Evaluation of Topic

Teaching as a noble profession requires one to follow practice guidelines when interacting with learners so that he or she can be able to equip learners with the necessary skills. Educational researchers have found out that teachers who work effectively share a lot of characteristics which include sharing frequent feedback from their teaching and assessment. Teachers who are effective often assess their teaching activities and the things that they do in classrooms. This way, the teachers can understand whether their students follow the teachings that they are offering. Effective teachers also try to anticipate the concepts and topics which will be challenging to the students, this way; they will be able to develop strategies through which they will handle the topics and ideas for the students to understand easily (Fiene et al., 2009). This is a particular point for the teachers because they will be able to understand the preparation of the students, the knowledge that the students have and their abilities. This way the teachers will adjust their teaching strategies to make sure that class learning is maximized.

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New teachers in the school need to be oriented with the teaching methods from mentors. Through the history of the novice teacher's turnover in the school shows the need to create a support framework for these teachers. In developing this supporting framework, it should be noted that the new teachers might be overwhelmed with the activities that are involved in teaching and assessing the learning of the students and their abilities (Meister, 1990). The mentors who will be developing this support framework for the novice teachers need to create a framework which will be able to help the novice teachers in establishing a syllabus for the class, developing lecture plans, and preparing assignments for the learners. This neccesary as it makes sure that the laboratories are prepared for any practical and structuring discussions that the students need to have. The support framework should also feature planning of the tests and any form of assessment which will be used by the teacher to assess the students' abilities and knowledge.

The novice teachers need to make sure that the learners are efficiently learning what they are being taught. There are several things that the teachers can do to assess if the students are learning what they are being taught. For instance, the teachers can ask questions during the class, give time to the learners to ask their questions and give assignments and teste to the students so that they can see the ability of the students (Stansbury & Zimmerman, 2000). In evaluating their teaching practice, the novice teachers need to get regular insights about the learning of the students, this way; they can be able to test the effectiveness of the teaching method that they are using (Spuhler & Zetler, 1993). The teachers also need to obtain feedback on a regular basis from their teaching as well as solicit for the opinion of the students during the students. The novice teacher also needs to assess the course when the term ends so that he or she can be able to see what he or she has achieved with the students (Hicks, Glasgow & Mcnary, 2005). Through these ways, the novice teachers can be able to evaluate the learning and teaching process in their new positions as teachers. This will also help the mentors determine if the support framework put in place works efficiently.

References

Fiene, J., Wehman, T., Brannon, D., Jares, D., Burke, L., & Young, M. (2009). Mentoring Matters: Mentoring New Teachers--What Teacher Education Programs can do to help. English Journal, 98(6), 3. Retrieved from HTTP//: www.ncte.org.ezproxy.snhu.edu/journals/ej/issues/v98-6.

Hicks, C., Glasgow, N., & Mcnary, S. (2005). What Successful Mentors Do: 81 Research-Based Strategies for New Teacher Induction, Training, and Support. doi:10.4135/9781483328959

Meister, G. (1990). Help for New Teachers: Developmental Practices that work. Research for Better Schools Inc., 97.

Spuhler, L., & Zetler, A. (1993). Montana Beginning Teacher Support Program Research: Report for Pilot Year One. Montana State Board of Education.

Stansbury, K., & Zimmerman, J. (2000). Lifelines to the Classroom: Designing Support for Beginning Teachers. Knowledge Brief. WestEd, 17.