Adapting to a Challenging Educational Program
As a student so many questions linger in the mind. As for how will life be after school? The educational programs seem so hard and they required extensive investment in time to study. Adapting to timetable introduced to me and adjusting to the rules and regulations number of undertakings displayed to the learners may not be an extremely basic assignment to be dealt with by the student. The course content has an immense scope and this requires the guide to investing some more energy attempting to make some additional classes. As a student, I was confronted with this test and adjusting to it was an intense issue especially adapting to the educational programs. Instructing the useful and specialised subject is very testing and may put off experts who have in debt ability in the field. It just requires exertion and determination (Shaw, 2007).
I needed to adapt to the circumstance since my requests did not listen. Additionally, my kindred educators were similarly stacked and this killed any discriminative crevice through which I could trust the jury to decide wisely. The understudies require the concentrated and broad scope of the course content since the educational programs are not totally intended to oblige the perfect and most delicate zones. Common sense is the work is missing and I can discover that I had an individual test in adjusting to the completely hypothetical class. This shows a somewhat exhausting introduction and understudies have low recognition. I thought that it was exceptionally hard to control a class where I am required to educate for extended periods of time. Life was hard for Janet and she had to go back to school and work on her bachelor in order to brighten her future. After working as a librarian for two years she decided to complete her bachelor degree. She went to Abu Dhabi University and register to start studying in fall 2011. She chose Business Program and arranged suitable schedule which is 30 minutes after her work to give her time to sit with her kids. The problem was started because principle takes a long time during a meeting without a care about the teachers have other commitments. Every day Janet was late to attend class in Abu Dhabi University that put her in big trouble to fail in class. Janet thought to solve this problem by a talk with principle (Jameson, 2007).
Janet was very angry and she felt that her future in dangerous. Next day she takes decision “My time is now”. When the time for work finish Janet signed and go out without a care about what will happen because she tried to deal with the problem in a positive way but the old mind of principle how to think. The principle sends to ADEC letter about Janet behaviour in school. ADEC arrange a time to talk with Janet. When Janet Explain for them what is happening they are very angry and they are not accepted “why principle force teachers to sit more time when the time for work finish”. Also, they told Janet that she had a chance to take study leave to complete her bachelor degree but first, Janet must change the university and move to accepted condition universities like UAEU, HCT and Zayed University. All of the conditions of admission of the university need ILETs band 5. Janet works hard to succeed in ILETs exam. She took exam 8 times to get 5. All the people around her said, “You have a salary, what you want more”. Janet has her aim to be a successful person in her life and she wants to provide anything for her country. She believes that self-development through education is the first step to developing country.
Pursuing Self-Development and Persevering through Education
When Janet started to apply for study leave process in ADEC. She faced a problem because vice- principal was angry and started to talk with principle to stop sign the paper because ADEC will not replace another librarian it will take a long time. The principle tried to talk with some people in ADEC to see what will happen if she will not sign the paper. Finally, she signs the paper and Janet join to Higher College of Technology as a student in the Business program. After one semester she felt that she is not in correct place. She wants to study something that will improve her skills as a librarian. She met graduate students from the different subject and asked them different questions. At the end, she understood that education program will be the suitable place for her (Leavitt, 2010).
The first day at Education program she felt happy because it is the place where she found herself as a librarian and also, as a mother. Because she learnt more theories about kids which help her to understand some action that her kids did. Every semester in Education program in Higher College of Technology student teacher went to different schools to take experience. It was a very difficult time because I need more experience to deal with the student but also, I learnt a lot from this experience like classroom management and time management.
After two years’ experience as a student teacher. Our advisor in college let us do 60% of teacher work like create our own activity, divide student to their level or let them sit when mixed and evaluate student progress I went to school and talk with the teacher to give her clear idea about what am doing during my teaching practice. Also, I went to know which grade I will teach to prepare the lesson plan for the first day (Albadri, 2013).
