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The Influence of Exemplary Teachers on Students

2018-12-28 来源: 51due教员组 类别: Paper范文

下面为大家整理一篇优秀的paper代写范文- The Influence of Exemplary Teachers on Students,供大家参考学习,这篇论文讨论了模范教师对学生的影响。模范教师对学生的影响是深远的。成功的模范教师一般具有良好的人格,能与学生融洽相处。同时,当他们与学生交流时,样会变得非常有吸引力,使学生愿意与他们在一起。拥有出众个人魅力的教师,真正有意义的是消除师生之间的障碍。只有激励学生,才能让他们获得好的学习成绩。

Exemplary Teacher,模范教师对学生的影响,essay代写,paper代写,作业代写

Introduction

Exemplary teacher and exemplary teaching as a wide range of research topic which are proved to be crucial to the learning outcomes of students as well as their mental growth. The study of Rodel foundation of Arizona and other researches reveal the key features of exemplary teachers, meanwhile, refer to my own experiences the reflections and the traits summarized by former researches are highly consistent. Exemplary teachers own similar characteristics and have profound influence on students. In this essay, research literature and my own implications about exemplary teachers will be discussed.

1. The beliefs of Myself and Peers about Exemplary Teachers

I graduated from my middle school and went to the senior high school in Australia. Students in my own country usually taught to obey the rules in school and what the teacher told them. When I was in junior school in China my mathematics teacher was an middle-aged woman who always teaching as what are written in the textbook with merely self thinking. There was no concept of passion of teaching and interesting teaching in her idea. she just rigidly taught the students the equations without sufficient interpreting and wrote the right answers on the blackboard but lack of calculation. Most of the students including myself in my class were not good at mathematics, what is more, do not like the subject. Undeniably, there were still some students got decent score in the mathematics exam. To some extent, whether a student like a teacher or not do not totally affect the score. Considering the reason, from my perspective, it was difficult to have interest in a subject while the teacher was not that satisfied for teenagers.

In a 2006 article, Howe, Edward R claims that in the stage of shaping the personal personalities and the growth of mental state, teenagers are sensitive and easy to influenced by peers. For instance, students often talk about their teachers with classmates refer to dress up, personalities, marital status and especially the teaching of teachers. On one hand, if a classmate mentions the evaluation about a teacher no matter it is positive or passive the other classmates may provoked by the classmate and then marked the teacher from their own viewpoint. Afterwards, students spontaneously connect the judgment of the teacher with his or her own thoughts in teaching state in the class. For middle school students, separating personal features and teaching standard of a teacher is complicated. On the contrary, in the mind of the students, exemplary teachers are the role models and stands out among other teachers.

Research reports (Rhoads& Weber, 2016) teachers not simply taught equations to students but build a mathematics-specific system to teach. Teachers knowing students as learners, developing mathematical ideas and promoting students mathematical activity. Within these three themes were several subcategories. In these processes students gained more from the teaching approaches by the exemplary teachers.

In contrast, during my school days in Australia, I was lucky to have an English teacher who always sacrificed her personal time to provide us more learning materials and created positive learning experiences. Sufficient learning material support us to have better understanding and more chances to practice the learning skills. Thinking back about the teachers in school, students love teachers who build strong relationship with students by showing them respect, trusting them and treating them fairly.

As mentioned in the study of Rodel foundation of Arizona, in addition to my experience and the opinion of my classmate both in China and Australia, exemplary teachers are with passionate belief and motivation, concentrate on subject matter as well as classroom management and Data-Driven Instructional Planning.

2. Comparison of My Reflections with Contemporary Literature

As a crucial part of teaching and learning, exemplary teachers are studied adequately. Contemporary research literature studied the traits of exemplary teachers, the features of the teaching skills of exemplary teachers, the outcome of teaching by exemplary teachers and the identify of exemplary teachers, etc. These research outcomes are extraordinarily comprehensive for teachers to use for reference when teaching. To compare my reflection of exemplary teacher theory with the present literature, I reviewed a good deal of literature. In this essay, the emphasis will be put on the initial define of exemplary teachers and the function of exemplary teachers in teaching.

From the initial define of exemplary teachers which consist of the discover of exemplary teachers and the vital characteristics of the teachers. The researches often in accordance with their teaching experience and their having won a national or major university teaching award.(learn from the best) what is more, recognized exemplary teachers also identified by their students. In the research (Gentry, Hu and Choi, 2011) of student-identified exemplary teachers quantitative analysis and qualitative analysis were used to explain the student-identified exemplary teachers from two samples that included more than 400 teachers. These researches reveals mainly about how to define a teacher as an exemplary teacher. The essential issue of studies emphasized on the distinguished features of exemplary teachers. Speaking of the define of exemplary teachers two great aspects have to be talked.

