Mr. Smith was the best teacher I have ever had. This high school teacher was terrific for many reasons. Mr. Smith’s enthusiasm for all his lessons was contagious. He brought history to life by narrating engaging stories, describing artifacts, and connecting historical events to our daily lives. He was so engaged in history that learning was pleasurable, and we wanted to learn more outside of school. Mr. Smith was prepared for what was to come. He knew everything about the topic and could answer any query. He used textbooks, first-hand tales, and multimedia to teach. His well-planned lessons and concise responses made tough historical topics understandable. A friendly and engaging teacher, Mr. Smith was easy to chat with. He allowed them to ask questions and express their opinions to make them feel welcome. He encouraged open dialogue and critical thinking, which made his students more curious.
Students-centered teaching was another way Mr. Smith let us take ownership of our Education. He organized debates, group conversations, and self-paced learning projects. This strategy taught us about our hobbies and forced us to innovate. I disliked a college lecturer. This psychology professor missed part of Mr. Smith’s accomplishments. Before class, this professor seemed uninterested and often late. The pupils were angry and bewildered because the lessons were chaotic and confusing. The lousy teacher did not talk to or engage the kids. The class was boring because students could not ask questions, and conversations were rare. Students found the classroom boring since the teacher was not engaged.
Fuente et al. (2020) observed that many teachers depended too much on outside limitations like rigorous grading standards and short deadlines, which stressed students. Karasova and Nehyba (2023) discovered that this strategy demotivated and hindered critical thinking. Kasimatis et al. (2021) said the classroom needed to be fixed since the teacher could not adapt to the pupils’ demands. Overall, Mr. Smith was my best teacher. He was kind, worked hard to fulfill students’ needs, and loved teaching. However, a terrible teacher needs to be more motivated, prepared, or involved and rely on outside regulations, making learning more challenging. A teacher’s personality and teaching style affect how well youngsters learn and enjoy school.
Based on my experience with a lousy teacher, I offer several fundamental adjustments to make learning more exciting and help students improve mentally, socially, and emotionally. The teacher’s methods were not working, so study and personal experience changed them. First, teachers must be more engaged in their lessons. Teachers who love their subjects will engage students. Using slides and real-life examples can make a topic more fascinating. Case studies that relate to real-life events, circumstances, or tales can help students understand abstract concepts. The teacher should also plan to ensure lessons are orderly and on schedule. Clear learning goals, logical content, and various instructional instruments make learning more pleasurable. Students who can learn in multiple ways may stay motivated in hands-on, multimedia, and engaging projects.
Making the classroom less intimidating and more student-centered is also vital. Helping with lectures, open chats, and group projects is one way. Kids should be confident to converse or ask questions for fear of judgment. Making the workplace safe, welcoming, and inclusive helps people grow as persons and social beings. Teachers should grade more openly and positively to reduce student stress from outside pressure. This may mean providing initial comments, letting them make modifications, and offering alternative grading options based on their learning and level. This method confirms Fuente et al.’s (2020) claim that self-regulation reduces school stress. Teachers should also focus on social skills, such as listening, being sympathetic, and communicating with kids. A teacher who understands that students learn via their experiences can help when needed. Having meaningful relationships with kids helps them grow.
Finally, the instructor should make significant classroom changes to improve learning and assist students to grow mentally, socially, and emotionally. These modifications include increasing student interest, improving session planning and organization, opening the classroom to students, and making examinations more flexible and valuable. Social skills are crucial for meaningful interactions and child development. According to research and experience, these tweaks can help a teacher make a boring classroom fascinating.
Active classroom management keeps everything in order and improves learning. Preventing behavioral difficulties requires forethought. To adopt this proactive strategy, establish classroom behavior rules. Students feel safe and dependable when teachers set clear expectations. Classroom organization helps pupils focus and learn. Differentiated instruction benefits all students. This strategy recognizes that each student has a unique background, learning style, and skill set. Teachers adjust their teaching, use, and grading to accommodate these disparities. Teachers may give students written, oral, or hands-on assignments to demonstrate their knowledge. Differentiated Education meets each student’s needs so they can learn and enjoy the subject.
Teachers sometimes need help to employ technology for all their students. Because of these issues, imagination is crucial. A teacher can make a problematic class fun by adding games or peer coaching. These inventive solutions can help the school solve difficulties and stay joyful. New research and opportunities to develop abilities can teach educators new tools and strategies to solve new difficulties. Building a solid school group support network may help you through stressful times. Sharing experiences, working with others, and seeking guidance may help you see things differently and find fresh answers. If they are open to and willing to try new ideas, teachers can satisfy student demands and adapt to the changing education world. No matter their issues, each child may feel accepted at school and progress with their instructor. This is possible with effective classroom management and an open mind.
References
Fuente, J., Peralta-Sánchez, F., Vicente, J., Sander, P., Umerenkova, A., & Zapata, L. (2020). Effects of self-regulation vs. external regulation on the factors and symptoms of academic stress in undergraduate students. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01773
Karasova, J. and Nehyba, J. (2023). Student-centered teacher responses to student behavior in the classroom: a systematic review. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1156530
Kasimatis, K., Kontogianni, V., Moutsios-Rentzos, A., & Rozou, V. (2021). Identifying the effective teacher: the conceptions of pre-service assistant nurses.. https://doi.org/10.36315/2021end027
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