Education,Teaching,Studies

The profession of teaching makes all other professions possible. Teaching Schools prepare teachers to ensure preparation for challenges and opportunities that arise. Teaching colleges and universities abound, and students can easily find opportunities to study for teaching professions.

Teaching schools, universities and colleges help teachers prepare to lay foundations for future prosperity by shaping and molding skills in their students. Teacher knowledge is critical to affecting community as well as national development and performance of residents. Teaching professionals have many opportunities to prepare their students for citizenship and participation in community and civic life.

Teaching professionals are generally required to have bachelor degrees, to have completed approved teacher training programs, and to have had supervised practice teaching experience before becoming licensed by the state in which they practice their profession. Teaching schools provide choices of focus on studies for professions in early childhood, elementary, middle school, secondary education, or a special education. Teaching courses are designed to provide competent instructors to school systems

Teaching school degree programs for careers in education will include math, sciences, social studies, music, art, and literature; and education philosophy, learning psychology, and teaching methodology. Secondary school education degrees require additional courses in a major subject in which the teacher intends to instruct.

Some states require teaching professionals to have technical training in teaching and a minimum grade point average; and some states require master degrees in education. Almost all states require licensure, whereas teachers are tested for competency in the basic skills of reading, writing, teaching, and proficiency in subjects taught.

Skills obtained at teaching schools must be kept abreast of changing theories, curriculums, and issues of regulation. Subjects that are constantly advancing, shifting, and making new discoveries – history, science, and math, for instance – require constant study. For this reason, teaching schools, colleges and universities provide continuing education courses for teachers who wish to continue providing their students with excellent instruction. Most States require continuing education for renewal of the teaching licenses, which also give students the benefit of current and relevant teaching techniques, subject matter, and instructional practices.

Teaching requires organization, dependability, cooperation, patience, and creativity, in addition to being knowledgeable in the subject matter being taught. Teachers must be able to communicate, inspire trust, build confidence, and motivate students to participate in the learning process. Teaching institutions also prepare future teachers to be aware of and prepared for educational needs, emotional needs, and cultural differences of individual students, as it may be crucial for teachers to employ various teaching methods for different students to bring student achievement.

Beginning K-12 teachers earn annual salaries of about $40,000 to 50,000; college and university teachers earn somewhat more, depending on the level of education and type of institution.

If you are interested in learning more about teaching, please search our site for further information and resources.

DISCLAIMER: Above is a GENERAL OVERVIEW and may or may not reflect specific practices, courses and/or services associated with ANY ONE particular school(s) that is or is not advertised on SchoolsGalore.com.

Teaching Social Studies – Marginalization

The marginalization of teaching social studies has relegated brilliant development of the discipline and chided the discipline for the improper integration, propagation and education of students. Social is an inquiry based discipline and should not be relegated to the background simply because the constitution is making the subject redundant. However, institutionalizing the original inquiry based method can corroborate student’s intellectual capacity and as well as give them the opportunity to identify their expression with their knowledge, authority, and ethics.

Marginalization of teaching social studies has brought about the relegation of customs to non-essential parts of the syllabus and has culminated in the backdrop of education. This separation has increased the high dropout rate of students because they cannot apply the knowledge garnered in various multi-disciplines and also because they have not been exposed or taught the importance of teaching social studies discipline using the cross curricula instruction method. If expression in various classes is dropped due to the marginalization of teaching social, we should also expect that there will be no way of observing how effectively the students learn, where they learn the less formal education they know, if what they are learning from the various segments of the society they find themselves is good or bad.

Students need to be helped to find their expressions or express themselves positively with the corroboration of the social discipline and not otherwise by marginalizing teaching social studies. How can they express themselves properly if their art or hear their music in school, if they their heroes and leaders are not often talked about or covered in the lesson plans. Teaching social studies is a discipline that helps integrate the students effectively into the school, its curriculum, subject matter as well as the society. So relegating this discipline will only limit the way students develop their intellects and would confine them to a routine that they will never deem important.

