properly. The result is a classroom where more learning takes place as students feel safe, motivated and, of course, respected.
What did you want to achieve in this research project?
This study aim is determining create an environment of mutual respect in school. The main purpose of all reading is generally to get new information and/or for pleasure. The process of classroom implies the use of various strategies so reading strategies give both teachers and students a chance to evaluate the degree of students’ mutual respect.
The objective of the study:
Objective of this study is create an environment of mutual respect in school. It is also considered to check their own understanding, monitor their own mutual respect, summarize the major ideas, paraphrase the text they have learnt, expand on new ideas and words, and unite new information and previous one.
- To develop the mutual respect through learning.
- To arouse the element of classroom learning.
- To give them awareness about the usefulness of mutual respect through learning.
The research question to be investigated in this study was as follows:
- Does classroom develop student’s mutual respect?
- What’s the role of teacher in developing mutual respect through learning?
- How teacher manage the classroom in students?
Who were the participants in your project?
In order to understand the complexities of many validities, researchers’ participation in and observation of the phenomenon should be the appropriate approach for more authentic understanding and explanation of the qualitative data. This study employed semi construction strategy to observe students’ reasoning skills and attitudes in response to discussion topics and their peers’ opinions. The targeted population were students enrolled in elementary level of Govt. High School. However, in this questionnaire, 60 students, taking a related course, were selected in a Govt. High School located in Muzaffarabad as a sample while considering the research control and validity of this study.
How did you try to solve the problem?
Action research encompasses small scale systematic inquiry and contains a number of stages which frequently persist in cycles. Like planning, action, observation and reflection. This type of research has become gradually widespread all over the world as a method of special uses. It has been especially developed in education, specifically in teaching, and is now used broadly across the professions.
Method of the study:
The procedure of this research was involved on an activity research to discover and tackle the issue. The social wonder under investigation was create an environment of mutual respect in school. Questionnaire were utilized to gather the information expected to give the data knowledge important to respond to the research questions.
The entire classroom from which a sample is chosen is known as the population and we choose the students of Govt. High School Muzaffarabad. It was quite convenient for the researcher, being a resident of District Muzaffarabad to accumulate quality data from chosen city and school.
Sample and Sample Size:
Sample is smaller representation of large data. Generally, it consists of all the observation that represents the whole population. The number of observation included in a sample is called size of sample. The students of Govt. High School and their Teachers were selected for this class based action research.
From the inception of this research I was extremely particular to carry out an ethical inquiry and therefore gave serious thought to all ethical aspects this study would entail. As teacher-researchers, my primary responsibility was to my children. An action research is considered ethical’ if research design, interpretation and practical development produced by it have been negotiated with all parties directly concerned with the situation under research. Permission to conduct the study was first sought from the principal and area governing body. Permission was sought from area peoples. The rights of the participants (elementary level children) were spelled out clearly i.e. they could refuse to be audio recorded and they could demand to see any notes or recordings.
Collection of Data:
The term questionnaire is often used interchangeably with survey. It is common and easy method of data collection in action research. Similarly, it is quickest, cheapest, confidential method of collecting data from respondents. So in such type studies, it is very necessary during development of measurement tool for quality data to keep all aspects in mind. Quantitative method was used to get important and meticulous information. Information was collected through questionnaire consisting only close ended questions relative to research objectives. The close ended questionnaire was made for data collection.
What kind of instrument was used to collect the data? How was the instrument developed?
The questionnaire was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives.
Quantitative research is explaining phenomena by collecting numerical data that are analyzed using based methods (in particular statistics)’. Quantitative data contains Closed ended information such as that found on attitude positive behavior and performance instruments. In this study the children have been given a questionnaire to find out the developing of educational apps uses through motivation activity and this questionnaire has been derived and analyzed in terms of numerical data. This is why the research falls under quantitative category.
A questionnaire is a research instrument consisting of a series of questions for the purpose of gathering information from respondent’s statistical society. Usually a questionnaire consists of a number of questions that the respondent has to answer in a set format. A distinction made between open ended and closed ended questions an open ended question ask the respondent to formulate his own answer, whereas a closed ended question has the respondent pick an answer from given number of options.
|Q. Which one is most important skill that teachers try to develop mutual respect among students?|
|Q. Do you afraid for participating in classroom with teachers?|
|Q. Which of method do you like good for mutual respect with teachers?|
|Q. Perceptions of students on role of their educators in developing mutual respect.
What were the findings and conclusion?
Students’ study is fundamentally intended to investigate significance of Teacher’s preparing, troubles they experience and their discernment and familiarity with understudy’s job in improving their presentation.
