Objectives, motivation, and challenges, Part 2
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Assignment 2: Objectives, motivation, and challenges, Part 2 INSTRUCTIONS:
I used the basic version of the copy this site has for Assignment1. I need the paper to build off that paper. Assess the teachers/trainers overall motivation for teaching and general approaches to teaching. develop a rationale for the theory/ and methods of supervision that the workshop will incorporate. (may include more than one theory/rationale. I am supposed to use 5 objectives, using bloom`s taxonomy of cognitive objectives. Analyze at least 2 challenges to achieving the objectives and at least 2 ways to overcome the challenges. I really believe in the idea of transparency.
Develop a basic philosophy of instructional supervision/ leadership with at least three (3) key principles, providing a rationale and support for those principles. Supervision is the action or process of watching and directing what someone does or how something is done: the action or process, of supervising; especially: a critical watching and directing (www.merriam-webster.com). I believe a good supervisor should be a competent and responsible person because he or she is responsible for overseeing a group of people. Supervisors are also tasked with the job of making sure all workers/teachers understand and are working to achieve a common mission and vision as it related to student achievement. Therefore I believe it is critical for a leader to be guided by not only organizational goals but also by his or her distinctive set of beliefs. I believe the foundation of effective leadership starts with the leader displaying personal integrity. A leaders actions should serve as an example for others and be based upon core values such as transparency, mutual respect for diversity, ethical decision making and fairness.
CONTENT:
Objectives, motivation and challengesStudent:Professor:Course title:Date:Objectives, motivation and challengesThe teachers/trainers overall motivation for teaching is through the use of incentives in the form of teacher merit pay. This will entail building performance incentives into the pay structure of teachers. High-performing teachers will be rewarded with bonuses. Harms (2012) pointed out that a bonus payment to trainers/teachers could improve the academic performance of students. This is especially true when the bonus is offered beforehand, on condition that if the performance of the students does not improve, then a part of the bonus cash has to be given back. Therefore, overall motivation for teachers/trainers will involve giving bonuses to them upfront at the start of the year with conditions attached: if performance of the students does not improve by the end of the year, then part of the money will have to be returned. Generally, teacher merit pay could have a major impact on the performance of student (Harms, 2012). The general approaches to teaching are as follows: (i) teacher as executive: this approach sees the teacher/trainer as a manager of intricate classroom process, an individual that is charged with bringing particular results with learners by utilizing the best expertise and methods available. In this approach, teaching methods and curriculum materials that are properly developed and supported by research are essential (Fenstermacher & Soltis, 2010). (ii) Facilitator approach: this puts a high value to whatever the learners bring to the classroom and emphasizes more on using prior experience of the learner. The trainer/teacher who is facilitative is usually a forceful individual that believes in assisting people to grow personally and attain a high level of both self-actualization and self-understanding. (iii) Liberationist approach: this considers the teacher/trainer as a person that opens and frees the student’s mind, initiating the student into human ways of knowing and helping him or her to become a knowledgeable, moral and well-rounded individual (Fenstermacher & Soltis, 2010). (iv) Student-centered approach: this focuses on the student and not the teacher/trainer. It is founded on the constructivist model where learners construct instead of assimilate or receive knowledge. To facilitate student-centered approach, the following activities are vital; dis...
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