Professional teaching ought to foster learning in a way that enhances connectivity of ideas through experiences, environments and societies. The teaching process must reciprocate student abilities. A dynamic teaching style reflects the changing trends of the curriculum and technology to integrate the knowledge areas and strategies of thinking and thus foster learning.
Professional books, Magazines and journals
Books are the key resources of learning in any institution. Journals are a form of books or mostly educational magazines or newsletters used beside books. Compared to the books, these are materials that foster participation for instance through interactive questions and answers forums. Use of Visual images has been a way of conveying information since time in history.
A lively classroom particularly for the young should have pictorial books and or newsletters. (Sasson, 4) This is because young learners are in a position of drawing information from graphics easily as opposed to reading. The teacher must also make use of other graphical interfaces such as wall charts, poster or billboards from cutouts, the flannel boards or flip charts as common graphical presentations that have been in use.
The best way to learning is through participation. The books are vital and valuable resources but limits participation to those who have interest in reading or those who can read among the young learners. According to (Nguyen, 15) It is a proven fact that young learning minds have little interests in reading until they know how to do it therefore they relay on pictorial communication.
Long reads or talks without illustrations are quite boring for participation. The magazines provide a more practical way of teaching and learning through the elaborative nature. They offer a more dialogue style of explanation and pictorial presentation since most people especially children understand pictorial messages better because they convey messages in a more elaborative and acceptable manner.
The learning environment is a key resource to teaching. The teacher must use the understanding of an individual and group motivational activities or behaviours to enhance the setting. A good environment ought to encourage positive social interaction, self-motivation among learners and social interaction. It must assist the teacher in guiding engaging and motivating students. The teaching profession has to develop in a dynamic process from the initial preparation stages to full career growth of assistance full of illustrations.
The environment must provide chances for building rapport among teachers and learners in the aim of working as a team towards a common goal. Good learning environment needs proper investment of supportive and illustrative materials for knowledge growth among the professionals and well-established policies, procedures, resources and structure to guarantee continuous learning opportunities for the learners. (Ormrod, 32)
A supportive environment is a resource that enables the teacher to understand standards and principals of management, understand how pupils influence one another, how a group should function in the society, and ways of assisting students to work cooperatively or productively. Thus the ability to make professional decisions regarding learning. The organization also influences motivation and engagement among the teachers and the students.
There is a close link between growth and change. Engaging a new teacher for a while helps in learning. Teachers often have the interest in teaching beside the career choice and the probability new engagements being a special aspect of any qualified educator. For instance, volunteer teachers are qualified teachers seeking career growth, new direction of service, career change or waiting for chances for full engagement.
The issue of volunteerism arguably emerged from the societal needs or valuable experience or skills in the teaching profession. A teacher should solicit for people who were not necessarily qualified but willing to give back a valuable contribution to the society through education for extra knowledge and a change. Exchange programme motivates growth in the education sectors. The practice enhances enthusiasm, good communication and relational skill.
Beside the learners’ benefit, the educator often gains well-developed personal skills and other work related skills for instance management, creativity, communication skills or public relations skills. It also enables them to be willing to contribute positively to the development of the nation through general teaching of a subject of interest thus ensuring constant knowledge gain.
With this purposes in mind, a professional teacher would wish to engage in volunteerism or exchange programmes to assist in the making valuable contribution to development as they seek to expend their personal skills and gain the experience. They bring in extra knowledge and tactics that are in-line with technological advancement especially through engagement of fresh graduates. (Simpson, 13)
Every individual has a slightly different approach to teaching confined within almost similar rules. This is a key asset for the school cultural advancement. They are mainly new to the field and are therefore highly motivated and full of enthusiasm to their duties.
This is a very positive effect for a teacher who wishes to engage the aspect of reading books, teaching through illustrations, using the environmental factors to explain and seeking external assistance. These very vital natural teaching resources help one to involve with the assignment of enhancing education and place them in an area that best reflects their initial confidence, enticing partnership or interest to ensure maximum output. (Orlich et al, 3)
As professionals, teachers have to be creative enough to deliver as per the expectations; one way can be using the journals beside the common textbooks. They have to connect students to other stakeholders such as the parents or other professionals like the volunteers with the aim of developing a school as a learning facility to foster education and students’ welfare. The environment needs modification to support learning as well.
Nguyen, Tinh “How to Provide a Learning Environment For Your Child.” How to
Provide a Learning Environment for Your Child. 2009
Orlich, Donarld. C., Harde, Robert, J., Callahan, Richard. C., Trevisan Michae, S., &
Brown, Abbie, H. “Teaching Strategies: A guide to Effective Instruction.” Cengage Learning publishers. 2009
Ormrod, J. E. (2008). “Educational psychology: Developing learners” (sixth Ed.). Upper Saddle River, NJ: Pearson.
Sasson, Dorit “How to Suit Teaching Resources For the Classroom.” How to Suit Teaching Resources for the Classroom. 2010
Simpson, William “Twentieth Century British History: A teaching Resource Book” Routledge publishers. 2005