Teaching and Teacher Education aims to enhance theory, research, and practice in teaching and teacher education through the publication of papers concerned with the analysis of teaching, teaching effectiveness, the factors that determine teachers' thought processes and performances, and the social policies that affect teachers in all aspects and stages of their careers. The journal will recognize that many disciplines - psychology, sociology, anthropology, economics, political science, history, and philosophy - have important contributions to make to the achievement of its goals, and the Editors welcome contributions from them. In the absence of any dominant paradigm, the journal will allow varied approaches to offer empirical research, theoretical and conceptual analyses, and reviews (both qualitative and quantitative syntheses) of high quality.
Upon reaching the school I went straight to the school principal. She was very happy to see me, a former student as a teacher in the school. She then directed me to the school practicum coordinator Mr Ravin Lal the vice principal of the school. He asked me to stay around as we wait for the rest of the teachers and then the staff meeting will be held. In the staff meeting the administrators welcome the new teaches and highlighted the teachers with the school rules and regulation. I was allocated associate teachers. I also learnt that teachers have to prepare a lot before they teach a class.
As the days progressed I was feeling more comfortable with both teachers and students. An exposure was given to me to supervise the teachers’ class who was absent. I was able to see some of the behaviour of the students towards teachers and felt respected. My associate teachers also gave me some of their classes to teach. I felt very nervous at first but then I controlled it and moved on teaching. My associate teacher helped me explain the students some of the concepts which I was not very clear on.
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