B.Ed Courses in UAE

Importance of B.Ed Course for a prospective teacher

Are you willing to become a prospective teacher? Bachelor of Education (B.Ed) is the perfect course which will help you in enhancing your skills and choose teaching as your profession. B.Ed course is made mandatory by many countries to teach in schools. The B.Ed program curriculum is designed in a way to help students to understand teaching and learning process. The B.Ed program also enlightens the students about the assessment and evaluation process. The in-depth knowledge they acquire during the B.Ed course time will help them to understand the perspectives in teaching. The practical exposure they get during the course of study will enhance their skill set and make them a prospective teacher. In Mind Boosters Academy, we ensure that our B.Ed students are well trained and given practical exposure to enhance their teaching skills. During the B.Ed course of study, they acquire the knowledge of converting lesson contents into curriculum. The B.Ed students at Mind Boosters Academy are trained to write their lesson plans perfectively. The proper planning of lessons is the foremost step in efficient teaching practice. The B.Ed program curriculum also gives an insight about different pedagogies used in teaching. The advanced pedagogies in teaching will enhance teaching skills. The B.Ed program helps in applying different strategies in teaching.

The B.Ed program consists of the following papers in the Year I Childhood and growing up, Learning and Teaching, Assessment and evaluation, advanced pedagogies and application of ICT. The B.Ed students in Mind Boosters Academy are given micro teaching practice, regular teaching practice and internship. The microteaching sessions enhance their lesson planning abilities and regular teaching practice trains them on teaching practice. The B.Ed students will also learn about various subject pedagogies, which will give them an insight about various teaching practices. At Mind Boosters Academy, we ensure that our students are well trained and have solid knowledge about the teaching, learning process.

Flexi Spaces in Classroom

Flexi Spaces are in-school flexible learning spaces. They are deeply considered learning environments designed to support children who are disengaged from school and who often face challenging personal circumstances. They promote inclusion and incorporate evidence-based design principles that respond directly to the learning needs of disengaged students.

While many schools offer off-campus alternative learning settings, FlexiSpaces create a physical space within their school campus to provide the student, their family and the school with the support to reconnect within the mainstream environment. This is less disruptive, and supports a sense of belonging. Students can maintain connection with current activities where possible, and to make a smooth transition back to mainstream learning.

The benefits of an in-school flexible learning response, like a FlexiSpace as compared to off-campus programs, is that FlexiSpaces allow students to:

• remain with their peers and friendship groups;
• keep a regular routine;
• have a strong sense of belonging as part of their school community; and, continue their schooling with an uninterrupted curriculum.

Moving a student to an off-campus program sends them a message that they’re not part of their school community, interrupts their curriculum and disrupts their friendships and connections. It also limits the curriculum opportunities that they can access, with off-campus learning settings often having fewer and narrow curriculum choices.

Whilst principals follow operational guidelines, which include details of minimum requirements and setting up a process for identifying students who are disengaged or at risk of disengaging, no two FlexiSpaces are the same. They are designed by the school in collaboration with the school community. Students may range from early secondary, through to the senior years. Students may be experiencing single or multiple barriers to their learning, including family disruption, health issues, mental health issues and other social, emotional or behavioural issues. Some students require early intervention, while other students may require more intensive support.

Importantly, the provision of FlexiSpaces sends a clear message that every student is valued, and that the school will do whatever it takes to support them to stay and succeed in their mainstream school.

The approaches vary in schools, however the FlexiSpace environment is also generally accessed by other classes and student groups across the school. Some schools use the space for co-teaching models; this allows other students to role model learning behaviours to students in the FlexiSpace, while also sharing pedagogy practice across the teaching team.

FlexiSpaces exhibit high-quality approaches marked by high expectations including:

• high-quality and targeted teaching focused on reconnecting students and improving their outcomes;
• access to the Australian Curriculum on the same basis as their peers. (Other school-delivered alternative responses often provide students access to VET courses, or numeracy and literacy programs outside the Australian Curriculum. FlexiSpaces are about high quality curriculum offerings, providing differentiation to respond to student needs, rather than providing ‘watered down’ curriculum options);
• a high-quality built environment that promotes a message of value and facilitates flexible learning opportunities;
• multi-disciplinary approaches in collaboration with other agencies such as Child Safety, Youth Justice, and Communities (where required);
• strengthened school capability in creating inclusive and flexible learning environments that cater to the needs of all their students;
• strong engagement with parents as important partners;
• increased student agency and responses to student voice and needs.

Reference: Teacher Magazine

At Mind Boosters Academy, we ensure that our students are well trained and have solid knowledge about the teaching, learning process and equipped with online teaching techniques. The B.Ed program consists of the following papers in the Year I Childhood and growing up, Learning and Teaching, Assessment and evaluation, advanced pedagogies and application of ICT. The B.Ed students in Mind Boosters Academy are given micro teaching practice, regular teaching practice and internship. The microteaching sessions enhance their lesson planning abilities and regular teaching practice trains them on teaching practice. The B.Ed students will also learn about various subject pedagogies, which will give them an insight about various teaching practices.