The first day in teaching practice is the difficult day because the student needs time to accept you as a teacher. When I moved around groups I found one student she didn’t speak with her peer she just observes them. I was confused because the teacher didn’t tell me that there is a special need in her class. After class, I met my teacher and she told me that the student name is Aisha she is student don’t like anybody listen to her voice. She is a very smart student and did all her work. She didn’t have any diseases or cognitive problem she likes to be silence. Janet went home and her face didn’t leave my mind she thought it is a challenge to find any way to communicate with Aisha.
Experiencing the Challenge of Teaching and Motivating Students
Janet moved students from their group to another group. Also, she established team role in each group which is mean each student have a role in the classroom. In each group, there are leadership, time management responsibility, and reporter and material responsibility. In addition, every day Janet will rotate team role responsibility between each group. Aisha was in trouble because she couldn’t speak with her group and tell them that time will be finish. I gave her white board to write what she wants to say. Janet will never forget Aisha face expression in that time. She was afraid and her tears in her eyes. At the end of the day, Janet gave each students star for their good work as a team. Day after day Aisha wrote what she wants to say in the whiteboard. For Janet, she felt that is an achievement. Because Aisha in Grade 3 and from Kindergarten to Grade 2 she didn’t participate in any activity and work hard. Janet talks with Aisha mother’s and tells her because Aisha just talks with her family so, to evaluate Aisha teacher want to know what skill she has. Janet met Aisha’s mother and explain her learning outcomes in English, Math and science and request to take video during the conversation. The video help Aisha’s teacher to evaluate her skills. The last day in teaching practice the principle gave me a prize for my achievement during my practice and tell me “you are a good teacher and one day you will be a successful person”. Janet believes that students’ motivation is very important during the learning process (Gunn, 2012).
Conclusion
The teacher role is to motivate and find a solution to build student confidence and become a higher level of thinker. How the teacher teaches the student to be problem solvers without especially in solving classroom problem. This calls for workable terms and conditions which don’t bargain or block the showing stage from accomplishing its missions. Without a doubt, the educators ought to have simple minutes while undertaking the showing part and every one of these issues ought to be resolved by all partners for proficiency and viability to be acknowledged in all parts of practice. This is the presumption that the legislature and the schools have an all-inclusive objective of making progress. Joined the Arab Emirates need to contribute and apportion more assets to the instruction division in the critical push to give space for sufficient educational modules assessment, change and better compensations for the instructing staff. We want an educator who thinks out of the box to create a new generation with a higher order of thinking and problem-solving. The teachers should learn to be patient with the student as they learn in school. They should provide them with adequate support for them to achieve their goals (Winzer, 2011).
Reference
Winzer, M A, and Kas Mazurek. International Practices in Special Education: Debates and Challenges. Washington, DC: Gallaudet University Press, 2011. Print.
Gunn, Cindy L. Enhancing Teaching and Learning in Higher Education in the United Arab Emirates: Reflections from the Classroom. Newcastle upon Tyne: Cambridge Scholars Pub, 2012. Internet resource.
Albadri, Fayez. Information Systems Applications in the Arab Education Sector. Hershey, PA: Information Science Reference, 2013. Print.
Adhab, Zainab A. Career Education for Young Women in the United Arab Emirates. ,2012. Print.
Alghazo, Ali M. United Arab Emirates University College of Education Professors’ Perception of the Need for Education for Work in Postsecondary Education in the United Arab Emirates (uae). , 2014. Print.
Gunn, Cindy L. Enhancing Teaching and Learning in Higher Education in the United Arab Emirates: Reflections from the Classroom. Newcastle upon Tyne: Cambridge Scholars Pub, 2012. Internet resource.
Shaw, Ken E. Higher Education in the Gulf: Problems and Prospects. Exeter: Univ. of Exeter Press, 2007. Print
Leavitt, Howard B. Issues and Problems in Teacher Education: An International Handbook. New York u.a: Greenwood, 2012. Print.
Jameson, Shane R. The Handbook of International School Psychology. Thousand Oaks [u.a.: Sage, 2007. Print..
Publishing, OECD. Education Policy Analysis: Focus on Higher Education — 2005-2006 Edition. Paris: Organisation for Economic Co-operation and Development, 2011. Internet resource.
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