Teachers and modern classroom

Teachers and modern classroomthither take hold been profound changes in the instruction policies with the change in snips requiring skills from modern teachers that were non rase imagined mathematical in an earlier era. Gener ally teaching in classrooms were sessions that accustomd the board, lecture, and oral exam and written tests of the present and direct interaction between the teacher and students. This indispensable skills for the teacher corresponding a willingness to explain in depth, lecturing and debut skills, motivation and in some cases the excise of authority and leadership. This role is tardily changing and so is the method acting of the delivery of instruction. Today breeding is non in the lecture or library but on the earnings and some epochs lectures atomic number 18 replaces by multimedia presentations. The teacher today is called upon to be techno smart and highly germinal. This has posed problems for teachers who ar non develop in these technol ogies.Tied with modern concepts like involvement, and many other new concepts like global make up ones minding communities the teacher is always expected to upgrade their skills, and standards non only in the respective subjects but overly teaching skills and methods partd. This causes a dual draw. As it is in that location is a lack of information in the teaching departments about performance. Secondly teachers be yet to be adept properly in the use of information for the identification of weaker students and as well to substantiate their own deficiencies. therefrom teachers be non privy to data and where data is gettable every on the pedagogy prospects, or on the subjects or even on the students progress teachers ar unable to use the information meaningfully due to lack of competency in the use of engineering science or the necessary medium is not available to them perhaps even on cost considerations. Unfortunately much(prenominal) shifts have caused teaching simmer down to be academic based on formulas, and painting by numbers. engineering has make the primary- teach teachers into technicians. There ar more and more of the administrative demands on teachers, and with a larger population of students and changes in policy that make companionable practices become optional.As education take ons modernized it is pointed out that there is a impoverishment to develop the data processing methods. Instructional designs properly through will reduce the difficulty of understanding and the modern requirements that is necessary for travail automation, time components, and engineering. There is a great care required for the educational processes from textbook selection, instruction and the often marginalized social position in womens work. creativity has become the good practice in education with the teachers required to execute the teaching methods irrespective of the use of modern technologies. As a end point modern teachers use props and craft to get the message passed on to the students rather than the rote and learn applied science of previews years. More students are interpreted to field trips and teachers are called upon to hand over their creative skills in creating absorbing activities. These manipulations motif the teacher to plan a sequence of projects where the student is made to learn by doing, something unheard of in the past.The earlier discussions revealed that for a long time the teaching community has been using props and small technology that was creative and crafted to the requirements of the class room. That was an aide and a supplement to the class teaching and did not distance the teacher from the learning stream. Their work was participatory. However with the modern gadgets the things get confusing. The teacher showing a multimedia presentation does not act with it and there is no doing and learning. Instructions are on the screen and are impersonal. Does this impair the learning process? T here is no direct query on this though arguments have been advanced on either site. There are many types of technology that is in use today and it is argued that it toilette be used to teach. Thus the modern information and electronic technology tin be used to convey information like a word processor. This helps those with writing problems as in dyslexia. Teachers can use such technologies to advantage.Other available tools like desktop publishing tools, music software, are all used in modern classrooms. Computer Programs like travel by that can p smoke graphs and pie charts can be used to save time in the teaching of data analysis. Likewise the physics class can be with practical multimedia. These facilities often handicap the teacher who is not trained to only in the use of the media but also in the method of using them as the supplement to his or her lecture skills and direct vibrancy with the student. In order to prevent the teacher from becoming a append presser who takes no active part in the session other that show slides or let the software do the talking teachers have to be educated on the methods of using technology without compromising their ability to build a relationship. This calls for reorienting the teacher. Teachers have a great difficulty in the use of technology. The teacher today is faced with the changes in the classroom and technology.Novick says that students today are into the use of technology but are emotionally and physically drained. They are according to Bernard Novick the products of a new era. Therefore there is a need to train and encourage the teaching communities to be equipped themselves and handle the changes and reconcile to the standard of the new student generation and their requirements. Lankshear devolve into the problems of teachers who are subject to a world that is changing not only in the area of literacy