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  Perspectives of Teaching around the world

 Teacher effectiveness has rapidly raised to the top of the education policy agenda, as many nations have become convinced that teaching is one of the most important school-related factors in student achievement (OECD). And teacher preparation and development are key building blocks in developing effective teachers. This article describes teacher education in jurisdictions around the world that have well-developed systems for recruiting, preparing, inducting and supporting teachers. Examining their efforts is valuable for a number of reasons. First, they broaden the view of what is possible. Second, international comparisons show how ideas work in practice at the system level.

While the educator development systems of Finland, Canada, Australia and Singapore differ in significant ways, what they have in common is that they are just that – systems for teacher and leader development. In the small countries of Finland and Singapore, these systems operate at the national level; in the larger countries of Australia and Canada, they operate at the state or provincial level. In every case, these systems include multiple, coherent and complementary components associated with recruiting, developing, and retaining talented individuals to support the overall goal of ensuring that each school is populated by effective teachers. The systems in these nations encompass the full range of policies that affect the development and support for teachers and school leaders, including the recruitment of qualified individuals into the profession; their preparation; their induction; their professional development; their evaluation and career development; and their retention over time. Leaders in these jurisdictions recognize that all of these policies need to work in harmony or the systems will become unbalanced. For example, placing too strong an emphasis on recruitment without concomitant attention on development and retention could result in a continual churn within the teaching profession.

                           How teachers can navigate difficult emotions during school closures?

The COVID-19 crisis is forcing educational professionals across the globe to take a collective breath. Teachers may feel overwhelmed, fearful, and emotionally fragile. Perhaps also restless, bored, and helpless. With so much uncertainty, how can we navigate this range of emotions? After all, researchers remind us that our stress-management skills ultimately help our students (and those around us) stay calmer.

Acknowledge your emotions

Begin by acknowledging the emotions you are experiencing right now and genuinely offer yourself some understanding. Researchers Kristin Neff and Chris Germer invite us to take a moment for what they call a “self-compassion break”—a gentle, reassuring practice that you can try any time in your day when you feel particularly overwhelmed, discouraged, or frustrated. For what it’s worth, I practice it all the time—and my teenage daughter finds it reassuring and calming, as well.

Affirm your values and Strength

What if restlessness and cynicism seem to prevail, and you don’t feel effective in your work—or lack thereof? It’s crucial to keep coming back to “what matters” most to you, again and again. And, more importantly, to seek opportunities to enact your values in small ways each day.

Having a guiding light is helpful, but so is making a concrete plan. Try this Use Your Strengths exercise where you choose a personal strength—such as courage, teamwork, or humor—consider one simple way you might use it each day for a week, and then act on your idea whenever the opportunity arises.

Send Good wishes to others

Practice sending good wishes to others. It is one of the most effective ways for increasing our empathy and compassion for others. Studies indicate that people who practice loving-kindness for just a few weeks can experience more self-compassion and positive emotions, and relief from depression, anxiety, and chronic pain.

Consider mindfulness as a way of being

Mindfulness, broadly speaking, is another form of kindness. It’s taking time—right now—to simply be with your thoughts and feelings. No judgment necessary. Although we face a time of great uncertainty and a challenging mélange of emotions, we can draw on multiple tools to help us pause, be with those emotions, and redirect them. If we practice taking healthy “timeouts” on our own, we are more likely to model and share these rituals with our students, colleagues, and family members. Let’s commit to practicing self-care each day so that we can move forward together with a greater sense of ease, purpose, and kindness.

Source: https://greatergood.berkeley.edu/

At  Mind Boosters Academy we ensure that the students enhance their teaching skills with Microteaching and we are continuously organizing Microteaching session for our students. 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.

How Educators can help make a kinder world

 

Scientists are starting to make great inroads into understanding the deeper psychological tenets of human morality. Two areas, in particular, are emerging as critical factors in cultivating virtue: purpose and moral identity.

Purpose is inherently moral, as can be seen in its scientific definition: “having a goal in life that you care deeply about and that contributes to the world beyond yourself in some productive sense.” For example, you might aim to transform the health care system into an equitable one and so go into medicine, or your purpose could be to support your family. You might want to live according to your religious or spiritual beliefs or work toward bridging differences.

Moral identity speaks to how important being a good person is to their sense of self. Researchers have found that a strong moral identity encourages students to make ethical decisions and motivates them to behave prosocially even when they don’t get any recognition for it. 

 

Character education offers students the opportunity to think about what virtues they would like to cultivate and what those virtues look like in action. 

Social and emotional skills can help us overcome these inner limitations. Educators all over the world have students in their classes who experience unbelievable challenges in their lives—and a normal response is to act compassionately toward them. But sometimes the emotional toll of seeing so much suffering on a daily basis can lead to burnout, which makes feeling and expressing compassion difficult, if not impossible. However, having the skills to identify, navigate, and release challenging emotions can help educators avoid burnout and continue to act with compassion in a safe, life-giving way.

 

Source: https://greatergood.berkeley.edu/

 

Early childhood programs are designed to improve the survival, growth, and development of young children. Many are directed towards disadvantaged children, with the aim to improve school readiness skills and ameliorate achievement outcomes for disadvantaged students, including young girls (Schweinhart, 2005). ECCE also increases school readiness to improve educational achievement, resulting in greater earning potential and productivity. Lastly, early childhood programs provide socialization through children interacting with peers and adults, learning social norms and developing social-emotional and problem solving skills.

In Mind Boosters Academy, we offer Diploma in Early Childhood Care and Education. Early Childhood Care and Education includes broad spectrum of young children, usually it focuses on educating children before they start compulsory education. Early childhood care and education makes you eligible to work as class teacher for kindergarten, lower primary in mainstream schools and nursery schools. It includes Montessori and EYFS pedagogy for literacy, numeracy, cognitive development, emotional, social development and language development in children. Early Childhood Care and Education helps in achieving equitable, healthy and productive societies. The course content of the Diploma includes Montessori methods of teaching.

 

 

 

                                             


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