The idea of professional teacher is different from person to person. Nevertheless holistic requirement remains the same.
“ 'Professionalism ' describes the qualities, skills, competence and behaviours expected of individuals belonging to any given profession” (CSP.org, 2014)
Teachers’ standards are statutory framework set by the government to assess minimum professional practice (DfE, 2013 online). I feel these are important as they are providing opportunity for new teacher to reflect on their performance and progress with emphasis on personal professional conduct in part two (DfE, 2013 online).
A teacher can shape entire life of a child and persuade the life of future tomorrow (Dhavela, 2010, Online). A teacher performs role of facilitator, …show more content…
All children are born with potentials and we are unsure of their learning limits (Fisher,R. 2001 cited Bremner). Nevertheless, a need may arise due to various reasons as classified by Maslow (1943, cited Milheim, 2012) and unless psychological needs are met they are incompetent to progress. Conversely, Messer (1967) explains needs of a child vary according to their age, intellectual ability, personality and temperament. As I understand, a child struggle to achieve the level due to disadvantaged conditions (any needs), additional need, English as Additional Language (EAL) or higher ability, where the needs are not met. As discussed, Messer (1967) claims a child from a poor background cannot attain same as the children who come from wealthier homes as the former often look for the emotional support that lacks at home. Despite I feel, the children from wealthier families have access to best environment, however, occasionally distracted from importance of education. Identifying the root cause is considered major challenge teachers are facing. These can be addressed only if there is constant liaison between home and school or parent and teacher, where there is constant monitoring of the vulnerable children and problems hindering their educational needs, which also supports point five in standard eight (DfE 2013 online) of the professional teacher standards. In addition, Moyles, J. et al (2002), there is a need to work closely between school and family (pg 254). My experience of working with a child in a group, who has performed well and made remarkable progress, unexpectedly, started to cry soon she was in school or given a task displaying anxiety. I could immediately notice the change and requested for a parent meeting. Following the meeting I was able to know the reason for change in child’s behaviour which was due to change in environment at
“ 'Professionalism ' describes the qualities, skills, competence and behaviours expected of individuals belonging to any given profession” (CSP.org, 2014)
Teachers’ standards are statutory framework set by the government to assess minimum professional practice (DfE, 2013 online). I feel these are important as they are providing opportunity for new teacher to reflect on their performance and progress with emphasis on personal professional conduct in part two (DfE, 2013 online).
A teacher can shape entire life of a child and persuade the life of future tomorrow (Dhavela, 2010, Online). A teacher performs role of facilitator, …show more content…
All children are born with potentials and we are unsure of their learning limits (Fisher,R. 2001 cited Bremner). Nevertheless, a need may arise due to various reasons as classified by Maslow (1943, cited Milheim, 2012) and unless psychological needs are met they are incompetent to progress. Conversely, Messer (1967) explains needs of a child vary according to their age, intellectual ability, personality and temperament. As I understand, a child struggle to achieve the level due to disadvantaged conditions (any needs), additional need, English as Additional Language (EAL) or higher ability, where the needs are not met. As discussed, Messer (1967) claims a child from a poor background cannot attain same as the children who come from wealthier homes as the former often look for the emotional support that lacks at home. Despite I feel, the children from wealthier families have access to best environment, however, occasionally distracted from importance of education. Identifying the root cause is considered major challenge teachers are facing. These can be addressed only if there is constant liaison between home and school or parent and teacher, where there is constant monitoring of the vulnerable children and problems hindering their educational needs, which also supports point five in standard eight (DfE 2013 online) of the professional teacher standards. In addition, Moyles, J. et al (2002), there is a need to work closely between school and family (pg 254). My experience of working with a child in a group, who has performed well and made remarkable progress, unexpectedly, started to cry soon she was in school or given a task displaying anxiety. I could immediately notice the change and requested for a parent meeting. Following the meeting I was able to know the reason for change in child’s behaviour which was due to change in environment at