Posts Tagged ‘TEACHERS’
February 20th, 2011 | 
Author: Do you struggle to attract and keep many guitar students who would remain highly loyal to you for many years? Do you have a hard time consistently creating highly advanced guitar students who are happy with their musical skills? Are you struggling to earn the kind of income from teaching guitar that you want and deserve?
Many guitar teachers would nod in agreement to at least one of the question sabove. Many years ago, I was no different. I used to have a difficult time balancing the challenges of trying to help more guitar students, become a more effective guitar teacher, growing my guitar teaching income, and having anytime left at the end of the day. When I began teaching guitar, I had only a few guitar students and struggled to support myself on guitar teaching income only. My biggest challenges were getting consistent results with different types of students, having reliable systems in place for attracting more students and keeping my existing students from quitting before reaching their musical goals. I also couldn’t see an effective way to increase my income other than increasing the number of hours I taught or raising my lesson rates to very high levels.
Unfortunately, I could not find much help from anyone on how to change my situation. Although there were some very good musicians teaching guitar in my area, very few had anything that I considered to be a thriving guitar teaching business: one that ensures effective, powerful and consistent results for students as well as financial success for the guitar teacher.
A great teacher how to be can be learnt from great teachers’ educational leadership, motivational teaching skills, school management, student discipline, parent-teacher meetings, human relations; people skills of great educator, great teacher Orhan Ari, in education reforms, popularising education…
“(Teacher Ari) was one of the greatest teachers of our time. A born teacher” (Dogrusoz, Kibris 1999)
”We had a teacher, Ari.There was teaching.One must love people –& teach”(Dasci, Birlesik Kibris 2003)
‘Teachers Day… Fond memories, upon mention of teacher Ari…’(Guvenir, Halkin Sesi 2004)
(Extracts from this great teacher’, Orhan Seyfi Ari’s, students who became writers)
Great teachers know what make great teachers. A truly great teacher’s motivational teaching skills, educational leadership, people skills can inspire even education reforms. The popular teaching skills in education leadership, people skills make great teachers.
Great teachers’ motivational teaching skills inspire pupils, students. In public relations, school management, student discipline great teachers are empathic. Educational leadership qualities help great teachers’ teaching skills. Great teacher’s student relations motivate. In educational human relations, parent teacher meetings, great educators set example. Truly great teachers’ people skills can enable education reforms in educational history, and social pride.
‘His students made the state and the nation proud’
(On great educator Ari’s death Atun, Leader, TRNC Parliament 1992)
How do great teachers do that? What made teacher Ari a great teacher of teachers?..
Teaching can be an exciting and rewarding experience. This however doesn’t mean it’s ever easy. While teaching can be exciting, it can also be frustrating at times. To be a successful educator, you will need to have the passion, commitment and drive to get through those rough patches. (www.destinationteaching.org/career/why.phtml). This is especially necessary in today’s world to conquer these difficult and challenging times of teaching. Thus the converse is true, once the a teacher gets easily frustrated, lacks passion and commitment in teaching then the question that needs to be asked is; should I be really teaching? A teacher who teaches an individual student may also be described as a personal tutor. The role of teacher is often formal and ongoing, carried out by way of occupation or profession at a school or other place of formal education (en.wikipedia.org/wiki/Teacher). “Teaching is not about imparting information. Teaching is about giving students room to learn how to think for themselves.” (Unauthored, 1994/2002).
GOOD TEACHERS PRODUCE GOOD TEACHING.
A Concise History of Education of Teachers, of Teacher Training and Teaching
Western history of teacher training, education history, teaching theories, education of teachers, modern history od education, began in early 18th century Germany: teaching seminaries educating teachers were the first formal teacher training in Western history of education and teaching.
(History of education had 2nd century-BC Greek Spartan free public education, Athenian Academy until age 18 and higher Academy and Lyceum; Roman private formal schooling in tiers; China’s 1st century-BC administrator examinations; 1st century Jewish informal Cul’ Tura general education; Islam’s 9th century universities [madrasahs]; 16th century Aztec mandatory teen education; 18th century Russian nation-wide education, Poland’s Education Ministry, Chez ‘teacher of nations’ Comenius’s ‘Didactica Magna’ on universal education [compulsory, certified teachers, tests]; leading later Western history of education –17th century Scotland’s free education, 18th’s Norway’s mandatory literacy and New Zealand’s standard education, 21st’s Europe’s Bologna process equalising educational qualifications.)
Teacher education and training, first teacher training college in French history of education and history of teaching, Jean Babtiste de la Salle’s 18th century Brothers of the Christian schools, had non-clerical male teachers teaching poor and middle class children. Based on Greek philosophers’ philosophy of education and teaching, re-introduced by Islam, spirituality was not its only reason, basis of education. Teacher education and training had been clerical –this was Western history of education’s first secular teacher training college.
TEACHING COMPETENCY AND JOB SATISFACTION, AMONG PRIMARY AND SECONDARY SCHOOL TEACHERS
* N.V.S.Suryanarayana ** Goteti Himabindu
The process of Teaching learning transaction depends on the efficiency of a teacher, who is in turn able to manifest potentialities of a child. Teaching learning process cannot be undertaken in vacuum but it is a positively directed action, for which teachers are to be endowed with teaching competency. There has been an enormous amount of research which could answer to such question as what teaching behaviours are related to pupil’s out comes in different areas and in what way they are related. Though teaching competency has been recognized as an important component of teaching learning process, relatively little effort is made to define the term. Donald M.Medley (1982) defined the teacher competency as ‘those of knowledges, abilities and beliefs a teacher process and brings to the teaching situation’. Teacher competency differs from teacher performance and teacher effectiveness in the sense that it is a stable characteristic of the teacher that does not change appreciably when the teacher moves from one situation into another’. Falk and Dow (1971) stated that ‘it is obvious that there is oneness of the subjects taught, and similarity of aims and objectives for different teaching subjects. So there must be similarly in methods and ultimately as a result, in good teaching also.’
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