The teachers and the students are the primary participants in the education system. However, the two groups of individuals tend to play different roles in line with student success. When reflecting on the teacher's responsibility, there is the need for a transformative teacher and effective teaching techniques. Being an elementary teacher is one of the most admirable roles that an educator can acquire. Effective teachers personalize the learning for their students hence facilitating the sharing of knowledge.
In this case, there is involvement of both personal and professional qualities that are associated with high student performance. However, the teachers must learn to work by understanding the diversity of these individuals. Regardless of how different people measure success, it is important to ensure that students reach their full potential both in academics and the general development criteria. The student success should be a teacher's top priority. In this case, the paper reflects on the elementary teachers need in the classroom to enhance student success. Similarly, a controversial idea is elaborated and how the probable challenges along the same line can be solved.
Techniques to help student succeed
Establish a classroom routine- designing and establishing classroom routines is a primary requirement for enhancing success. Teachers need to be experts in the classroom management techniques which starts with prior preparations. These tactics are used by the teacher to keep the student focused on the primary set goals. One of the primary consideration that should be put in place when setting the classroom routines is the procedure of eliminating any distractions that might occur in a classroom setting. To be able to reduce the confusion and disturbances that are prone to an occurrence, the use of schedule is essential (Wang " Degol 342). For the young learners, it is often that the teacher has much control over the student time. In this case, a schedule should be set to ensure that the students understand and know what time is allocated for each activity.
Ideally, sticking to the schedule prepares student mentally of the activities that are coming up next. It is also relevant for the teacher to include a break period in the timetable to ensure that students relax from their daily activities from time to time. After the establishment of the schedule, it is essential to focus on the transition which indicates changes from the normal activities. It is evident that students fully benefit from such programs in that there is coordination between the initial and current placement (Spillane " Megan 732). Some of the most common transition processes include moving from one grade-classroom to the other, one program to another or one school to another.
It is essential for teachers to establish useful routines and transition programs while developing healthy relationships between the involved individuals. Some of the primary areas that the teachers focus on are the development of children's knowledge, skills, and understanding. The students are encouraged to regard themselves as active and valued participants of the school community. Recently, some schools have introduced the ‘buddy' programs where the children in upper classes are paired with the junior. The purpose of using the technique is to help familiarize the new student with their environment and also provide opportunities for the students to know each other (Rockoff 251).
When enacting all these procedures, the teachers should look out for the continued growth, development, and learn changes that occur in their students. Some primary features define useful routines and transition programs. First, the programs draw upon dedicated funding and resources in that they are inclusive of people, time and materials. It is through these factors that collaborative and creative learning is enhanced. The teachers are responsible for the effective management of these resources in that they have the upper hand over the student in classroom management techniques. Secondly, the projects should be well planned and efficiently evaluated. In most cases, the measure of the success or effectiveness of the routines involves linking of achievements with the primary set goals. Similarly, the children can offer feedback on the functionality of the programs and how effective they might be for use in the future.
Planning and evaluation by teachers can take many forms. Some of the main areas of concern include the parent survey and concerns, weighing on children comfort in line with the programs, evaluation of teacher's reactions to the plan, and observation on other outcomes. It is through the assessment of these factors that relevant information is obtained regarding the value of the schedules to the broader school community (Neumerski 326) Other features include, flexible, responsive, enhanced communication and mutual based programs. Additionally, it is important to consider children who require special education programs when setting the rules to be followed. To be able to create an open environment for all students, teachers should consider individualized teaching. In this case, there is a better understanding of each learner while still enhancing better teacher-student relationships.
Offer the 3c's support- the 3c strategy is the backbone for the classroom performance, and it involves everyday practices of; care, captivates, and catapult. Teachers show their level of care through their words and actions in line with teaching and learning. Over the years, there is a long-term saying that is commonly used to emphasize on the need to take prior measures in line with care: "they don't care about how much you know until they know how much you care."
In this case, there is need to create better relationships between the teachers and the students. In any social setting, care provides a favorable environment under which people can interact and share information. It is the responsibility of the teacher to make students feel free and safe to try new things and take risks.
During classroom setting, care can be depicted through words of encouragement, compliments, and actions of sincerity on the student actions. Giving genuine feedback on student's behavior indicates the best move to take next. The reinforcements are very relevant in every activity that a student participates. While expanding the care boundaries, it is also essential for teachers to explain why they feel proud of their students, guide them on how to show love to others and also involve their parents. Research shows that care multiplies the more people express it to others (McLean " Carol 952). When there are active interactions between the students and their teachers, it is more likely that learning will be fun. In this case, the elementary school educators provide an education background for their students. On instances of care, students will always look forward to entering the classroom each day.