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Teacher wellbeing during COVID-19

While COVID-19 is grinding much of society to a halt, schooling has entered uncharted territory. During this time, it is important that teachers look after themselves. Fortunately, there are evidence-backed strategies that can help support teachers’ wellbeing.

Teachers’ wellbeing is not only a vital outcome in itself, it is a means to other vital outcomes, such as students’ learning and wellbeing. Below, we run through several strategies for supporting teacher wellbeing and explain why they might be helpful for navigating COVID-19 and its impacts.

Social Support

Social distancing has been identified as a crucial step to reduce the spread of COVID-19. Recently, however, psychologists have highlighted that physical distancing might be a more appropriate word (Miller, 2020): we should be ensuring physical distance from others, but not social distance. At these times, and in fact all times, social support is essential for our wellbeing (Waldinger, 2015). This is true for teachers and people in general.

In our research among teachers, we have found that those who experience more positive relationships with students and colleagues tend to report greater wellbeing at work and in broader life (Collie et al., 2016). Efforts to develop and maintain strong social connections are therefore crucial, particularly in times where we are likely to experience less social interaction than usual.

Given the changes required to slow the spread of COVID-19, it is important that we engage in physical distancing, while maintaining social connectedness. This might involve meetings and chats with colleagues or students using online platforms like Zoom or Skype, or via online learning management systems; phone calls with family; or playing a game online with friends.

Adaptability

Adaptability refers to the extent to which individuals are able to adjust their thoughts, actions, and emotions in order to effectively navigate new, changing, or uncertain situations (Martin et al., 2012). In general, the teaching profession involves many situations and events that can be considered new, changing, or uncertain. To name just a few: teachers must respond to the changing needs of students throughout a lesson, adapt to manage unexpected situations relating to student behaviour, and make adjustments to their teaching plans when timetable changes occur (Collie & Martin, 2016).

COVID-19 can be definitely categorised as a new, changing, and uncertain situation for all. It is safe to say that adaptability is needed even more now than ever. For teachers this may involve, for example:

• adjusting thinking and attitudes about how students learn online and how technology can be harnessed in teaching like never before;
• adjusting behaviours by seeking out people to support any technical needs for remote teaching; and,
• adjusting emotions by reining in possible anxiety or frustration as new technologies are navigated and as different students engage with remote learning in different ways.

What can educational leaders do to support teachers?

Autonomy-supportive leadership refers to actions by leaders that promote empowerment and self-initiation among teachers 

Importantly, previous research has also provided guidance on how to implement autonomy-supportive leadership. These include:

• listening to teachers’ needs, such as in relation to the requirements for delivery of online learning
• acknowledging and attempting to understand issues from teachers’ perspectives, such as providing teachers opportunities to voice the difficulties and the opportunities that arise when teaching remotely during COVID-19
• seeking teachers’ input in decision-making at the school-level, such as asking teachers how best to approach different events and tasks scheduled during the COVID-19 pandemic
• providing rationales for the tasks required by teachers, such as explaining how and why various tasks may still be important to do remotely.

Reference: teachermagazine.com

Are you willing to become a prospective teacher? Bachelor of Education (B.Ed) is the perfect course which will help you in enhancing your skills and choose teaching as your profession. B.Ed course is made mandatory by many countries to teach in schools. The B.Ed program curriculum is designed in a way to help students to understand teaching and learning process. The B.Ed program also enlightens the students about the assessment and evaluation process. The in-depth knowledge they acquire during the B.Ed course time will help them to understand the perspectives in teaching. The practical exposure they get during the course of study will enhance their skill set and make them a prospective teacher. In Mind boosters Academy, we ensure that our B.Ed students are well trained and given practical exposure to enhance their teaching skills. During the B.Ed course of study, they acquire the knowledge of converting lesson contents into curriculum. The B.Ed students at Mind Boosters Academy are trained to write their lesson plans perfectively. The proper planning of lessons is the foremost step in efficient teaching practice. The B.Ed program curriculum also gives an insight about different pedagogies used in teaching. The advanced pedagogies in teaching will enhance teaching skills. The B.Ed program helps in applying different strategies in teaching.

The B.Ed program consists of the following papers in the Year I Childhood and growing up, Learning and Teaching, Assessment and evaluation, advanced pedagogies and application of ICT. The B.Ed students in Mind Boosters Academy are given micro teaching practice, regular teaching practice and internship. The microteaching sessions enhance their lesson planning abilities and regular teaching practice trains them on teaching practice. The B.Ed students will also learn about various subject pedagogies, which will give them an insight about various teaching practices. At Mind Boosters Academy, we ensure that our students are well trained and have solid knowledge about the teaching, learning process.