After my first session, I am now more conscious on how I perceive teachers in terms of their attitudes, skills and knowledge. Things that happen, happens because of reasons. That reasons could be due to their belief about teaching. Wouldn’t the fact that teachers join teaching profession because of that passion to impact and influence the younger generation and to shape the future of societies.
Teachers’ Will to Learning model
It is assumed that “a will to learn” must be present before teachers engage in actual learning activities. During my years of teaching, sometimes I just wonder why some teachers just don’t see that their teaching practices don’t seem to work in class and are not trying different ways to entice the students. On the other hand, there are teachers who are constantly trying new things, have lots of ideas and you wonder where they get all their energies from.
The beliefs that teachers hold about what constitutes good students learning and good teaching have been found to strongly influence teachers’ behaviour. The quality of teaching is the single biggest in-school influence on student learning. Also essential are how teachers improve their professional skills and the part they play in improving the school and system as a whole. These voices down to how teachers’ learning is crucial in leveraging their own professional development.
Conscious competence learning model
During my second mentoring session, I was introduced by my mentor on a model called “Conscious competence learning model ”. The Four Stages of Learning provides a model for learning. It suggests that individuals are initially unaware of how little they know, or unconscious of their incompetence. As they recognize their incompetence, they consciously acquire a skill, then consciously use that skill. Eventually, the skill can be done without consciously being thought through, and the individual is said to have unconscious competence.
When teachers are at stage 1 - unconscious incompetence – they are not aware of the existing skills and not able to identify their areas of growth. Teachers may not be able to address achieving conscious competence until they've become consciously and fully aware of their own incompetence. This is a fundamental reason for the failure of a lot of training and teaching. If the awareness of skill and deficiency is low or non-existent, the learner is at the unconscious incompetence stage - the learner will simply not see the need for learning. It's essential to establish awareness of a weakness or training need (conscious incompetence) prior to attempting to impart or arrange training or skills necessary to move the learners from stage 2 to 3. People only respond to training when they are aware of their own need for it, and the personal benefit they will derive from achieving it.
The next thing was to use the Competency Model to identify which stages are the teachers in. Knowing which stage they are in, I hope to have an understanding where they are now and from their current status how I can help to close the gap to increase their competencies and awareness. Ultimately to develop them to become effective teachers.
Teachers’ Will to Learning model
It is assumed that “a will to learn” must be present before teachers engage in actual learning activities. During my years of teaching, sometimes I just wonder why some teachers just don’t see that their teaching practices don’t seem to work in class and are not trying different ways to entice the students. On the other hand, there are teachers who are constantly trying new things, have lots of ideas and you wonder where they get all their energies from.
The beliefs that teachers hold about what constitutes good students learning and good teaching have been found to strongly influence teachers’ behaviour. The quality of teaching is the single biggest in-school influence on student learning. Also essential are how teachers improve their professional skills and the part they play in improving the school and system as a whole. These voices down to how teachers’ learning is crucial in leveraging their own professional development.
Conscious competence learning model
During my second mentoring session, I was introduced by my mentor on a model called “Conscious competence learning model ”. The Four Stages of Learning provides a model for learning. It suggests that individuals are initially unaware of how little they know, or unconscious of their incompetence. As they recognize their incompetence, they consciously acquire a skill, then consciously use that skill. Eventually, the skill can be done without consciously being thought through, and the individual is said to have unconscious competence.
When teachers are at stage 1 - unconscious incompetence – they are not aware of the existing skills and not able to identify their areas of growth. Teachers may not be able to address achieving conscious competence until they've become consciously and fully aware of their own incompetence. This is a fundamental reason for the failure of a lot of training and teaching. If the awareness of skill and deficiency is low or non-existent, the learner is at the unconscious incompetence stage - the learner will simply not see the need for learning. It's essential to establish awareness of a weakness or training need (conscious incompetence) prior to attempting to impart or arrange training or skills necessary to move the learners from stage 2 to 3. People only respond to training when they are aware of their own need for it, and the personal benefit they will derive from achieving it.
The next thing was to use the Competency Model to identify which stages are the teachers in. Knowing which stage they are in, I hope to have an understanding where they are now and from their current status how I can help to close the gap to increase their competencies and awareness. Ultimately to develop them to become effective teachers.
PS: This was written quite sometime back.... but abandoned due to attachment failure....
