Effective instruction is highly individualized. Good instruction takes into account the individual needs of each student as well as his overall growth. The teacher needs to be aware of each student’s unique characteristics and modify the lesson plan to meet the group’s needs best. It is always true that teachers have a variety of important responsibilities in the classroom. In the classroom, teachers are viewed as the light. Teachers are entrusted with many responsibilities, from the most straightforward tasks to the most intricate and difficult ones.
To have motivated students in the classroom, teachers must realize how important it is to be driven to execute their jobs properly. Students who are motivated will pick things up quickly. Above all, the teacher needs to be aware of the goals and expectations of the curriculum as well as the teaching techniques, values, and areas of interest. He has to try to guide learners toward a meaningful, fulfilling, interesting, and exciting existence.
While some students have an innate enthusiasm for studying, many require or anticipate that their teachers will motivate, inspire, or push them. The teacher’s ability to sustain the students’ initial enthusiasm for the subject is critical to effective learning in the classroom. Different values, needs, wants, and desires drive different pupils differently. Some learners find motivation in conquering obstacles or receiving praise from others.
The effectiveness of any educational system is heavily dependent on the quality of its teachers, as acknowledged by the Department of Education Order No. 7, series of 2015. Therefore, the Department’s thorough execution of the K–12 Basic Education Program strives to solve several difficulties, including the demand for highly qualified teachers in public elementary and secondary schools. Prominent educational leaders comprehend the value of effective professional development and how to include it in a comprehensive plan for school enhancement since they clearly understand what constitutes good teaching and learning.
A culture of cooperation and shared accountability for creating efficient teaching methods and raising student accomplishment is at the heart of good schools, which are learning communities. It is unrealistic to expect teachers to foster vibrant learning communities among students without a professional community that supports them.
Educational institutions ought to foster an environment that encourages teachers to grow independently and at their speed. Educators should then be receptive to novel approaches. If they were not under pressure to live up to expectations set by others and perform, they would be more inclined to comply. They can devote more time to teaching students how to be learners rather than merely consumers of knowledge once these demands are lessened. Students who have mastered the art of learning will also recognize the advantages of the activities they currently dislike.
Participating in a learning community entail adding to the body of information and learning inside the community and school. In order to help society realize its objectives and vision, sharing information is just as important as pursuing personal learning objectives. Diversity is valued, and the ongoing improvement of instruction for all community members is the main focus of a learning community. As such, learning communities foster discussion and disagreement among participants. Convention and the “way we do it here” mentality are questioned and addressed, resulting in fresh perspectives, ideas, and methods.
Learning communities also value and recognize that educators are lifelong learners who, in their unique ways, come from various backgrounds, work in various contexts, and meet the needs of a wide range of students. They understand that educators have distinct learning objectives, unique requirements, and backgrounds and experiences that influence the learning they pursue.