and education but also in the changing face of technology which is complicating the way education is be ing modernized. Thus today there is a link between literacy, technology and learning. The authors comment that there is a lot of enthusiasm and initiative with teachers and students in integrating new technologies into the activities of classroom-based literacy education.The author has researched the manifestation o changes in technology that could do both, bridge the inabilities and cover for the shortcomings of the students and also become a possible creator of disabilities. On the other hand, mack Arthur et al argue that the changes in the technology have changed the nature of the technology practices and also have caused impairment to cognitive facilities. Computer technologies whitethorn have a very far reaching yield on skills particularly to writing skill and vocabulary. The ability of writing well phased matter with disapproval is a skill that is cultivated by the written language alas these skills could be jeopardized. On the other hand technology could bring in aid t o the really disadvantaged by providing required support. In innate cases this could afford a method of imparting knowledge where formerly there were none.Thus it is obvious that the modern teacher cannot be away from the influence of technology and it is time that teachers are technically trained, and they are also made aware of the use of modern data processing methods which will change them in assessing students and understanding their own potential and role. As with all industries these problems are also the foundations for unions to call in the status quo. Because the modern technologies.The unions for the teachers have unluckily blocked their own progress. Unions though a great means of corporate bargaining interfere in the progressive measures which include programs to enhance the teachers improvement and impressiveness. Thus there is a problem of the parent collective and the teachers unions and the educational institutions. Though there is autonomy of institutions la rger decisions often involve the dialog with the unions. The recent move in Columbia to make the teaching effective with the voucher plan for example gives greater say to parents. This will meet that the teacher is dedicated to the job. Thus the initial voucher plans for the children in the territorial dominion of Columbia which were funded by the government have for example given teething to parents in education.The unions mostly are raking up issues for political mileage and this badly impairs the quality of not only education but also of teachers. That unions were involving teachers in their political agenda was evident when the IRS charged that the NEA is illegally making use of funds which are tax-exempt for the purpose of political activity. This is in the take fire of the Democratic Party documents showing that NEA is a campaign which was coordinated by the party in the year 1996. The unionism has not affected all teachers. The NEAs agenda is making teachers turn away f rom it because it involves opinions on international issues not involved with teaching. The AAE and its coalition have 250,000 members, and are not into collective bargaining, on the other hand offer liability-insurance policies and scholarships for teachers. There is also the suggestion of a voucher system where the teacher will be assessed by the parents. This may benefit the good teachers.That these problems do not escape the notice of teachers is evident from the protests of the teachers who wish to be devoid of union compulsions. Teachers are critical of the unions. For example public-school teachers are opposing the unions that claim to represent them on issues ranging from alleged vilification of member dues for political activity to union insistence on politically correct curricula. Thus with parental rights teachers are calling for teachers right to be devoid of union harassment. Thus there is a division on the issue and while unions provide for insurance, and other group benefits, they must not enter into the very root of the education system. Freedom of expression without compulsions must be guaranteed to the teachers.There are lots of women teachers in all communities. In fact women tend to take to teaching as a transaction more than men. However the issues that confront male teachers in the school are also present for the female teachers in the same ratio. Thus they also have to be technically skilled, and oriented to the modern teaching methods. introductory women were relegated to the kindergarten and the primary schools. Now they are in high positions in academic institutions including research institutions and have a role in the formulation of education policies. The distinction between the male teacher and the female teacher lies in the reach women have on the marginalized children and therefore the teaching of these groups who cannot attend school is a speciality that has to be developed in willing women teachers.Thus the technology of t oday enables women at home take a piquancy at home schooling to have virtual but still intimate emotional connections. There is evidence of social disintegration, with the loss of the coarse school and the teacher education programs and there is a move aimed at retraditionalization with individualism being more asserted. Home schooling has come to hang in especially in cases where the child is disadvantaged. It is there that Michael W. Apple lays stress on the role of women educators. It is his opinion that teacher education must be available for women, not only the professional teacher at school, but also those who care for the disadvantaged and are engaged in schooling either at home or in the community. It is urged that this ought to be considered seriously.