Teaching in the 21st Century - Essay Example

Teaching in the 21st Century Insert Name Insert Institution Behaviour management Challenging behaviour is any kind of behaviour that influences and interferes with learning and development of students. It has harm to the child putting him in a position of high-risk category and later social problems and school failure. Managing behaviour of students is a challenge faced by teachers and administrators at secondary school level in the 21st century. The challenging behaviour affects students both in the classroom and in their learning activities outside classroom. Understanding the link between undesirable behaviour of students and their failure in academics is fundamental for formulation of policies that govern learning in institutions. To understand management of behaviour of students it is important to know the root cause of bad behaviour in students at high school level. In the 21st century, the challenges have advanced and developed affecting the performance of teachers and learning as a whole. Close, positive and supportive relationship between teachers and their students is important for learning purposes of the student. This will enable teachers to act appropriately and respond with effective mechanisms to poor behaviour of the students without compromising the self-esteem of students and impeding on their ability to learn. Recognition of students characters, strengths and weakness are key to achieving management of students’ behaviour in a manner that is not compromising to both the teachers and the entire learning community. The effects of change in student’s behaviour, and how to manage the changes if well factored in will lead to better development of students and enhanced learning. Teachers have to understand their cultures in relation to the culture of students so that their cultures do not exclusively overshadow those of students making the classroom unbearable to students. The culture of either the teachers or the students should not dominate and have negative influence on the outcome of classroom learning and development of institutions. Antisocial behaviour, challenging or disruptive behaviour are given to people within a student population whose characters are not home to students population. The community environment may reflect on the behaviour of students and hence determine the kind of behaviour they portray to outsiders and non-students plus the staff. The atmosphere and culture of home and school are different and contextualizing varies depending on individuals carrying out the analysis. Teachers should be aware that certain strict rules on behaviour within the classroom might become too restrictive to certain group of students to the extent that they fail to adapt to proceedings of classroom hence affecting their learning and comprehension capability. Home and school contextual differences are more complex to students who come from liberal families with a lot of freedom hence the management of their behaviour and different amounts of regulation influence a lot on their academic understanding and overall performance. This will have a negative influence on student performance contrary to expectations of the teachers. Teachers therefore need to exert extra caution before implementation of measures and mitigations on management of high school student’s behaviour management. If teachers observe all the factors of disparity then positive learning can be gained despite the problems to learning in the 21st century. Bad behaviour in students has massive influence on the students not only individually but also to all the parties around them. It does not only affect the students’ performance but has ripple effect on the behaviour of those around an individual too. In the classroom, it will have negative effects on learning to the environment and all those within the classroom (Dene, 2008). The teachers identification on what leads to poorly managed behaviour of students depend on their perception and what they feel majorly constitutes bad and poor behaviour that has influence on performance and learning. Behaviour of students may pose difficulties depending on the following factors environment, time, audience and behaviour of display. In the class students may be unsure of their roles hence act in a humorous manner failing to acquire their core purpose of knowledge gaining. Promoters of certain behaviour may unlike the teacher hence influencing their peers to certain characters and disliking the subject. Some poor behaviour of students may develop victims making a student to get despised by his fellows. This has psychological problems on the victim. The student then can constantly complain to the teacher or decide a withdrawal mechanism failing to learn completely or not to achieve the goals of academics and stay in high school. Some students are saboteurs always encouraging other students to misbehave enjoy the resultant confrontation. This group of students always step back and let others to suffer the consequences of their actions. The four labels mark the major kinds of behaviours of most of the high school students in the community presently and labelling them is a little complex. Teachers have to develop and adopt effective strategies to ensure that rights of students to quality education is not compromised by ensuring efficiency in handling of the issues related to management of students behaviours and operations in high school level education (MacFarlane, 2007). How Behaviour Management leads to Positive and Effective Learning Managing the behaviour of students will reduce the time taken and mental investment to deal with attributes to attention seeking, struggling to belong, asserting to belong, taking revenge, bullying and escaping from reprimands and groups commanding institutional gangs. This result of poor management of high school students are part of existence and have always been there throughout the existence of humankind. The society and home that a students’ lives in has great effect on the characteristics of an individual and his possibility to have certain behaviours in relation to other school members (Buckley & Maxwell, 2007). The ability of teachers and administration to manage the behaviour of students has positive impacts on the performance of students. Sound behaviour management does not guarantee successful learning but provides an effective environment for provision of fine educational instructions hence positive impacts on learning. In addition, highly effective instruction reduces challenges of behaviour management but is not an elimination strategy to the problem of behaviour management. Researches also attest that effective behaviour management and proper organization have an aid effect on new teachers and their ability to persist on offering services to the students without much compromise. It increases their morale and gives them ease of operation in new working environments hence effective learning in the institution. Inabilities of teachers to manage effectively behaviour lead to referrals of students and risk of joining special schools. The ability of teachers to have insight into effective management of classroom and its students is fundamental to learning and positive outcomes of education in high school. The current changes in students’ behaviour pose a major risk to quality of education but in case of proper student management, the