On one hand, the traits from the teachers themselves. It is undeniably that the elementary distinct feature of exemplary teachers are their personal charisma, motivation of teaching, precisely understanding of teaching materials and professional skills in teaching. To be more specific, succeed exemplary teachers generally have good personality and get along well with others, meanwhile, when they communicate with others it is not difficult to find that the exemplary teachers are attractive and make people willing to stay with them (Nemser, S., 2001). From my understanding and experience, teachers with outstanding personal charisma really make sense to remove the obstacle between teacher and student. For instance, the sense of humor can efficiently decreases the learner-teacher distance. Active motivation of teaching is the foundation of becoming a good teacher (Robbs & Broyles, 2012). Different from the exemplary teachers some other teachers only consider teaching as a job which need to be finished but with less motivation and passion. In addition to, as teachers inspiring and motivating students to become significantly more important than delivering teaching content. At the same time, students received good learning experience and outcome(Collins & John, 2003).

On the other hand, apart from these subjective features of exemplary teachers, the well-organized management of teaching material and classroom discipline. As mentioned before, my senior school English teacher is a good example of exemplary teacher, however, my middle school mathematics teacher is the counterexample. The study of exemplary high school mathematics teachers reflections on teaching provides a typical example about how situated cognition perspective illuminate teachers’ rich way of knowing and using mathematics. All these practical applications establish on the base of thorough comprehending of the teaching context and skilled classroom discipline management.

3. The Implications from Exemplary Teachers

According to Collinson (1949), inquiry, communication and social interaction, curiosity, relevance and intellectual responsibility, these requirements all include in interpersonal skills for exemplary teachers. As a university student major in education, at this stage, in my deepest concern about exemplary teachers is that how to be an exemplary teacher. In other words, what can I do to equip with the key abilities of an exemplary teacher. On account of lack of practical teaching experience, my understanding of exemplary teachers are primarily come from the textbook and lecture. From my experience, a not satisfied mathematics teacher and an exemplary English teacher indeed give me a lot of inspiration. Only cultivate the interpersonal skills, establish a good interactive classroom environment and apply the solid professional knowledge into the teaching activity can a teacher get access to an exemplary teacher. (Kraayenoord et al., 2009 )

Conclusion

The influence of exemplary teachers on students are proved to be profound (Judith, 2013). The literature mostly emphasized on the discover of exemplary teachers and what kinds of traits these teachers revealed and how they performed in the classroom. Nevertheless, the study of the topic still have some specific aspects need to be improve. Since so that the function of exemplary teachers is obvious the training of exemplary teachers and the widely application of exemplary teaching are necessary and urgent. If these theory and approach can be extensive implement into teaching environment the studies seem to be more practical and meaningful.

References

Block, C. C., & Mangieri, J. N. (2003). Exemplary literacy teachers: Promoting success for all children in grades K-5. New York: Guilford Press.

Christina Elizabeth van Kraayenoord, Miller, R., Moni, K., & Jobling, A. (2009). Teaching writing to students with learning difficulties in inclusive english classrooms: Lessons from an exemplary teacher. English Teaching, 8(1), 23.

Collinson, V., 1949. (1994). Teachers as learners: Exemplary teachers' perceptions of personal and professional renewal. San Francisco: Austin & Winfield.

Feiman-Nemser, S. (2001). Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education, 52(1), 17-30.

Gentry, M., Steenbergen-Hu, S., & Choi, B. (2011). Student-identified exemplary teachers: Insights from talented teachers. Gifted Child Quarterly, 55(2), 111-125.

Howe, E. R. (2006). Exemplary teacher induction: An international review. Educational Philosophy and Theory, 38(3), 287-297.

Kathryn R., & Keith W. (2016). Exemplary high school mathematics teachers’ reflections on teaching: A situated cognition perspective on content knowledge. International Journal of Educational Research, 78(2016),1-11.

Morrison, J. A. (2013;2012;). Exploring exemplary elementary teachers’ conceptions and implementation of inquiry science. Journal of Science Teacher Education, 24(3), 573-588. doi:10.1007/s10972-012-9302-3

Robbs, B., & Broyles, S. J. (2012). Learning from the best: A study of the growth, goals and methods of exemplary teachers. Journal of Advertising Education, 16(2), 5.

Vivienne Collinson (2012) Exemplary teachers: teaching for intellectual freedom, Pedagogies: An International Journal, 7:2, 101-114,

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