Early Experiences of Teachers

The early experiences of teachers contribute a lot to molding their future performance and success (Ross, 2002). Even as early as the student years, teachers can gain invaluable experience from more experienced teachers. Pairing student teachers with an experienced supervisor allows them to develop their skills by hands-on experience, and allows them to try different teaching styles. They are exposed to different student populations and have the opportunity to develop classroom management skills. Ross believes that the teaching style of the supervising teacher and the level of reflection practiced by them has a strong influence on the development of teaching skills in the student teacher.

The best place for a student to gain such experience is in a Professional Development School (Ross, 2002, 685). However, the guidance a student teacher receives is only as good as that which the superv

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ipation in the learning process and teach students how to find information needed for an assignment. There are techniques which can be applied to help students of all learning styles develop their knowledge and skills. By teaching students the relevance of information to them in the real world, it helps them understand why they are learning it and may encourage them to do so (Turman, 2001, 26(). Teaching them the relationships between different things they are required to learn makes it easier for them to understand why they have to learn a particular lesson, and may also encourage them to do so. If students can see why they are required to learn something, it makes it easier for the teacher to get the information across to them. Teaching them the requirements of a course lets the students know just what they are expected to learn, and so gives them guidance in doing so, allowing them to concentrate on what is expected of them, particularly if their study time is limited, or their learning abilities are limited. It is very important for teachers to set realistic ways of assessing student progress (Turman, 2001, 269). It is easy to assess if students have learned facts: it is more difficult, but more useful, for a teacher
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Approximate Word count = 3202
Approximate Pages = 13 (250 words per page)

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