Rudimentary social has used the same choice system for a very long time, in spite of the substantial changes in the society. Struggles to restructure lesson plans and unit plans are undesirably wedged by indolence, customs, educational and customary wars, customary state sovereignty in setting syllabus, issuers, and rivalry between subjects for space inside the overall unit plans. By merging social divisions, creating respected theoretical structures of separate social studies divisions, and depending on the existing criteria of social studies in today’s society, teachers could write lesson plans that cover the well being of every stakeholder to propose a significant social studies education to all students.

Teaching Christian Religious Education – A Review

In ten chapters or one hundred and eleven pages, the author presents a compendia of methodology of teaching Christian religious education. The purpose of the study, countless misconceptions of students, the etymology of the word ‘methodology’, definition and reason for religious education, kinds of research methods and hints of note taking are discussed in the first chapter. These give students the opportunity of revising when writer rather than presenting new information to them. The importance of the second chapter is that it gives a systematic approach to finding research/project problems, approach to find a research topic, formulating the research topic, sources of information, reviewing relevant literature, sources of information, reviewing relevant literature, hypothesis and format for research writing. Like the first chapter, the dimensions are not new but serve as a useful guide. The Nigerian approach to moral and religious instruction as stated in the 1981 Revised National Policy on education moved from rote memory of biblical passages to affect the psychomotor and affective domains. Approaches to the study of Christian religious education discussed in Chapter 3 include the Bible-centered or salvation history approach, the phenomenological approach, teacher-centered approach, and the Bible to life, life experiences and life-centered approaches. New life was therefore injected in teaching religious education as students discovered the religious implication of their actions.

Working on the premise that there are several teaching methods in each discipline, the writer identifies some methods and factors that determine their suitability and the right time to use them in the fourth chapter. He rightly observes that the Christian religious studies teacher should not be dogmatic but should apply a method as the situation demands. These methods are divided into teacher centered (lecture, questioning), learner centered (project, assignment) and joint (drama, field trips, story telling, role play) methods.

In Chapter 5, the writer successfully defines technical terms like teaching and teaching practice. Parameters used to identify the competency of the teacher are discussed. The section of preparing to teach is in consonance with Hendrick’s law of readiness. The discussion on the management, organization and administration of teaching practice and micro-teaching and its advantages are geared towards enabling the teacher to teach effectively especially if the assessment instruments at the end of the chapter are implemented.

The sixth chapter clearly traces the history of the religious studies curriculum which protects the child from receiving any instruction that is contrary to the wishes of his parents. The origin and objective of the word ‘curriculum’ and the vital role of parents, learners, teachers, local community, religious bodies, ministries of education and other national bodies are discussed. The seventh chapter expands on the discussion in earlier chapters. The sample of a syllabus is a useful reference material to every Christian religious education teacher.

The eighth chapter on lesson plan logically follows the seventh since the classroom experience tests what has been planned. The writer realistically observes that the success of the teacher is dependent on the mastery of the subject and his/her job is incomplete until evaluation is done. The importance of educational objectives, the cognitive, psychomotor and affective domains cannot be overemphasized.

Commenting on the application of teaching materials, the writer observes that a good material among others should relate to the objective and age of the learners, match their ability and elicit interest in them. The penultimate chapter presents a vivid description of the use of instructional materials in teaching. The impact of visual and audiovisual materials is amazing. Although they create an opportunity for students to come face to face with reality, they should be seen as a means to an end.

The last chapter clearly presents justification for moral education in the school in an era of moral decadence. The aim of religious education therefore is to facilitate desirable changes in an individual since it encompasses theoretical, practical, moral, spiritual, human and divine aspects. The entire society – the home, school, church, voluntary organizations, mass media- has a role to play.

Although the book presents a rather interesting evaluation of Christian religious education methods, the author himself admits that he is not trying to offer new dimensions in the first two chapters. Even though he presents a format for research writing, the technical terms are not defined leaving the reader in a difficult position to see the relationship among them. Several typographical errors undermine the richness of the presentation. The above notwithstanding, this illustrative text of the Nigerian educational experience has graphic illustrations and review questions which stimulate critical thinking. A commendable insight is the lucid distinction made between the curriculum and syllabus which are treated as synonymous terms. The clear presentation of Bloom’s taxonomy of educational objectives is also imperative. Perhaps another insight is how the wrong use of textbooks could hinder self-initiative and transforms learning merely into a routine.