Captivating students starts with motivation and encouragement. Based on the fact that students have different goal both educational and personal, it is essential to motivate each of them based on the life goals. Teachers spend most of the time with their students hence they should work towards helping them achieve their goals (Ingersoll " Michael 213). There are numerous ways through which teachers can implement this:
There should be constant communication and where the teacher should know their student worries. The strategy is most applicable for the reserved children or those experiencing hardships with their esteem. Communication creates a favorable interaction environment for a class of students with disabilities.
Teachers should also consider switching their teaching methods and materials to avoid boredom. The most applicable methods should be inclusive of participation, demonstration and alliteration techniques.
Motivation can also be done through reinforcement especially through rewards and gifts. When students achieve their goals, there should be rewards for their hard work.
Lastly, in the case of the catapult, teachers are responsible for guiding and showing their students the need to hold themselves accountable for every action. Alan November said that ‘people always underestimate students' yet there lies great potential in them. Teaching students that they are responsible for their success and behavior brings out an act of responsibility and sense of accomplishment. It is through the teachers that students come to love their goals and work towards their achievement. Similarly, teachers can help track down the student progress while reflecting on performances in line with the set goals.
For a developing child, the life goals range from academic to behavioral achievements. Integrating of these goals and working them out from the classroom setting teaches more on the need for a target and purpose in life. On implementation, success can be measured through the view of learning and school. It is upon the teachers to make the experience engaging through their style and personality (Grant 68). The three c's direct behavior towards specific goals which leads to increased effort and energy towards classwork, and also determines which consequences are reinforcing and punishing.
Setting classroom expectations- teachers expectations are essential for student achievement in that adults believe in a student capacity often determines the perception of the youngster. Having expectations does not mean that teachers should punish their student when they fail to meet the set goals and targets. However, it means encouraging them to do their best and not expect less form those individuals who can do better. Setting expectations comes along with the maximum exploitation of one's potential. When students tend to vary in understanding, learning and reaction techniques, it is the responsibility of the teacher to find the most applicable method which would act as an alternative. Having choices makes learning accessible to the students.
There are different methods through which teachers can set expectations for their students. First, it is essential to convey confidence in one's student to let them know that the teacher believes in them and have a positive attitude towards everyone (Goodlad 72) Confidence can be imparted through the development of rapport and utilization of non-verbal signals. An example includes smiling and nodding to offer encouragement. Secondly, expectations can be set by giving students equal opportunities to participate. In this case, individuals who tend to shy off or feel inadequate have are given a chance to voice their concerns from a favorable environment. Students learn better and achieve higher results. Thirdly, teachers should also individualize their feedback to provide precise information on what is expected of each learner. Research shows that students can make use of the teacher's response to improve their performance.
Lastly, teachers can set higher expectations through the provision of high levels of support. For the teachers to ensure that students achieve their maximum potential, there is the need for positive relations established with caring adults, variation in modes of presentation, and offering of different and additional teaching techniques. The Goldilocks principle can be efficiently applied in the procedure used to set classroom expectations (Egalite et al. 48). The technique works towards providing the student with tasks that are not too easy, neither too hard but just right. Cases of consistent loss of control have a negative impact on the classroom environment, student performance and teachers level of stress.
There is a considerable variation in the type of expectations set in that they vary from teachers, students, and parents. When teachers work towards classroom expectations, they create a room for personal responsibilities where students are allowed to control their learning and behaviors. The reason as to why success is closely linked to these goals is that they offer guidelines on how one should act throughout the whole academic year. Reflecting on the student expectations, teachers should focus on implementing two primary form of goals: behavior expectations and learning expectations. In this case, there is a difference between the rules of ethics that keep a classroom running and the policies that work towards academic excellence. Based on the fact that elementary students are younger as compared to other high school students, it is more likely that there will be fewer cases of deviance.
Whenever individuals fall short of the classroom expectations, it is the responsibility of the teacher to set an example. Similarly, instead of designing punishment it is advisable for the teachers to develop a plan that would help reinforce the ideas. Often reminders and awareness programs control the violations of rules and any severe consequences that might result from deviance (Chetty " Rockoff 68). Re-teaching of policies enhances understanding and retention of ideas. Having both teachers and student expectations means that the educational journey can be completed together and with ease. Robert Manzo once said that ‘when elementary teachers have expectations of students they tend to act differently.' In this case, the teachers give their students more opportunities to succeed.
