Teaching is one of the most important professions in the world. For most of the year, children are in the care of these educators. Parents expect them to comfort, console, befriend, and discipline their charges in addition to teaching them everything they need to know to become successful and productive citizens. This may be an impossible job, but many dedicated individuals attempt it daily and wouldn't do anything else. In order to give them the best tools available, to make the work easier and more effective, professional development for teachers training is implemented.
It can be very frustrating for educators sitting in a seminar or training class to listen to an intelligent speaker, with advanced degrees and articles published in education journals, who has never worked in a classroom. One of the fundamental requests of educators attending these types of functions is that they be conducted by individuals who know firsthand the struggles and problems they face each day.
Education theories are of no interest to many in the teaching profession. They would rather deal with practical matters and hands on demonstrations when they attend seminars. Many professionals argue that theory and practice are complimentary, and are equally important. There have been many educational fads based on unsound theories over the years that have undermined the solid evidence about how different environments affect children and how children develop and learn. This is unfortunate because the unsound theories tend to be the ones most remembered.
Most educators do not go to school every day for the paycheck or because they get three months off in the summer. Most love the jobs they do and want to be the best educators they can be. Training sessions should make them better and more effective teaching professionals. They do not need more paperwork or more reports to file.
Most teaching professionals need solutions to common problems facing them. They do not have time for advanced ideas that take most of the school year to become effective. These educators understand they have limited time with each group of children and have to produce results through testing and other means each year. They need proven methods that work in a timely way.
Relevance is important when it comes to educator training. A teacher wants to know specifically how ideas brought forth in a meeting or session will help with the day to day activities and challenges of that individual's class. They do not want to sit and listen to plans for younger or older children or ones that do not pertain to their situation.
Professionals who spend their time in a classroom are often frustrated by an administration that they feel does not have the best interest of their children at heart. Classroom educators invariably suggest administration officials be required to attend teaching seminars to hear and get firsthand information about how the decisions they make in their offices affect the classroom.
Individuals who choose teaching in a classroom, with all the challenges and problems they face, should be given the most effective tools possible to do their jobs. Listening to their suggestions about the best way to do that is important.
It can be very frustrating for educators sitting in a seminar or training class to listen to an intelligent speaker, with advanced degrees and articles published in education journals, who has never worked in a classroom. One of the fundamental requests of educators attending these types of functions is that they be conducted by individuals who know firsthand the struggles and problems they face each day.
Education theories are of no interest to many in the teaching profession. They would rather deal with practical matters and hands on demonstrations when they attend seminars. Many professionals argue that theory and practice are complimentary, and are equally important. There have been many educational fads based on unsound theories over the years that have undermined the solid evidence about how different environments affect children and how children develop and learn. This is unfortunate because the unsound theories tend to be the ones most remembered.
Most educators do not go to school every day for the paycheck or because they get three months off in the summer. Most love the jobs they do and want to be the best educators they can be. Training sessions should make them better and more effective teaching professionals. They do not need more paperwork or more reports to file.
Most teaching professionals need solutions to common problems facing them. They do not have time for advanced ideas that take most of the school year to become effective. These educators understand they have limited time with each group of children and have to produce results through testing and other means each year. They need proven methods that work in a timely way.
Relevance is important when it comes to educator training. A teacher wants to know specifically how ideas brought forth in a meeting or session will help with the day to day activities and challenges of that individual's class. They do not want to sit and listen to plans for younger or older children or ones that do not pertain to their situation.
Professionals who spend their time in a classroom are often frustrated by an administration that they feel does not have the best interest of their children at heart. Classroom educators invariably suggest administration officials be required to attend teaching seminars to hear and get firsthand information about how the decisions they make in their offices affect the classroom.
Individuals who choose teaching in a classroom, with all the challenges and problems they face, should be given the most effective tools possible to do their jobs. Listening to their suggestions about the best way to do that is important.
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