AUTHOR SIGNATURE Oliver L.T. Harding, who obtained his GCE O & A Levels from the Sierra Leone Grammar School and the Albert Academy respectively, is currently Senior & Acting Librarian of Fourah Bay College, University of Sierra Leone. He is a part time lecturer at the Institute of Library, Information & Communication Studies (INSLICS), Fourah Bay College and the Extension Program at the Evangelical College of Theology (T.E.C.T) at Hall Street, Brookfields; Vice President of the Sierra Leone Association of Archivists, Librarians & Information Scientists (SLAALIS); a member of the American Theological Library Association (ATLA) and an associate of the Chartered Institute of Library & Information Professionals (CILIP). His certificates, secular and sacred, include: a certificate and diploma from the Freetown Bible Training Center; an upper second class B.A. Hons. Degree in Modern History (F.B.C.); a post-graduate diploma from the Institute of Library Studies (INSLIBS, F.B.C) a masters degree from the Institute of Library, Information & Communication Studies (INSLICS, F.B.C.) and a masters degree in Biblical Studies from West Africa Theological Seminary, affiliate of the University of Nigeria, Nsukka, where he won the prize for academic excellence as the Best Graduating Student in 2005. Oliver, a writer, musician and theologian, is married

(to Francess) with two children (Olivia & Francis).
Email: oltharding@yahoo.com
Mobile: 232-2233-460-330

Education Schools – Training Options for Teaching Careers

When looking to gain the skills and training necessary to work in the field of teaching and education, there are numerous schools and colleges to choose from. You can pursue the career you desire by enrolling in an accredited teacher education program. Education schools provide training options for teaching careers that can be completed at various levels allowing you to choose an area of specialization that fits your interests. Enrollment in an accredited training school will help you gain the knowledge you need to enter into an exciting new career.

Preparing for a career as a teacher can require a lot of time and dedication. You have the options of choosing to earn various levels of degrees and certificates in this exciting field. Training is available at various levels including:

• Certificates
• Bachelor Degrees
• Master Degrees
• Doctoral Degrees

By pursuing an accredited education at any of these levels you will need to spend a certain length of time on studies.

• Certificate programs will vary but can last anywhere from several months to one year.
• Bachelor degree training requires that you hold an associate degree and complete four years of schooling.
• Master degree programs can take an additional two years of accredited study to complete.
• Doctoral degrees require an additional four years of career training to obtain.

The type of training will depend on the level of education you choose to pursue as well as the specialized area of study. Accredited education degree programs are available to provide you with the schooling you need to enter into a successful teaching career.

You have the opportunity to choose from a number of specialized areas of study. These areas will help you to pursue the career teaching the subject of your choice. Training is available in:

• Elementary Education
• Special Education
• Post-Secondary Education
• Physical Education

…and many other areas. You can train for a career as a teacher by completing all required coursework for the area of your choice. Training may consist of studies in psychology, English, discipline, math, science, teaching methods, history and many other subjects. Prepare for the career you long for by gaining an accredited education that provides you with the knowledge and skills needed to succeed. Accredited schools and colleges can give you the preparation you need to start the path to an exciting new career in teaching.

When looking to receive training in the educational field you should make sure the school or college you choose carries full accreditation. Education degree programs that are fully accredited can provide you with the quality training that you need to enter in the workforce. Agencies like the Accrediting Commission on Career Schools and Colleges ( http://www.accsc.org/ ) are approved to fully accredit various career preparation programs that meet certain criteria. Ensuring that you enroll in an accredited schooling program will help you to receive the best possible education available. Start by researching and enrolling in a program today!

DISCLAIMER: Above is a GENERIC OUTLINE and may or may not depict precise methods, courses and/or focuses related to ANY ONE specific school(s) that may or may not be advertised at PETAP.org.

Renata McGee is a staff writer for PETAP.org. Locate Education Schools as well as Online Education Schools at PETAP.org, your Partners in Education and Tuition Assistance Programs.

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Michael Bustamante is a staff writer for Media Positive Communications, Inc. in association with SchoolsGalore.com. Find Teaching Schools [http://schoolsgalore.com/categories/2/teaching_schools.html] at SchoolsGalore.com; meeting your needs as your educational resource to locate schools.

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