TEACHER SELF DEVELOPMENT

By

Mehrunissa Aslam

FACTORS TO DEVELOP PERSONAL ITY PERSISTENCE

EMPATHY : imaginative experiencing

RATIONALITY : logical thinking

LEARNING & KNOWLEDGE: Journeys in Personal

development

ATTITUDE : Introspective viewpoint

EMOTIONAL INTELLIGENCE: managing and guiding

emotions

PERCEPTION :Intellectual Game

MOTIVATION : For better performance

QUALITIES TO LEAD A TEAM

Hierarchy of Needs

growth

emotional

physical

Hierarchy of Needs

Physiological Needs

PHYSIOLOGICAL NEEDS

food

water

air

sleep

Physiological Needs

Hierarchy of Needs

Safety Needs

Physiological Needs

Love & Belonging Needs

Safety Needs

Hierarchy of Needs

Esteem

NeedsLove & Belonging

Needs

Physiological Needs

Safety Needs

Hierarchy of Needs

Love & Belonging Needs

Physiological Needs

Safety Needs

Esteem

Needs

Self-ActualizationNeeds

Hierarchy of Needs

D- NeedsDeficitSurvival

B- Needs(being)Higher needs

Six C’s of Motivation..

Choices

collaboration

Constructing meaningConsequences

Control

Challenges

PHYSIOLOGICAL NEEDS

Break fast lunch program

Temperature

Bathroom breaks

Drink breaks

SAFETY NEEDS

Well planned, structured lessons

Clearly defined processes, procedure, rules and practices

Fair discipline

Consistent expectations

Students feel free to take risk

Attitude of teacher ( accepting, Nonjudgmental, pleasant, non-

threatening)

Provide praise for correct responses intead of punishment

BELONGING AND LOVE NEEDS (TEACHER STUDENT RELATION AND STUDENT STUDENT RELATIONSHIP)

Use one to one instruction

Use teacher conferencing

Get to know students ( likes, Dislikes, concerns)

Be available for students in need

Be supportive

Listen to students

Class discussion

Provide positive situation requiring mutual trust

Show and tell sharing

Provide positive comments and feedback rather than negative

Teacher personality ; empathetic, considerate, patient, fair, positive attitude

ESTEEM NEEDS: (SELF ESTEEM)

Develop new knowledge based on background knowledge so as to

help ensure success ( scaffolding)

Pace instruction to fit individual need

Focus on strengths and assets

Take individual needs and abilities into account

Be alert to student difficulties

Be available and approachable

Involve all students in class participantion and responsibilites

When disciplining, do as privately as possible

RESPECT FROM OTHERS:

Develop an environment where students are positive and non

judgmental

Star of the week, award program

Provide deserved positions of status

Involve students in activities of importance ( cleanup environment,

food drive etc)

Recognition programs for special efforts (helpful citizens of week)

Employ cooperative learning so as to develop trust between group

members

SELF- ACTUALIZATION

Expect students to do their best

Give students freedom to explore and discover on

their own

Make learning meaningful – connections to “real”

life

Plan lessons involving meta-cognitive activities

Get students involved in self – expressive projects

Allow students to be involved in creative activities

and projects

TEACHER SELF DEVELOPMENT

Teachers development is defined as

activities that develop an

individual’s skills, knowledge,

expertise and other characteristics

as a teacher.”

OBJECTIVES OF PROFESSIONAL DEVELOPMENT

To update individuals’ knowledge of a subject in light of recent advances in the area;

To update individuals’ skills, attitudes and approaches in light of the development of new

teaching techniques

and objectives, new circumstances and new educational research;

• To enable individuals to apply changes made to curricula or other aspects of teaching practice;

• To enable schools to develop and apply new strategies concerning the curriculum and other

aspects of

teaching practice;

• To exchange information and expertise among teachers and others, e.g. academics,

industrialists; and

• To help weaker teachers become more effective.

TYPES OF PROFESSIONAL DEVELOPMENT

• courses/workshops (e.g. on subject matter or methods and/or other education-related

topics);

• education conferences or seminars (at which teachers and/or researchers present their

research results

and discuss education problems);

• qualification programme (e.g. a degree programme);

• observation visits to other schools;

• participation in a network of teachers formed specifically for the professional development

of

teachers;

• individual or collaborative research on a topic of professional interest; and

• mentoring and/or peer observation and coaching, as part of a formal school arrangement.

IMPACT OF PROFESSIONAL DEVELOPMENT

Self-confidence, teaching ability and KNOWLEDGE

As far as knowledge is concerned there seem to be different ways in which

teachers can develop confidence and improve their general teaching ability:

The subject matter – Above all, teachers should aim to develop their knowledge

of the subject matter they teach. If this is English, teachers can study the language

to further their understanding of how it works, they can enroll in language

development courses, and they can seek opportunities to practise and develop

their ability to listen to, read, speak and write in English, for example, by not

missing the opportunities they have to interact orally with native speakers,

subscribing to EFL/ESL magazines, and participating in synchronic or asynchronic

discussions on the Web. (Ed - such as the onestopenglish forum)

Theories about learning and teaching – Teachers should also aim at

deepening their understanding of the theories underpinning learning

and teaching practices. This can be achieved by reading about teaching

and learning, attending seminars and workshops regularly, and enrolling

on methodology courses which will enable them to reconstruct their

knowledge of the background to language learning and teaching.

The students – The more teachers know their students, the more

effective their teaching will be. Teachers can get to know students better

by giving them opportunities to talk about themselves, really listening to

what they have to say, encouraging them to give teachers feedback on

anything and everything that happens in the classroom, showing a real

interest in them and above all, by teachers just “being themselves,” i.e.

not pretending to be somebody they are not.

The workplace – Finally, it is important that teachers

know the context in which they work very well. This

involves academic aspects such as syllabuses, assessment

procedures, and knowledge of the supplementary materials

they can count on, as well as more practical concerns like

the use of audio, video or computer equipment.

THANK YOU