Teaching is one of the most important professions in the world. For most of the year, children are in the care of these educators. Parents expect them to comfort, console, befriend, and discipline their charges in addition to teaching them everything they need to know to become successful and productive citizens. This may be an impossible job, but many dedicated individuals attempt it daily and wouldn't do anything else. In order to give them the best tools available, to make the work easier and more effective, professional development for teachers training is implemented.
Educator feedback is important to the leaders of these training sessions, and one thing they often hear is a complaint about speakers who have never actually spent time in the classroom. They may have advanced degrees and be published authors, but they have never faced a room full of children who would rather be somewhere else. Years of classroom teaching experience is preferable in someone instructing other experienced educators about the job they are already trained to do.
Education theories are of no interest to many in the teaching profession. They would rather deal with practical matters and hands on demonstrations when they attend seminars. Many professionals argue that theory and practice are complimentary, and are equally important. There have been many educational fads based on unsound theories over the years that have undermined the solid evidence about how different environments affect children and how children develop and learn. This is unfortunate because the unsound theories tend to be the ones most remembered.
Nobody ever got rich teaching children basic skills. The vast majority of educators are dedicated professionals who want their children to succeed and get excited about learning. They value constructive ideas about how to be better and more effective school and community leaders. Spending time on unnecessary reports and paperwork are common complaints made at seminars.
Another problem these individuals have with some training seminars is the temptation some leaders give in to when it comes to ideas that need years to develop before they are effective. An educator has limited time with an age group before it moves into the next grade. They need practices they can put in place immediately.
Relevance is important when it comes to educator training. A teacher wants to know specifically how ideas brought forth in a meeting or session will help with the day to day activities and challenges of that individual's class. They do not want to sit and listen to plans for younger or older children or ones that do not pertain to their situation.
It sometimes seems like there is an ongoing battle between classroom educators and administration officials. Goals often seem to be at odds. Many teaching professionals would like to see board members and principals attend training sessions so they can hear exactly what is on the minds of the staff directly in charge of young people.
Educators are key to the future of the children they guide and teach every day. Getting relevant, creative, and thoughtful training on a regular basis not only helps them be more effective in the classroom, it increases the chances that future generations will be prepared for the challenges ahead.
Educator feedback is important to the leaders of these training sessions, and one thing they often hear is a complaint about speakers who have never actually spent time in the classroom. They may have advanced degrees and be published authors, but they have never faced a room full of children who would rather be somewhere else. Years of classroom teaching experience is preferable in someone instructing other experienced educators about the job they are already trained to do.
Education theories are of no interest to many in the teaching profession. They would rather deal with practical matters and hands on demonstrations when they attend seminars. Many professionals argue that theory and practice are complimentary, and are equally important. There have been many educational fads based on unsound theories over the years that have undermined the solid evidence about how different environments affect children and how children develop and learn. This is unfortunate because the unsound theories tend to be the ones most remembered.
Nobody ever got rich teaching children basic skills. The vast majority of educators are dedicated professionals who want their children to succeed and get excited about learning. They value constructive ideas about how to be better and more effective school and community leaders. Spending time on unnecessary reports and paperwork are common complaints made at seminars.
Another problem these individuals have with some training seminars is the temptation some leaders give in to when it comes to ideas that need years to develop before they are effective. An educator has limited time with an age group before it moves into the next grade. They need practices they can put in place immediately.
Relevance is important when it comes to educator training. A teacher wants to know specifically how ideas brought forth in a meeting or session will help with the day to day activities and challenges of that individual's class. They do not want to sit and listen to plans for younger or older children or ones that do not pertain to their situation.
It sometimes seems like there is an ongoing battle between classroom educators and administration officials. Goals often seem to be at odds. Many teaching professionals would like to see board members and principals attend training sessions so they can hear exactly what is on the minds of the staff directly in charge of young people.
Educators are key to the future of the children they guide and teach every day. Getting relevant, creative, and thoughtful training on a regular basis not only helps them be more effective in the classroom, it increases the chances that future generations will be prepared for the challenges ahead.
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