The quotes of R. Verdi and Carol Buchner contain major importance regarding my notion of being an ideal teacher and they will act as guidance along the tough but enriching path of becoming a successful educator. The acknowledgement of the fact that a consistent learning process is essential remains significantly throughout the course and beyond. In addition, these learning processes expanding over a complex and wide range area which reflect the quality of the teaching style (Nunan; Lamb, 1996).
There is no person determined who provides the knowledge, and differentiation between adults and children is irrelevant as both participants will contribute with various impressions and impacts. Furthermore, the way you approach students is crucial as it affects continuously the structure of their development and the connection to the teacher.
What represents the ideal balance between the considered points? How can I provide space and time to assure an efficient development of the students? How do I create a cooperative environment with cultural diversity? The following essay reflects insight into certain competencies as well as the complexity of observations and aspects regarding the education of the whole individual. Additionally, the design of a lively and familiar, but productive classroom by the teacher as a space where the students interact and develop. These key points convey essential information and provide an image towards “Me as a dream teacher”.
2. Teacher Competencies
The development and maintenance of certain dimensions are an important as well as consistent process and will shape my profession as a teacher. It establishes a basis for teaching efficiently and supports the broad range of the children’s holistic education. The corroboration of a succeeding quality represents the result of a powerful interdependency between competencies (Moghtadaie; Taji, 2018). Therefore, I decided to reflect my ideal educator role onto six competencies more profoundly.
2.1. Intercultural Competency
The awareness of diversity between cultures is immensely important in terms of creating a globalised view because “People are not the same” (Nunez, Mahdi & Popma, 2017, p. 159). Based on various cultural aspects such as norms and background, I will value to adjust properly to a new environment and to demonstrate respect towards the locals. Therefore, a complex self-reflection, for example by using the “Cultural-Frame-of-Reference” model, will ease my integration into contemporary cultures, decreases the possibility of denial, and equips me with people’s viewpoints (Nunez, Mahdi & Popma, 2017). As a result, I utilise the obtained aspects to contemplate towards the distinctness compared to my own culture.
The awareness of diversity enhances additionally to a successful fundament of communication and collaboration within the environment. Whereas the way of approaching and blurring contexts should be considered as vital for sophisticated conversations (Nunez; Mahdi; Popma, 2017). Conversely, these interactions will also provide me with evaluations and reactions from notable figures which offer an essential source for ongoing improvement. In other words, instead of comprehending people’s opinions as criticism, I transform them into beneficial information.
Furthermore, the avoidance of stereotypes will be high focused during my engagement with diversity. This particular judgement manipulates the way of approaching others and might cause dysfunctions within the interpersonal communication and integration. In 2000, Pinto established a “Three-Step Method” to provide an accessible reflection towards the circumvention of interferences (p. 173). This strategy will guide me throughout the process of integration and help to encounter people prejudice-free.
2.2. Interpersonal Competency
The most essential source of establishing a fertile and trustful connection with the children based on the way you approach them. In fact, “The best tutors have a big heart, and they are patient, flexible, and supportive”, according to R.P. Siljander, Reina and R.A. Siljander (2005, p.45). During several observations of teachers behaviour, I concluded that punishment, for instance jelling, is an inefficient strategy to remain in control as it will provoke similar conduct within the student. Conversely, to approach the pupil with calmness and strategies to settle inner stress and detect the reasons of the misbehaviour affirms a beneficial impact. Put differently, I want to assure a steady and respectful interdependency for successful learning where both participants contribute equally to maintain this bond.
In the same way, I will create a powerful collaboration amongst the children as a team to enhance their group awareness, communication skills and confidence to approach other’s. Additionally, the focus will be aimed on presenting the benefits of cultural differences to the students within a cooperating group. Nunez’s and Popma’s statement (2017) indicates a broader range of success if working in a multicultural team with synergistic attitudes and equal considerations of children. As the model below shows a well-balanced system within the educator’s position, it is also essential to create an equilibrium of group and individual work.
Moreover, I want to remain my focus on a genuine guidance throughout the student’s development as well as the support of their weaknesses and strengths. A similar importance is entitled to provide children with a role model they esteem and may refer to, regardless their concern. The lighthearted way of approaching contributes additionally to the pupil’s stimulation (Siljander, R.P. et al., 2005). For those reasons, it contains major importance for me to establish a balance between these three key points in order to maintain a genuine way of teaching.
