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Practice of Professional Teaching

   

Added on  2021-04-21

4 Pages1533 Words91 Views
An outstanding teacher might, in other terms be known as the exemplary teachers.The following report attempts a comparison between my personal experiences andpoints of view and those that are advocated by my peers and a personal network.The report attempts a further deliberation on the views of the contemporary researchliterature that consists of the reflective practices. The report further proceeds todefine and discuss the various aspects of the professional identity of the exemplaryteachers and the practice of professional teaching.Comparison of the personal networks and the reflection on the ‘exemplary’ teachersIn my opinion and experiences, a great teacher who manages to stand out from thegeneralized category of teachers might be referred to as an exemplary teacher. Anexemplary teacher also refers to the teachers who help their students with theadditional support for the development and the learning on the concerned subject.However, in comparison, the various literature on the subject state that theexemplary teachers must demonstrate the desire to reflect on self and grow. Theteacher must put forth the desire to look into any concern from the perspective of anoutsider and demonstrate the ability of a gradually developed maturity. Theexemplary teacher is also characterized by the urge to constantly inspire andmotivate the concerned students in the given subject of the study. These exemplaryteachers might also help in the creation of the personal connections with theconcerned students in order to help them to succeed in the concerned course ofstudy and thereby grow popular among the students (Robbs & Broyles, 2012)In Part 1A of the assignment, I had mentioned that the teacher whom I would like tocategorize as an exemplary teacher is Miss Harvey, my year 9 mathematics teacher.Miss Harvey was approachable and caring. She had always displayed a greatamount of positivity in her attitude and the had always been patient and responsivefor the students of the class and had always depicted a great control over the class.The teacher taught the central theme of the lesson in a variety of ways in order tohelp the students to learn the subject in an effective manner. I do remember her asan attentive and active teacher who paid individual attention to all the students of theclass.In a similar manner, my peer group that had been pursuing teaching courses havedemonstrated similar views on the exemplary teachers that they had come across.One of my classmates, Harsimrangit opines that an exemplary teacher must displaya high level of achievable and realistic expectation from the class of students andfurther provide the students with the needed guidance for the achievement of theseexpectations. I had also cross-examined one of my personal networks, an outsider to

the profession of teaching to help in the comparison of the exemplary teachers.S.Andrews (personal conversation, March 22, 2018) opines that in order to get theposition of an exemplary teacher, an educator must put forth the depiction of hisinvolvement with the students, lead them by example, builds a rapport with them,encourage them to dream of greater goals, show passion about the goals that thestudents dream of achieving and provide the students with the tools that they mightneed to fuel the dreams of remaining the learners for the whole lifetime. Theexemplary teachers should be able to demonstrate the ability to guide, influence,inspire, instruct, mentor and praise the concerned students. I would like to comparethe perceptions of my personal networks to that of the existent research literature ofRobbs and Broyles (2012).Reflections of contemporary literatureThe exemplary teachers are often seen to have been relying on the foreignperspectives rather than relying on the reflections. Robbs and Broyles (2012) opinethat the majority of the teachers have often asked their students for the feedback ontheir teaching methods from the students. According to the teachers, this helped thestudents to feel more engaged in the classroom. In addition to this, the teachers alsorely on the self-assessment techniques for their own self assessments(Diggelen,Brok & Beijaard, 2012). This process helps the concerned teachers to aid theirdevelopment as an extraordinary educator. Lemon and Garvis (2004) further arguethat the implementation of the reflective practice is one of the major ways to becomean exemplary teacher. The reflective practice refers to a mental process wherein theconcerned individual anticipates the result by the application of rare unstructuredcomplex ideas. The teachers are thus advised to reflect on their teaching methodsand in the process bring about a development in their own professional learnings.Lemon and Gravis (2004) further opine that the educators might experience acontinuous development in the matters related to their profession by engagingthemselves in the reflective practice in the concerned classrooms.Beauchamp andThomas (2010) further support the notion by stating that the reflection by theteachers is crucial as it helps them to impart a higher quality of education to theconcerned students. The self-reflection also helps the teachers to learn more abouttheir practice and their own abilities. Orlando and Sawyer (2013) further argue thatthe various outstanding teachers are characterised by the self-improvement of theirown practices and the skills that they display on encountering the challenges. Thishelps in the identification of their dedication and enthusiasm in the continuousprocess of becoming exemplary.

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