Arta de a fi educatorNu vorbe, ci fapte si exemple ! Copilaria este un univers al bucuriei, al jocului si revelatiei. Cred cu tarie ca meseria asta, de educatoare, nu sta bine pe orisicine. Cred cu tarie ca educatia nu se face cu gura inchisa si mainile la spate. Cred cu tarie ca pot fi prietena copiilor, cu precizarea ca eu le vreau binele. Mie nu-mi ramane altceva de facut decat sa caut cum anume pot insemna ceva pe termen lung. Pentru ca sta in puterea mea sa educ atunci de ce sa nu o fac, exact asa cum mi-ar fi placut mie sa fiu educata si cum de altfel am fost. Atunci cand se desprinde de mana mamei, copilul apuca mana.. educatoarei. Pentru fiecare copil in parte, educatoarea devine mama in noul univers numit Gradinita. Se simte singur, este speriat, ii este teama de ceea ce il asteapta. Depinde de tine, ca educatoare, sa-l faci sa se simta in siguranta. Pasii sunt marunti. Treptat, lacrimile se transforma in zambete timide iar la sfarsitul unei zile in care n-au mai fost lacrimi, ci doar zambete, copilul a mai facut un pas iar educatoarea pleaca acasa multumita si implinita. Ce mare lucru faceo educatoare? va veti intreba. Oricine i-ar putea lua locul... Intr-adevar, nu facemare lucru, dar ceea ce face, face cu sufletul, face cu dragoste si face cu multa daruire. Nuti poti alege aceasta meserie decat daca iubesti copiii! Ocrotirea mentoriala a copilului inseamna compatibilitate
de calitati sufletesti si, mai ales, un circuit de vocatii , o complementaritate de impliniri si autorealizari. Mi-a luat ceva timp sa pricep ca nu-mi pot permite sa-i manipulez, sa-i pacalesc ca-s fara cusur. Pot foarte bine sa recunosc in fata lor ca am gresit fara a ma simti mai putin grozava si fara a crede ca mi-am subminat autoritatea. Pot foarte bine sa rad si sa plang cu ei. Pot foarte bine sa-i cert si sa-i impac. Pot la fel de usor sa predau o lectie sau sa pun un copil sa deseneze un urs, mult mai frumos decat as fi reusit eu sa-l schitez. Pot atatea lucruri sa fac dar numai datorita lor. Nu as putea sa fiu nimic din ceea ce sunt daca ei n-ar fi. Cine ar putea sa-mi faca ziua mai frumoasa daca nu ei cand imi zic Doamna Gabi, sunteti frumoasa ca o printesa !. Si cine ar putea sa le faca lor o zi mai senina cu un abtibild in piept? E reciprocitate. Eu nu sunt nimic fara ei si ei nu sunt nimic fara mine. Iar impreuna suntem cei pe care multe alte doamne educatoare ii invidiaza pe ascuns, cei pe care multa lume ii lauda prin oras, cei care muta muntii din loc. Lucrul de capetenie e ca educatoarea sa nu moralizeze mult, caci aceasta de obicei il plictiseste pe copil si produce cel mult niste rezultate aparente, ci sa-l induplece prin exemplul sau si printr-o consecventa iubire de adevar si de dreptate, care impune mai mult, decat sute de predici moralizatoare. Pe o educatoare patrunsa de astfel de sentimente, copiii o sa invete nu numai sa-o respecte si sa-o iubeasca, ci si sa-o asculte totdeauna si sa se conduca si ei de sentimente de dreptate si adevar.
Copiii nu trebuie mintiti pentru nici un motiv; realitatea trebuie sa le fie dezvaluita fara nici un gand ascuns. Numai pe cunoasterea adevarului se poate ridica o viata morala, rodnica. Cine crede ca falsificand realitatea si aratand anumite stari mai bune, sau mai rele decum sunt de fapt, va putea educa, se insala amarnic. Arta de a fi educator este minunea de a ne oglindim zilnic in ochii copiilor. Ochisorii unui copil iti pot spune multe: uneori esti zana buna, alteori esti si vrajitoarea cea rea dar esti mereu mama care alina durerea si sterge raurile de lacrimi si... prietena de care cei mici au atata nevoie! Si-atunci se intampla o minune! .. minunea de a fi educator!
What makes a good teacher?
Teachers are important and make a difference. The quality of teaching is a crucial factor in promoting effective learning in schools. Effective teaching requires individuals who are academically able and who care about the well-being of children and youth.