- Which one is most important skill that teachers try to develop mutual respect among students?
For this inquiry, we requested that the students pick the aptitude that educators need to improve most. 30 of the members picked gaming, while eight of them picked reading. Learning ability is viewed as the first by the seven respondents, while listening in by 15.
- Do you afraid for participating in classroom with teachers?
This inquiry expects to find what number of the respondents feels frightened for participating in classroom with teachers. What’s more, this table uncovers that most of them feel reluctant to participating in classroom with teachers, though; thirteen of them state they don’t feel so they take an interest in most talking exercises.
- Which of method do you like good for mutual respect with teachers?
In the present table, we proposed to find the strategies that the students like most. It shows the strategies that teachers can use in talking works out. It might be found in this table there are no remarkable differentiations between imagines (n, 13), bundle work (n, 12) and discoursed (n, 17). In any case, students consider the discussion like the best activity in getting the hang of talking. This finding similarly supports various investigates which estimate that English is best learnt through collaboration. As it might be seen nine of the respondents consider describing as the loveliest strategy while eight of them support basic reasoning best. These revelations exhibit that respondents certainly know those methodologies and educators should think about those activities that the students slant toward most for the perfect intrigue.
|Perceptions of students on role of their educators in developing mutual respect.||Respondents||Mean Value|
1. There are lots of activities during teaching.
2. A teacher helps in many ways during teaching.
3. Activities outside the classroom are more effective for improving students.
4. Teacher feedback is skilled to plan and implement activities.
The above table exhibits that most students believe that feedback exercises in their classroom are deficient, with the mean of 2.75, while “exercises outside the classroom are increasingly powerful” got the mean of 3.75. “I can learn” got minimal mean of 2.5 with “Educator preparing is gifted to plan and execute exercises”. With respect to the announcement “Educators help us from numerous points of view during instructing”, we recorded the mean of 3. Concerning jobs of educators, students concurred that teacher act as an eyewitness with the mean of 3.5, as a criticism supplier with the mean of 3.75, as a screen with the mean of 3.75, as a help 3.25, as an assessor 3.5, as a guide and member with the mean of both 3 and arranger with the mean of 2.75.
From the trade along these lines, the examination contemplated those planning impacts execution as mean difference in execution of readied and untrained teachers stayed at 2.7. The examination deduced that educators’ readiness played a huge effect in students’ introduction. Results got by the relationship exhibited that Teachers’ Feedback and Students’ Learning are related to each other. Which predicts a positive association among Students’ Learning and Teachers’ Feedback a direct result of relationship examination of these two components? In this manner, in the light of the above revelations it would be said that Students’ Learning is affected by Teachers’ Feedback. As, values got for centrality level make certain along these lines, these results showed that TT has basic beneficial outcome on Students’ Learning.
Summary of the Project
This Action research was conducted in Govt. High School. It’s conducted in district Muzaffarabad. I am student of B.Ed. from Muzaffarabad and I choose my research topic “Create an environment of mutual respect in school”. I choose this topic because Respect is the adjective form of the common word respect, which means a feeling of admiration. So when you behave in a way that’s respect, you’re doing something to show admiration for another person. Objective of this study is create an environment of mutual respect in school. It is also considered to check their own understanding, monitor their own mutual respect, summarize the major ideas, paraphrase the text they have learnt, expand on new ideas and words, and unite new information and previous one.
- To develop the mutual respect through learning.
- To arouse the element of classroom learning.
- To give them awareness about the usefulness of mutual respect through learning.
The targeted population were students enrolled in elementary level of Govt. High School. However, in this questionnaire, 60 students, taking a related course, were selected in a Govt. High School located in Muzaffarabad as a sample while considering the research control and validity of this study.
Questionnaire was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives. From the trade along these lines, the examination contemplated those planning impacts execution as mean difference in execution of readied and untrained teachers stayed at 2.7. The examination deduced that educators’ readiness played a huge effect in students’ introduction. Results got by the relationship exhibited that Teachers’ Feedback and Students’ Learning are related to each other. The above table exhibits that most students believe that feedback exercises in their classroom are deficient, with the mean of 2.75, while “exercises outside the classroom are increasingly powerful” got the mean of 3.75. “I can learn” got minimal mean of 2.5 with “Educator preparing is gifted to plan and execute exercises”. With respect to the announcement “Educators help us from numerous points of view during instructing”, we recorded the mean of 3. Concerning jobs of educators, students concurred that teacher act as an eyewitness with the mean of 3.5, as a criticism supplier with the mean of 3.75, as a screen with the mean of 3.75, as a help 3.25, as an assessor 3.5, as a guide and member with the mean of both 3 and arranger with the mean of 2.75.
