'Obstacles Teachers May Face Essay\r'

'The process of how an individual learns is base on the theories surrounding demeanourism, instruct, clay sculpture and ego regulation. Students merchantman be problematic if proper re closures atomic number 18n’t put in place when a dilemma arises. on that point is a prominent emphasis on the importance and relevancy in motivating the scholars in the classroom. Without the noesis of extrinsic and inherent motivation and what drives assimilators to learn, t distri preciselyivelyers whitethorn non know what inspires or how to progress students to work to the best of their ability.\r\nTeachers moldiness exhibit themselves in a professional behavior at wholly times, whether they are dealings with students, parents or colleagues. Professionalism merchant ship be defined in several ways and close to characteristics of a professional instructor involve being committed to learners in a way that incorporates a code of ethics, suck in the ability to baffle routine and in force(p) decisions in a complex and unreadable situation, conduct a critical self interrogatoryination of star’s teachings, i. . brooding practice, and look at the fragment of professional companionship to constantly improve, develop and enlarge star’s methods of teaching to maximize study environments (Eggan, P. & group A; Kauchak, D. 2010. pp, 4 †6). One blockage a instructor whitethorn pose is if he or she gets asked a research that they don’t know the retort to. Students look up to teachers and depend on them for the association they require (Yero, J. L. , 2002. P173).\r\nUnderstanding each topic is simply not seemly; a teacher consumes to be able to represent topics in an comprehendible way that is appropriate to the age of the learner. For example, the solution to explaining how to multiply numbers is to firstly acquire the knowledge of content then illustrate how to multiply the numbers. This is referred to as ped agogical knowledge. pedagogic knowledge requires the teacher to find out principles of instructional strategies and classroom management.\r\nInvolving each student in the instruction process in influence to enhance productive skill comes with knowledge and experience. Instructional strategies that promote productive cultivation include: selecting topics that are valuable for students to learn, let clear education objectives and prepare culture activities respectively, design assessments that relate to the workload and sustain the instructional alignment between the three, i. e. the liaison between study objectives, instruction activities and assessments (Eggan, P. Kauchak, D. 2010. pp390 †394). A teacher must lose a affirmatory and caring attitude, be organized, fleet effectively, respect and encourage rather than revenge and constantly question and prompt erroneous answers to manage a productive classroom (Nelson, J. , Lott, L. & Glen, S. p20-27). Identi fying clear standards of acceptable behavior i. e. rules, be supportive to each student and create a sense of balance are all strategies to condition a productive and manageable classroom.\r\nThe aim of all teachers is to promote as much learning as possible. Behaviorism focuses on the predilection that learning is â€Å"influenced by stimuli from the environment” (Eggan, P. & Kauchak, D. 2010. p,164). For example, whole toneing nervous before an exam is a learned behavior out-of-pocket to previous experiences/knowledge of exams. This feeling is free to the individual, and it is referred to as classical conditioning. Classical conditioning rear end be corroborative or minus, depending on which, it tail end have different effects on the learner.\r\nIf the teacher uses positive reinforcement within the classroom the students leave gradually associate learning to the teacher’s manner and thus feel safe within the classroom resulting in a productive learning environment. In contrast negative or non-reinforcement results in the cessation of a behavior and results in a classroom environment that is not productive. Children learn acceptable behaviors through and through notice adults, therefore teachers are role models, and it is important for a teacher to demonstrate respect, tolerance, and set to set off learning (Call, N. Featherstone, S. 2004 p. 47). Cognitive modeling is essential to the learning process as teachers use this to perform a expression and verbalize the thinking behind the actions interpreted (Eggan, P. & Kauchak. D. , 2010. p. 182). An obstacle one may face is if some children are having hurt learning how to pass a netball to one another. Often, children instinctively bounce the ball, instead of transient it, as classical conditioning has taught them to do so from a young age.\r\nThe teacher must describe one’s thoughts of how to pass a netball, whilst performing the action, which in tour of duty enco urages students to verbalize their visualizeings in whatsoever situation, resulting in a productive learning environment. Modeling is the key concept of accessible cognitive opening. Cognitive, behavioral and emotional transmit in children is a result of observing models. Modeling affects people by learning new behaviors, facilitating existing behaviors, changing inhibitions and by arousing emotions (Eggan, P. & Kauchak, D. 2010. p. 183).\r\nThese observations lead to learner behaveations, which in turn are accomplished through self-regulation. Settings goals and monitoring that progress is an essential element of learning. The student observes another student sledding the netball. He then models the observation, uses that experience to expand his knowledge thus takes responsibility and constraint of his learning. Teaching is constantly developing and changing, and the need for motivation is a necessary surgical operation to support and increase student learning and the teaching process.\r\nA common obstacle teacher’s face is how to motivate uninterested and unengaged students. Some students seem naturally enthusiastic about learning, but many need or expect their instructors to inspire, challenge and stimulate them. An un make student is likely to choose work that is inappropriately easy, show a negative attitude, progress to up quickly and leave tasks unfinished. This can disrupt the students around him and cause interruptions in the learning environment (Nelson, J. Lott L. , & Glenn, S. 1997 p. 72).\r\nThere are two broad forms of motivation; extrinsic †where some students will be motivated by the approval of others, for example, by getting a good grade, and intrinsic motivation, where the learner studies in order to understand the content presented to them because they like the challenge and neediness to perform (Eggen, P. & Kauchak, D. 2010. p. 287). To encourage students to move self motivated and independent learners, teachers can give frequent, early, positive feedback. This supports the students beliefs’ that they can, and are doing well as viewed by the humanistic supposition of motivation.\r\nThe teacher can also economic aid students find personal meaning and rank in the material as viewed by cognitive and social cognitive theory of motivation, and create an atmosphere that is open and positive which help students feel that they are a valued member of the learning fraternity which is based on the socioculural theory of motivation. In addition, a teacher can ensure opportunities for students’ success by assigning tasks that are n any also easy nor too difficult which is a view dual-lane by behaviorist theories (Eggen, P. & Kauchak, D. 2010. p. 289). It must be understood that individuals are motivated through a wide alteration of needs.\r\nWhile teachers can’t make or teach students to be self-motivated, they can encourage and promote this highly plummy trai t. To conclude, there are many solutions to the obstacles a teacher may face in a learning environment. A teacher should act and approach a classroom with a professional attitude and an academic manner by being learned and recognizing the importance for assessing oneself. Teachers must be aware(p) of the influence they make on students’ learning and how to promote positive and engaging classroom environments in order to solve the dilemmas they may be presented with in regards to behaviors students display.\r\nFurthermore, teachers need to understand that the process of motivation stems from stimulation, which in turn is followed by an emotional reaction that leads to either a positive or negative behavioral response. By understanding the theories based on solutions to the problems a teacher may face in the classroom, they may have a better chance at expecting when a problem may arise, and fade out the situation immediately.\r\n'