Points Arising from ResearchThe most powerful single factor that enhances achievement is feedback positive, encouraging, clearly targeted. The setting of appropriate, specific and challenging goals is critical. Effective teachers make purpose and content explicit, plan carefully, use systematic assessment and feedback, make connections, encourage children to think about thinking and model what they want the children to do.
Key Elements of What makes a good teacher?Research detailing the direct effect of good teaching on pupils is difficult to assess, as relating good teaching directly to higher attainment in pupils is almost impossible to verify. However there are many attempts to analyse what constitutes a good teacher. The following points are generally agreed to have an impact on pupils: Subject Matter Knowledge Highly knowledgeable and up to date in their subject area, but do not pretend to know it all, willing to learn from pupils Teachers repertoires of best practices Provide learner with clear tasks, goals, and requirement and inform them of progress made. A key skill in teaching is the ability to explain and describe things clearly Encourage pupils to think, to make connections, to practise and reinforce, to learn from other learners and to feel that if they make mistakes they will not be ridiculed or treated negatively Promote pupil participation through problem solving, questioning,
discussion and buzz group activities Treat all pupil questions seriously and do not intimidate or ridicule Use regular informal assessment strategies including a range of types of questioning, observation and listening in Understand that, since individuals learn at different rates and in different ways, we need to provide a variety of activities, tasks and pace of work, and monitor and evaluate childrens progress Use breaks and activities to engage pupils thinking and interest Turn to reading and research for fresh insights and relating these to their classroom and school Work in a shared and collegial way with other staff Personal qualities Demonstrate an empathy with pupil thinking, anticipate misconceptions and allow pupils to develop understanding in a variety of ways Observe pupils in class for signs that they are failing to keep up, are bored, or are not understanding Show flexibility in responding to pupil needs Genuinely want pupils to learn, understand and develop critical thinking abilities, as well as master content or learn skills Encourage pupils to take an active role in working through difficulties and take time to work through concepts in detail with those who have difficulties Teachers who show enthusiasm for subject, professional area and teaching role motivate pupils as they look forward to coming to that class Highly effective teachers are viewed as easy going, relaxed, with an open manner. This brings a relaxed atmosphere to the classroom Communicate effectively Are resourceful and positive and adopt a problem-solving approach Are creative and imaginative and have an open attitude to change Are systematic and well organised, focused, determined and
hardworking Demonstrate empathy and fairness, are caring and approachable Teacher Competences The Standard for Chartered Teachers states that the quality of the educational service depends pre-eminently on the quality of our teachers. The standard then list the following 4 components: Professional Professional Professional Professional values and personal commitments knowledge and understanding and personal attributes action
It also lists 4 central professional values and personal commitments which effective teachers should develop: effectiveness in promoting learning in the classroom critical self-evaluation and development collaboration and influence educational and social values
Reflection and DiscussionDo you reflect on your practice in the classroom? As a result of this reflection do you alter your approach within your classroom? How much do you share good practice with colleagues?
Some Activities Relating To the Issue of What makes a good teacher? Key element Subject Matter Knowledge ObjectiveHighly knowledgeable and up to date in their subject area, but do not pretend to know it all,
ActionPupils may be - very aware of recent developments could you involve them in producing/researching the latest information for topics?
Some examples and suggestions
willing to learn from pupils Use regular informal assessment strategies including a range of types of questioning, observation and listening in. Observe pupils in class for signs that they are failing to keep up, are bored, or not understanding. Show flexibility in responding to pupil needs. Effective teachers should develop collaboration and influence There is a high level of respect, interest in and acceptance of the pupils
Teachers repertoire of best practice
Look closely at formative assessment in your class. (See Toolkit section on Formative Assessment)
Use Traffic Lights. Green means confident about understanding, orange means unsure and red means not understanding. Pupils are challenged with support to grade themselves
Prepare an action plan drawing on your strengths and tackle any of the weaknesses that you have identified. Discuss this with a trusted colleague to get feedback on your analysis. Focus on reward and encouragement not on sanction and punishment. Consultation with pupils in relation to own goals and personal aspirations.
Ethos within the classroom
Further Reading Aspy D. & Roebuck F. (1977) Kids Dont Learn from People They Dont Like, Ameherst, Mass: Human Resource
Development Press Hayes, L.(2000) Am I Teaching Well ? Learning Matters Smith, A. & Call, N.(1999) The ALPS Approach Accelerated Learning in the Primary School, Network Educa