education provided will have positive impact and the school environment always maintain accommodative capability (Doolite, Homer, Bradley, Sugai, & Vincent, 2008). Management of behaviour is a critical component of learning in the 21 century. The students of this century get a lot of impact and effects from the environment hence the teachers need to manage behaviour effectively ensuring learning that is sustainable and effective (Doolite, Homer, Bradley, Sugai, & Vincent, 2008). Impacts of Information Communication Technology to Learning in the 21st Century Education has emerged in the forefront of the world and in relation to its future. Young learners face a world that is changing in all spheres ranging from political, economic, technology, social, scientific and cultural. Learning has changed and the initial reason by founders of global education was to reduce discrimination and ensure global equity in the learning environment. National policy makers are putting forward attempts for improvement of education and learning outcomes in a way that will be comprehensive and accommodative to all student groups. The changes in information and communication technology have been massive and cross sect oral in education process of high school students with an attempt to achieve the basic goal of education. Great changes in ICT have been observed in the 21st century. There have been emergences of new technology possibilities that have proved the ability to offer learning solutions. Largely, the possibilities of the use of technology for learning have not received comprehensive factoring in and are yet to gain widespread use in the education sector. The quantity of information available in the education sector in the world much is enough for sustenance of populations and not for application in everyday learning activities. The 21st century has seen a massive increase in information technology influencing the education sector both positively and negatively. The emergence of technology has had a massive effect on education through its ability to enable teachers to reach a wide classroom (Dene, 2008). This can be implemented through creation of education internet portal and e learning. Advocates for the use of information technology for education purposes argue that it is effective for achieving learning goals through its ability to reach people in all spheres even individuals who may not get access to the very best of information. The new information and communication technology that has gained use in the current and changing education and learning process of the generation is the computer, related services and software use in learning processes (Johnspn & Maclean, 2008).Teachers are in a position to choose the most effective information technology application for enhancement of learning in the schools. Secondary schools across the globe have policies and programs for embracing the use of technology in running their teaching classes (MacFarlane, 2007). This has proved a vital part to the learning process and has massive impacts to teachers and students who do not have the knowledge of ICT. The provided to teachers as refresher courses and students have to adapt fast to the new form of learning. With the use of this kind of learning teachers have to reconfigure learners to acquire new knowledge and this will definitely have an impact on some kinds of learning methods and approach making them become obsolete (Kalantzis & Cope, 2008). UNESCO reports that there is a global hesitation towards the use of new technology in the secondary education sector. The main reason for this is due to disparities in access to the technologies and related accessories to apply in using them. A majority of schools do not have the technology to apply in implementation of this approach of learning for example the whole of Africa has less computers in relation to the city of Tokyo. Moreover, globally there are still institutions and schools that do not have access to electricity. In case of the use of information and communication technology is embraced at global level, it will increase possibility of creation of discrimination of secondary students from rich backgrounds and those from poor backgrounds. Utilization of information technology has no uniform distribution among the world secondary schools (Clarke & Gregon, 2010). How Information and Communication technology leads to Positive and Effective Learning There are signs that in contrast to other previous technologies like film, radio and television that were expected to transform education sector, computers are more promising to achieve the global transformation necessary for improving secondary school education (Clarke & Gregon, 2010). It has intruded to some core process that earlier technologies failed to approach and offer solutions to in a manner that is sustainable and comprehensive. With effective embracing of information technology students will have an opportunity of accessing learning materials despite their location and virtual classrooms will become reality. The application of technology would be a massive step towards humanity education accessible to world’s population in a sustainable and effective model (UNESCO, 2010).The widespread use of computers and internet services offer hope for effective application of information technology by all the parties for better education. Conclusion The 21st century has seen development and changes of information technology that has effect on education and learning. Some of the changes are good for the learners and the teachers whereas others pose great negative impacts to both groups of users. The teachers are able to make wise and sustainable choices of ICT that can enhance learning. Behaviour of students and administrators also has changed largely in the century. This poses great challenge to learning and adaptation mechanisms by those individuals used to the old expected behaviours of students. The teachers in the 21st century therefore have to formulate mechanisms and processes for enhancing learning ensuring positive impacts on learning environment and framework. Teaching in the 21st century is demanding and challenging but with effective adaptations and applications by teachers, positive learning is definitely obtained. References Buckley, S., & Maxwell, G. (2007). Respectful Schools:Restorative Practice in Education,A Summary Report. Wellington,New Zealand: Victoria University Press. Clarke, M., & Gregon, R. (2010). Introduction to Teaching ;Master of Teaching Secondary. French Forests : Pearson Custom Publishing. Dene, L. (2008). Educational Lwadership and Student Management. Waikato: University of Waikato Press. Doolite, J., Homer, R., Bradley, R., Sugai, G., & Vincent, C. (2008). Importanceof Student Social Behaviour In the Mission Statements,Personal Preparation and Innovations Departments of Institutions. The Journal of Special Education , 239-245. Johnspn, D., & Maclean, R. (2008). Teaching:Professionalization,Developent and Leadership. London: Springer. Kalantzis, M., & Cope, B. (2008). New Learning Elements of a science of education. Port Melbourne: Cambridge University Press. MacFarlane. (2007). Disscipline,Democracy and Diversity,Working with Students with Behavioural Difficulty. Wellington New Zealand: NCZER Press. UNESCO. (2010). Worlds Education Report;Teachers and Teaching In Changing World. United Nations: UNESCO Publishing. Read More