Educator
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Role model Guide
2.3. Pedagogical Competence
It is meaningful to me to provide the students with a welcomed position and a sense of belonging regardless their origin or culture. Each individual contributes notably to the uniqueness of a multicultural classroom environment. For this reason, I will centre on establishing a powerful union, which values respectfulness and appreciation among all students through providing the children with an awareness of living as an equal community. In fact, “Teachers must create a classroom culture where all students, regardless of their culture and linguistic background, are welcomed and supported and provided with the best opportunity to learn.”, according to Richard, Brown and Forde (2007, p.64). The implication of elementary methods, for example morning circles where pupils welcome each other and exchange news, will facilitate the development of a sense of belonging and also contribute to an unburdened start into the school day.
Additionally, I want my pupils to be responsible in terms of fostering the created community and to be conducive for further development. Each of them possesses a precious part with equal value, and they will benefit from a strong connection. The collaboration as a companionship will refurnish the learning environment as well as influence the advancement towards certain goals. Problems will be approached from various directions and views which will expand the possibilities to achieve a solution (Nunez et al., 2017). In the same way, I will focus on a mutual acceptance and a respectful social intercourse between the students.
2.4. Subject Knowledge and Methodical Competency
The model of teaching which I will practice provides consistent encouragement to my students to achieve an ongoing improvement. Instead of referring onto non-accomplishment and insufficiently solved tasks, I want to put emphasis on advancement and adjust the setting of new objectives towards an enhancing of the evident weak points. In 2017, Khurshid, Parveen, Khurshid and Parvaiz linked the maladaptation of goals to a decreasing of achievement and discouragement towards the learning process itself. Therefore, I want to provide space and time where my students have the possibility to develop personalised in educational situations. The given expanse contributes additionally to their motivation towards an improvement as they experience the sense of success.
That also includes providing opportunities for an extensible development through, for instance additional work, pupils may choose to complete. In that case, it is the student’s own responsibility to judge properly whether the requirements are within their capabilities or not. Conversely, I will observe the judgement and guide either towards easier or more challenging tasks depending on their level of skills and previous results. A substantial factor to observe is the student’s behaviour in terms of difficulty and resistance. Based on the results, I will guide purposefully to seek the collaboration with others to accomplish a solution which again enhances the interdependency among the students as well as sharpens the confidence of approaching. The usage of certain strategies and routines such as “C3B4ME” will support additionally (Willies, 2015).
Likewise, I will encounter the children repeatedly with the importance of cultural backgrounds throughout the lessons but do not distinguish between a local or global as both have a similar importance. It is essential for the students to experience the advantages of various backgrounds when cooperating within a multicultural class. According to Nunez et al. (2017, p.29), “To act collaboratively for the collective good at local, national and global levels for a more peaceful and sustainable world”. In the same way, to obtain cultural knowledge through interpersonal contact will ease the integration into unfamiliar environments. Therefore, I focus on retaining this consciousness to prepare properly for possible occasions.
2.5. Organisational Competency
Before entering into a new school environment, I obtain familiarity with the used curriculum to establish an effective fundament where I base my lessons on. The created structure contains information and objectives, referring to the relevant topics. Similarly, I will prepare materials for example working sheets and activities, to improve the quality of my lessons which contributes additionally to affirm the learning environment. In the same way, an organised structure prevents a student’s disengagement with the class and instead advances towards accomplishments and success (Fraser, 1998). Therefore, it is significant to maintain the assembly of such a system and consistently add new parts.
Subsequently, I will remain to emphasise on cooperating with the whole class to achieve given topic goals and hence, aim on a sufficient adjustment of my lessons to guide towards a unified community. The importance of the multicultural aspect within the group will be implanted by creating assignments which are base on diversity. Nunez et al. (2017), proves that cooperation is the key for momentous success by referring onto the illustration of “The Six Blind Men and the Elephant” (p.161).
Complementary to an efficient organisation is to prepare backup plans and sources to avoid a learning stop and interferences which might cause losing ground. The educator possesses prevalence and losing this position by student’s awareness of deficiency, influences the teaching competence. For this reason, I will focus on preserving the teacher role and provide further instructions to prevent failing.
2.5.1 Classroom
Equally important to the lesson’s organisation is the design of the classroom as it serves as space where the development takes place. In fact, there is an “association between students’ cognitive and affective learning outcome and their perceptions of psychosocial characteristics of their classrooms”, as Fraser had stated (1998, p. 17). Therefore, I want to model the learning environment to initiate curiosity as well as provide manifold opportunities to inspire ideas. The assortment of such a space may indicate various cultural aspects, activities and games, students elaborations, or objects in relation to curriculum topics. Then again, I will centre purposefully during the design onto the support of individual development as well as the cooperation with pupils.
