Up-To-Date Teachers

Learning is not attained by chance; it must be sought for with ardour and attended to with diligence.”  – Abigail Adams.

In order for teachers to remain effective over the years, they must keep up-to-date with constant changes in educational research, development and policy.  There are frequent changes in curriculum, assessment modalities, and economic realities that affect the teaching and learning environment.  Teachers have to keep pace with these new developments and trends or fall behind, lose their competitive edge and place their students at a disadvantage.

As in other professions, teachers must find the time to practice lifelong learning in their subject areas and pursue continuing professional development (CPD).  They need to keep up-to-date with new pedagogical methods and best practices in their field.  These measures are equally important for inexperienced and veteran teachers.  Time does not stand still and students have differing needs.  Teachers cannot continue to teach the same content in the same way, in every class, from year to year.  The educational context keeps changing.  In other words teachers must keep their subject knowledge, pedagogical skills and communication skills up-to-date on an ongoing basis.

They promote high standards of work and have high expectations for their students.  They should also make it a point to share their new knowledge and skills with colleagues and students so that the whole institution benefits. They can also share with other schools through professional organizations or personal networking.  Everything should be done to enhance student attainment.

There are many ways for teachers to keep their practice up-to-date.  The internet is an invaluable tool in this respect. Enormous amounts of information on any subject are available online.  So is the latest in professional development and communication skills.  Educational technology is there for the taking and teachers can take full advantage of it. Bring it more fully into classroom practice and homework.  Read educational blogs, newsletters, access podcasts, follow webinars and relevant social media pages.  There are also helpful e-books and audio books.  You can create your own personal learning network (PLN) online.

Mentors can be very helpful in helping to keep teachers up-to-date.  They can provide needed information and help to hone your teaching skills.  Teachers should also join or form professional subject organizations and participate in departmental activities that promote excellence and best practices.  Each teacher must read educational literature since you need to locate your practice within appropriate educational theory.

Conferences, seminars, Edcamps, research, and projects also play a definite role in keeping teachers up-to-date. Short courses, upgrades of qualifications or professional training, where necessary, can also increase teacher readiness and effectiveness.

Many educational experts recommend the suggestions given above to keep teachers current with any new developments or requirements.  They also agree that teachers who remain up-to-date increase their expert power. Their students learn more and their colleagues look to them for leadership.  Up-to-date teachers quickly notice any changes in the educational environment and they prepare their students for them in a timely manner.  They are also up-to-date with their daily planning, preparation, curriculum pacing, and record keeping relative to their students.

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2 thoughts on “Up-To-Date Teachers

  1. We need to understand how our false genetics models are still creating this sense of just trying harder, setting higher standards, and keeping students making the grade. W need to remove the false genetics models and our false understanding of average stress, which gives the false impression that individual environments do not create differences in higher average layers of mental work that take up real mental energy.
    1. The belief in genetics has blinded researchers to the great social, environmental causes of learning, motivation and academics. 2. The present view of average stress sees stress only as occurring in some present situation, event, or work. We need to see how our average stress is made up many layers of past, present, future – experiences, fears, preparations for defense, needs, values of others, a host of unresolved mental work that remains with us we each carry as individuals as an average that takes up real mental energy from thinking, learning, motivation to learn, and affects our mental/emotional health.
    I have developed a learning theory that sees average stress as much more complex showing our average stress is made up of many unresolved layers of accumulating experiences, problems, needs, situations, values of others, anything we carry with us as “maintained layers” of unresolved mental work – or average stress. This creates our “average layers or average stress”, which hurt thinking, learning, and motivation to learn. This shows just how our “individual environments and differential treatment” create very different amounts or layers of average stress or mental work that take up real mental energy from thinking, learning, reflection(think time), and affects our mental health. This begins in infancy. We carry this average with us that takes up real mental energy, leaving less mental energy to think, learn, and have motivation to learn. It requires long-term nurturing of knowledge and skills to be successful. The higher average stress and less supported skills create a longer road to travel. My theory helps to understand and help more permanently reduce those layers of mental work to make it easier to think, learn, and extend reflection time (high average stress shortens reflection time).

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