Use technology to support learning- there is a well-known quote by Thomas Edison that reflects on technology and education which says: "Books will soon be obsolete in the public schools…our school system will be completely changed inside of ten years." Since the prediction, vast changes have been observed over the years with most of them being evident in technology. There is a big difference in the way people communicate and interact. Educators and teachers have long sought to use technology in classrooms. The primary aim is to improve the ability of delivery of content as well as the provision of skills that students need to be able to meet the current market situations.
Teachers have a significant role to play in the advancement of technology use in classrooms in that it plays a vital role in education. Some of the methods in which technology can be used include:
In the provision of tools to facilitate learning.
Give students and teachers an open platform for feedback and reflection.
To build global and local communities that enhance cooperation between the learners and their educators.
Expand the teaching and learning opportunities.
Teachers can help facilitate meaningful learning in that they can change the pattern of technology use from technology-as-teacher to technology-as-partner. To be able to foster learning, technology tools should be used as engagers and facilitators of thinking. The casual education is one of the leading areas where teachers can help improve through technology techniques (Blatchford et al. 128). It involves a cognitive process used in the problem-solving criteria. Similarly, technology can be used to help convey and understand new ideas that might include comparison, contrasting and differentiating facts.
When working towards student success through the use of technology, teachers must be transparent and ready to help in all aspects. In this case, students must learn to understand what is expected of them from the beginning of their course to the end. Recently, technology has taken group work to another level where people can now communicate and participate from far through online communities. The learning procedure might, however, work best for higher levels of education.
Opposing view
The traditional view of educational success differs what the current perception for majority communities. In the past years, teachers were perceived as distributors of knowledge where they played the role of an educator, trainer, and parent. As a result, the successful students were believed to have inherited these features from their teacher. Recently, technology and education systems have changed the role played by the teacher in child development. The classroom setting is changed with most students interacting with more than one teacher in most of their core subjects. As a result, the bond between the teacher and the student is lost. In this case, it is not always that the teacher determines the success of a student. Similarly, the numerous changes in the curriculum system have changed the nature under which teachers could monitor their students closely.
One of the main reason as to why the success of a student is not wholly based on teacher's participation is because success is at times individualized. In this case, the students have a more significant role to play in their education as compared to the teachers. Cases of reluctance and failure to comply might lead to failure (McLean " Connor 950). Research shows that approximately 70 percent of the students who attain low grades is as a result of their factors. A teacher should formulate a classroom management plan, but the effectiveness is tested through student participation.
The setting of learning goals starts from the student who in return practice meaningful actions. One of the primary student expectation is to comply with the behavioral needs. The expectations can be verbally outlined and posted as part of classroom management plan. Similarly, students should comply with the academic requirements while enhancing collaborative learning environments. In this case, individuals must learn to be active in group work which is a primary necessity in education (Neumerski 345). Some of the main academic aspects include completion of assignments on time, attending classes, relying on the teacher among others.
The parents also have a role to play in education in that they are partially responsible for the well-being of their children. Bringing up morally upright students and engaging their children in positive and friendly talk about school is very essential. Additionally, curriculum system works best when funded and facilitated by the government. Education today is mostly paid and administered by the governmental bodies to help ensure equality for all. In this case, the sharing of resources, division of labor and the procedure of setting rules is simplified. The role of government is education is also among the leading factors that should be weighed when measuring student success.
The society should, therefore, stop burdening the teachers with the whole responsibility of student success. Other supplementary factors need to be considered while weighing success and excellent performance. There should be an emphasis on the accountability of these external factors while keeping in mind that the student needs are dynamic.
Conclusion
The teachers are an essential part of fostering the type of learning environment that is created both in the classroom and school learning environments. The above points provide tips on how to be an excellent elementary teacher and also techniques to employ when establishing successful classroom management programs. Effective teachers should learn to accommodate their student needs and also create a favorable learning environment. It is through these personalized learning techniques that students learn to relate well with their peers as well as their seniors. Creating a safe learning environment starts by understanding one’s student and helping them maximize their strengths. However, it is also necessary to consider any other factors that are linked with educational success. An all-rounded student should achieve more than academic excellence.
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