2.6. Competency for Reflection and Development
Significant for a sustainable development of my position as a teacher is a frequent personal reflection which I base on various factors. Firstly, it is important to consider the learning outcomes and results of the students, which will provide me with feedback about the lesson’s quality. These might be test results, working sheets, and homework as well as questionaries regarding activities. Additionally, I will observe during my lessons the balance between participation and distraction which deliver an insight into the properties of the organisational part.
Secondly, I want to gather with peers to share impressions of diverse teaching styles regarding their competencies and exchange approaches and techniques for improvement. Nunez’s et al. statement (2017) indicates that diverse perspectives, especially combined with multicultural thinking increases the performance. In the same way, I will use these occasions to present theories of studies to receive feedback and opinions from the coworkers which will contribute to a broader vision and possibilities to vary my lesson’s structure. Another essential point is to study independently to remain a contemporary development and to obtain views for a variously approach to problems. That includes the copying of certain teaching styles and techniques regarding different cultures (Nunez et al., 2017).
Thirdly, the parents judgement considering their children’s development as well as attitude towards school will reflect onto my competence as a teacher. Vincent stated that a participation and collaboration between teachers and guardians can contribute to a favourable learning outcome (1996). Therefore, I will consult the parents suggestion and opinions to enhance the quality of my lessons and aim purposefully on student’s development regarding those points.
In conclusion, these three core components are essential to impact my self-reflection successfully and also affect further personal development.
3. Nature & Nurture
These two factors will be in essential consideration in terms of my self-reflection. Nature is the point of origin, which has moulded the character and nurture influences constantly the development of the person’s identity. Pinker’s statement (2004), indicates that there is a balance between nature and nurture and that both possess offsetting positions throughout a person’s life. As a result, they will either ease or challenge the integration into a new environment and affect the view towards cultures.
Therefore, I want to advantage from this awareness during the process of reflection and take the resulting impacts into account. Before entering a new cultural environment, I will examine the contrasts between the locals background and mine to manifest mutual respect and establish a base for genuine relationships. According to Nunez’s et al. (2017), “Our cultural norms are not universal” (p. 166), hence being mindful regarding diverse standards will be considered as substantial.
On the contrary, I will maintain the already possessing characters, which represent personal enrichment and equip me with valued attributes as a holistic teacher. For example, these are compassion, care, knowledge, creativity, open-mindedness and global awareness. Additionally, the factors of nature and nurture will enhance my observational skills through reflecting those towards children’s development and behaviour to evaluate their progress properly. These aspects provide me with an insight into the pupil’s environment and decisive factors, which influence their attitude (Pinker, 2004).
4. Holistic Education
Each of the competencies as well as the aspects of nature and nurture constitute an essential contribution to my holistic teaching model. I desire to link every aspect which represents the whole children’s identity, to educate and support extensively. That also includes having a favourable impact beyond the school environment and later development (Hare, 2010). Therefore, I will contribute to the children’s awareness of belonging to a community, regardless certain attitudes other people might judge as inappropriate. People any age should feel comfortable with embracing themselves, especially in the younger stages.
Similarly, the interactions between the pupils should neither be affected by gender nor culture. Mutual respect regardless these factors is indispensable to establish a vital relationship to others. According to Hare (2010), “It promotes the importance of relationships at all levels within a learning community” (p. 3).
The strategies of observing provides me with a supplementary insight into significant information concerning the whole identity, for example group participation and habits. Based on the revealed results, I will draw conclusions about possible areas of deficiency as well as substantial skills they possess. In other words, I will be capable of aiming the support individually, thus conduce towards a successful education and development.
5. Conclusion
These three main topics considered, represent significant components to form the whole compound of me as an ideal teacher. Therefore, I am referring consistently to these factors for a continuing self-development and enhancement of my teaching style. Equally important is to broaden the existing knowledge, interpersonal communication and self-reflection. As a teacher, I pursue to provide my students with the best education possible, hence I have to preserve this position through the progression of my own capabilities.
The stage of primary school comprises an extremely important chapter in the early years of children as it represents the fundament of future decisions, views and approaches. Therefore, those factors should neither be influenced by judgement based on diversity nor a deficiency of intellectual abilities. As an international teacher, I value to create an open-mindedness towards encountering other individuals, including their culture and open possibilities to benefit from these experiences. It is essential that children are mindful with other as well as respect them fully. There are multiple parts which form the whole world, and a global awareness will certainly contribute to decrease denial.
Above all, my goal is to be an inspiring and genuine teacher who invariably pursues the fullest development of his students and helps to bridge the gap between learning and maturing. I want to empower their minds and create opportunities as well as encourage them to reach for their goals and dreams. An educator, young people admire throughout their school life and consult if stumbling along the way.