How do you feel about this practice? What have you learned?
I am feeling very satisfied and glad after my research. It was quite interesting and Conflict management experience. Now I am confident after this research. Now I am able to do these all sorts of such tasks.im feeling myself as confident, glad and learnt person. I learnt a lot of new things which I never learnt in my previous life. For example when I talked with senior Parents and expert people I learnt a lot of skills of writing. When i taught the children then me counsel dictionary and great writers, businessmen and novels .These all things increased my Conflict management also showed them video lesson of some expert and creative writers to teach them. It also helped me to learn new things. This practice also improved my writing skills too. I also learnt how to write effectively and accurately I have improved my English grimmer. My work has been improved. I learnt new methods of improving writing. I learnt how to write stories in appropriate way. Overall it helped me to develop new writing skills, new way of teaching writing skills. So I am glad to say that it was unforgettable experience of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when we do this research we can also end up numbing our other emotions like joy, peace, happiness, and pleasure. We can’t fully have one without the other. The first step is always awareness, because once we have awareness we can start to do something about it. Awareness alone won’t help us stop using Conflict management. Awareness after the fact is what I’m talking about here. Starting anything new and trying to create a habit out of it takes work and time. This is one of the reasons I love researching and attending classes as it’s basically a scheduled time in the day, where I have no other distractions, to just be in my routine and notice how I’m feeling. That being said I rarely make it to a class once a week these days, so I do have to find simple and quick ways to connect.
What has it added to your professional skills as a teacher?
While teaching can certainly be a challenge, it is also one of the most rewarding careers out there. Check out some of the useful skills for Parents to see if there are any areas you need to work on before you become one:
- Whether I teach high area subject or kindergarten, nothing is a more effective tool than using my imagination to create new and interesting ways for my children to learn. I may be inspired by the work of another teacher, mentor or a TV commercial – it doesn’t matter. All that matters is that I take the initiativeto find new ways for my kids to learn the material.
- Parents could have a hard time without a wide variety of support peoples around them. If I feel alone, y area principal, administrative peoples, parent-teacher committee, and more are often available to provide me to help. By working as a team, I have an easier time increasing my children’ ability to learn and have fun.
- Sometimes to get the big reward, I need to take a risk. Being a teacher is about finding a way to get kids to learn, and sometimes these new methodscan be risky. Stick to it and I’ll soon find that others are following my teaching example.
- I can never know too much when I am a teacher, especially when it comes to the best way to teach my children. Great Parents are constantly looking for ways to expand their horizons with courses, workshops, and seminars. Make sure you I don’t become stagnantby taking courses to keep the content fresh in your mind.
- No teacher will succeed if they don’t have good communication skills. Clear, concise, and to the point – the better your communication skills are, the easier our lessons will be. There are many different types of classes available to help some Parents who may need help improving their skills.
- Every teacher needs to have confidence, not only in themselves but in their children and their colleagues. A confident person inspires others to be confident, and a teacher’s confidence can help influence others to be a better person.
- Modern Parents know how to find engaging resources. In this digital age, it is essential to find materials and resources for children that will keep them interested. This means keeping up to date on new technologies and apps, and browsing the web and connecting to fellow Parents. Anyway that I can engage children and keep things interesting is a must.
List the works you cited in your project.
- Boynton, M., & Boynton, C. (2005). The educator’s guide to preventing and solving discipline problems. Virginia: ASCD.
- Burton, B. K., & Dunn, C. P. (1996). Feminist ethics as moral grounding for stakeholder theory. Business ethics quarterly, 6(02), 133–147.
- Covey, S. (2000). The 7 habits of highly effective people. New York: Free Press.
- Held, D. (2006). Models of democracy. Polity and Stanford University Press.
- Kohn, A. (1996). Beyond discipline: From compliance to community. Virginia: ASCD.
- Macaulay S. (2010). Are you a good role model? Think: Cranfield.
- Mendler, A. N., (2001). Connecting with students. Virginia: ASCD. Thompson, C.S. (2009). Towards Solutions: Fundamentals of transformational leadership in a postmodern era. Mandeville: Northern Caribbean University Press.
- Wood, A. W. (1999). Kant’s ethical thought. United Kingdom: Cambridge University Press. World Commission on Environment and Development (WCED). (1987). Our common future. New York: Oxford University Press.
- Zehm, S. J., & Kotter, J. A. (1993). On being a teacher: The human dimension. California: Corwin Press Inc.